SLAVERY AND THE UGRR - Appalachian State …



SLAVERY AND THE UGRR

MULTI-TEXT UNIT

4TH GRADE

PACING GUIDE

DAY 1:

TEXTS:

NO MORE! STORIES AND SONGS OF SLAVE RESISTANCE

THE UNDERGROUND RAILROAD

MATERIALS:

Chart paper

Overhead projector

Journals

Student Packets

ACTIVITIES:

Allow students to look at texts. Ask them to notice the titles, pictures and begin to make predictions. List predictions on overhead.

Conduct a guided reading of first text using predict, prove, predict, prove as read P.1-18.

Class discussion: write down what students know about slavery on KWL Chart that will hang in room. Then write what they want to learn.

Vocabulary pre-assessment, map pre-assessment, timeline pre-assessment.

Pair reading of Underground Railroad with intent to identify content vocabulary, followed by Vocabulary Activity using Frayer Model. Groups share during class discussion. Add to the KWL Chart if desired.

Independent reading of social studies text, chapter on slavery in NC. Write summary of that chapter (pre-assessment).

NCSCOS Objectives:

Social Studies:

1.04 Evaluate ways people of NC used, modified and adapted to the physical environment, past and present.

2.04 Describe how different ethnic groups have influenced culture, customs and history of NC.

3.02 Identify people, symbols, events, documents associated with NC history

Language Arts:

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

Setting a purpose using prior knowledge and text information, making predictions, formulating questions, locating relevant information, making connections with previous experiences, information, and ideas.

2.03 Read a variety of texts, including fiction……nonfiction……poetry……drama.

2.07 Determine usefulness of information and ideas consistent with purpose.

4.02 Use oral and written language to present information and ideas in a clear, concise manner, discuss, interview, solve problems, make decisions.

DAY 2:

TEXTS:

THE UNDERGROUND RAILROAD

IF YOU TRAVELED ON THE UNDERGROUND RAILROAD

WHO COMES WITH CANNONS?

WEBSITE: http:// railroad/

MATERIALS:

KWL Chart

Computer

Student Packet

ACTIVITIES:

Guided Reading:

Predict, prove, predict as read first chapter of Who Comes With Cannons?

Class discussion comparing facts from today’s reading with readings from Day 1.

(Add to KWL Chart?)

Small group work looking for content vocabulary as they read first half of If You Traveled on the Underground Railroad. Word Search sheets in Student Packets for vocabulary work.

Independent work in Student Packet: map work, referring to first nonfiction text above.

Pairs access website for UGRR routes, to label maps, to identify slave states and free states.

If time, revisit text from Day 1, No More! Stories and Songs of Slave Resistance.

Respond in Journals to pre-assessment question, “Why did slavery exist? Should it have been legal? Would you have supported it in NC of the 1800s?”

NCSCOS Goals same as Day 1 with technology goal 2.01 included (collecting info)

DAY 3:

TEXTS:

PRESIDENT OF THE UNDERGROUND RAILROAD: A STORY ABOUT LEVI COFFIN

MATERIALS:

KWL Chart

Website from Day 2

Journals

Student Packets

ACTIVITIES:

Look at KWL Chart for prior knowledge, stimulate discussion, design questions for reading with an emphasis on the UGRR and the vocabulary terms related to the UGRR.

Ask students what they’ve discovered about Quakers and their connection to the UGRR.

Point out that our text today is about a NC Quaker.

In Journals, students write questions stimulated by discussion that they want answered.

Small groups read biography of Levi Coffin, a NC abolitionist, and fill out a character trait graphic organizer. Groups may revisit website to finish any work with map in Student Packet.

Ongoing independent reading in Who Comes With Cannons?

Sharing of info from graphic organizer work with class. Look at KWL Chart and allow students to add in W or L column.

NCSCOS GOALS:

Same goals as Day 1 and Day 2 with additional goals as follows:

Social Studies:

3.04 Compare and contrast ways in which people, goods, and ideas moved in the past with their movement today.

4.02 Identify religious groups that have influenced life in NC and assess the impact of their beliefs.

DAY 4:

TEXTS:

PRESIDENT OF THE UNDERGROUND RAILROAD: A STORY ABOUT LEVI COFFIN

MATERIALS:

Character Trait Analysis activity from Day 3

Mendenhall Plantation focus sheet

Pencils

Bag lunches

ACTIVITIES:

Small groups finish sharing Character Trait Analysis sheets (Levi Coffin readings) prior to leaving for field trip to Mendenhall Plantation, near Greensboro, NC.

While at Mendenhall Plantation, a Quaker plantation in Guilford County that was a station on the UGRR, students will find answers to focus questions.

NCSCOS GOALS:

(See goals for Day 3 for explanation)

Social Studies

1.04

3.02

3.04

4.02

4.05

Language Arts

1.04

2.02

2.05

DAY 5:

TEXTS:

FOLLOW THE DRINKING GOURD

NO MORE! STORIES AND SONGS OF SLAVE RESISTANCE

WEBSITE:

VIDEO: FOLLOW THE DRINKING GOURD

MATERIALS:

KWL Chart

Student Packets

Journals

Overhead projector

Art supplies: poster board and markers, crayons

ACTIVITIES:

Ask students how NC slaves might have discovered who, which people, like Mendenhalls or other Quakers, could be trusted and how they would know where to go or reach safe destinations.

Brainstorm ways people today communicate. List ideas on overhead.

Pedict ways slaves, conductors, abolitionists, passed information to one another. List ideas on overhead.

Listen to story of Follow the Drinking Gourd. Watch video (optional).

Divide into 4 groups, each group gets copy of one stanza of song.

Each group rereads, discusses their verse, looking for coded messages.

Each group visits website for more explanation, interpretation of verse.

Group designs a poster with illustration symbolizing their verse.

After groups present posters, class discussion of predictions, misconceptions, connections. Add to KWL Chart. Make another large Compare/Contrast Chart

comparing how NC slaves, conductors, others passed and received information and the way we receive and pass information today. Students add to this chart from their findings.

Follow-up reading pages 24-27, 42-43 in No More! Stories and Songs of Slave Resistance, examples of Negro Spirituals sung by slaves, used to code messages.

NCSCOS GOALS:

Social Studies

04. Describe how different ethnic groups have influenced culture, customs, history NC

3.04 Compare, contrast ways people, goods, ideas moved in past with today

4.02 Identify religious groups that influence life in NC and assess impact

5.02 Describe traditional art, music and craft forms in NC

Language Arts

2.03 Read a variety of texts, including :fiction……nonfiction…….poetry……..drama

2.09 Listen actively by: asking questions, paraphrasing what is said, interpreting speaker’s verbal and non-verbal messages, interpreting speaker’s purposes and/or intent.

3.03 Consider ways language and visuals bring characters to life, enhance plot development, produce response.

4.05 Use planning strategies to generate topics and organize ideas (e.g. brainstorming, mapping, webbing, reading, discussion).

DAY 6:

TEXTS:

SWEET CLARA AND THE FREEDOM QUILT

WEBSITE:

(this site is often difficult to access but using a search engine, type UGRR quilts)

MATERIALS:

Computer

Student Packets

Journals

KidPix software

Art supplies (crayons, markers, white construction paper)

ACTIVITIES:

Continue theme of communication by reviewing Compare/Contrast Chart from Day 5 and looking a KWL Chart. Look at text for day and note which “art form” is involved in this story. Students formulate questions they want answered regarding how this could be a continuation of the communication theme as well as other questions about slavery and the UGRR.

Read Sweet Clara and the Freedom Quilt.

Divide into small groups and visit website to explore quilting codes. Have students first predict meanings of codes and then confirm, revise predictions after researching on website.

Small group will collaborate on an original design for their own quilt square with a code communicating safe or unsafe passage. After discussion of possibilities and a group vote, group may create quilt square using KidPix or traditional art supplies.

In Journal, students explain process of developing code(s) for their quilt squares and what symbols were considered and finally chosen and why.

Presentation of quilt squares and explanations to class by small groups.

Squares can be glued onto larger piece of poster board, paper, to make large class quilt which can be displayed in classroom or in the hall.

Independent reading in Who Comes With Cannons? Independent work on student packets continues.

NCSCOS GOALS:

Social Studies

2.04

3.02

5.02 Describe traditional art, music, craft forms in NC

Language Arts

2.09 Listen actively by: asking questions, paraphrasing …interpreting…….

4.02 Use oral and written language to present information and ideas in a clear, concise manner, discuss, interview, solve problems, make decisions.

4.03 Make oral and written presentations using visual aids with an awareness of purpose and audience.

4.07 Compose fiction, nonfiction,……..(e.g. ………..diaries, journals, logs, rules……)

Technology

3.04 Create a multimedia project and cite sources……

DAY 7:

TEXTS:

THE UNDERGROUND RAILROAD

TWO TICKETS TO FREEDOM

WEBSITE:

See site used on Day 2 (National Geographic interactive site with much info on UGRR routes, famous abolitionists and others, and timeline).

MATERIALS:

KWL Chart

Journals

Student Packets

Web Quest sheets

UGRR map

Computer

ACTIVITIES:

Revisit KWL Chart. Review, add to, allow students to question, predict.

Read from Two Tickets to Freedom.

Students write response in Journal to question, “Explain how physical features of the land helped or hindered the Crafts in their escape.”

Display map of UGRR routes that ran through NC (map on p.9 of The Underground Railroad). Allow students to identify areas and describe natural resources and geographic hurdles that travelers on the UGRR might have encountered.

Small groups access website to search for answers to Web Quest.

Small group or pair reading in The Underground Railroad to compare details to those found on website.

Continuing independent work (map work, timeline work) in student packets.

Independent reading in Who Comes With Cannons?

Small group Vocabulary Activity with Concept Definition Maps, using Who Comes With Cannons?

Small groups share vocabulary maps with class. Add to KWL Chart.

NCSCOS GOALS:

Social Studies

01. Locate, in absolute and relative terms, major landforms, bodies of water and natural resources in NC.

02. Describe and compare physical and cultural characteristics of regions.

04. Evaluate ways people of NC used, modified, adapted to the physical environment, past and present.

05. Assess human movement as it relates to the physical environment.

Language Arts

1.04 Increase reading and writing vocabulary through: wide reading, word study, knowledge of homophones, synonyms, antonyms, homonyms, knowledge of multiple meanings of words, writing process elements, writing as a tool for learning, seminars, book clubs, discussions, examining the author’s craft.

2.02 Interact with text before, during, and after reading……….

2.07 Determine usefulness of information and ideas consistent with purpose.

4.10 Use technology as a tool to gather, organize, and present information.

Technology

3.05 Evaluate information found via telecommunications for content and usefulness.

DAY 8:

(Continuation of “Courage” theme)

TEXTS:

AUNT HARRIET’S UNDERGROUND RAILROAD IN THE SKY

A PICTURE BOOK OF HARRIET TUBMAN

NO MORE! STORIES AND SONGS OF SLAVE RESISTANCE

MATERIALS:

KWL Chart

Journals

Hand-out for lesson on simile, metaphor, hyperbole.

ACTIVITIES:

Class review of KWL Chart and important ideas from Day 7; comments made, questions posed, predictions formulated regarding the courage of those involved in helping fugitives from slavery.

Have students offer suggestions from their readings of brave, courageous people involved with the UGRR movement. Make list on overhead. Point out that we’ll read a piece of imaginative fiction today based on the life of Harriet Tubman, escaped slave and famous conductor on the UGRR.

Language Arts Lesson on Literary Devices employing first text listed above.

Small groups reading in A Picture Book of Harriet Tubman and No More! Stories and Songs of Slave Resistance for examples of courage (Frederick Douglass, Olaudah Equiano, William Still, Nat Turner, Suzie King Taylor).

After reading, students create bio-poem (Journal) of courageous person they encountered in reading about the UGRR (incorporating similes, metaphors, hyperbole to show understanding of such).

Ongoing computer work for completion Web Quest, completion of Student Packet activities.

Ongoing independent reading in Who Comes With Cannons?

Ongoing independent reading of biographies for dramatic presentations (final student product).

NCSCOS GOALS:

See earlier goals with emphasis on Language Arts Goal 1.04 (Author’s Craft), 2.02 (Interacting before, during, after), 2.03 (Variety of texts) and 2.04 (Identifying and interpreting elements of fiction and nonfiction by referencing the text to determine the …author’s choice of words.)

DAY 9:

TEXTS:

UNDERGROUND RAILROAD

WHO COMES WITH CANNONS?

WEBSITE:

Same site as Day 2 (National Geographic interactive site on the UGRR)

MATERIALS:

Web Quest sheet

Computer

Maps

Art supplies (paper, markers, glue, paint, glitter, crayons, clay)

ACTIVITIES:

Revisit KWL Chart.

Revisit text for Day 8, Aunt Harriet’s Underground Railroad in the Sky. Look for the codes Cassie used to find the routes to safety.

Discuss maps of UGRR and of NC.

Explain that small groups will design map of NC and its major geographic regions. They will design an UGRR route in and out of NC, paying attention to geographic regions through which their route will travel. Key that details traveling day or night, time of year, forms of transportation must be included on map. Key is to clarify the route and to show group’s understanding of dangers, possibilities of UGRR travel in NC.

Group may use info from nonfiction text above and from website.

Independent reading in Who Comes With Cannons?

Write a summary of Chapter 7 (Hiding) in Journal. Point out how a geographic feature helped Truth’s family to keep Todd safe.

NCSCOS GOALS:

Social Studies

1.01, 1.02, 1.04, 1.05, 3.04 (See earlier explanations, Day 7)

Language Arts

2.02, 2.07, 4.03, 4.10 (See earlier explanations, Day 7)

DAY 10

TEXTS:

IF YOU TRAVELED ON THE UNDERGROUND RAILROAD

THE UNDERGROUND RAILROAD

TWO TICKETS TO FREEDOM

WHO COMES WITH CANNONS?

MATERIALS:

Journals

Student Packets

Computer

ACTIVITIES:

Small groups should finish map projects if not finished.

Present Maps with explanations. (Maps could be displayed in class or in hall.)

Afterwards, class should revisit KWL Chart and add to “learned” column. Discussion of misconceptions students may have originally had about NC’s history of slavery and the UGRR.

Small group work on Vocabulary Activity using Concept of Definition Maps and fiction text. Present to class.

Guided reading:

Predict, prove, predict, prove as read in Two Tickets to Freedom. Small group’s discussion of facts in Crafts’ real life experience comparing those to details in story of Truth in Who Comes With Cannons? Find similarities and differences in accounts. Show findings on Venn Diagram on chart paper or overhead projector (allow students to add to diagram).

In Journal, describe some elements in the novel that help you identify with Truth and/or Robert.

NCSCOS GOALS:

Social Studies

1.04, 2.03, 2.04, 3.02, 3.04, 4.02 (see earlier explanations)

Language Arts

1.04, 2.02, 4.02 (see earlier explanations)

Day 11

TEXTS:

NO MORE! STORIES AND SONGS OF SLAVE RESISTANCE

TWO TICKETS TO FREEDOM

UNDERGROUND RAILROAD

MATERIALS:

Journals

Student Packets

Computer

ACTIVITIES:

Review main ideas from Day 10 about the actual facts of the lives of Ellen and William Craft. What in this account lends “truth” and “reality” to the story? What details add a sense of reality to the account?

Teacher reads from Two Tickets to Freedom as students read silently, stopping to ask students to find details that add to authenticity of account.

Students are given assignment to create a diary entry from the perspective of a young slave traveling to freedom on the routes through NC designed by our class. Refer back to web focus sheets to find information to include that would give real life details to make entry more authentic. Entry must include a retelling of slave’s escape with descriptions of day and/or night travel on the routes students created for their NC mapping projects.

Students may write initial entry in Journal but eventually must use Word Document format to type, save and print their diary entry.

Students may read No More! Stories and Songs of Slave Resistance and Underground Railroad to find other examples of actual diary entries.

NCSCOS GOALS:

Social Studies

1.04, 2.03, 2.04, 3.04, 4.02 (see earlier explanations)

Language Arts

1.04, 4.02, 4.07 (see explanations for these, Day 6)

5.09 Create readable documents through legible handwriting and word processing.

DAY 12:

TEXTS:

NO MORE! STORIES AND SONGS OF SLAVE RESISTANCE

WEBSITE:

MATERIALS:

CD Player and CD, Steal Away: Songs of the Underground Railroad

Journals

Student Packets

Computer

ACTIVITIES:

Students complete diary entries, edit, publish so they can share.

Make new small groups so that members of map groups are divided up among other groups, variety of “map perspectives” in each group.

Students share diary entries within their groups. After all readings, group will vote on one to be shared with class.

Move attention back to KWL Chart. Add information to L column.

Read pages 18-27, 36-47 in No More!

Listen to some examples of music (Negro Spirituals) from era.

Look for descriptive language as well as “codes” in the language of these songs from this era. Small groups access website to listen to current music designed to tell the story of the UGRR (Rap music and other with patterns of folk music).

Students write poetry (may be free form and does not have to rhyme) that could be a “song” reflecting the sentiments of the slave, the slave master, the abolitionist (or conductor on the UGRR).

Student will write poetry in Journal but will create edited copy that can be illustrated if student wishes and can be included in Student Packet.

Continued independent reading in biographies in preparation for dramatic presentation.

Work on biography sheet in Student Packet.

NCSCOS GOALS:

Social Studies

2.02, 3.04, 4.02, 5.02 (see earlier explanations)

Language Arts

2.03, 2.09, 3.03

DAY 13

TEXTS:

WHO COMES WITH CANNONS?

THE UNDERGROUND RAILROAD

MATERIALS:

Journals

Student Packets

Vocabulary Activity Sheets

ACTIVITIES:

“Final” look at KWL Chart. Students make suggestions, revisions, additions to chart.

Small groups are assigned final chapters in Underground Railroad to find main idea and supporting details (add to graphic organizer) which they will share with class.

Students write a response in Journals to question, “What was the role of the Underground Railroad in the abolition of slavery? What would have happened if the UGRR had not existed?”

Finish up work on items in Student Packet, especially all reading and activities to prepare for dramatic presentations.

Pairs or small groups work on Vocabulary Activity #5.

Students look at examples of newspaper ads, articles, notices regarding runaway slaves (The Underground Railroad). Each student designs an article or a notice for the “class paper” which is concerning a fugitive NC slave. Article or notice should be written from the view point of a NC slave owner, a NC abolitionist or a freed NC slave. Final copies may be on poster board or in Word Document format.

NCSCOS GOALS:

Social Studies

2.03, 2.04, 3.02, 3.04, 4.02

Language Arts

1.04, 4.02, 4.07, 5.09 (see earlier explanations)

DAY 14

TEXTS:

WHO COMES WITH CANNONS?

MATERIALS:

Student Packets

Journals

Computer

ACTIVITIES:

Class revisits KWL Chart. Teacher allows students to critique the unit, commenting on “best” and “worst” features as well as what we learned about NC’s role in this period of history.

Students share newspaper articles; students share critique of articles.

Students work independently finishing all items in Student Packet, completing newspaper items so they can be shared later in the day and then displayed.

In Journals, response to above text: Choose Truth or Robert and describe their response to the problem of slavery, the problem of their religious orientation in relationship to living in NC and how they changed and grew because of their struggles in the course of the book.

Students finish all reading and biographical work in preparation for presenting their “character” tomorrow.

DAY 15:

Final reading (could be choral reading) in No More! Stories and Songs of Slave Resistance, page 52.

Final student project:

Dramatic Presentation of an individual involved in the anti-slavery movement in the Civil War era. (see Rubric)

NCSCOS GOALS:

Social Studies

Emphasis on 2.04 and 3.02 (How different ethnic groups have influenced culture, customs, history of NC.)(Identify people ….events….associated with North Carolina’s history.)

Language Arts

Emphasis on 4.03 and 4.07 (Oral and written presentations ….with an awareness of purpose and audience.)(Compose fiction, nonfiction, poetry, and drama using self-selected and assigned topics and forms…..)

**Following assessments may be given on DAY 14 or DAY 16:

Final vocabulary assessment.

Final assessment of ability to sequence important events.

Final assessment matching significant people with their contributions.

Final assessment of ability to identify slave states and free states, Ohio River and

Canada on map.

Student must write summary of final chapter of Who Comes With Cannons?

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