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Lesson Plan - Title Harriet Tubman and the Underground Railroad

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Lesson Plan - Title Harriet Tubman and the Underground Railroad Powered By Docstoc
					Teacher: Monica Jett/Jayne Malach

School: Salisbury Middle School

Title: Harriet Tubman and the Underground Railroad

Grade/Subject: 7th grade US History

Level: This lesson is geared to all levels. Make
accommodations as needed.

Time: (2) class periods

Overview/Theme: Araminta Harriet Ross, or Harriet Tubman
as most know her by, was born in Bucktown, Maryland on
Maryland’s Eastern Shore in the1820’s. For a woman who was
illiterate her entire life, she would eventually become known as
the conductor of the Underground Railroad which led
hundreds of slaves to their freedom and help change people’s
view of slavery.

State Standards (Maryland):

Outcome #1 Students will demonstrate an understanding of
historical and current events using chronological and spatial
thinking, develop historical interpretations, and frame
questions that include collecting and evaluating information
from primary sources.
Indicators 2 & 3

Outcome # 3 Students will use geographic concepts and the
environment in the location and the distribution of human
activities and spatial connections throughout time.
Indicators 1, 5, & 6

II National Standards Time, Continuity, & Change:
Performance Expectations: a, b, d, e, f
Behavioral Objectives:
Students will be able to:

Navigate through a virtual field trip to learn more about
Harriet Tubman and the Underground Railroad.

Identify and label the route that Harriet Tubman used to lead
the slaves from the Eastern Shore of Maryland to Canada.

Name three abolitionists that aided in the success of the
Underground Railroad.

References:
Clinton, Catherine. (2004). Harriet Tubman The Road To
Freedom. New York: Little Brown and Company.

National Geographic. (2004). Underground Railroad. [On-line].
Accessed on July 7, 2004 Available:
www.nationalgeographic.com/features/99/railroad/j1.html.

History Happens. (2003). “On An Underground Railroad”.
[On-line]. Accessed on July 7, 2004 Available:
http://ushistory.com/railr.htm.

Lesson Plans Page.com. (2004). “Civil War Unit”. [On-line].
Accessed on July 7, 2004 Available:
www.lessonplanspage.com/SSLAMusicCivilWarUnitB-
UndergroundRailroad46.htm.

Materials:

Internet access
Map of North Eastern United States
Atlas
Underground Railroad Worksheet
Overhead projector
Transparency of the “Railroad Rap”
Anticipatory Set:

Students will listen to the rap about the Underground Railroad
found on the site http://ushistory.com/railr.htm. For the
students with disabilities the teacher should also be able to
place the lyrics on the overhead projector.
Possible questions for teachers.
   1. What was your impression about the song that was just
      played?
   2. Why do you think that this song was written?
   3. What was the purpose of the song?
   4. How did the type of music help convey the message?
   5. Did the lyrics mention anyone in particular? Who?

Have the students discuss the questions with a partner or
independently. Share the ideas with the entire class and write
the students’ responses on the board. The students should
reach the conclusion that music can be used to communicate
ideas and information. Inform the students that almost all
slaves were illiterate. The teacher can then replay the song for
the students to examine the song for the information that the
slaves were trying to communicate.

Check for Understanding:
Ask the students to list other forms of communicating besides
writing, reading, or speaking. List the student responses on
the board.

Activities:
The students should have already had some prior background
knowledge of Harriet Tubman and the Underground Railroad.
  1. There should be two students to a computer/laptop and
     one copy of the Underground Railroad worksheet and
     map of the Northeast.

  2. The students are to look up the following web site:
     http://www.nationalgeographic.com/features/99/railroa
     d/
3. The students are then to enter the Underground Railroad
   tour. The students are to answer the questions on the
   worksheet and label all the places Harriet Tubman took
   on the Underground Railroad. Make sure to tell the
   students that they need to label Buckstown, Maryland as
   the starting point. This is not conveyed on this virtual
   tour. They are also to label bodies of water and other
   countries if need be.

4. Monitor the classroom and make sure the students are
   labeling the map correctly. This lesson should take two
   days. Stress the impact that Delmarva had on the
   Underground Railroad and that someone as courageous
   and determined came from right here on the Eastern
   Shore.

Assessment:
1. Group work will be assessed informally through
   observation.
2. Observation of student responsibility for taking part in
   learning and teaching when labeling transparency map.
3. Underground worksheet will be assessed for correctness.

Lesson Extension/Follow up:
1. Students can research more about William Still. The
   teacher can introduce the students to using a primary
   source and take excerpts from his book The Underground
   Railroad. (Philadelphia, 1872) and create brief and
   extended constructed responses for the students to
   answer.
2. Classroom discussions on why did William Still keep his
   book hidden in a cemetery tree.
3. The students can compare and contrast the Safe House
   Lantern used then and why some people find it insulting
   to have the black figurine in your yard that is holding a
   lantern now. Why do some find it offensive and some do
   not?
4. Have the students map out other routes to the
   Underground Railroad.
5. Plan a field trip to Harriet Tubman’s birthplace so that
   the students can tie their local history in with American
   History.



                Underground Railroad Worksheet
Name____________________ Date________ Pd____
Directions: Answer the following questions on a separate sheet of
paper in complete sentences using the virtual tour of the
Underground Railroad.
www.nationalgeographic.com/features/99/railroad/

1. Looking at the picture captioned titled “Field hands,” what type of
   work is being done? Are men and women doing the same type of
   work?


2. How long do you think a typical workday was for a slave? Compare
   your answer to today’s typical workday.


3. Why were restraint devices made the way that they were? Make
   sure to include in your answer the shapes, size, and metal that
   were used.


4. Where do you think the devices in the bottom left corner were used
   on the body?


5. Who is Moses?


6. What river located on the Eastern Shore, did “General Tubman”
   cross over safely?


7. What does it mean if a slave sees a lit lantern on the pitching post?
 8. Who was Thomas Garrett and what did he do? Can you compare
    him to someone today?


 9. Why was William Still born free? Do you think that some slaves
    were jealous of William Still, if so why?


10. What role did Susan B. Anthony play in the Underground Railroad?

				
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