Stephanie

Rudnicki ED478 Technology Infused Unit Plan Slavery Unit 9th Grade American History Students will understand what life was like for slavery. Students will know major events in the growth and fall of slavery. Students will identify why and how slaves moved North. Day Lesson Objectives Assessment 1 Introduction to Students will describe Students will create a Slavery the time period in KWL chart. On a timeline, Students will which slavery occurred they will approximate the demonstrate their and list major events in dates of items that they knowledge of slavery in its history. know and mark them the form of discussion accordingly. Students will and individual KWLs. then explore an Students will then interactive timeline and examine a timeline of in different color slavery and add to their markers, write down new KWLs. information and new information they had wanted to know. 2 The Plantation: Life as Students will be able to Students will create an a Slave describe the conditions agenda that describes Students read and listen in which slaves lived what plantation owners to first hand accounts of and worked and made slaves do over a a young slave living on analyze why one daily period. a plantation. would want to escape. 3 Growing up as a Slave Students will compare Students will fill out a and contrast life as a Venn diagram comparing Students will read a slave to their own lives life today and life as a first hand account of and summarize the slave in early America. what it was like to be a conditions of a life in Students will then write a slave and then imagine slavery. letter to a friend from the how their lives would perspective a slave, be different in that describing their home, situation. family, work, something they are concerned about, and something they are anticipating. 4 The South, The North, Students will compare On a map, students will

& The Underground Railroad Students will examine economic and political conditions of the North and South, consider why slaves would flee north and examine how the Underground Railroads was mean of doing so. Life in the Underground Railroad Students will interactively explore a first hand account of a slaves journey on the Underground Railroad. Freedom Students will examine how slavery was major cause of the Civil War and how slaves participated in securing their freedom.

and contrast economic and political policies of the north and south, map Northern and Southern States as well as the Underground railroad, and add information about the Underground Railroad to their timelines. Students will describe how slaves traveled, and summarize the challenges and concerns of slaves when going North.

mark Northern and Southern states and the Underground railroad. On a worksheet, they will identify the characteristics of these states. Finally students will add information about the Underground Railroad to their timelines.

Students will create a postcard from the perspective of a runaway slave depicting a scene from the railroad, describing the journey, and identifying a person who had helped them escape. Students will Students will write a summarize why the short paper describing South seceded from how slavery was a main the Union and how the issue of the Civil War and slaves joined war in their own words list efforts. three ways that slaves participated in securing their freedom.

American History (9th Grade) Lesson Plan: Life in the Underground Railroad Objective: Students will describe (knowledge) how slaves traveled, and summarize (comprehension) the challenges and concerns of slaves when going North. Goal: B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion Materials Needed: SMART Board or Computers Index Cards Coloring Utensils Criteria Sheets http://teacher.scholastic.com/activities/bhistory/underground_railroad/escape.htm Introduction - 5 minutes Briefly have students recall why a slave would want to escape North. Ask students how they think a slave might be able to do this and what problems they think they would encounter. Tell students that they will be learning of the challenges by exploring one young slaves escape. Afterwards, they will put themselves in that same perspective and write a postcard describing their journey. Steps for Instruction - 35 minutes 1. Explain to students that they will begin exploring online after the assignment has been discussed. 2. Hand out the criteria sheet, and explain to students what they should do, and answer any questions. 3. As a class on the SMART board or individually/in small groups on computers, access the interactive Underground Railroad Journey 4. Allow students to explore the website and fill out information they will include in their postcard. 5. Monitor students activity to make sure they are exploring the Railroad or creating their postcards. Strategies for Students The website can be read and also plays audio for those who struggle with reading. A combination of writing, drawing, and interacting appeals to multiple learning styles. Closure - 5 minutes Ask students to name some risks of the journey. Briefly have students think about if they would be willing to make those risks for freedom. Assessment Students will be formally assessed on the scores of their postcards. Students should write from the perspective of an escaped slave who has attained freedom in the North and is writing to another slave that is unaware of how the Underground Railroad works but is considering the journey. Students should include a relevant photo, list how long

the journey took, identify at least three dangers/concerns they faced, and identify at least 3 people that they would have encountered during the journey.

Greetings From the Underground Railroad

Goal: Your task is to create a postcard that describes what life was like for slaves traveling through the Underground Railroad. Role: You are a former slave who has just used the Underground Railroad to escape to freedom in the North. Audience: You are writing to a slave living in the South. He or she has heard about the Underground Railroad and is considering escaping to the North. However, he/she knows very little about what the Underground Railroad actually is or how it works. Situation: After securing your freedom in the North, you have decided to contact a friend. Your friend is still living in the South as a slave, but before you left, he/she had expressed an interest in escaping. Your friend was hesitant, because he/she knew very little about the Underground Railroad. Now that you have undergone the journey, you are writing to inform your friend of your experiences. Performance: You will create a postcard in order to describe how slaves traveled North for freedom and the people whom they encountered. In addition, you will summarize the challenges and concerns that slave faced, and how these were overcome. Your postcard should be neatly made and set within the appropriate time period. Your information should accurately describe materials covered within the Scholastic interactive website. Standards: Your postcard should meet the following criteria:

Rubric

Include a relevant photo on the front. This means including imagery that is representative of the Underground Railroad. What did it look like? (10 points) Date your postcard using an appropriate year in which the Underground Railroad would have been traveled. (5 points) Describe a typical 24-hour day. When did a runaway slave begin their day and when did it end? When did they move and when did they rest. Why did they do these things at certain times? (30 points) List how long the journey took. When did you start and when did you end? Include changes in seasons and weather. (10 points) Identify at least three dangers/concerns they faced. What were they and why were they concerns? (30 points, 10 points each) Identify at least three people that they would have encountered during the journey: Who were they and what were their roles? (30 points, 10 points each)

Self Assessment

Teacher Assessment

Representative Photo ___/10 Accurate Date ___/5 Describing a Day ___/30 Length of Journey ___/10 Three Dangers or Concerns ___/30 Three People ___/30