School University of West Georgia Date of Implemented Lesson Plan 2/28/2012

Block No. 2 Subject: Social Studies Grade Level: 4th

Teaching Skills Focus for This Lesson: Instructional Clarity; Using Questions and Responding to Students;Promoting Transfer in Learning
Stage 1 The Desired Results
Standards / SS4H7 The student will examine the main ideas of the abolitionist and suffrage movements.
a. Discuss the biographies of Harriet Tubman and Elizabeth Cady Stanton.
Specific Learning Objective(s) / Identify the trail of the underground railroad.
Understand the meaning within a slave’s quilt.
Stage 2 Assessment Evidence
Assessment Instrument
(Ex. Test, Poster, Presentation, Picture, etc.) /
  • Map of the United States of America.
-Specifically the pathway of the underground railroad.
  • Quilt piece with 3 facts from the lesson.

Evaluation (Grading) Instrument
(Ex. Point System, Rubric, Checklist, etc.) / Checklist
-attached
Stage 3 Learning Plans
Materials / Book, Scissors, Crayons/ Markers, Construction Paper, Paper Pencil, individual maps (class set)
Sequence of Teacher Actions
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to Introduce and Guide Lesson / The teacher will:
  • Read Follow the Drinking Gourd by Jeanette Winter on Reading Rainbow.
  • Discuss slavery and the Underground Railroad. – Abraham Lincoln and the Emancipation Proclamation, Harriet Tubman and her contributions.
  • Use a classroom map of the United States to help students locate the southern states from which slaves escaped, the Mississippi and Ohio Rivers, and the states where the vast network of the Underground Railroad was located.
  • To help students understand the physical picture of the era, give them individual maps and have them color the southern states (which eventually became the Confederate States of America) orange.
  • These states included: South Carolina, Mississippi, Alabama, Georgia, Louisiana, Texas, Virginia, Arkansas, Tennessee, North Carolina, and Florida.
  • On the same map have them color the northern states blue and Canada tan. Discuss the location of each color block and what might be the route slaves would travel to get away.
  • Give each student a blank piece of construction paper, and have them cut the pieces into squares. Have each student draw one square of the class quilt. The quilt should contain pictures of things the slaves would have needed to know about to successfully make their way north.

Sequence of Student Actions
*Explain How Students Are Engaged During Lesson
* Explain How Students Discuss or Present Results of What They Did During the Lesson /
  • Students will give feedback in the discussion of what they know about the underground railroad and slavery.
  • Students will pay attention to the story Following the Drinking Gourd.
  • Students will participate in making a map.
  • Students will color code map and create a legend/key.
  • Students will view pictures of quilt patterns and explain how quilts might have helped slaves escape
  • Students will design quilt squares that show things the slaves would have needed to successfully escape.

Teacher’s Lesson Closure/Wrap-Up/Transition /
  • Questions and Answers
  • Discuss why they followed the drinking gourd and what the drinking gourd is in reference to.
  • Ask students to explain how songs and quilts would have been helpful for the slaves who were trying to escape. Besides helping them find their way, do students think these devices would have helped get the slaves excited about their planned escape?

Adaptations for Exceptional Students (Anyone who requires modifications for their needs) /
  • Demonstrate every action carefully and thoroughly.
  • Pause and ask questions to make sure they are following along.
  • Provide assistance when and where needed.

Related Activities/Extensions
(What can students do who need more than is in the lesson? Should be related to lesson.) /
  • Compose/illustrate writing response (friendly letter) about your travels on the Underground Railroad.

Connections to Other Disciplines / Language Arts, History

EQ: How do I use a map key? What was the role of the Underground Railroad in the abolition of slavery? Who were some powerful figures in the Underground Railroad movement?

Key patterns in slave’s quilts.

This quilt square represented the North Star. / / This was the symbol for Wagon Wheel. /
/ This symbol was the code for Crossroads. / / This meant a
Log Cabin.

Agenda

  • Read Follow the Drinking Gourd by Jeanette Winter
  • Make a map of the Underground Railroad.
  • Writing Response
  • Q&A

CHECKLIST

CATEGORY / 4 / 3 / 2 / 1
Spelling/Capitalization / 95-100% of words on the map are spelled and capitalized correctly. / 94-85% of the words on the map are spelled and capitalized correctly. / 84-75% of the words on the map are spelled and capitalized correctly. / Less than 75% of the words on the map are spelled and/or capitalized correctly.
Shading / Student always uses consistent shading to show differences among data / Student usually uses consistent shading to show differences among data / Shading varies somewhat in intensity but is still adequate to show differences among data / Student does not use shading or it is done in a way that is NOT adequate to show differences among data.
Labels - Accuracy / At least 90% of the items are labeled and located correctly. / 80-89% of the items are labeled and located correctly. / 79-70% of the items are labeled and located correctly. / Less than 70% of the items are labeled and located correctly.
Labels & Features - Neatness / 90-100% of the labels/features can be read easily. / 89-80% of the labels/features can be read easily. / 79-70% of the labels/features can be read easily. / Less than 70% of the labels/features can be read easily.