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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