Underground Railroad: A Freedom Movement Fugitive Slave Act Lesson Plan, Part One Standards:  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.1.5.4.B
 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Objectives: SWBAT analyze the effect the Fugitive Slave Act of 1850 had on key players involved in the Underground Railroad. Materials:  Promethean Board  Copies of Fugitive Act of 1850  Question Prompts For each group  Four pieces of butcher paper taped up to wall in different corners, labeled “A,” “B,” “C” and “D.”  Four cards at each table with the same labels  “Boxes and bullets” thesis graphic organizer  Markers for each student  Sticky notes for gallery walk  Pencils and writer’s notebooks Hook (5 minutes) Teacher will ask students if they ever had to compromise on something they wanted. Was it a fair compromise? What is the difference between a fair and unfair compromise? Teacher will make a t-chart on the Promethean Board. Class will help generate ideas Introduction to New Material (5 minutes) To tap into background knowledge, teacher will ask students why so many runaway slaves fled all the way to Canada instead of staying in the North. (Anticipated answers: Because they could still get captured and brought back south.) Teacher will ask students, if slavery was illegal in the North, why were southerners allowed to come up re-capture escaped slaves? (Anticipated answers: The Fugitive Slave Acts which made it illegal to harbor escaping slaves and actually mandatory to turn them in/bring them back.) Teacher will ask lingering question, why would the national government pass such a law if it was allegedly opposed to slavery? Think/Pair/Share Guided Practice (15 minutes) Group Roles:  Reporter will read the Fugitive Slave Act of 1850 out loud to group  Researcher will look up the meanings of any words the reporter does not know  Recorder will summarize key events from the reading

Task manager will retrieve materials and make sure everyone is doing their job, and offer/ask for help as needed

Students will collaborate to answer the following guiding questions:  Was this act a fair compromise between the North and South? Why or why not?  How did the Law affect each of the following groups of people: o Slaves who were escaping o People in the North who opposed slavery o People who helped hide escapees o Slaves who had already escaped and were living in the North o Plantation Owners Each student will be responsible for taking notes in their writer’s notebook as the group discusses the law’s effect on the people. Independent Practice (15 minutes) Each member of the group will take their writer’s notebooks, and divided up to a different corners of the room, marked A, B, C, or D. Once at that section, students will report to their new group how the smaller group they just came from answered the series of questions pertaining to the reading of the law. Each person will use their marker to write down their most significant take-away from the guided practice activity. Gallery Walk (10 minutes) Students will read, reflect, and comment on what their peers wrote on the butcher paper at each of the four stations. Students will write their comments on their sticky notes and then post these sticky notes on the pieces of butcher paper. Closing (5 minutes) Class will reunite back in their seats. Students will fill out their sticky notes for the ongoing KWL chart. During this time, teacher will use the 3-2-1 approach where three students comment on something they learned, two students ask questions they may still have or got as a result of the lesson, and one student will be given the opportunity to answer the question “what should happen next.” Assessment Effective collaboration and group participation, effectiveness of presentation/communication in broader groups, reflective, Modifications/Differentiation Written and verbal instruction; independent reflection, if needed rather than larger group participation.

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