Underground Railroad

Technology Integration Unit

by Vicki Slayton
ETEC 562
Spring 2016

Intended Audience:
This unit was created for 5th grade students.
Length of time required to present unit:
2 weeks or adjusted as needed
The unit was created to be completed over a two-week period, but can be modified to the time
frame desired.
Technologies to be utilized in this unit:
Quizlet: https://quizlet.com

Quizlet is a free 2.0 website that provides learning tools to aid students in learning vocabulary.
Quizlet features flashcards, study, test, and game mode. Vocabulary lists are user-generated.
Teachers and students can create or search for user created study units. Quizlet offers audio that
is available in 18 languages.
PowerPoint:

PowerPoint is a slide presentation software that is widely available in most schools. PowerPoint
is easy to learn. It can be used to create multimedia presentations consisting of images,

animations, sounds, the ability to add narration, and much more. PowerPoint can be used by
teachers to create visual aids with is especially helpful for visual learners. Students can create
multimedia presentations and assist students with their presentation and public speaking abilities.
TED.Ed: http://ed.ted.com/

Ted.Ed is a free award-winning education platform which offers a wide variety of lessons that
are ready to use. TED.Ed offers users the ability to build interactive lessons around any Ted-Ed,
TED Talk or YouTube videos, or modify ready to use lessons to fit the user's needs that can
supplement any lesson. Students can build lessons to gain presentation literacy skills. Ted-Ed
also offers TED-Ed videos and lessons for teaching and education.
YouTube Website: https://www.youtube.com/

YouTube can be used to introduce and supplement videos into lessons. Educational YouTube
videos can inspire and engage students while provide support for visual learners and ELL
students. Many schools have YouTube videos blocked, but teachers can download YouTube
videos to use in the classroom with one of many free video downloaders.

Brief summary of learning theories and instructional design model(s) used

Social Development Theory by Lev Vygotsky

The unit follows Lev Vygotskys Social Development Theory promotes Constructivist, learnercentered instruction. The unit is student centered as the instructor acts as the facilitator. Group
work is embedded throughout the unit to support social learning and development. Students will
be an active participant constructing their own meaning.
Backward Design Model by Wiggins & McTighe
The instructional design model used to create the unit is the Backward Design Model developed
by Wiggins and McTighe. The Backward Design Model. The three stages of backward design
consist of:
Stage 1: Identify desired results: Start with the end goals in mind.
Stage 2: Determine acceptable evidence: Decide what assessments will be given.
Stage 3: Plan learning experiences and instruction: Plan the activities.
Source: Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded second edition).
Association for Supervision & Curriculum Development.

Instructional Objectives:
Lesson 1: 2 days
Students will recognize the significance of the Underground Railroad in American history.
Students will examine the effects the Fugitive Slave Law had on freed and fugitive slaves.
Students will identify the hardships that runaways had to endure on their journey to freedom.
Lesson 2: 3 days
Students will understand the significance of the Underground Railroad in American history.
Students will recognize key individuals that were involved in the anti-slavery movement and the
Underground Railroad.
Students will interpret the meanings to the secret codes used in spirituals to assist escaped slaves
to reach freedom.
Lesson 3: 5 days
Students will review key facts and vocabulary terms related to the Underground Railroad.

Students will identify the hardships that the runaways had to endure on their journey to freedom.
Students will plan, design and create a podcast for an authentic audience that explains the
Underground Railroad, the major figures, social issues, and slavery that led up to the civil war.

TEKS:
5.(4) History. The student understands political, economic, and social changes that occurred in
the United States during the 19th century. The student is expected to:
(E) identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and
the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments
to the U.S. Constitution;
5.(22) Culture. The student understands the contributions of people of various racial, ethnic, and
religious groups to the United States. The student is expected to:
(C) summarize the contributions of people of various racial, ethnic, and religious groups to our
national identity
5.(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and
information according to the purpose of the research and their audience. Students are expected to
synthesize the research into a written or an oral presentation that:
(A) compiles important information from multiple sources; revised August 2013
(B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions;
(C) presents the findings in a consistent format; and
(D) uses quotations to support ideas and an appropriate form of documentation to acknowledge
sources (e.g., bibliography, works cited).
5.(29) Listening and Speaking/Teamwork. Students work productively with others in teams.
Students continue to apply earlier standards with greater complexity. Students are expected to
participate in student-led discussions by eliciting and considering suggestions from other group
members and by identifying points of agreement and disagreement.
Intended audience: 5th Grade
Length of time required to present unit: 2-week period
Detailed lesson plans of educational activities

Lesson 1:
Essential Questions:
What was the Underground Railroad?
What was the Fugitive Slave Law?
What effects did the Fugitive Slave Law have on fugitive and freed slaves?
Activity 1: Build Background Knowledge
*Students will be given a Quest for Freedom interactive notebook to record their thoughts, keep
all notes, organizers, and vocabulary as a reference for the project at the end of the unit.
Prior to reading the book, I will give students a KWL: Slavery and Underground Railroad
Thinking Chart. Students list "What I think I know" about slavery, Harriet Tubman, and the
Underground Railroad on the thinking chart.
The unit will begin with a read aloud of Henrys Freedom Box: A True Story from the
Underground Railroad.
Henry's Freedom Box: A True Story from the Underground Railroad

APA Reference:
Levine, E., & Nelson, K. (2007). Henry's freedom box: a true story of the underground railroad.
New York: Scholastic Press.
Summary:
A fictionalized account of a true story of how in 1849 a Virginia slave, named Henry "Box"
Brown, escapes to freedom by shipping himself in a wooden crate from Richmond to

Philadelphia. Henry "Box" Brown doesn't know his birthday because nobody keeps records of
slaves birthdays. His family is sold and Henry makes a plan to finally be free.
During the read aloud I will ask open ended questions to the class.
Why do you think slaves were not allowed to know their birthdays? (page 1)
Why does Henry feel like singing? (page 12)
What do you think Henry will do now? (page 21)
How else did slaves use the Underground Railroad to escape to freedom? (page 24)
Is mailing yourself like this a good idea? What dangers are there? (page 25)
What challenges do you think Henry will face now that hes free? (page 37)
Students will work in pairs for "Think-Pair-Share" and be given a discussion chart to fill out on
the book that allows students to dig deeper into the story by providing discussion questions.
When the partners finish their discussion chart the class will come together to discuss their
reaction to Henry's Freedom Box: A True Story of the Underground Railroad, what they have
learned, and any questions they still have.
*Students will add the discussion chart to their interactive notebook.
Activity 2: Podcast (Teacher Created PowerPoint with Narration)
Students will view podcast. This can be done as a whole class, in small groups, pairs, or
individually for students that may need to listen to the podcast again for clarification.
Activity: After viewing the podcast students will use iPads and work in pairs or small groups to
watch the Fugitive Slave Act video and view the website: Random Thoughts on History:
Kentucky Runaway Slave Advertisements. Students will then discuss the questions and record
their answer in their interactive notebooks.
The Fugitive Slave Act caused not only runaway slaves to be captured but also slaves that bought
their freedom. Watch this video to learn more about the Fugitive Slave Act. Was the Fugitive
Slave Act fair or unfair? Why or why not?
Explore the blog Random Thoughts on History and view Kentucky Runaway Slave
Advertisements What are your thoughts and feelings of the Slave Advertisements?
1. What was the Underground Railroad? Explain
2. What was the Fugitive Slave Law? Explain it and the consequences for fugitive slaves.
3. How did the Fugitive Slave Law affect freed slaves?
4. Was the Fugitive Slave Act fair or unfair? Why or why not?
5. What are your thoughts and feelings of the Slave Advertisements?

6. If you had been a slave in the 1850s, would you have tried to escape on the Underground
Railroad? Why or why not?
Once groups have completed the discussion, a whole class discussion will be conducted to
discuss the answers and discuss any remaining questions.
Activity 3: Vocabulary
Students will review vocabulary terms on Quizlet.com. Students will complete the flashcards to
review previous vocabulary and be introduced to the new vocabulary terms. Once completed
students can choose to play the scatter or race section of Quizlet. (With each definition pictures
and audio are provided.)
Quizlet- Underground Railroad Flashcards
Students will be given an Underground Railroad vocabulary sheet to add to their Quest for
Freedom interactive notebooks to be used as reference throughout the unit.
Students will complete an Underground Railroad word search for homework.
Lesson 2:
Activity 1: Build Background Knowledge and Activate Prior Knowledge (Teacher-Student)
A class discussion over the KWL: Slavery and Underground Railroad Thinking Chart will be
discussed as well as the secret codes previously mentioned in prior lessons.
Activity 2: Vocabulary Development
I will pre-teach new vocabulary words students will encounter in the lesson. Students will write
the vocabulary words in their Quest for Freedom interactive notebooks.
Activity 3: Ted.ed Lesson (Teacher-Student and Student-Student)
The class will view the Ted-Ed video together and discuss the Think questions as a group.
I will hand out Follow the Drinking Gourd lyrics graphic organizer for students to fill in the
meanings to the secret codes as the class works through the lesson.
Together the class will complete the Dig Deeper section to analyze the codes in the folk song
Follow the Drinking Gourd and visit a NASA website Explanation of Follow the Drinking
Gourd.
https://ed.ted.com/on/wKHtq4uX
Activity 4: Decipher Coded Lyrics
Students will be given a Coded Lyrics graphic organizer to the spiritual Swing Low Sweet
Chariot.
The class as a group will watch Swing Low Sweet Chariot video.

https://youtu.be/Thz1zDAytzU
In groups students will discuss and interpret the meanings to the secret codes in the spiritual
Swing Low Sweet Chariot. The class will then come together and compare their results of each
group's interpretation of the secret codes.
Activity 5: Closure Activity
Students will fill out any new information and questions they have to their KWL: Slavery and
Underground Railroad Thinking Chart.
Lesson 3:
Activity 1: Build Background Knowledge
Table Group Discussion: Students will work in groups to review and discuss the notes and
information collected in their interactive notebooks and KWL: Slavery and Underground
Railroad Thinking Chart. Groups will write any questions they have to ask in a class discussion.
Class Discussion: The class will review and discuss the content learned in the unit and answer
questions the groups may still have about the Underground Railroad.
Activity 2: Research for Student Podcast
Summary: Students will work in groups of 3 to 4 to create a podcast consisting of newspaper
articles from the 1850-1860-time period that informs an authentic audience as well as the class
about the Underground Railroad, the major figures, social issues, and slavery that led up to the
civil war. Students will role play as a time traveler who travels back in time to the Underground
Railroad to write articles of the events from the perspective of an Abolitionist.
A whole class conference will be held to help the groups to get started on the project. Groups
will then meet with the teacher whenever help is needed. The teacher will walk around giving
feedback and assistance as needed throughout the project.
*Parents will be asked permission for students podcast to be uploaded and shared on the class
website.
-Self-evaluation: Students will be given a Student Self-evaluation Checklist and Final Project
Product Evaluation Rubric in the beginning of the project so each student will know what is
expected of them and what is expected in the final project.
-Research plan with multiple sources: (Will devote entire class period for research)
*The teacher will conduct a mini teach on how to choose the best resources for their research.
The teacher will also cover how to find free graphics and images on the internet to add to their
podcast. Plagiarism the risk, and how to avoid it. The teacher will use the Promethean Board to
walk students through the process and show examples.

Students will use the knowledge gained throughout the unit study. Student's interactive notebook,
vocabulary cards, KWL charts, and research findings
Research: The research plan will consist of students conducting research using internet searches,
texts, documentaries, and sources in the library to find information on major figures involved,
runaway slave advertisements, choosing images for their podcast, and other relevant information
for the topic. The teacher will walk around giving feedback and assistance as needed.
Storyboard: Students will work with their group to create a storyboard outline of their podcast
and write the transcript of their podcast which will be turned in with the podcast. The teacher
will walk around giving feedback and assistance as needed.
Creating the Podcast:
Students will use iPads with PowerPoint to create their podcast.
Students Creating the PowerPoint Presentation:
Students will use their storyboards as a reference to create their Podcast. Many students have
worked with PowerPoint, but as a reminder, or for students which have not worked with
PowerPoint, all students will watch a video on how to create a PowerPoint presentation.
Students will create their PowerPoint presentation. Graphics, images, and knowledge learned
during the unit and research will be added to the PowerPoint presentation.
The teacher will walk around giving feedback and assistance as needed.
Students are to create at least 10 slides in their presentation and it must be a 3-minute minimum.
How to Create a PowerPoint Presentation Video:
https://youtu.be/OyoeGSFmI4Ebb
Voice-Over Narration:
Once students have created their PowerPoint presentation they will use the typed transcript of
their podcast to create voice-over narration for their podcast. Students will use headphones while
creating the voice-over.
Students will watch a video on how to create voice-over narration for your PowerPoint
Presentation
Each student in the group will take part in the voice-over narration. Students will listen to their
recording and re-record if needed.
The teacher will walk around giving feedback and assistance as needed.
How to create voice-over narration for your PowerPoint Presentation Video:

https://youtu.be/3uk4CU7uobM
Once each group have completed their podcast, they will meet with the teacher for a review of
their podcast. At this point students can make changes before finalizing their podcast.
When the podcasts are completed each group will present their podcast to the class.
Closure Activity:
For students to reflect on the process in which they were engaged, students will complete the
self-evaluation rubric and a one-page reflection paper stating what they learned through the
process, and how they were engaged during the project.

Correlation of activities with elements of instructional design model(s) you used

When beginning this unit, I started with the end goals in mind. I wanted students to learn about
the Underground Railroad by exploring and conducting research for their final project. Using the
Backward Design Model by Wiggins & McTighe was the instructional model of choice.
The second step in the model is to determine acceptable evidence of students learning and
growth. I chose for students to keep an ongoing KWL: Slavery and Underground Railroad
Thinking Chart and interactive journal so both the teacher and students could monitor students
learning and growth. These activities will help students gather information that will be used to
assist in their final project which is as follows: Students will work in groups of 3 to 4 to create a
podcast consisting of newspaper articles from the 1850-1860-time period that informs an
authentic audience as well as the class about the Underground Railroad, the major figures, social
issues, and slavery that led up to the civil war. Students will role play as a time traveler who
travels back in time to the Underground Railroad to write articles of the events from the
perspective of an Abolitionist.
The third step of the Backward Design Model is to plan experiences and instruction to work
toward the end goals. For lesson one, the introduction of the unit is a read-aloud of Henrys
Freedom Box: A True Story from the Underground Railroad by Ellen Levine. I chose to use a
childrens book to introduce the unit to help students begin to learn about slavery from a childs
perspective, one to which they can relate. Students will use Quizlet throughout the until to obtain
a solid understanding of the vocabulary related to the Underground Railroad. Students working
in pairs to watch the Fugitive Slave Act video and view the website: Random Thoughts on
History: Kentucky Runaway Slave Advertisements, then then discuss the questions and record
their answer in their interactive notebooks will promote social learning and exploration.
Lesson two was designed to guide students through the secret codes, signs, symbols to maintain
secrecy on the Underground Railroad. The TED.Ed lesson will guide students through the
meanings of codes and symbols used to help escaped slaves find their way to freedom. Students
will then watch Swing Low Sweet Chariot video, discuss and explore the meanings by

working in groups to interpret the meanings to the secret codes in the spiritual. This activity
contributes to social learning and contributes to students gaining the knowledge needed for the
final project.
In the final lesson students will work in groups to conduct research to complete the final project.
Students have been discussing, exploring, and collecting information throughout the unit to
prepare for the project. Once students gather and complete the research of the Underground
Railroad, the major figures, social issues, and slavery that led up to the civil war they will put the
information together by creating a storyboard. Once the storyboard is completed students
working with their groups will create a podcast in the form of a PowerPoint presentation with
narration. This project will help student put together the connections made throughout the unit.
The podcast will be shared with an authentic audience by each group sharing with the class and
the podcasts posted on the class blog.