Social Studies
Grade 3
Michigan Technology: Applying Appropriate Technologies
Use technologies to organize thoughts in a logical process (voice,
data, video, graphics, etc.).
Content
Standard 3:4
Materials:
Computers bookmarked at The
Mitten article "The Underground Railroad" and
The National
Geographic web site "Underground Railroad"
Kidspiration Software
This lesson will take approximately 4 class periods and at least 2 in the computer lab.
Procedure:
(Day 1)
Engage: Tell the students that they are going to learn
about the Underground Railroad. Michigan played a part in helping
thousands of slaves escape to freedom in Canada. Read the "Underground
Railroad" article on The
Mitten web site. Point
out the routes of the Underground Railroad that ran through Michigan.
Explore the following links - the Second Baptist
Church, the Dr. Nathan Thomas House, and the Underground Railroad Monument.
Read the Crosswhites and discuss how
this community took a stand against slavery.
Anticipatory Set: The Underground Railroad was a lose network
of anti-slavery northerners (black and white) that helped runaway slaves
on their journey to safety. Ask the students to imagine themselves
living in 1855 and they must decide
whether or not to help in the Underground Railroad. What would
be their reasons for helping slaves escape? What dangers would they
face if they chose to help slaves run away to freedom? What difficulties
would they encounter on their journey? Think about these questions
as we go to another web site where we will take a journey on the
Underground Railroad. Go to the bookmark for the
National
Geographic Underground Railroad. Follow the link for the journey.
Then go to the pull
down menu and select For Kids. Review the material about how
slaves had to be careful to stay out of sight in order to escape.
Have the students read about other famous people who where involved in
the abolitionist movement.
(Day 2)
Independent Practice: Using Kidspiration, have the students
make a graphic organizer to categorize the reasons a person might have
for and against helping slaves escape on the Underground Railroad.
(Day 3)
The students will write about these ideas and their opinions about
slavery. Direct the students to think about what might
have been done to change these unfair laws and to remember the people
that they have learned of who took a stand
against slavery.
(Day 4)
Closing: Students will share their pictures/webs and written
work on the Underground Railroad with the class.
Evaluation: Students will be evaluated according to the
rubric
designed for this writing assignment. The graphic organizers
(Kidspiration) or pictures (Kid Pix) will be assessed separately.
National Geographic's Underground Railroad
http://www.nationalgeographic.com/features/99/railroad/
Constellations
http://www.geocities.com/CapeCanaveral/Launchpad/1364/Constellations.html
Smart Fun on line / Henry Ford Museum and Greenfield Village
http://www.jfmgv.org/education/smartfun/index.html
Harriet Tubman and the Underground Railroad
http://www2.lhric.org/pocantico/tubman/tubman.html
The Underground Railroad Monument
http://www.detroit300.org/press/Press%20Release%20Files/IUnderRMr.html
Taking the Train to Freedom - National Park Service
http://www.nps.gov/undergroundrr/contents.htm
United States Free and Slave states map
http://www.mcps.k12.md.us/curriculum/socialstd/grade5/UGRR2.JPG
Smithsonian Magazine
http://www.smithsonianmag.si.edu/smithsonian/issues96/oct96/undergroundrr.html
Levi Coffin House (has many other links)
http://www.waynet.wayne.in.us/nonprofit/coffin.htm
PBS The Underground Railroad / Judgement Day
http://www.pbs.org/wgbh/aia/part4/4p2944.html
National Underground Railroad Freedom Center
http://www.undergroundrailroad.org/slaverys_past/historical_locations/index.asp?state=Michigan
Books:
Sweet Clara and the Freedom Quilt
by Deborah Hopkinson
illustrations by James Ransome
The Drinking Gourd
by F.N. Monyo
illustrations by Fred Brenner
Harriet Tubman / A Photo Illustrated Biography
by Margo McLoone
