UNDERGROUND RAILROAD: A FREEDOM MOVEMENT THE ROLE OF SONGS IN FREEDOM MOVEMENTS LESSON PLAN Objective: SWBAT analyze lyrics

to songs to understand that songs served as coded messages to help slaves escape from the south. Materials: Promethean Board with slide show, letter to John Rankin Underground Railroad codes and phrases handouts Copies of letter handouts from Jeremiah James Stations containing six copies of different freedom songs Literal translation papers at each station taped upside down Coded numbers on papers for students use to join stations Hook (5 minutes) Slide show depicting terminology with visual representations of actors in the Underground Railroad as freedom song plays. Students solve a secret code projected on the board. Discussion Questions (5 minutes) Teacher will ask students questions about the importance of coded messages for slaves to be able to escape using the following questions: What barriers to freedom did the slaves face? Why was it difficult for slaves to escape? What dangers would they face by escaping? What were some ways they could communicate to one another without being found out? What would happen to them if they were caught escaping? Do you think the white man could understand what the lyrics to their songs meant? Was life good after slaves escaped north? What was the alternative to escaping? When do we use coded language? In what situations do we use it? When was the best time to escape? What strategies would help the slaves escape the best? Why did slaves choose to sing coded songs disguised as gospels/hymns? Introduction to New Material: (10 minutes) Students will be given a glossary of Underground Railroad terminology/codes. Teacher will post letter from Jeremiah Jones on on the Promethean Board. Teacher will read the letter out loud to the class and ask students what the letter sounds like? Expected answers: a business letter; a letter about deliver producing. Teacher will inform students that the letter is an example of a hidden message. Teacher will use Underground Railroad codes and phrases reference list to translate the first two sentences. Teacher will model how to highlight words and phrases that would appear to be some kind of code. Teacher will reference coded list to identify the literal translation.

This letter is to inform you of new business I expect to bring you. Know that two days hence I will be forwarding a large load of potatoes to you, courtesy of a friend with friends Words to highlight: business, load of potatoes to you = escaping slaves hidden under produce in a wagon; a friend with friends = a fugitive with an UR conductor. Teacher will translate sentences as I am informing you that I am sending you escape slaves that will arrive in two days, hidden under produce in a wagon. A conductor (someone who helps escaped slaves) will be with them. Teacher will give students time to look at their reference sheets to help translate the next line as a class. One of my agents will accompany the parcels. I trust that your operators can then safely ship the parcels across the River Jordan and deliver them to the appropriate station. Expected translation: A person who planned the escape will be with the escaped slaves. I hope that someone you know will be able to help them across the Ohio River and guide them to the next safe house. Students will complete the last sentence independently. My stockholders in that area will be happy to assist in forwarding the parcels on to Canaan. Students will do a think/pair/share to compare answers. Teacher will post literal translation on Promethean Board. People at the next safe house will help the fugitives by giving them supplies they need to continue their travels north to Canada. Students will look at their interpretation meta-cognitively to see if their answers match the translation posted on the Promethean Board. Check for Understanding: Students will show thumbs for understanding. Transition: (2 minutes) Students who show thumbs down will go to the first station for additional practice with teacher. Teacher will divide remaining students into groups of five by giving them random numbers on slips. Students will enter the group containing their corresponding number. Students will bring with them their writing paper and their code reference sheets

Guided Practice (15 minutes) Students will use their terminology charts to crack the codes of the freedom songs: Swing Low Sweet Chariot, Wade in the Water, Follow the Drinking Gourd, Get on Board, Little Children. Early finishers can transfer to a different station to translate a new song. After students have had an opportunity to break the codes, they will check their answers against the literal translations taped upside down to see where they accurate/inaccurate. Independent Practice (time length will vary) Students will choose a stanza or chorus from one of the freedom songs. Students will create a corresponding illustration to interpret the hidden meaning in the words. Closing: Three students will share their thoughts; students will write a main idea they learned on a post-it note. Students will post these notes on the ongoing KWL chart. Assessment: Student-generated lyrics with interpretation and rationale; student comments on gallery. Differentiation/Modifications Some students will write their own coded lyrics to the beat of a familiar song.