ANTICIPATION GUIDE

Name: Janet Jenkins

Grade: 4th Grade
Concept:
The Underground Railroad and the roles individuals played in this movement.
State Academic Standards:
SS 4.1.7
o Explain the roles of various individuals, groups, and movements in the social conflicts
leading to the Civil War.
LA 4.RN.2.3
o Explain the relationships between events, procedures, ideas, or concepts in a historical,
scientific, or technical text, based on specific information in the text.
Students will understand the Underground Railroad, which played a crucial part to the social
conflict of the Civil War. Students will also learn the roles of individuals who were directly
involved in the Underground Railroad. Explain how your lesson supports the standards. Students
will connect different people with the same event and gain specific information from text to be
able to place themselves into this time period.
Objectives:
Deduct understanding of The Underground Railroad by answering questions in a group discussion
format.
Students will be able to grasp what it might be like to live as a slave during the Civil War trying to
escape. Students will participate in a creative learning experience.
Materials List:
Computer with audio to play Swing Low, Swing Chariot
Lyrics to Swing Low, Swing Chariot
Statements on a Google Presentation
Envelopes for each student for 3 stations.
o Envelopes with highlights
Station instructions
Question on board: Plan your own escape. Where might you go? What might you do to help
others in your situation?
Word Wall words (paper with magnets)
Engagement & Exploration:
Play the music, Swing Low, Swing Chariot as students are transitioning into class.
I will read the lyrics to the song, Swing Low, Sweet Chariot. I will ask if anyone knows what
the meaning behind the song might be. I will write out answers on the board.
.
Word Wall
Word Wall
o Fugitive Slave Act of 1850
o Conductor
o Underground Railroad
o the promised land
o Fugitive
o Enslaved
o Station
o Lines

o Passengers
o Abolitionist
Word wall words will be introduced during Get Ready to Read statements and during the
reading of Evaluation.

Explanation:
I will read the lyrics to the song, Swing Low, Sweet Chariot. I will ask if anyone knows what
the meaning behind the song might be. I will write out answers on the board.
Students will say whether the statement is true/false. Place majority true/false beside on the board.
True will be thumbs up and false will be a thumbs down.
Before Reading
True/False
True/False

Statements
After Reading
The Underground Railroad was a real railroad.
False, it is an analogy.
The Fugitive Slave Act of 1850 helped slave owners True
in the capture of their fugitive slaves.
True/False
Harriett Tubman was once a slave and become one of True
the conductors on the Underground Railroad.
True/False
The promise land is referring to Mexico where False, Canada
slaves could be finally free.
True/False
Frederick Douglass wrote a newspaper called North False, This paper was an
Star. This was a newspaper about constellations.
abolitionist paper.
True/False
Levi Coffin and his wife aided over 3,000 slaves to True
freedom.
Students will go to 3 different stations where students will select an envelope. Students will open
the envelope and read. Then they are to go to the next station and select another envelope.
Students are to do this at 3 stations. Once students have completed all 3 stations they are to go
back to their seats.
Evaluation:
After students have completed the stations and have read their envelopes, I will take volunteers to
read one of their envelopes. As a student reads, we will add any vocabulary words to the word
wall. Then teacher will reread the statements and ask in a group discussion format whether
statements are true or false.
The Underground Railroad was a real railroad.
o What are some of the words used as an analogy? Remember an analogy is a comparison
to 2 things.
The Fugitive Slave Act of 1850 helped slave owners in the capture of their fugitive slaves.
o Turn to your neighbor and discuss what it might be like to be caught and have to go back
to your slave owner.
Harriett Tubman was once a slave and become one of the conductors on the Underground
Railroad.
o What made Harriett so special that she was able to aid so many slaves to freedom?
The promise land is referring to Mexico where slaves could be finally free.
o Canada is the promise land. Why do you think it was called the promise land?
Frederick Douglass wrote a newspaper called North Star. This was a newspaper about
constellations.
o This paper was written for abolitionists. Remember what an abolitionist is. Turn to your
neighbor and discuss what an article might be in this newspaper.
Levi Coffin and his wife aided over 3,000 slaves to freedom.
o Do you think Levi Coffin and his wife were scared at times? Just think about what it
might be like for them.
Discussion will be teacher led with an occasional, turn to your neighbor and discuss thrown in.
Planned discussion questions

o
o

As you opened your envelope at the station, describe how you felt not knowing where
you will go next?
Have you ever experienced a time in your life where you might have felt anxious or
scared not knowing what was going to happen next?

Gearing Up and Down:

Teacher will aid students in reading if needed. Encourage students in-group discussion by either
asking more detailed questions or simplifying questions.
Students with an IEP/special needs, etc.
o Have specific envelopes marked with a highlighter. Students will know only certain
students are to select those envelopes. In those envelopes students will have information
in simpler context.
High Ability/Gifted
o Place this question on the board: Plan your own escape. Where might you go? What
might you do to help others in your situation? Tell students that after they have finished
their stations and have read their articles they may attempt to answer the question on the
board.