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Lesson Plan


		Lesson Information


		Objectives
		Assessment


		Resources
		Materials
		Vocabulary
		Procedures
		Day Plans
		Enrichment Options


		Teacher Reflection

Stage 1
Identify Desired Results

Catchy Title: Tracking Maryland's Connection to the Underground Railroad
Theme/Topic of Lesson: Slavery, Maryland and the Underground Railroad
Time Commitment: Three, 60-minutes sessions
Subject Area(s):
Social Studies - United States history
Grade Level(s): 8
Standards Alignment:
Class Challenge Question: What role did the state of Maryland play in the Underground Railroad?
Overview:

There are many powerful messages to be learned from the study of the Underground Railroad. For example, the Underground Railroad demonstrates how regardless of the risks involved, people were willing to risk their lives in order to save others. Learning about the Underground Railroad also teaches students about the value of speaking up for what you believe in. There are numerous people and places that all hold an important place in the history of slavery and the Underground Railroad, including Maryland. In fact, many slaves escaped from various regions of Maryland and passed through Maryland heading north to find freedom. Many famous names of this era, including Fredrick Douglass and Harriet Tubman, have ties to Maryland. There is no question that in order to fully understand the role of Maryland in the United States, one must learn about this historic period.

Students will use Thinkport's Pathways to Freedom: Maryland and the Underground Railroad Virtual field trip for a portion of this lesson. They will listen to and read accounts of actual slaves who managed to escape their conditions and live a “free” life. Even though it was quite dangerous to record events, these people saw the importance of letting others know about experiences and events. Students will learn about the necessity of recording historic events and will talk about the concept of “primary sources.” Students will also have the opportunity to conduct research on the various aspects of the Underground Railroad such as the secret code that was used, Maryland’s involvement, and the fugitive slave act. They will then put themselves in the shoes of these slaves and use the art of journal writing to convey what they have learned about various slaves and their experiences.

Students should have some prior experience navigating through the Internet as well as how to paraphrasing text for note-taking. They should also be somewhat knowledgeable about slavery. Teachers should have familarity with the Underground Railroad, slavery and it's connection to Maryland. They should also know how to facilitate students' use of the Internet.

Stage 2
Determine Acceptable Evidence

Learning Objectives:

The Students will:

Students will conduct research using the Internet
Students will extract important and relevant information from online content
Students will create fictional accounts of primary sources
Students will participate in group work
Students will analyze the experiences of African American slaves

Assessment

Student performance will be assessed through the Underground Railroad rubric (Handout #6), totalling 20 points. The following activities will be assessed:
-Internet Scavenger Hunt
-Journaling and Researching
-Diary Entries
-Presentation

Stage 3
Plan Learning Experiences

Resources

Other Technology	Computers with Internet access
	LCD projector or Smart Board
	headphones for computers
Software	Windows Media or Real Video
Software	Word processing software
Internet Sites	Thinkport Pathways to Freedom: Maryland and the Underground Railroad Virtual Field trip
	http://pathways.thinkport.org/about/
	Thinkport Pathways to Freedom: Maryland and the Underground Railroad Virtual Field trip Think Sheets to accompany questions about the Underground Railroad
	http://pathways.thinkport.org/figure/thinksheets.cfm
	Thinkport Pathways to Freedom: Maryland and the Underground Railroad Virtual Field trip Resources to assist students with paraphrasing, re-telling stories, comprehension, etc.
	http://pathways.thinkport.org/resources/toolbox.cfm

Materials

Per class
-Chalkboard or chart paper
-Pens/Pencils
-Paper
railroad_posters_handout5  (View)
railroad_vsc objectives  (View)
Adam Francis Plummer (RealVideo)  (View)
Adam Francis Plummer (Windows Media)  (View)
Per student team/group of 2
-Pens/pencils
-Paper
Per Student
railroad_answersscavengerhunt_handout3  (View)
railroad_internetscavengerhunt_handout2  (View)
railroad_plummerdiarysample_handout4  (View)
railroad_scoringrubric_handout6  (View)
railroad_videoquestions_handout1  (View)
-Handout #2 Internet Scavenger Hunt

-Handout #4 Adam Francis Plummer Diary sample

-Handout #5 Reward Posters

-Handout #6 Scoring Rubric

Vocabulary

anti-slavery - believing that the practice of owning people as slaves is wrong
conductor - a code word used by people involved in the Underground Railroad to talk about a person who helped slaves escape
fugitives - people who are running away
master - a person who owned slaves
slave - a person who is the property of another
slavery - the wrongful practice of owning a person as property
virtual field trip - a field trip that takes place online
primary sources - Primary sources are original records created at the time historical events occurred or well after events in the form of memoirs and oral histories

Procedures

Students will first watch a short video clip and answer questions about a slave in Maryland in order to get a sense of the complex issues and feelings surrounding slavery. They will then engage in an Internet Scavenger hunt to learn about Maryland's connection to the Underground Railroad. After the scavenger hunt, students will write a short paragraph about their initial feelings about slavery as well as a description of the Underground Railroad.

During the next days' activities, students will engage in journal writing and learn the importance of documing experiences. Students will be introduced to the concept of primary sources and their relevance to history in helping to form a more complete and accurate picture of past events. Students will then conduct reserach on specific slaves, in preparation for creating fictional diary entries about their experiences.

Finally, during the last day, students will continue to examine primary sources (images of Wanted posters) and write their diary entries of the slave they researched.

During this lesson, students will conduct research via the Internet on the Underground Railroad and will create fictional accounts of journal entries using information they gather about former slaves. This lesson offers many components that are suitable for various types of learners. The act of participating in a virtual field trip, as well as controlling the mouse and keyboard, works well for kinesthetic learners. Students should also be offered headphones so they can listen to the narratives and online information being read if they tend to be auditory learners. The information from the web sites can also be printed out for students who tend to be tactile learners. Finally, students should be encouraged to explore links to graphs and images on the web site.

Before beginning this lesson, students show know how to conduct basic Internet research and should know how to paraphrase material. Students should have note-taking skills so that they do not have to rewrite information verbatim. Students should also have some previous knowledge about slavery. For additional resources to use with students on paraphrasing, re-telling stories, comprehension, etc., see http://pathways.thinkport.org/resources/toolbox.cfm. Assessing this prior knowledge could be done via a simple survey, or referring to previous activities students may have completed on unrelated activities.

It is recommended that students work alone on this lesson, however, if computers are limited, you may want to assign student pairs or groups. If that's the case, be sure that pairs/groups are formed heterogenously by either type of learner (audio/visual, etc.) or skill level so that students can complement and assist one another.

1: Understanding the Underground Railroad
Daily Challenge Question: What is the Underground Railroad?

Set-up Directions:
Before beginning Day 1 activities, the teacher should be very familiar with the Thinkport Underground Railroad virtual field trip. The teacher should explore all links to make sure they are working and that the information is appropriate for their class. Teachers should also make sure they have researched the Underground Railroad so they are prepared to answer questions.

Four questions should be written on the board (covered) or on chart paper.

- What is Riversdale
- What happened to Plummer and his family?
- What is Plummer quoted as saying?
- How did Plummer express himself?
IMPORTANT: Do not show these questions to students prior to showing the video.

The LCD Projector should be hooked up and ready to use.
For activity 1, teachers should make sure the video clip plays using the settings they have installed on their computer. The video is available in Real Video and Windows Media.

• Download the Adam Francis Plummer video from Thinkport: /Tools/ContentViewer/ContentPreview.aspx?ContentID=47e80603-75a8-41c2-aaf7-c5057fb21651 (Real Video)

OR

• /Tools/ContentViewer/ContentPreview.aspx?ContentID=0f195de7-ca5c-4ce5-9599-40d8075aff7c (Windows Video)

If possible, teachers should also bookmark the Thinkport Underground Railroad web site at each computer(http://pathways.thinkport.org/about/) beforehand so students do not waste time typing in the URL. If student pairs/groups will be used, teachers should know how they are going to break up the class and should have enough copies of Handout #2: Internet Scavenger Hunt(railroad_internetscavengerhunt_handout2) for each group/pair.

Teacher Presentation & Motivation:
Explain to the students that you are starting a project about Slavery and the Underground Railroad. Have a short discussion about slavery and students' perceptions. Ask students if anyone knows what the Underground Railroad is, or can guess. Explain:
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 directions for the safest way to get further north on the dangerous journey to freedom.

Note: information taken directly from Thinkport’s Pathways to Freedom: Maryland and the Underground Railroad Virtual Field trip.

Activity 1 - Adam Francis Plummer video (20 minutes)
Tell students that you are going to play a short video clip about a very important man in Maryland’s history who was a slave.

With a computer connected to an LCD projector or a Smart Board, play the video for the entire class. The video is 1 minute and 32 seconds long.

Once the video has finished, reveal the four questions on the chalkboard or on chart paper.
Read the questions aloud as a group.

Now, replay the video and have the students tell you to stop the video when they hear the answer to one of the questions. By playing the video before distributing the questions, students will be able to just watch the video without feeling that there is pressure to do anything. The idea is for them to just take in the information and the visuals.

Answers to questions about the video are on Handout #1: railroad_videoquestions_handout1.doc

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Students should simply watch the video the first time.

During the second viewing, students should listen for key information to answer questions.

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Answering specific questions relative to Riversdale and Plummer.

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
They will be able to use the information to help them get a sense of the complex issues and feelings involved with slavery.

Activity 2 - Internet Scavenger Hunt (40 minutes)
Explain to students that in order to learn about Maryland’s connection to the Underground Railroad, you are going on an Internet Scavenger hunt. Using an LCD projector, project Thinkport’s Pathways to Freedom: Maryland and the Underground Railroad Virtual Field trip: http://pathways.thinkport.org/about/ so that everyone can see it. Click on the link to “about the underground railroad.” Point out to students that there are 15 different questions and have students read them aloud. (For some additional information related to these 15 questions, visit the following web site: http://pathways.thinkport.org/figure/thinksheets.cfm)

Distribute Handout #2: Underground Railroad Internet Scavenger Hunt (railroad_internetscavengerhunt_handout2) that contains the items they are searching for. Read the questions aloud. Next, individuals or pairs/groups should then be allowed to go to the computers they will be using. Let the students know the site they'll be visiting is bookmarked (if applicable) http://pathways.thinkport.org/about/

Instruct students to write their answers directly onto the handouts. Students should keep these handouts for tomorrow's activity or you may collect them and redistribute the next day.

The answers to the questions can be found on Handout #3 Internet Scavenger Hunt Answer key: railroad_answersscavengerhunt_handout3

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The students will use the virtual field trip http://pathways.thinkport.org/about
to research answers to specific questions.

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will need to read through information to find the details that answer the specific questions they have been given. Hints are provided on the worksheet to help students find their answers.

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
This information will provide students with an understanding of the history of the Underground Railroad and Maryland's connection to it.

Wrap Up:
For homework, have students write up a short paragraph about their initial feelings about slavery, including a description of the Underground Railroad. Tell students that tomorrow the class will review the answers to the questions so they should come prepared to verbally share what they have found.

2: Life and the Underground Railroad
Daily Challenge Question: What are some of the different reasons why people keep diaries?
sixty minutes

Set-up Directions:
Before beginning Day 2 activities, make sure to have paper and pens/pencils ready for the students. You should also be sure to have a copy of Handout#3 Internet Scavenger Hunt Answer key (railroad_answersscavengerhunt_handout3)
with the correct answers to the questions available for your reference. The Thinkport website should still be bookmarked.

Teacher Presentation & Motivation:
Have Thinkport’s Pathways to Freedom: Maryland and the Underground Railroad Virtual Field trip projected http://pathways.thinkport.org/about/
so that the entire class can see it. Tell students that they are going to begin today’s activities by reviewing the answers to the Internet Scavenger Hunt.

Activity 1 - How the Underground Railroad ran (15 minutes)
Instruct students to take out their answers to the Internet Scavenger Hunt questions or distribute the worksheet if you collected them. Review the answers to the Internet Scavenger Hunt questions. Allow different students to answer different questions.

Activity 2 - Journaling (15 minutes)
Explain to students that now that you have learned about the history of the Underground Railroad, it is time to imagine what it may have been like to live through that period. Remind students about the video the class watched on Plummer. Ask them to remind you what method he used again to express himself? (Answer: his diary). Point out that most of what we know about Plummer is because of what he wrote in his diary.

Have each student take out a piece of paper. Tell them that you want them to take five minutes to write about one thing that happened to them (or that they experienced) yesterday or over the past week. Let them know that you will not be collecting these so they can write about anything they want. Explain that they are just going to be using these for an activity.

Once the students have finished writing, discuss the purpose of writing journals. Some questions that should be raised and some topics that should be covered are:
-Did you include any dates or times?
-Did you include names of other people?
-Did you express emotions? How?
-Did you express opinions? How?

Explain how diaries can be used to record events and in the case of Plummer, fill in gaps of history. You should talk about the concept of Primary Sources here. Explain that historians refer to documents such as diaries "primary source documents" or "primary sources." Primary sources are resources that provide clues to the past. Explain that by piecing them together, historians can form a more complete and accurate picture of past events, through reading actual documented information as well as making inferences based on what's written.

Note: information directly from Thinkport’s Pathways to Freedom: Maryland and the Underground Railroad Virtual Field trip

Activity 3 - Researching (30 minutes)
Explain to students that they are going to create ficitonal diary entries for some slaves who are connected to Maryland just like Plummer. Assign each student (or pairs of students) to one of the people listed below. Obviously, more than one student (or pair) will be assigned the same person.

James Pennington
Harriet Tubman
Fredrick Douglas
Caroline Hammond
Josiah Henson
Charles Ball

Explain that students will be doing research on these people and crafting a one-page diary or journal entry that the person may have written back when they were slaves. They can start by paraphrasing the information they see in the Thinkport site in diary format using the first person narrative.

Discuss some things that they may want to include:
-when they were born
-Did the slave they are researching have a specific job? If so, what did they do?
-Did the slave escape? If so, how?
-What was the slave's role in the underground railroad?
-What do we know about the slave's family?
-When and where did the slave live?

Provide a sample using information about Plummer’s life from the video you watched. (Handout #4 Adam Francis Plummer Diary sample: railroard_plummerdiarysample_handout4)

Have students open up the Thinkport web site (http://pathways.thinkport.org/about/

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Students will use the Internet http://pathways.thinkport.org/about/
to find information about a specific person involved with the Underground Railroad.

This time they should navigate to the “eyewitness to history” section. On the right hand side of the page they will see links to the different people they were just assigned.

They should find the person they have been assigned and click on their name. Once the page refreshes with the new information they should read through it and take notes using whatever note-taking format they are most comfortable with.

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will need to identify relevant information to assist them in creating their fictional diary entry.

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students will use the information they find as the basis of their fictional diary entry.

Wrap Up:
Students should be told that if they haven’t finished researching their person, they should do it for homework.

3: Creating Fictional Accounts
Daily Challenge Question: What strategies did you use that helped you write your diary entry?

Set-up Directions:
Before beginning this lesson, make sure to print out enough copies of the Reward Posters for students to look at. (Handout #5 Reward Posters: railroad_posters_handout5)
Also either make sure computers have word processing software installed on them or have paper available for students.

Teacher Presentation & Motivation:
Tell students that as they have probably all read by now, slaves were not allowed to run away from their masters. Explain that it was common for people to distribute “Wanted” posters offering rewards for any slaves that were caught. Pass around the hand-out with the two posters for escaped slaves. Just let students look them over for a few minutes and explain that these are examples of the posters that existed at that time.

The idea here is that the posters will evoke some emotion from the students that will assist them when they are writing their diary entries. (5 minutes)

Optional: You may choose to have students read the poster aloud. Or, have students close their eyes and imagine tha they are the person they researched the previous day. How would they feel if a "Wanted" poster was created for them?

Activity 1 - Diary Entries (40 minutes)
Either using a word processing program or a sheet of paper, students should start crafting their diary entries based on notes they recorded the previous day. Remind students of the elements you talked about including:
-Did the slave they are researching have a specific job? If so, what did they do?
-Did the slave escape? If so, how?
-What was the slave's role in the underground railroad?
-What do we know about the slave's family?
-When and where did the slave live?

Activity 2 - What we learned (20 minutes)
Go around the room and have each student/pair share what they think the most interesting fact is that they learned about person they researched.

Wrap Up:
The teacher should collect all of the diary entries from the students and offer individual feedback.

Revisit the challenge question and debrief about the role that Maryland played in the Underground Railroad. Also, talk about the importance of primary sources in documenting history.

Enrichment Options

Community Connection
Students can interview people in their community to test their knowledge on Maryland’s connection to the Underground Railroad.
Students can research how people and places in their community are connected to the Underground Railroad.

Parent-Home Connection
Parents can help students find more information about the Underground Railroad online at home.

Field Experiences
Students can take a trip to Riversdale Mansion in Riverdale Park, Maryland (a National Historic Landmark, is a restored, five-part, stucco-covered brick plantation home built between 1801 and 1807.-- information from http://www.pgparks.com/places/eleganthistoric/riversdale_intro.html)

Cross-Curricular Extensions
English: This lesson could include further instruction on paraphrasing, note-taking and diary/journal writing.

Technology: Students can create short little films like the Adam Francis Plummer on the people they researched.

Technology: Students can create PowerPoint presentations using the diaries they created as the content and can add images and sound effects.

Art: Students can create portraits of the slaves they researched or can create paintings and/or drawings based on events from the Underground Railroad they learned about.

Stage 4
Teacher Reflection

As a reflective practioner, note how this lesson could be adjusted after its intial implementation. How successful were the students? What did the assessment demonstrate about the students' learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?

Author: Robyn Steinhause
Modified by: Donna Schnupp