Technology Integrated Lesson Plan Melissa Childs The Underground Railroad

Standards: NYS Social Studies Standards: 1:3- Students will describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents. 1:4- Students will describe historic events through the eyes and experiences of those who were there.

ISTE NETS: 3b. 3c. Students will locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Students will evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

Lesson Objective(s): -Student will be able to create a pamphlet using Microsoft Publisher, using research and internet skills to come up with information about a specific person during the time of the Underground Railroad. Introduce the Learning Activity: -The teacher will explain to the students in the beginning of the class that they will be conducting research on a specific person from the slavery time period. The teacher will read an excerpt from a slave during this time, in order to get the students interested in looking into the slavery issue. The teacher will allow students to draw names out of a hat in order to choose the names that they will be researching. The teacher will also explain that the students will be creating a pamphlet using Microsoft Publisher and explain that they will have time to practice using Publisher beforehand in order to get some experience with the program.

Provide Information: This unit will last for four class periods and will address the Underground Railroad, along with the main abolitionists of the time. The teacher will start out by talking to the students about what the Underground Railroad was and how it allowed many slaves during this time to be able to flee from their masters. After a short introduction, the teacher will introduce the project that the students will complete within the next three days. The teacher will explain to the students that they will each receive a person from this time period and will conduct some research on them through the websites that the teacher provides. The teacher will have the websites posted on her website, for easy access for the students. The teacher will then explain that the students, using the information that they have found, will create a pamphlet about this person using Microsoft Publisher. The teacher will hand out a sheet explaining what they want in the pamphlet, along with the rubric that they will be graded on. Next, the teacher will allow the students to pick names out of a hat, for who they will be researching. (Names included in the hat are Frederick Douglass, Sojourner Truth, Harriet Tubman, William Lloyd Garrison, Harriet Beecher Stowe, and Levi Coffin.) After the teacher explains this information, the students will then be able to start working on the internet. The teacher will tell the students that they can access their websites under students.plattsburgh.edu and under the name Melissa Childs. Websites are included under the resources page and are broken up under their person s name that they selected. The first website that the teacher assigns is an interactive website that all of the students will go through (http://www.nationalgeographic.com/railroad/). This gives background information about the Underground Railroad and will help them while researching their person. After each of them has completed this interactive site, they may begin going through their person s websites. The teacher will walk around the room, making sure that everyone is on task, and providing help to any student that needs it. The following are the websites that each student has: Frederick Douglass-http://www.pbs.org/wgbh/aia/part4/4p1539.html -http://sunsite.berkeley.edu/Literature/Douglass/Autobiography/ 02.html -http://frederickdouglassfacts.com/ Sojourner Truth-http://gardenofpraise.com/ibdsojrn.htm -http://www.feminist.com/resources/artspeech/genwom/sojour.htm -http://www.socialstudiesforkids.com/articles/ushistory/sojournertruth.htm Harriet Tubman-http://www.easternshore.com/esguide/tubman.html -http://www.slideshare.net/leatherb/interactive-powerpoint-on-harriet-

tubman-presentation -slideshow -http://www.history.com/topics/harriet-tubman William Lloyd Garrison-http://www.biography.com/articles/William-Lloyd-Garrison-9307251 -http://www.theliberatorfiles.com/slavery-and-the-white-population-northand-south/ -http://www.pbs.org/wgbh/aia/part4/4p1561.html Harriet Beecher Stowe-http://www.harrietbeecherstowecenter.org/hbs/ -http://www.slideshare.net/annempey/harriet-beecher-stowe-1073355 powerpoint/video clip -http://www.ushistory.org/us/28d.asp\ Levi Coffin http://perquimans.lostsoulsgenealogy.com/aa/levicoffinugrrpresident.htm http://www.waynet.org/levicoffin/default.htm http://www.findagrave.com/cgi-bin/fg.cgi?page=gr&GRid=212

If some students finish before others, allow students to talk in small groups about the information that they have found out about their person. After the students have conducted their research on their person, the next thing that the teacher will have them do is to have some practice with Microsoft Publisher. The teacher will get all of the students to open up Publisher and to pick one of the background choices. For practice with the program, the teacher will allow the students to create a fun pamphlet about themselves or about something that they are interested in. They can include any information that they feel is important to the subject that they are working on. The teacher will walk around and provide feedback on how they are doing with the program and show them any new features that they could add to their pamphlet. The students will also hand their personal pamphlets in for the teacher to provide feedback about how they did. The students will then be able to get into groups, with the students that have the same person being in the same group. They will be able to discuss the main points that they learned about their person and what they plan on including in their pamphlet. After providing them some time to get comfortable with the program, the teacher will have the students start working on a pamphlet about their person. This pamphlet will be graded, therefore encourage the students to do their best in creating this. The teacher will walk around and help each student, as needed. Once the students are done working on their pamphlets, they will print them out and use them within the classroom. Each student will present their pamphlet and show the other students the information that they learned about their person. This will allow the students to become familiar with each of the people in history, not simply the one person that they received. After each has presented, the teacher will collect the pamphlets and

grade them according to the rubric. The rubric is also provided on the teacher s website. The teacher will wrap up this unit by discussing the main points of the Underground Railroad and the many ways in which so many people helped and were freed. The teacher will then provide a bridge into the next unit, which would be the Civil War.

Provide Practice: -The teacher will allow students a short period of time to work with Microsoft Publisher. The students will gain practice and familiarity with Publisher, as the teacher has them create a pamphlet that describes themselves or something that they are interested in. They can include any information that they feel is important to the topic and use the many different choices within Publisher. This will allow students to concentrate on learning how to use the computer program without worrying about what information to include on the pamphlet. Provide Knowledge of Results: -Once the students have completed their personal pamphlets, the teacher will split them into small groups. Within the groups, the students will take turns showing their group members their pamphlets. The students will be able to look at the aspects that they liked about each pamphlet and be able to incorporate it into the historical pamphlet. The teacher will also walk around the room as the students and are sharing their pamphlets and show them what they did that worked and things that they could have improved on. The teacher will also have the students hand their pamphlets in after the class is over, so that she can make comments about the pamphlets. Review the Activity: -Before the students actually start creating their pamphlets, the teacher will allow students with the same person to talk in small groups to talk about the information that they have each found out about their person and how they plan to make their pamphlets. After this, the teacher will lead a whole class discussion about the main points that the students will include in their pamphlets. This will help the students to be more prepared to create their pamphlets on their own. Method of Assessment: -Students will be assigned a specific person that contributed to the Underground Railroad in the 1850 s and 1860 s. They will conduct research about their person, along with other information about this time period, and create a pamphlet using Microsoft Publisher. The students will also present their pamphlets to the class, once they are finished making them. This will allow the students to learn about each of the people in history, not just the one person that

they had. Pamphlet will include: -A title page: Name of person, picture, and date of birth and death -A description of the person s main contributions to the abolitionist movement -A story that the student makes up, as they pretend to live a day in the life of their person -A description of how the person escaped from slavery or their views towards slavery -A U.S. map with the slave and free states colored different colors

Title page: Includes the name, picture, quote, and dates for their person. A description of the person s main contributions to the abolitionist movement. A story that the student creates, telling a story as if they were that person. A U.S. map that has free and slave states colored a different color.

3 Includes all necessary information. Included many examples of contributions made to the abolitionist movement. Included a creative story that shows that the student understands what the person felt at the time. Included an accurate map that had slave states colored one color and free states a different color. Included a great description of how they escaped slavery or their feelings towards slavery. No spelling or grammar problems within the pamphlet.

2 Missing one of the pieces of information on title page. An okay description of person s main contributions, lacked detail. Story represented the person, but lacked creativity or effort.

1 Missing more than one piece of information on title page. Insufficient description of the person s main contributions and left out important parts. Story was out of place or didn t represent the person.

0 No accurate information included on the title page. No description of the person s contributions included.

No story included on pamphlet.

Map included, coloring of some states were inaccurate.

Map included, but coloring wasn t done.

No map included in the pamphlet.

A description of how the person escaped from slavery or their feelings towards slavery. Spelling and grammar within pamphlet. Creativity and design.

An alright description is included.

Little detail or imagination included.

No description included.

One or two spelling or grammar problems. Pamphlet is neat and creative.

Three or four spelling or grammar problems. Pamphlet has a few problems with design.

More than four spelling or grammar problems. Pamphlet has organizational problems.

Goes beyond expectations for creativity and design.