Underground Railroad in Illinois Lesson

Names: Katie Blomquist, Alison Briggs, Dawn Davidson, Kelly Frey, Amber Hemann

Date: December 11, 2003

Content Area: History/Language Arts Grade Level: 5-8

Objectives:

1.  Students will investigate the purpose and importance of the Underground Railroad in the history of both Illinois and the United States.

2.  Students will learn to use technology and books to investigate a topic.

3.  Students will learn to use their talents and creativity to present the history of the Underground Railroad, by focusing on a certain topic.

Strategies/Techniques:

This lesson uses prior knowledge and the desire to learn more to find interest in the history of the Underground Railroad. Also, the lesson uses technology to further one’s knowledge.

Materials:

A Picture Book of Harriet Tubman by David A. Adler

The Underground Railroad in Illinois by Glennette Tiley Turner

Other informational books on the Underground Railroad

Chalkboard/Chalk/Dry Erase Board/Dry Erase Markers

Overhead Projector/Projector Paper/Projector Pens

Smartboard

Procedures:

Anticipatory Set:

As we enter Black History Month, we begin to remember the African American struggles and triumphs from slavery in the United States.

Development:

1.  Read A Picture Book of Harriet Tubman

2.  Discuss prior knowledge of the Underground Railroad

  1. As students begin to list facts, fill out a KWL chart on the chalkboard/Dry Erase Board (Smartboard if available)
  2. List previous knowledge under the “K” column
  3. After students have generated numerous facts, begin the “W” column, by discussing what the students would like to learn about the Underground Railroad
  4. Make sure to record the question, so that the class can come back to them after the lesson.

3.  Have each student pick a topic or person of the Underground Railroad. The students may want to focus on a topic that will later relate to the Underground Railroad in Illinois.

  1. Use the book, The Underground Railroad in Illinois to help find these topics
  2. Also, use the Internet to help generate ideas.

4.  Students are then to investigate their topics. They are able to find any variety of information on their topics that they feel may be needed to complete the final project. Teacher may supply question such as:

  1. Who were the important people of their topic?/What were the most important contributions made by the person of choice?
  2. What did the (chosen topic) do to effect the outcome of the Underground Railroad?/ Importance of (chosen topic) to the success of the Underground Railroad?
  3. Also the students are able to try to find any of the answers to the “W” questions in the KWL.

5.  Students will then choose an interesting way of presenting their finished product. Including any information that they seemed interesting and that will show how the Underground Railroad was an important part of Illinois and the United States history. The teacher may suggest for ideas of presentation:

  1. Poster
  2. Story
  3. Time-line
  4. Play
  5. Poem
  6. Students can use their creativity and best talent. Restrictions are minimal, Teacher’s judgment to whether the student can provide enough information through project choice.

6. Have students volunteer to present their finished products to their fellow classmates.

Closure:

Discuss what the students have learned after they have finished their research and project. Fill out the “L,” learned, section of the KWL. Have children answer as many of the “W” questions that they are able.

Modifications/Adaptations:

Teacher can supply a limited amount of topics that can be research, causing less confusion for those who need more structure.

Limit the choice of presentation options or assign a certain activity that will focus on a cross-curriculum such as poster=Art or write a story=English

Teacher may provide students with a list of specific questions to answer about their topics, to help aid the research portion.

Extensions:

Read Under the Quilt of Night by Deborah Hopkinson. Discuss the ways that the people of the Underground Railroad communicated. Then have students make a quilt that shows how they would let a friend know that their house was safe.

Technology:

The computer and the Internet to find information

Smartboard or Projector to present the KWL (if available)

Assessment of Student Learning:

1.  Students are able to report what the Underground Railroad was and how it effect the history of the United States and Illinois.

2.  Students are able to use technology and books to find information on a certain topic.

3.  Students are able to show creativity in a final project, that shows the importance of a certain topic.