Name:
Group Members/Group Name: Chelsea Consolmagno
Thematic Unit Theme/Title/Grade Level: The Underground Railroad/ 5th grade
Group Wiki space address: _______________________________________________________
Daily Lesson Plan Day/Title: DBQ/The Underground Railroad- What was it like to live as a slave during the Civil War?
Lesson Length (ie. 30 minutes): 60 minutes
|Rationale for Instruction |Why this lesson is a necessary element of the curriculum? [An example from Broward County Schools – Elementary students should begin to understand that |
|A rationale is an essential part of thoughtful |as citizens of the United States, they have both rights (privacy, speech, religion, movement, assembly) and responsibilities (voting, obeying the law, |
|planning of classroom instruction. This is a |helping in the community). Students should be willing to exercise both their rights and responsibilities.] |
|brief written statement of the purpose for | |
|instruction and the connection of the purpose to|The United States was involved in slavery even before it was a nation. From the 1600’s until 1865 when the 13th Amendment outlawing slavery was passed, |
|instruction that has come before and will |people could be legally enslaved. Hundreds of thousands of human beings were transported by means of the Triangular Trade routes. In the mid-1800’s, |
|follow. |people who were enslaved began using a series of secret routes, called the Underground Railroad, to escape to freedom. Students should begin to develop |
| |an understanding of the events that took place during this time period in order to understand the struggles that African Americans faced and what led to|
| |their freedom. |
|Learning Objectives |Depending on the topic, grade level and length of time required for lesson, 3-5 objectives may be acceptable. Remember – a learning objective is a |
|What will students know and be able to do at the|statement in specific and measurable terms that describes what the learner will know or be able to do as a result of engaging in a learning activity as |
|end of this lesson? Be sure to set significant |well as how that learning will be demonstrated. All learning objectives should begin with: |
|(related to NGSS Themes, CCSS, and NGSSS), |The student will… |
|challenging, measurable and appropriate learning| |
|goals! |When given primary and secondary source documents from the Underground Railroad, the student will analyze the documents and answer the document-based |
| |questions. |
| | |
|NCSS Theme/Next Generation Sunshine State |Do you cross the curriculum? What other content fields (language arts, science, math, the arts, physical education, technology) do you address in this |
|Standards/Common Core Standards (LAFS/MAFS) |lesson? |
|List each standard that will be addressed during| |
|the lesson. Cutting and pasting from the |NCSS Theme: Time, Continuity, and Change- Social studies program should include experiences that provide for the study of the past, so that student may:|
|website is allowed. You must have a minimum of 3|Engage in a study of the past that makes it possible for us to understand the human story across time. |
|standards that represent multiple content areas |Gain knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the |
|identified in this portion of the lesson plan. |context of the institutions, values and beliefs of the periods in which they took place. |
| | |
|These can be downloaded from the Florida Dept of|SS.5.A.1.1- Use primary and secondary sources to understand history. |
|Education homepage/index.aspx. |LAFS.5.RI.2.6- Analyze multiple accounts of the same event of topic, noting important similarities and differences in the point of view they represent. |
| |LA.5.2.1.5- The student will demonstrate an understanding of a literary selection, and depending on the selection, include evidence from the text, |
| |personal experience, and comparison to other text/media. |
| | |
|Student Activities & Procedures |This is the heart of the lesson plan. Be specific. Describe lesson in a step-by-step, numbered sequence, including teacher and student activities. Be |
|Design for Instruction |sure to include key questions for discussion, collaborative structures, etc. (This section includes EVERYTHING and should be highly detailed!) |
|What best practice strategies will be | |
|implemented? |Anticipatory set: Read Aloud- Henry’s Freedom Box by Ellen Levine & Illustrated by Kadir Nelson. |
|How will you communicate student expectation? | |
|What products will be developed and created by |Instructional Input and Procedures: |
|students? |Students will work in table groups to create a list of information they know about the Underground Railroad on large chart paper. Each student will use |
|Consider Contextual Factors (learning |a different color marker to represent his or her individual thoughts. |
|differences/learning environment) that may be in| |
|place in your classroom. |Check for understanding: Teacher will ask guided questions to check for understanding after reading Henry’s Freedom Box. What do you think life was like|
| |as a slave? Do you think it was difficult for Henry to leave his family? How long do you think it took for Henry to complete his journey to freedom? |
| |What type of obstacles might Henry have faced if he had been discovered? What other methods did slaves use to escape to freedom? |
| | |
| |Background: |
| | |
| |The Underground Railroad was a secret network organized by people who helped men, women, and children escape from slavery to freedom. It operated before|
| |the Civil War (1861-1865) ended slavery in the United States. The Underground Railroad provided hiding places, food, and often transportation for the |
| |fugitives who were trying to escape slavery. Along the way, people also provided direction for the safest way to get further north on the dangerous |
| |journey to freedom. |
| | |
| |The people who helped slaves escape were called “conductors”. The places along the escape route were called “stations”. Sometimes escaping slaves were |
| |called “passengers”. Conductors helped passengers get from one station to the next. Sometimes they traveled with escaping slaves all the way from the |
| |South, where they had been slaves, to the North or to Canada, where they would be free. |
| | |
| |A well-organized network of people, who worked together in secret, ran the Underground Railroad. The work of the Underground Railroad resulted in |
| |freedom for many men, women, and children. It also helped undermine the institution of slavery, which was finally ended in the United States during the |
| |Civil War. |
| | |
| |Share the DBQ glogster with the students. Read the DBQ historical context, task instructions, and questions to the students. Explain to the students |
| |that the questions under the task heading will help them to answer the essential question. Model for students how to explore the documents and connect |
| |to other links and websites. |
| | |
| |Now that students understand the historical contexts of the Underground Railroad and have viewed the supplemental documents, they will answer 5 DBQ’s. |
| |Evidence from these documents must be used to support their answers. |
| | |
| |Students will engage in a whole group discussion about the following: Would you escape on the Underground Railroad? Why or why not? If so, how would you|
| |escape? |
|Resources/Materials |ALL resources including but not limited to: internet sites, professional resources- books, journals (titles and authors), children’s literature, etc. |
| |should be noted here. Citations should be in APA format. |
| | |
| |Books/Digital Resources: |
| |Levine, E. (2007). Henry’s Freedom Box. New York, NY: Scholastic Press. |
| |Glogster Link: |
| | |
| |Materials: |
| |Computer |
| |Large chart paper |
| |Pen/pencil |
| |KWL chart |
| |Markers |
|Assessment |Be sure to include Pre/Post assessment for your entire unit plan and progress monitoring/ alternative assessment for individual, daily lesson plans! |
|How will student learning be assessed? |Unit Pre-Assessment: What do you know? Chart list |
|Authentic/Alternative assessments? | |
|Does your assessment align with your objectives,|Unit Post-Assessment: Document-Based Questions on Glogster. |
|standards and procedures? | |
|Informal assessment (multiple modes): |Daily Lesson Plan Assessment: Formative throughout |
|participation rubrics, journal entries, |Discussion |
|collaborative planning/presentation notes |What do you know? Chart list |
| | |
| | |
| |***Materials that will be used for assessment and examples of completed tasks and projects must be included with the lesson plan. |
|Exceptionalities |ESOL: |
|What accommodations or modifications do you make|Students with Learning Differences: SLIDE, TREAD, visuals, read the documents to the students, KWL charts, provide students with a graphic organizer for|
|for ESOL, Gifted/Talented students, |DBQ, cooperative learning |
|Learning/Reading disabilities, etc. | |
| |Gifted/Talented: Interactive, open-ended, analyze materials, independent |
|These accommodations and/or modifications should| |
|be listed within the procedures section of the | |
|lesson plan as well as in this section of the | |
|document. | |
|Additional Comments and Notes |Make comments here related to ideas for homework, parent involvement, extension to the lesson plan, etc. |
| | |
| | |
| |Take on the role of Henry “Box” Brown. Create a poster board showing the route he was “mailed” on to freedom. Include at least 3 (beginning, middle, |
| |and end of journey) diary entries that describe your journey. |
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