Title of Unit: The Civil War Title of Lesson: The Struggle for Freedom Ch.

12 Submitted By: Julia Villanueva

A. Summary of the Lesson Plan: This social studies lesson plan is designed for 5th grade students to learn about the people who worked to end slavery and the different methods they used. This lesson uses the 5th grade Houghton Mifflin Social Studies textbook United States History (p. 424-427). B. Target Population: Grade Level: 5th grade Skill Level: students at all learning levels Grouping: whole group for reading and discussions, independent for activity and assessment. C. Materials: Houghton Mifflin 5th Grade Social Studies book: United States History (p. 424-427) Paper and pencils Vocabulary and Study guide (unit resources p. 119) for each student Graphic Organizer 8 for students who need further instruction Computer for research activity D. Objectives: o NV State Social Studies Standards o H2.5.2 Describe issues of compromise and conflict within the United States.

Student-Friendly Standards I can write about issues of compromise and conflict within the United States.

E. Procedure: 1. Refer to notes on TE 424 Get Set to Read. Explain the study guide students will complete as we read. Call students attention to the word abolitionist on page 424. Identify and discuss solutions abolitionists found to fight slavery. Introduce vocabulary (abolitionist, discrimination, Underground Railroad).

2. As a class, read p. 424-425, stopping to ask questions as indicated in the margins of the TE. 3. Instruct students to take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 1

Title of Unit: The Civil War Title of Lesson: The Struggle for Freedom Ch.12 Submitted By: Julia Villanueva

4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on the questions about history: When did the abolitionist movement grow quickly? What did William Lloyd Garrison do in 1831? When was the American Anti-Slavery Society created? (After paragraph 4 p. 425) What did free blacks in the North do to convince people that slavery was wrong? What was the Underground Railroad? What features of the Underground Railroad made it seem like a real railroad? Who was Harriet Tubman? (Review question after paragraph 7- p. 427) What was the purpose of the Underground Railroad?

5. CLOSURE: Discuss the two statements in the Review/Assess section of TE p. 427 F. Assessment: What will you use to measure student understanding? Research Activity (TE p.427) Students will research an abolitionist they read about in this lesson. They will look for characteristics such as courage or persistence, and write a short report about his or her life. Explain how you will know students understand the concepts from the lesson. Students must write about issues of compromise and conflict within the United States. The topic must be clearly stated, have a main idea that is well supported, and mechanics are correct. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part of this lesson to teach will be identifying the problems and solutions on the Reading Skills sheet because students have done this in previous lessons. 2. Which part will be most challenging for you to teach? I think some students might have trouble understanding the Underground Railroad and its features, and how it was not really underground and not really a railroad. 3. How will you follow up or extend this lesson?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: The Civil War Title of Lesson: The Struggle for Freedom Ch.12 Submitted By: Julia Villanueva

As an extension to this lesson, I would use the Extend Lesson 2 (p. 428-431) about the antislavery movement and the people who were actively involved in it, and the characters who worked for the Underground Railroad. 4. What will you do for students who dont grasp the concepts? For students who dont grasp the concept, I would use the Reteach Mini Lesson (Graphic Organizer 8) described on the bottom of TE p. 427. We will work together to complete the chart using main ideas and details from the text and lesson. 5. Which part of the lesson, if any, do you think might need to change? If I were going to change anything, I would add a short video about the Underground Railroad, and have the students watch it before we begin the lesson so they have an idea of what we are going to be learning. 6. When you were writing this lesson plan, what was the most difficult part? I didnt have any issues writing this lesson; it is pretty simple to follow.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3