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Unit Topic: The Underground Railroad: A Freedom Movement

Grade: 4

Stage 1 – Desired Results Content Standard/Established Goals(s): 8.1.3 Develop an understanding of historical sources; Understand fundamentals of historical interpretation; Understand historical research; Identify and describe primary documents, material artifacts and historic sites important in Pennsylvania history. CC.1.4.4.X
 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. CC.1.5.4.D
 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.
(Refer to Rationale for additional standards)

Understanding(s) Essential Question(s): Students will understand that:  What is freedom, what is  Slavery was so terrible that oppression? people were willing to risk their  What constitutes as a freedom lives to escape from it movement?  Slave holders were reliant on  What catalysts ignite freedom slaves for their economy which movements? is why they were so reluctant to  How do people persevere let their slaves “go” through freedom movements?  The Underground Railroad was a freedom movement in which individuals or small groups travelled long distances under harsh conditions to try to gain a better life for themselves and others.  Runaway slaves relied heavily on alternative methods of communication so as to not get caught  Group effort and collaboration are essential for people to persevere and effectively change the status quo. Student objectives (outcomes): Students will be able to… Students will know…  Examine the barriers to  Key facts about the slavery and freedom confronted by slaves the Underground Railroad  Create coded language both

visually and in writing Key UR terminology  Differentiate between the UR General routes taken by and at least one other runaway slaves and why those movement particular routes were chosen.  Calculate approximately how  Conditions runaway slaves long the journey would have endured in the process of taken from different starting escaping. locations  Slaves relied on one another and some white people (mainly Quakers) in order to escape.  Slavery was so harsh that people risked their lives to escape Stage 2 – Assessment Evidence Performance Task(s): Other Evidence:  Creation of either an iMovie  Calculation of distance and (for students advanced in amount of time it would take technology use) or PowerPoint, for a slave to journey from a using imagery, writing, and southern city to Philadelphia audio to create a narrative of (each group will receive a life prior to, during and different starting point); (briefly) after the Underground reflected on a physical map Railroad, highlighting the life and in written explanation. of a major actor in the  Writing portfolio consisting of movement. four examples of writing  Construction of a quilt patch including: coded lyrics to a embedded with coded symbols song made up by student; representing a theme from the favorite journal entry from unit with a corresponding daily journals narrating the written description of the experiences of life as a symbolism runaway slave; freedom poem; essay on comparing two  Comparison/contrast essay freedom movements between the Underground Railroad and another  Student-generate analogy of movement Underground Railroad Stage 3 – Learning Plan Learning Activity Objectives/Goals Formative Assessment Students will use SWBAT compose lyrics Students will create phrases and terminology to a coded freedom song their own chorus to a to interpret lyrics from a song to convey hidden song sung by fugitives meaning on the UR Students will work SWBAT calculate the Written account of a cooperatively, using approximate journey of slave’s journey by using materials to calculate a passenger on the UR. specific details,  

Beginning  Culminating

distance using a map and a map scale. They will use this distance to figure out the amount of days/months the journey would take. Students will engage in a jigsaw reading in which they explore elements of another mass movement SWBAT compare and contrast the Underground Railroad unit with another historic movement.

calculations of distance and time.

Expository comparison/contrast essay between the UR and one other movement (This reinforces an ongoing practice throughout the year)