IN PLAIN SIGHT:
IN PLAIN SIGHT
THE STORY OF THE NOT-SO UNDERGROUND RAILROAD
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Multitext Unit On The
Underground Railroad
In North Carolina
Grade 4
The Drinking Gourd The Underground Railroad
by F.N. Monjo by Ann Heinrichs
Unit by Danielle Griffin
Content Web for Multitext Unit
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Language Arts Web for Multitext Unit
Introduction
The Underground Railroad is a topic that is briefly discussed in third, fourth, and fifth grade. Most history books lend itself to a few paragraphs on this significant event and it is often mentioned in February during black history month. The Underground Railroad is one of the most important events in United States history and one children know so little about.
To detail the history of North Carolina’s African Americans and the part this state played in the fight for freedom, I chose the Underground Railroad as the topic for my multitext unit. Since North Carolina history is taught in fourth grade, I thought this would be an appropriate topic. I chose two core topics to use with this unit: We The People: The Underground Railroad by Ann Heinrichs and The Drinking Gourd by F.N. Monjo. Through the use of these core texts, additional books, and activities students will get a more complete understanding of the following: the people in North Carolina history during slavery, the physical geography of North Carolina, the roles that North Carolinian abolitionists and Quakers played, and the system of codes and hidden messages.
I selected We The People: The Underground Railroad as my nonfiction text for this unit because it provides concise and accurate historical information about the Underground Railroad. The book includes biographical sketches of people associated with the Underground Railroad, timelines of events, and photos and drawings in a child-friendly way. Students will also see pictures of real documents that existed during slavery. Students will learn the importance of the Underground Railroad and how it affected the lives of many people during that period.
The book I chose for the fiction text is The Drinking Gourd by F.N. Monjo. I thought this book would be a good pairing with We The People: The Underground Railroad because it is written from a child’s perspective. The story mix history and an adventurous story that engage children. This story is about a deacon and his mischievous son. After Tommy discovers slaves are hiding in their barn and his father is a conductor on the Underground Railroad, he ends up assisting his father in helping the passengers escape. The story also touches on the subject of moral codes and that sometimes laws cannot be obeyed when they are wrong. Students will see the role other citizens played in the Underground Railroad and how sometimes you have to make a moral choice to do the right thing when everyone else is doing wrong.
Other genres that are included is biographies such as The President of the Underground Railroad, The Story of Levi Coffin by Gwenyth Swain and historical fictions that are set in North Carolina such as The Story of Harriet Jacobs by Mary Lyons and Meet Addy by Connie Porter.
Using different texts, technology, and other sources, students will demonstrate what they have learned by completing different activities and projects including the creation of a class ABC book, quilt, and maps of North Carolina showing escape routes on the Underground Railroad. Through these projects and other, students will show their understanding of the Underground Railroad and what they have learned from the multitext unit.
Rationale
Slavery in the United States was in existence for over two hundred years prior to the movement to abolish its existence-the Underground Railroad. During this time, people of different faiths and races worked together to banish the institution of slavery and tried to replace it with freedom, justice, and tolerance of the differences in others. This unit of study is important because slavery affected all people. Students need to grasp an understanding of past and present social issues that affected many different people in our country and the world. United States History and North Carolina History briefly discuss slavery and the Underground Railroad in third, fourth, and fifth grade, but do not go into detail about the Underground Railroad.
The purpose of this unit is to teach and motivate students to learn more about how people can work together to overcome injustice related to social issues. It is important for students to learn about the Underground Railroad and the part North Carolinians played in this great movement.
This unit relates to the North Carolina Standard Course of Study because students will learn about North Carolina’s geography and how it related to the movement of slaves traveling through the Underground Railroad. The unit also relates to an understanding of slaves in North Carolina and abolitionists who helped slaves gain freedom especially Quakers.
This unit on the Underground Railroad and slavery closely aligns with the following North Carolina Standards:
|Unit Activity |NC Language Arts (4th grade) |
|Students will complete various vocabulary activities with Tier II |1.02 Select key vocabulary critical to the text and apply appropriate |
|words from the unit. These activities use a variety of strategies to |meanings as necessary for comprehension |
|help students understand word meaning. Activities include stoplight |1.03 Identify key words and discover their meanings and relationships |
|vocabulary, vocabulary anchor, word prediction chart, frayer model, |through a variety of strategies. |
|and a vocabulary puzzle. |1.04 Increase reading and writing vocabulary through: |
| |word study. |
| |knowledge of homophones, synonyms, antonyms, homonyms. |
| |knowledge of multiple meanings of words. |
| |discussions. |
| |1.05 Use word reference materials (e.g., glossary, dictionary, |
| |thesaurus) to identify and comprehend unknown words. |
|Students will complete an anticipation guide before reading The |2.02 Interact with the text before, during, and after reading, |
|Underground Railroad. |listening, and viewing by: |
| |setting a purpose using prior knowledge and text information. |
|Students will participate in whole class discussions about slavery, |making predictions. |
|freedom, and the Underground Railroad prior to reading selected texts.|formulating questions. |
| |locating relevant information. |
| |making connections with previous experiences, information, and ideas. |
|Students will complete KWL chart to prior to reading text and will | |
|revisit KWL chart during and after reading texts. | |
|After viewing music video about the Underground Railroad, students |2.02 Interact with the text before, during, and after reading, |
|will develop two questions relating to the video and exchange with |listening, and viewing by: |
|other class members. Students will then answer each other questions. |formulating questions. |
| | |
|Students will a variety of texts, plays, and songs related to the |2.03 Read a variety of texts, including: |
|Underground Railroad: The Underground Railroad, The Drinking Gourd, |fiction (legends, novels, folklore, science fiction). |
|President of the Underground Railroad, Sweet Clara and the Freedom |nonfiction (autobiographies, informational books, diaries, journals). |
|Quilt, Aunt Harriet’s Underground Railroad in the Sky, Harriet Jacobs:|poetry (concrete, haiku). |
|Life of a Slave Girl, etc. |drama (skits, plays). |
|Students will predict the meanings of codes and phrases used on the |2.09 Listen actively by: |
|Underground Railroad. |asking questions. |
| |paraphrasing what was said. |
|Student will design quilt patterns related to the Underground |interpreting speaker's verbal and non-verbal messages. |
|Railroad. |interpreting speaker's purposes and/or intent. |
|While reading the story The Drinking Gourd by F.N. Monjo, students |3.01 Respond to fiction, nonfiction, poetry, and drama using |
|will a Character Trait and Evidence Analysis Chart by listing |interpretive, critical, and evaluative processes by: |
|personality traits a character has based on their words and actions |examining the reasons for characters' actions. |
|and explaining why the words they chose describe the character. |identifying and examining characters' motives. |
| |3.02 Analyze characters, events, and plots within selections and cite |
| |supporting evidence. |
|Each student will compose a diary entry either through the voice of a | 4.07 Compose fiction, nonfiction, poetry, and drama using |
|slave in the south, passenger, conductor, or stationmaster on the |self-selected and |
|Underground Railroad. They need to mention the Underground Railroad |assigned topics and forms (e.g., personal and imaginative narratives, |
|and freedom in their |research |
|entry. |reports, diaries, journals, logs, rules, instructions). |
| | |
|Students will respond to the readings by writing in their personal | |
|freedom journals throughout the unit. | |
|Students will label the geographic regions of North Carolina on a |4.10 Use technology as a tool to gather, organize, and present |
|blank map. Then they will design an appropriate escape route through |information. |
|and out of North Carolina in which a slave could use to escape to | |
|freedom. Students can use the computer or paper and art supplies to | |
|create their map and escape routes. | |
Book List for Multi-Text Unit
Core Texts
Heinrichs, A (2001). We The People: The Underground Railroad. Minneapolis, MN: Compass Point Books. (nonfiction)
Monjo, F. (1993). The Drinking Gourd: a Story of the Underground Railroad. Harper Collins Publishers. (fiction)
Additional Texts
Hopkins, D (1993). Sweet Clara and the Freedom Quilt. New York, NY: Alfred A. Knopf.
Ringgold, F (1992). Aunt Harriet's Underground Railroad in the Sky. New York: Crown Publishers, Inc.
The following books are set in North Carolina:
Lyons, M (1992). Letters From a Slave Girl: The Story of Harriet Jacobs. Simon Pulse.
Porter, C (1993). Meet Addy. Jump at the Sun.
Swain, G (2001). President of the Underground Railroad: A Story About Levi Coffin. Carolrhoda Books.
Teacher Resources
In Plain Sight: The Story of the Not-So Underground Railroad
Plan of Study
|Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |
| | |“History Happens: On the Underground | | |
|Background Knowledge |Underground Railroad |Railroad” |Abolitionists |Follow the Drinking Gourd |
|1. Introduce Underground Railroad by |1. Review information from day one and |1. Review what they learned about UGRR from |1. Ask if anyone remember the definition |1. Have students predict ways in which |
|asking students: What do you think the |have students complete Stoplight |the book We The People: The Underground |of conductors and stationmasters from the|slaves and abolitionists might have |
|Underground Railroad is? Solicit |Vocabulary. |Railroad. |previous day. Review terms and discuss |communicated information from one to |
|responses. Give each child a personal | | |how they were abolitionists or people who|another. List ideas. |
|freedom journal to write responses to |2. Pass out Alphaboxes sheet. Explain to |2. Watch the music video “History Happens: On|were against slavery and thought everyone| |
|what they have learned throughout the |students that as they go through this |the Underground Railroad” at |should be free. Explain who the Quaker |2. Discuss how people on the Underground |
|unit. They will draw an illustration of |unit, they will need to list any |. |were and the role they played. Tell them |Railroad used songs and spirituals to |
|what they think the Underground Railroad |interesting word, places, characters, | |about the famous abolitionist and Quaker |relay messages. |
|is in the personal freedom journal. |etc. This will help when they are doing |3. After viewing the video, students will |from North Carolina name Levi Coffin. | |
| |writing activities and activities at the |work in pairs or collaborative groups to |Also, discuss other heroes of the |3. Give students a list of steps taken by|
|2. Complete a KWL chart with the class by|end of their unit. Model how to use it. |develop two questions from the video. Then |Underground Railroad such as Harriet |a slave to reach freedom and then have |
|having them fill in/tell what they know | |have them exchange questions with another |Tubman, Quakers, etc. |them number the events in sequential |
|about the Underground Railroad. I will |3. Read We The People: The Underground |pair/group and answer their questions. List | |order. |
|write what they know and they will list |Railroad. |questions and responses in personal freedom |2. Read President of the Underground | |
|what they want to learn. | |journal. |Railroad by G. Swain. It is a fictional |4. Explain what a drinking gourd is. Show|
| |4. Students complete Vocabulary | |account of the life of Levi Coffin, a |pictures of the constellation and explain|
|3. Introduce unit and vocabulary words. |Prediction Chart after reading book. |4. Discuss questions and responses as a |Quaker from North Carolina considered the|how it looks like what slaves used as a |
|Students complete vocabulary-matching |Review responses to see if their |class. |president of the Underground Railroad. |drinking utensil. |
|sheet (prediction). |predictions were similar to actual | | | |
| |definition. |5. Underground codes and messages-Discuss how|2. Read The Drinking Gourd by F.N. Monjo.|5. Play the song "Follow the Drinking |
| | |codes and messages were used. Students | |Gourd". Divide the students into |
| | |complete Coded Message activity. |3. Use comprehension lesson plan on |collaborative groups. Each group will |
| | | |Character Traits. |receive a stanza from the song and must |
| | | | |infer what they think the lyrics mean. |
| | | | | |
| | | | |6. Afterwards, they will read the stanza |
| | | |Exit Slip/Ticket Out the Door: |they were given and what they think it |
| | | |Name a group or significant person who |meant. Then they will be told the correct|
| | | |assisted slaves on the Underground |meaning. |
| |Exit Slip/Ticket Out the Door: Chose one | |Railroad. | |
| |of the vocabulary words students learned | | |7. The class will listen to the song |
| |and ask them to write down the meaning of| | |again. |
| |one of the vocabulary words they learned.| | | |
|Day 6 |Day 7 |Day 8 |Day 9 |Day 10 |
| |Underground Railroad Routes in North | |Children on the Underground Railroad | |
|Quilts |Carolina |Underground Railroad Routes | |My Escape From Slavery |
|1. Students complete an anticipation |1. Give students a map showing the |1. Students will present their escape routes |1. Read Meet Addy by Connie Porter. |1. Tell students about Harriet Jacobs who|
|guide. |routes of the Underground Railroad, |they created the day before and discuss the | |spent years hiding out in her |
| |students will label the states they |advantages and disadvantages of using their |2. This story takes place in North |grandmother’s house as she planned her |
|2. Read Sweet Clara and the Freedom |think the Underground Railroad was |route and some types of transportation that can|Carolina near the end of slavery during |escape from North Carolina to New York in|
|Quilt by Deborah Hopkinson |located. |be used. |the Civil War. Discuss the time period |1842. |
| | | |with students. | |
|2. Discuss how quilting is important to |2. Discuss the states through which the |2. Show map of Underground Railroad routes | |2. Pass out “My Escape From Slavery” |
|North Carolina and its history. Discuss |Underground Railroad passed through. |throughout the United States. |2. Students will construct a double |sheet, which is an excerpt from the book |
|the story by making a web on the board, |Discuss regions of North Carolina and | |bubble map or Venn diagram to compare and|Life of a Slave Girl, the Autobiography |
|which identifies the physical features |how it may have affected travel on the |3. Pair students and have them complete the |contrast themselves to slave children and|of Harriet Jacobs. |
|of land described in the story. Ask the |Underground Railroad. |National Geography Underground Railroad at |how they lived. | |
|students to explain how these physical | | | |3. Read the excerpt to the students and |
|features helped Clara make her quilt. |3. Read Aunt Harriet's Underground |features/99/railroad/j1.html |3. Complete Vocabulary Anchor. |have them to respond to the question at |
|Review quilt squares from the story and |Railroad in the Sky by F. Ringgold. | | |the bottom of the page in their personal |
|discuss what they mean. | | | |freedom journals. |
| |3. In pairs, students will come up with | | | |
|3. Discuss responses from anticipation |their own Underground Railroad escape | | | |
|guide. |routes. Maps must include map keys. They| | | |
| |must discuss advantages and | | | |
|4. Give each student a quilt square and |disadvantages of traveling their route | | | |
|have him or her design a map feature |and what type of transportation that may| | | |
|that will be later used on a class |be used in certain areas. | | | |
|quilt. In their journal, they are to | | | | |
|make a drawing of their quilt square and|4. Complete Vocabulary Activity: | | | |
|write a brief statement about what the |Frayer’s Model. | | | |
|picture represents. | | | | |
| | | | | |
|5. Students will make a map of 4 to 6 | | | | |
|blocks like those that Clara did to | | | | |
|represent places and things on the route| | | | |
|from their home to school. Students make| | | | |
|a list of places or things to include in|Exit Slip/Ticket Out the Door: Tell one | | | |
|their map (the first place being home |new thing you learned from the story | | | |
|and the last place being school). |Aunt Harriet’s Underground Railroad in | | | |
| |the | | | |
| |Sky. | | | |
| | | | |*book information is located in the book |
| | | | |list if you chose to read the book or a |
| | | | |few more excerpts to the class |
| | | | | |
|Day 11 |Day 12 |Day 13 |Day 14 |Day 15 |
| |Underground Railroad | | |Underground Railroad Products |
|Personal Freedom Journals |Tic-Tac-Toe |Was It All that You Thought? |Four-Door Book | |
|1. Each student will compose a diary |1. Each student will receive a Tic-Tac-Toe|1. Discuss L-section on KWL chart. |1. The students will make a four door book|Students will continue working on products|
|entry either through the voice of a slave |board with various words representing | |that tell what, when, where, and why about|for Underground Railroad unit. |
|in the south, passenger, conductor, or |symbols, coded messages, people, or items |2. Finish Alphaboxes sheet if not already |the Underground Railroad | |
|stationmaster on the Underground Railroad.|that relate to the Underground Railroad. |completed | | |
|They need to mention the Underground |They are to select three boxes across, | |2. Students work on products for | |
|Railroad and freedom in their entry. |down, or diagonal to get Tic-Tac-Toe. In |3. Vocabulary Assessment |Underground Railroad unit over the next |Students work in student packets |
| |the center space, students can choose | |two days. |throughout the unit and turn in today. |
|2. Complete Vocabulary Crossword Puzzle |their own word. The student are to list | | | |
| |the meaning of the word/phrase and/or draw| | | |
| |an illustration of what the word is to | | | |
| |show their understanding of symbols and | | | |
| |coded messages. | | | |
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Assessment /Evaluation Plan for Multitext Unit
Pre-Assessments
Individual
1. Respond to question: What do you think the Underground Railroad is? Draw an
illustration of what he/she thinks the Underground Railroad is.
2. Vocabulary matching sheet (same as final assessment)
3. Anticipation Guide
4. Given a map of the United States showing the routes of the
Underground Railroad, students will label the states through which the
Underground Railroad was located.
5. Students will be given a list of events that show the steps taken by a slave to reach freedom and they will number them in sequential order (sequence of events).
Whole Class
1. KWL chart-We will complete what the K-section by filling in what students
know about the Underground Railroad.
2. Class will watch the music video “History Happens: On the Underground Railroad” (). After listening to the rap and watching the video, students will work in pairs or collaborative groups to develop two questions from the video. Then they will switch questions with another pair/group and answer the questions. Discuss responses as a class.
During the Unit Assessments
1. During unit, students will complete Alphaboxes. This will help recall important
names, places, and words used during the unit. As we read, they will try to find
characters, places, themes, or vocabulary words for each letter. This will help
when they are doing writing activity and products for their final assessment.
2. Construct a Double Bubble Map (Thinking Maps) or Venn diagram to compare
and contrast themselves to children who were slaves.
3. Continue to add to the L-section on the class KWL chart
4. Students will respond in Personal Freedom Journals to questions/prompts after
reading various chapters of The Drinking Gourd: A Story of the Underground
Railroad, Sweet Clara and the Freedom Quilt, and Aunt Harriet’s Underground
Railroad in the Sky.
5. The students will make a four door book that tell what, when, where, and why
about the Underground Railroad
6. Exit Slips/Ticket out the Door-After lessons, students will write responses to
questions pose at the end of class to demonstrate their understanding of lesson.
Final Unit Assessments
1. Students will label the geographic regions of North Carolina on a blank map. Then they will design an appropriate escape route through and out of North Carolina in which a slave could use to escape to freedom. The map should include the location of two or three cities in North Carolina, title, and a map key.
2. Each student will compose a diary entry either through the voice of a slave in the
south, passenger, conductor, or stationmaster on the Underground
Railroad. They need to mention the Underground Railroad and freedom in their
entry.
3. Each student will receive a Tic-Tac-Toe board with various words representing symbols, coded messages, people, or items that relate to the Underground Railroad. They are to select three boxes across, down, or diagonal to get Tic-Tac-Toe. In the center space, students can choose their own word. The student are to list the meaning of the word/phrase and/or draw an illustration of what the word is to show their understanding of symbols and coded messages.
4. Final vocabulary assessment
Culminating Activities (Products)
Whole Class
* Class KWL chart
* ABC book with page(s) from each student
* Quilt-class quilt made with student’s individual quilts combined
Small Group
* Group presentations
* Coded message activity
* Map of North Carolina showing escape routes
* Reporter/Interviewer questionnaire and responses
Individual
* Character traits and analysis
* Venn diagram or double bubble map
* Personal freedom journal responses
* Brochure
* Quilt
* Scatter sheet/flyer
Products for Multitext Unit
• Brochure
Students will create an interesting brochure that tells about the Underground Railroad. They can use any information they have learned in this unit.
• ABC Book Page
Student will design a page for the book by choosing a letter of the alphabet and telling about a significant person, event, or item associated with the Underground Railroad. They will design and illustrate their page and write a brief paragraph explaining what their letter represents. They can use your Alphabox sheet to help you come up with some ideas.
• Quilt
Students will design 4-6 quilt squares. The squares can depict a coded message, a famous leader, or a scene from the Underground Railroad. On the back of their squares, they will write one to two sentences explaining each quilt square. All of the squares will later be put together to make a class quilt.
• Scatter Sheet
Some abolitionists handed out flyers, known as “scatter sheets” that publicized the successes of the Underground Railroad. Students will create a scatter sheet with an image and slogan that speaks out against slavery or encourages support for the Underground Railroad.
• You are the Reporter
Student will pretend he/she is a reporter during the slavery times. He will make up 8-10 questions to ask to a slave master, slave, passenger, conductor, stationmaster, or abolitionist during an interview. The questions have to relate to the individual person and the role he/she played in the Underground Railroad and slavery. The student will interview a classmate and have him/her answer your questions.
| |
|Rubric for Underground Railroad Brochure |
| |
| |
|CATEGORY |3 |2 |1 |Points Earned |
|Accurate Information |All facts in the brochure|Most of the facts in the |Most of the facts in the | |
| |are accurate. |brochure are accurate. |brochure are not | |
| | | |accurate. | |
|Graphics/Pictures |Graphics go well with the|Graphics go well with the|Graphics do not go with | |
| |text and there is a good |text, but there are too |the text. | |
| |mix of text and graphics.|few pictures and a lot | | |
| | |more text. | | |
|Grammar |No more than one |There 2-3 grammatical |There are several | |
| |grammatical errors |mistakes in the brochure |grammatical mistakes in | |
| | |even after feedback from |the brochure even after | |
| | |an adult. |feedback from an adult. | |
Total Points Earned
/ 9
|ABC Book Page Rubric |
| |
| |
|Category |Maximum of 3 points each | |
| | |Actual Points obtained (maximum of 6 |
| | |total points) |
|Letter | | |
| |letter is large | |
| |decorated and colorful | |
| |neatly drawn | |
| |letter represents one or two significant events | |
| |or things associated with the Underground | |
| |Railroad | |
| | |____ / 2 |
|Art | | |
| |illustration or picture illustrating what the | |
| |letter stands for | |
| |no more than three illustrations | |
| |drawing is neat or picture is cut out and placed | |
| |neatly on the page | |
| | | |
| | |____ /2 |
|Content | | |
| |at least 3 to 5 sentences explaining what you | |
| |choose for and how it relates to the Underground | |
| |Railroad. | |
| |writing is neat and organized | |
| | | |
| | | |
| | |____ / 2 |
Total Points Earned _____
|Underground Railroad Quilt Rubric |
| |
|CATEGORY |3 |2 |1 |
|Content - Accuracy |The quilt pieces clearly |The quilt pieces shows |The quilt does not show |
| |and accurately shows the |the subject, but |the subjects chosen and/or|
| |subjects and it's |importance of the subject|the subjects are not |
| |importance. |may be unclear. |important. |
|Graphics |Pictures are neat and |Most pictures are neat |Many pictures are not |
| |easily viewed. |and are easy to view. |clear, are too small, |
| | | |and/or are unidentifiable.|
|Explanation |One to two sentences |One to two sentences |No explanation of most |
| |clearly explaining what |explaining most of the |quilt pieces or |
| |each quilt piece |quilt pieces. |explanation was not clear |
| |represent. | |and accurate. |
Total points=___/_9_
Scatter Sheets Rubric
When slavery was legal, abolitionists in the North wrote articles and pamphlets that spoke out against its evils. Some abolitionists handed out flyers, known as “scatter sheets” that publicized the successes of the Underground Railroad. After viewing examples of anti-slavery posters and publications, you will create a scatter sheet Remember to create an eye-catching and effective message.
| | | | |
|Content | 1 | 2 | 3 |
|Flyer effectively states | | | |
|information and speaks out | | | |
|against slavery or tells | | | |
|about the success of the | | | |
|Underground Railroad. | | | |
|Organization | 1 | 2 | 3 |
|Picture and text are | | | |
|attractive. Information | | | |
|organized neatly on the | | | |
|flyer. | | | |
|Graphics | 1 | 2 | 3 |
|Pictures and/or drawing are| | | |
|neat and creative. | | | |
Total Points _________
|CATEGORY |3 |2 |1 |
|Question Development- | |. | |
|You have at least 8 well-developed questions that are | | | |
|open-ended | | | |
|Relationship to Person Being Interviewed- | | | |
|Questions relate to the person you choose to interview| | | |
| | | | |
|(I.e. if you are interviewing a passenger on the | | | |
|Underground Railroad, you will not ask why he is | | | |
|helping runaway slaves.) | | | |
|Connectivity to Goal- | | | |
|You questions show understanding of the person’s role | | | |
|in the Underground Railroad and/or slavery. | | | |
You are the Reporter Rubric
Total Points=_________
APPENDIX
APPENDIX
Copies of assessments used before, during, and after reading
1. Pre-assessments
A. Vocabulary Match
B. Anticipation Guide
C. Map of the United States
D. Number the events (sequence of events)
E. KWL Chart
2. During the unit assessments
A. Alphaboxes
B. Double Bubble Map
C. Venn Diagram
D. Four Door Book on the Underground Railroad
3. Final unit assessments
A. Map of North Carolina
B. Tic Tac Toe Board
C. Final Vocabulary Assessment
4. Other activities sheets used unit
5. Comprehension Lesson
|In Plain Sight: The Story of the Not-So Underground Railroad | | | |
|VOCABULARY MATCH | | | |
Listed below are words you will encounter in your study of the Underground Railroad. Complete 1-20. This will give an idea of some words of the words you know.
PART A
Directions: Circle the correct word for each definition, synonym, or antonym.
|1. |2. |
|Which word is closest in meaning to this definition? |Which word is closest in meaning to this definition? |
| | |
|person who tracked and captured runaway slaves for reward money; also called slave|the condition of being free; the power to act or speak or think without restraints|
|hunters | |
| |freedom |
|passenger |bloodhound |
|bounty hunter |fugitive |
|master | |
| | |
| | |
| | |
|3. |4. |
|Which word is closest in meaning to this group of synonyms? |Which word is the opposite of freeman? |
|runaway, outlaw | |
| | |
| | |
|slave | |
|Quakers | |
|fugitive | |
| | |
| |bounty hunter emancipation slave |
| | |
| | |
| | |
| | |
| | |
|5. |6. |
|Which word is closest in meaning to this definition? |Which word is closest in meaning to this definition? |
| | |
|the hard, round shell of a squash fruit, used as a drinking vessel; sometimes used|a publicly held sale at which property or goods are sold to the person willing to |
|as for drinking |pay the most money |
| | |
| | |
|station |freedom |
|quilt | |
|gourd | |
| |patrollers |
| | |
| | |
| |auction |
| | |
| | |
| | |
|7. |8. |
|Which word is closest in meaning to this group of synonyms? |Which word is the opposite of master, slave owner, and bounty hunter? |
| | |
|rider, astronaut, traveler, commuter | |
| | |
|quilt |abolitionist |
|patrollers | |
|passenger | |
| | |
| |Big Dipper |
| | |
| | |
| | |
| |freedom |
| | |
| | |
| | |
PART B
Directions: How many of these words can you match with their definitions? Write the correct word beside its definition.
plantation patrollers emancipation spirituals
| 9. |men on horseback who guarded roads against escaping scales |
|10. |the act of setting something free |
|11. |a large farm in the South; often several acres in size |
|12. |religious songs sung by slaves to lift their spirits and relay information |
PART C
Directions: Circle the number that answers the question or gives the correct definition.
|13. |14. |
|Which group of synonyms is closest in meaning to quilt? |Which group of synonyms is closest in meaning to master? |
| | |
|1 |1 |
|boss, leader, owner, boss |traveler, commuter, commuter, rider |
| | |
| | |
|2 | |
|runaway, outlaw, convict, escapee | |
| |2 |
| |chief, expert, boss, owner |
| | |
| | |
|3 |3 |
|sheet, rug, linen, blanket |bed linen, comfort, case, sheet |
| | |
| | |
| | |
|15. |16. |
|Which group of synonyms is closest in meaning to station? |conductor |
| | |
|1 |1 |
|refugee, escapee, runaway, outlaw |home, barn and other places used to hide runaway slaves on the Underground |
| |Railroad; also called safe house |
| | |
|2 |2 |
|rider, pioneer, sailor, traveler |name given to a person who went to the South to help slaves escape and guided |
| |slaves on their journey |
| | |
|3 |3 |
|place, home, barn, location, safe house |person who worked to end slavery |
| | |
| | |
| | |
| | |
|17. |18. |
|bloodhound |Big Dipper |
|1 |1 |
|a person held against his or her will and forced to work for no pay |religious group also known as the Society of Friends that did not believe in |
| |slavery; worked on the Underground Railroad |
|2 | |
|a dog trained to find a person by their sense of smell |2 |
| |the hard, round shell of a squash fruit, used as a drinking vessel; called a |
|3 |drinking gourd |
|religious songs sung by slaves to lift their spirits and relay information | |
| |3 |
| |a group of stars or constellation in the sky that includes the North Star; slaves |
| |used the North Star to guide them north to freedom |
| | |
| | |
| | |
| | |
|19. |20. |
|Underground Railroad |Quakers |
|1 |1 |
|a secret network of routes and people who helped slaves reach freedom |a runaway; someone on the run from the law |
| | |
|2 |2 |
|a large farm in the South; often several acres in size |a publicly held sale at which property or goods are sold to the person willing to |
| |pay the most money |
|3 | |
|person who tracked and captured runaway slaves for reward money; also called slave|3 |
|hunters |religious group also known as the Society of Friends; they did not believe slavery|
| | |
| | |
| | |
| | |
Sweet Clara and the Freedom Quilt
By Deborah Hopkinsun
[pic]
Anticipation Guide
Use the following anticipation guide to preview a story before you read it. Before reading, mark whether you agree or disagree with each statement.
Agree Disagree
1. ___ ___ I would feel sad if I never saw my family
again.
2. ___ ___ Even though its hard, learning new things can
help us.
3. ___ ___ The North star can be used for direction.
4. ___ ___ Quilts have many uses.
5. ___ ___ People use quilts to find their way somewhere or as a symbol.
6. ___ ___ Sometimes we have to do things that we are scared to do.
7. ___ ___ The Underground Railroad is not a real railroad system with trains.
8. ___ ___ A map is a picture of the land and whatever is on the ground can
put on a map.
Map of United States Showing Underground Railroad Routes
Directions: Label the states through which the Underground Railroad was located.
[pic]
[pic]
Follow Their Footsteps
Pretend you are a slave and you decide to runaway on the Underground Railroad. Put the events in sequential order by numbering them 1-10.
____ I follow the drinking gourd also known as the North Star.
____ The next night after the family feed me I continue on the Underground Railroad. This
time I am hidden under bails of hay in the back of wagon.
____ One day I decide to runaway on the Underground Railroad.
____ I travel carefully through the woods and swamp. It’s cold and wet.
____ I escape from the slave plantation one night so I will not be seen.
____ I arrive safely on the other side of the river and continue my journey on the Underground
Railroad. After some time, I am in a free state and am ready to begin my new life of
freedom.
____ I had to work on the plantation from the time the sun came up until it sat at night for no
pay.
____ When the farmer reaches the river, I jump into a boat and a man is waiting to row me to
the next station.
____ I was brought to the United States from Africa and made a slave.
____ When it is almost morning, I reach the gray farmhouse near the river. There is a lantern
and quilt hanging out front, which is are signs that this is the safehouse. The family is Quakers and they are against slavery. I knock three times on the door and they take me to a dark small attic where I had until dusk.
UNDERGROUND RAILROAD
[pic]
We will be completing a KWL class chart on the Underground Railroad. You will be filling in your KWL chart also. I want you to think about what you know, what you want to know, and what you learned. Before we begin the unit, you will just complete the “K” column and the “W” column.
|K |W |L |
|What I Think I KNOW |What I WANT to Know |What I LEARNED |
| |(Who, What, When, Where, Why, & How) | |
| | | |
Remember after we complete the unit we will fill out the “L” column.
UNDERGROUND RAILROAD MULTITEXT UNIT
ALPHABOXES
Alphaboxes can be done as you read a book or books. Before you begin the book, look at the Alphaboxes worksheet below. As you read the book, try to find vocabulary words for each letter or box. Try to find the most interesting words you can for each box. It is OK to have more than one word in each box. I am sure all your Alphaboxes will be full when you finish the books in this unit! This will also help trigger your memory during your final projects.
|A |B |C |D |
|E |F |G |H |
|I |J |K |L |
|M |N |O |P |
|Q |R |S |T |
|U |V |W |X,Y,Z |
Venn Diagram: The Lives of Children
In the boxes above the Venn diagram, write “My life as a child” and in the other box “A slave’s life as a child”. In the Venn diagram, compare your life and the life of a child who is a slave. In the middle, write how your lives are similar.
[pic]
[pic]
Map of North Carolina
[pic]
tic tac toe
Each square has a word representing a symbol, coded message, person, or item that relate to the
Underground Railroad. You are to select three boxes across, down, or diagonal to get Tic-Tac-Toe. In
the center space, students can choose your own word. You will need to list the meaning of the
word/phrase and/or draw an illustration of what the word is to show your understanding of symbols and
coded messages.
|freedom |“Follow the Drinking Gourd” |Levi Coffin |
| | | |
|Underground Railroad |Wild Card!!! (Choose any word you want that is not |freight |
| |already listed) | |
|passenger |lantern |conductor |
| Name _______________________ | | |Date _________________ |
| In Plain Sight: The Story of the Not-So Underground Railroad | | | |
|VOCABULARY TEST | | | |
PART A
Directions: Circle the correct word for each definition, synonym, or antonym.
|1. |2. |
|Which word is closest in meaning to this definition? |Which word is closest in meaning to this definition? |
| | |
|person who tracked and captured runaway slaves for reward money; also called slave|the condition of being free; the power to act or speak or think without restraints|
|hunters | |
| |freedom |
|passenger |bloodhound |
|bounty hunter |fugitive |
|master | |
| | |
| | |
| | |
|3. |4. |
|Which word is closest in meaning to this group of synonyms? |Which word is the opposite of freeman? |
|runaway, outlaw | |
| | |
| | |
|slave | |
|Quakers | |
|fugitive | |
| | |
| |bounty hunter emancipation slave |
| | |
| | |
| | |
| | |
| | |
|5. |6. |
|Which word is closest in meaning to this definition? |Which word is closest in meaning to this definition? |
| | |
|the hard, round shell of a squash fruit, used as a drinking vessel; sometimes used|a publicly held sale at which property or goods are sold to the person willing to |
|as for drinking |pay the most money |
| | |
| | |
|station |freedom |
|quilt | |
|gourd | |
| |patrollers |
| | |
| | |
| |auction |
| | |
| | |
| | |
|7. |8. |
|Which word is closest in meaning to this group of synonyms? |Which word is the opposite of master, slave owner, and bounty hunter? |
| | |
|rider, astronaut, traveler, commuter | |
| | |
|quilt |abolitionist |
|patrollers | |
|passenger | |
| | |
| |Big Dipper |
| | |
| | |
| | |
| |freedom |
| | |
| | |
| | |
PART B
Directions: How many of these words can you match with their definitions? Write the correct word beside its definition.
plantation patrollers emancipation spirituals
| 9. |men on horseback who guarded roads against escaping scales |
|10. |the act of setting something free |
|11. |a large farm in the South; often several acres in size |
|12. |religious songs sung by slaves to lift their spirits and relay information |
PART C
Directions: Circle the number that answers the question or gives the correct definition.
|13. |14. |
|Which group of synonyms is closest in meaning to quilt? |Which group of synonyms is closest in meaning to master? |
| | |
|1 |1 |
|boss, leader, owner, boss |traveler, commuter, commuter, rider |
| | |
| | |
|2 | |
|runaway, outlaw, convict, escapee | |
| |2 |
| |chief, expert, boss, owner |
| | |
| | |
|3 |3 |
|sheet, rug, linen, blanket |bed linen, comfort, case, sheet |
| | |
| | |
| | |
|15. |16. |
|Which group of synonyms is closest in meaning to station? |conductor |
| | |
|1 |1 |
|refugee, escapee, runaway, outlaw |home, barn and other places used to hide runaway slaves on the Underground |
| |Railroad; also called safe house |
| | |
|2 |2 |
|rider, pioneer, sailor, traveler |name given to a person who went to the South to help slaves escape and guided |
| |slaves on their journey |
| | |
|3 |3 |
|place, home, barn, location, safe house |person who worked to end slavery |
| | |
| | |
| | |
| | |
|17. |18. |
|bloodhound |Big Dipper |
| | |
|1 |1 |
|a person held against his or her will and forced to work for no pay |religious group also known as the Society of Friends that did not believe in |
| |slavery; worked on the Underground Railroad |
|2 | |
|a dog trained to find a person by their sense of smell |2 |
| |the hard, round shell of a squash fruit, used as a drinking vessel; called a |
|3 |drinking gourd |
|religious songs sung by slaves to lift their spirits and relay information | |
| |3 |
| |a group of stars or constellation in the sky that includes the North Star; slaves |
| |used the North Star to guide them north to freedom |
| | |
| | |
| | |
| | |
|19. |20. |
|Underground Railroad |Quakers |
| | |
|1 |1 |
|a secret network of routes and people who helped slaves reach freedom |a runaway; someone on the run from the law |
| | |
|2 |2 |
|a large farm in the South; often several acres in size |a publicly held sale at which property or goods are sold to the person willing to |
| |pay the most money |
|3 | |
|person who tracked and captured runaway slaves for reward money; also called slave|3 |
|hunters |religious group also known as the Society of Friends; they did not believe slavery|
| | |
| | |
| | |
| | |
Explanation of "Follow the Drinking Gourd"
The song and its translation are as follows:
When the sun comes back and the first quail calls,
Follow the Drinking Gourd.
For the old man is waiting for to carry you to freedom,
If you follow the Drinking Gourd.
"When the sun comes back" means winter and spring when the altitude of the sun at noon is higher each day. Quail are migratory bird wintering in the South. The Drinking Gourd is the Big Dipper. The old man is Peg Leg Joe. The verse tells slaves to leave in the winter and walk towards the Drinking Gourd. Eventually they will meet a guide who will escort them for the remainder of the trip.
Most escapees had to cross the Ohio River, which is too wide and too swift to swim. The Railroad struggled with the problem of how to get escapees across, and with experience, came to believe the best crossing time was winter. Then the river was frozen, and escapees could walk across on the ice. Since it took most escapees a year to travel from the South to the Ohio, the Railroad urged slaves to start their trip in winter in order to be at the Ohio the next winter.
The river bank makes a very good road,
The dead trees show you the way,
Left foot, peg foot, traveling on
Follow the Drinking Gourd.
This verse taught slaves to follow the bank of the Tombigbee River north looking for dead trees that were marked with drawings of a left foot and a peg foot. The markings distinguished the Tombigbee from other north-south rivers that flow into it.
The river ends between two hills,
Follow the Drinking Gourd.
There's another river on the other side,
Follow the Drinking Gourd.
These words told the slaves that when they reached the headwaters of the Tombigbee, they were to continue north over the hills until they met another river. Then they were to travel north along the new river, which is the Tennessee River. A number of the southern escape routes converged on the Tennessee.
Where the great big river meets the little river,
Follow the Drinking Gourd.
For the old man is awaiting to carry you to freedom if you
follow the Drinking Gourd.
This verse told the slaves the Tennessee joined another river. They were to cross that river (which is the Ohio River), and on the north bank, meet a guide from the Underground Railroad.
Follow the Drinking Gourd
Follow the drinking gourd,
Follow the drinking gourd,
For the old man is waiting
for to carry you to freedom
If you follow the drinking gourd
When the sun comes back
and the first quail calls,
Follow the drinking gourd,
For the old man is waiting
for to carry you to freedom
If you follow the drinking gourd
The riverbank will make a very good road,
The dead trees show you the way,
Left foot, peg foot traveling on,
Following the drinking gourd.
The river ends between two hills,
Follow the drinking gourd,
There's another tree on the other side,
Follow the drinking gourd.
Where the great big river meets the little river,
Follow the drinking gourd,
The old man is waiting,
for to carry you to freedom
If you follow the drinking gourd
Underground Railroad Code Words and Phrases
|Baggage |Escaping slaves |
|Bundles of wood |Fugitives to be expected |
|Canaan |Canada |
|Drinking gourd |Big Dipper and the North star |
|Forwarding |Taking fugitive slaves from station to station |
|Freedom Train |The Underground Railroad |
|Gospel Train |The Underground Railroad |
|Heaven or Promised land |Canada |
|Load of Potatoes |Escaping slaves hidden under the farm produce in a wagon |
|Moses |Harriet Tubman |
|Parcel |Fugitives to be expected |
|Preachers |Leaders, speakers underground railroad |
|River Jordan |The Mississippi |
|Shepherds |People escorting slaves |
|Station |Place of safety and temporary refuge, safe-house |
|Station Master |Keeper of safe-house |
|Stockholder |Donor of money, clothing, or food to the Underground Railroad |
|"The wind blows from the South today" |A warning to Underground Railroad workers that fugitive slaves were in the |
| |area. |
|"When the sun comes back and the first quail calls” |A particular time of year good for escaping (early spring) |
|"The river bank makes a mighty good road” |A reminder that the tracking dogs can't follow the scent through the water. |
|"The dead trees will show you the way" |A reminder that moss grows on the NORTH side of dead trees (just in case the |
| |stars aren't visible) |
|"Left foot, peg foot" |A visual clue for escapees left by an Underground Railroad worker famous |
| |because of his wooden leg. |
|"The river ends between two hills" |A clue for the directions to the Ohio River |
|"A friend with friends" |A password used to signal arrival of fugitives with Underground Railroad |
| |conductor |
|"The friend of a friend sent me" |A password used by fugitives traveling alone to indicate they were sent by the |
| |Underground Railroad network |
|"Steal away, steal away, steal away to Jesus" |(Words to a song) - used to alert other slaves that an escape attempt was |
| |coming up |
Underground Railroad – Coded Messages
With your partner, use the Code Words and Phrases sheet to decode the following messages.
The wind blows from the South today and the shepherds have many bundles of wood to keep them warm.
Have you seen the station master? A load of potatoes need to be taken to the River Jordan and given to the shepherds.
It is cloudy tonight. The baggage should be placed by the river bank for it makes a mighty good road.
The stockholder has arrived. Excess baggage can be forwarded by notifying the station master of its arrival.
Tell the station master that Moses knows of a parcel which must be forwarded. The parcel, which contains bundles of wood, should be delivered to the shepherds that watch the sheep where the river ends between two hills.
With your partner, try to make up your own coded message.
Comprehension Lesson
The Drinking Gourd: A Story of the Underground Railroad Ch. 1&2
Grade: Fourth Topic: Underground Railroad
Grouping: Whole Class or Guided Reading Group
Purpose:
This lesson is part of a unit on the Underground Railroad. Using fiction text, I want to focus particularly on the different views regarding slavery, especially abolitionists and Quakers. The Drinking Gourd provides an example of how people unselfishly stand up what they believe and help people who are treated unjustly. Before, during, and after reading, students will review selected vocabulary, make predictions, define key terms, and make inferences and draw conclusions by referencing the text.
Student Objectives:
1. Students will activate prior knowledge about Underground Railroad and list what they know
(either individually or on class chart)
2. Students will be able to defend the efforts of the Underground Railroad based on their
beliefs of ethics and morality.
3. Students will be able to list accomplishments of the Underground Railroad.
4. Students will be able to describe their beliefs and relate these to decisions of people connected
with the Underground Railroad.
3. Students will use character traits to describe characters in the text and provide details
that supports their inferences.
NC Language Arts and Social Studies Standards this lesson addresses:
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 (legends, novels, folklore, science fiction).
2.05 Make inferences, draw conclusions, and support by referencing the text.
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
• examining the reasons for characters' actions.
• identifying and examining characters' motives.
• making inferences and drawing conclusions about characters, events, and themes.
3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence.
Social Studies
2.04 Describe how different ethnic groups have influenced culture, customs, and history.
3.02 Identify people, symbols, events, and documents associated with North Carolina's history.
4.02 Identify religious groups that have influenced life in North Carolina and assess the impact of their beliefs.
Instructional Plan:
Preparation
1. This lesson uses the book, The Drinking Gourd by F.N. Monjo. You will also need an overhead and copies of Character Trait and Evidence Analysis Chart.
2. Make copies of Character Traits handout or give out a similar sheet.
3. Make an overhead of Circle Map graphic organizer (Thinking Maps or any other graphic organizer you can use to brainstorm and write responses students give).
4. This lesson can be used after Chapter 1 and 2 or the entire book can be read.
Instruction and Activities
Before Reading
1. I will activate students’ prior knowledge about previous discussions we have had about the Underground Railroad. I will ask students to tell me what they know/remember about the Underground Railroad. Write responses on circle map graphic organizer.
Teacher Input
2. I will introduce the text by reading the title and asking students, “Do you know what the drinking gourd is?” and “What does the drinking gourd have to do with the Underground Railroad?” and solicit responses. If we have not already discussed drinking gourd and constellations prior to the lesson and I will show an example of gourd and explain how it is related to the constellations.
3. Do a picture walk and ask students to make predictions about the story. Review vocabulary words: gallery, hymn, deacon, passengers, conductors, whippoorwill, marshal, station
During Reading
As we read the book, we will stop and discuss the following questions.
Chapter 1: Fishing in Church
1. After pages 9-13: How is Tommy’s church different from churches today?
2. After page 17: Why did Tommy get in trouble at church? What were the consequences of his
his actions?
3. Look at pages 18 & 19. How do you think Tommy’s father feels about Tommy’s behavior?
How do you think Tommy feels?
4. Tommy’s father is a deacon in the church they attend. What does this tell you about his character?
Chapter 2: The Runaways
5. Why do you think the chapter is called The Runaways? (Students make a prediction. Many will
probably think that the boy is running away.)
6. After page 22: What did Tommy do when he arrived home? Was this the right thing to do?
Why or why not?
7. After page 25: Whom did Tommy discover in the hayloft? Why were they there?
8. After page 28: Why did Jeff’s family want to go North?
9. End of chapter: What does it mean to you to have your “freedom”?
After Reading
1. Discuss with the class that we can learn about a characters’ personality and what they are like in different ways. Their actions, speech, thoughts, the effect their behavior has on other characters, the type of language they use and the environment they are in can provide information about them. Introduce character traits by explaining that they are descriptive adjectives that fit the characters in a story.
2. Pass out character trait sheet and Character Trait and Evidence Analysis Chart. Choose a character and use Think Aloud strategy to model how to identify character traits from character’s speech, actions, and thoughts used and reference the text to support your inferences/conclusions.
Guided Practice
In collaborative groups of three or four, students will discuss and complete the Character Trait and Evidence Analysis Chart on a large poster board. Each student will have a role: facilitator, timekeeper, recorder, reporter, and all students will participate in the activity. When everyone is done each group takes turn presenting their graphic organizer to the class or if it is a small group lesson then teacher will go over it with the group.
Independent Practice
Each student will select a character and complete a character analysis on that person.
Closure
Discuss characters children selected and review character traits chosen by students with the same characters. Review the definition of character traits.
Assessment
Assessment will be students’ Character Trait and Evidence Analysis graphic organizer.
Character Trait and Evidence Analysis Rubric for Assessment
|POINTS: |CRITERIA: |
| 0 |No character traits and explanations are accurate. |
| 1 |Only 1 character trait and explanation is accurate. |
|2 |Only 2 character traits and explanations are accurate. |
|3 |Only 3 character traits and explanations are accurate. |
|4 |All 4 character traits and explanations are accurate. |
Common Character Traits
|Active |Adventurous |Aimless |Ambitious |Artistic |Athletic |Awesome |Beautiful |
|Belligerent |Boisterous |Bold |Bony |Bossy |Bouncy |Brave |Cheerful |
|Clever |Compassionate |Conceited |Considerate |Cooperative |Courageous |Creative |Cruel |
|Curious |Dainty |Dangerous |Daring |Deceptive |Dedicated |Demanding |Depressed |
|Determined |Disagreeable |Distrusted |Dreamer |Dumb |Easy-going |Energetic |Entertaining |
|Evil |Excitable |Expert |Extravagant |Fancy |Fashionable |Fighter |Freakish |
|Friendly |Fun-loving |Funny |Furious |Generous |Gentle |Gigantic |Graceful |
|Handsome |Hard-working |Happy |Helpful |Heroic |Hilarious |Honest |Hostile |
|Humble |Immature |Impulsive |Independent |Informative |Intelligent |Inventive |Jealous |
|Jittery |Joyful |Jovial |Judgmental |Kicky |Kind |Know-it-all |Lazy |
|Leader |Light-hearted |Loud |Lovable |Loyal |Malicious |Mature |Mean |
|Meddling |Melancholy |Mellow |Messy |Merciless |Mischievous |Miser |Modest |
|Moody |Mysterious |Nasty |Naughty |Neat |Neglectful |Nice |Noisy |
|Nosy |Notorious |Novice |Nuisance |Nutty |Obedient |Objective |Observant |
|Odd |Offensive |Old-Fashioned |Open |Open-minded |Organized |Patriotic |Pitiful |
|Plain |Poor |Popular |Pretty |Proper |Proud |Prudent |Questioning |
|Quick |Quiet |Quirky |Realistic |Reasonable |Rebel |Reliable |Remorseful |
|Reserved |Respectful |Responsible |Rich |Rough |Rowdy |Sad |Self-confident |
|Selfish |Serious |Short |Shy |Silly |Simple |Sloppy |Smart |
|Strong |Studious |Successful |Tacky |Tall |Temper |Thoughtful |Timid |
|Tireless |Trustworthy |Thick-Headed |Ugly |Unbiased |Unethical |Unique |Upstanding |
|Vain |Vigilant |Villainess |Visionary |Violent |Vibrant |Vocal |Vulnerable |
|Warm |Wild |Witty |Wonderful |Yielding |Yucky |Zealous |Zestful |
-----------------------
[pic][pic]
Heroes/
Significant People
*Levi Coffin
*Harriet Tubman
*Quakers
(“Society of Friends”)
Symbols
*Quilts
*Lanterns
*Drinking Gourd
(Big Dipper & North Star)
*Safe House Symbols
*Freedom
Coded Messages
*Songs/Spirituals
*UGRR Code
Words and Phrases
*Maps on Quilts
History
*Time period of UGRR
*Civil War
*Emancipation
Proclamation
Geography
*Maps of North
Carolina & United
States
*UGRR Routes
*Physical Features of
Land
Topic
Underground Railroad
(UGRR)
Comprehension Strategies
*Anticipation Guides *Sequence of Events
*Graphic Organizers *Predictions
(Thinking Maps) *Questioning
*KWL Chart
*Compare/Contrast
*Inference/Drawing Conclusions
*Graphics (maps)
*Ticket out the Door
Topic
Underground Railroad
(UGRR)
Connections to Literature
*Character Traits
*Reading & Creating Maps *Reading Responses
*Elements of Narrative
Literature
*Author’s Craft
Word Study Activities
*Stoplight Vocabulary
*Vocabulary Prediction Chart
*Vocabulary Anchor
*Frayer Model
*Vocabulary Puzzle
*Alphaboxes
Writing Activities
*Personal Freedom Journal
*Create Coded Messages
*Me and the Book
Speaking/Oral Language Activities
*Music (Follow the Drinking Gourd, Sing Low Sweet Chariot, etc.)
*Group Discussions
*Interviewing
Viewing
*Internet Workshop
*National Geographic website
*Photos from The Underground
Railroad for Kids
*Video Clips/Music Videos
about UGRR
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