Name:



Group Members/Group Name: Bridgette Stark

Thematic Unit Theme/Title/Grade Level: The Underground Railroad - 5th grade

Group Wiki space address: _______________________________________________________

Daily Lesson Plan Day/Title: DBQ – The Underground Railroad – Why Was it Effective?

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 |and 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 Underground Railroad consisted of a network of secret route connected by safe houses that helped more than 100,000 slaves escape to freedom during |

|instruction that has come before and will |the early 19th century. The Underground Railroad through the bravery many women and men became an effective way to help slaves find freedom. |

|follow. | |

|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! |By engaging in the DBQ assignment students will develop an understanding of how The Underground Railroad worked and why it was effective in helping |

| |slaves. |

| |The student will demonstrate this understanding by answering questions based on information in the electronic resources given in the DBQ. |

| | |

|NCSS Theme/Next Generation Sunshine State |Do you cross the curriculum? What other content fields (language arts, science, math, the arts, physical education, and technology) do you address in |

|Standards/Common Core Standards (LAFS/MAFS) |this lesson? |

|List each standard that will be addressed during| |

|the lesson. Cutting and pasting from the |NCSS Theme: Time, Continuity, and Change- Social studies programs should include experiences that provide for the study of the ways human beings view |

|website is allowed. You must have a minimum of 3|themselves in and over time, so that the learner can: |

|standards that represent multiple content areas |b. demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago; read and construct |

|identified in this portion of the lesson plan. |simple timelines; identify examples of change; and recognize examples of cause and effect relationships; |

| |c. compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our |

|These can be downloaded from the Florida Dept of|understanding of the past; |

|Education homepage/index.aspx. |d. identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others; |

| | |

| |SS.5.A.1.1- Use primary and secondary sources to understand history. |

| |SS.5.A.4.6 – Describe the introduction, impact, and role of slavery in the colonies. |

| |SS.5.G.1.1 – Interpret current and historical information using a variety of geographic tools. |

| | |

| |LAFS.5.RI.3.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to |

| |solve a problem efficiently. |

| |LAFS.5.RI.3.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. |

| |LAFS.5.W.3.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. |

|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: Video Story – Students will click on the graphic to hear the story Sweet Clara and the Freedom Quilt by Deborah Hopkinson read to |

|How will you communicate student expectation? |them. Teacher will lead whole class discussion asking the following questions: |

|What products will be developed and created by |How was freedom quilts used to guide slaves to freedom? |

|students? |What kinds of clues could be found in quilts? |

|Consider Contextual Factors (learning | |

|differences/learning environment) that may be in|Instructional Input and Procedures using the Glogster DBQ: |

|place in your classroom. |Students will watch a video entitled: Digital Story: Secrets and Codes of the Underground Railroad. Students will complete a 3-2-1 Graphic Organizer |

| |with 3 things they discovered, 2 things they found interesting and 1 question they still have. |

| | |

| |Students will read through the document on the DBQ that contains phrases and terminology used to describe people and events on The Underground Railroad.|

| |These resources will help students answer the DBQ questions using correct terminology. |

| | |

| |Background: |

| | |

| |During the period between 1850 and 1860 American abolitionists created a network to aide and encourage slaves to escape to freedom. At the same time |

| |bounty hunters were looking for slaves in hopes to return them to their owners so the slaves could be punished and the bounty hunters could collect |

| |rewards. Slaves and people who aided in The Underground Railroad utilized secret codes and phrases to transport slaves. Fugitives traveled on foot, by |

| |wagon, and on boats and trails to find their ways to freedom. Many people put their own lives and their own freedoms at risk by helping slaves escape |

| |and their only reward was the happiness of seeing a person free. |

| | |

| |Using your knowledge of The Underground Railroad and the information contained in the Glog answer the questions about the primary source of a Slave |

| |poster. The students can click on the poster to see more examples of posters used during this time period. The questions will ask you to think about |

| |1. Who made the poster and why? 2. Who is the target audience of the poster? And 3. What does the poster tell us about slavery? |

| |Students will use the map provided in The Underground Railroad Glog to plan a path to freedom on The Underground Railroad. Students are asked to name |

| |the states they would travel through and what would be their final destination. |

| |Students would share their answers they constructed by completing the Glog during whole class discussion. |

| |Teacher and Students will revisit questions generated in the 3-2-1 graphic organizer to determine if all questions have been answered. |

|Resources/Materials |ALL resources including but not limited too; 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: |

| |Hopkinson, D. (1997). Sweet Clara and the Freedom Quilt, New York, NY: Alfred A. Kopf. |

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| |Glogster Link: |

| | |

| |Materials: |

| |Computer |

| |Social Studies Notebook |

| |Pen/pencil |

| |3-2-1 Graphic Organizer |

|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? | |

|Authentic/Alternative assessments? |Unit Pre-Assessment: KWL chart (to be used during first lesson of the unit and last lesson of the unit) |

|Does your assessment align with your objectives,| |

|standards and procedures? |Unit Post-Assessment: Multiple Choice Assessment |

|Informal assessment (multiple modes): | |

|participation rubrics, journal entries, |Daily Lesson Plan Assessment (for this specific lesson) |

|collaborative planning/presentation notes |Completion of materials in Social Studies notebook including answering questions based on DBQ Glog and 3-2-1 graphic organizer |

| |Participation in whole class discussion. |

| | |

| |***Materials that will be used for assessment and examples of completed tasks and projects must be included with the lesson plan. Pre and Post |

| |assessment materials will be included in the thematic unit binder and Weebly. |

|Exceptionalities |ESOL and Students with Learning Differences: DBQ videos including reading of book and video introducing The Underground Railroad with pictures of |

|What accommodations or modifications do you make|primary documents will be helpful for ESOL students. Assistance with 3-2-1 chart can be provided to students who need help. Whole class discussion to|

|for ESOL, Gifted/Talented students, |include all students. |

|Learning/Reading disabilities, etc. | |

| |Gifted/Talented: Critical thinking questions during class discussions should require higher order thinking skills for your gifted students.. |

|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. |

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| |Since this lesson is based on a DBQ, students who have access to technology at home via computer or smart phone can share this lesson with their |

| |families. |

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