Ultimate Arts Integrated Lesson

Modified for the Field Instructional Design Plan (IDP #1-3) (Field I & II)
Name: Danielle Doucette

Date: November 29, 2016

Lesson Title:Will you participate in the UGRR?

Grade Level(s)/Course: 5th Grade/S.S.

Add lesson elements in blank boxes below explanation/directions

Learning Central Focus: Teacher Readiness

Central Focus:
The students are focusing on slavery, specifically the Underground Railroad, and getting an understanding of how life
was for those during this time and the struggles they faced. The focus of the lesson is on understanding different
perspectives of the UGRR and researching facts to either support or not support the efforts of the UGRR (depending
on their role) and create a persuading letter.
Essential Question(s):
Why is it important to help others in need?
When is running from a situation necessary?
Common Core Standard(s):
SS-M-5.2.4 Political, social, economic, and cultural differences (e.g., slavery, tariffs, industrialization vs.
agrarianism, federal vs. states rights) among sections of the U.S. resulted in the American Civil War.
SS-M-5.1.3 History is a series of connected events shaped by multiple cause and effect relationships, tying the past to
the present
Related NCSS Theme(s) and explanation of relationship to theme(s)
II. Time, Continuity, Change: Studying the past makes it possible for us to understand the story across time and
researching slavery and the UGRR gives the students a chance to understand a part of our countrys past. Its
important for kids to understand the events that have shaped our country and this lesson provides that for them.
IV. Individual Development and Identity: The students are examining the way other cultures lived their lives and
the customs that they have and begin to understand and compare it to their own culture.
Related Wisconsin Model Academic Social Studies Standard(s):
Standard B History: Time, Continuity, Change - Students in Wisconsin will learn about the history of Wisconsin,
the United States, and the world, examining change and continuity over time in order to develop historical
perspective, explain historical relationships, and analyze issues that affect the present and the future.
Standard E The Behavioral Sciences: Individuals, Institutions, and Society
E.4.7 Explain the reasons why individuals respond in different ways to a particular event and the ways in which
interactions among individuals influence behavior
Students can take this standard that they learned in 4th grade and apply it to their research for this assignment and get
a better understanding of the content
Student Learning Objective(s):
Students will compare and contrast reasons for participating in the Underground Railroad.
Students will choose to either participate in the Underground Railroad efforts or not participate and then write a letter
persuading a friend to do the same.

Context Where does this fit within a unit/topic/etc.

This lesson can be extended over several days, but will be at the beginning of the unit. There should be some
understanding and knowledge of the UGRR before this lesson, but with this lesson the students will learn specific
details rather than just overall themes or facts. Slavery is an intense topic, which is why this lesson focuses strictly on
the UGRR and the effects it had on the United States.
Prior Academic Knowledge and Conceptions:
Students should have a basic understanding of slavery and the Civil War.
Students should know how to take notes from a reading and and be able to pull out important details .
Students are able to write a proper paragraph with 5-7 sentences.
Classroom setup:
For hook, desks will be set up in a maze format so the student can imitate running away like a slave, but being
faced with obstacles
Afterwards the classroom will have pods of desks with 5-6 in each; this supports a collaborative style of teaching
Materials (attach hard copy):
Follow the Drinking Gourd song and lyrics
T-Chart for Pros and Cons
Persuasion Map
Worksheet about People
Differentiation Planned Supports:
Students can work in groups/pairs when taking notes and finding the answers to the questions. The assigned seating
puts students of all levels together so there will be support for everyone when working together.
For the gifted and talented or students who finish the assignment quickly - have them go back and look at the
situation in a different perspective/role. This will force them to think deeper and understand multiple views of the
UGRR.
Students can work in pairs when examining the song lyrics instead of independently.
Related Technology (include annotated links and files):
Engagement: http://www.history.com/news/history-lists/5-daring-slave-escapes

Instruction: http://www.socialstudiesforkids.com/articles/ushistory/undergroundrailroad1.htm

Instructional Strategies and Learning Tasks

RIO Element: Provide the step-by-step description of what the teacher (you) will be doing and/or what the students will be doing (Instructional Strategies) in
bulleted-command format.

STUDENT READINESS
Engagement:
Think about a time when you ran for a long time Were you tired? What were you running for? Or From? Were you alone? Was it day? Or was it night?
Youll have 1 min to think about this then youll discuss your answers with an elbow partner
Have a couple students share their thoughts to the whole class
Play video of Top 5 Slave Escapes - http://www.history.com/news/history-lists/5-daring-slave-escapes
Give the students a sense of conditions for those running for their freedom!

Purpose Statement:

The purpose of this lesson is to provide the students with an understanding of life for an enslaved African American
in the 18th and 19th Centuries, but also those who helped to create the Underground Railroad. The students will
explore stories and readings from those involved personally and those who witnessed everything and get a better
understanding as to how life was for them at that time and whether or not they would participate if it were them
during those times.
INPUT
Instruction/Model/ Formative Assessments Strategies:

Clearly label your Instruction, Modeling, and Formative Assessment Chunks throughout this plan.

Instruction:
Students will take 15 minutes to research about the efforts of the Underground Railroad on the Social Studies for Kids
website: http://www.socialstudiesforkids.com/articles/ushistory/undergroundrailroad1.htm
While here they will fill out a note sheet with key facts from the article - its at this point that students will collect a
majority of their information for the lesson
Once the 15 minutes are up, there will be a 5 minute discussion about some of the most interesting facts they learned
during the reading
After that, students will be provided a copy of lyrics to the song Follow the Drinking Gourd
The song will get played 3 times:
1st time - Students just listen
2nd time - Student read along with their sheet and circle important words they hear
3rd time - see if you can figure out a theme or message that is being portrayed to the listener
Discussion Time - How did John Parker, John Rankin, and others help in the Underground Railroad efforts?
Through the readings the students completed, they should have an understanding of who they are but if not we will
first discuss these people first.
Slaves escaped and ran for their freedom so we will watch short clips about Henry Box Brown, William and Ellen
Craft, and a few other famous runaway slaves - with these we will discuss how many people had to make tough
decisions concerning the Underground Railroad.
These people were slaves, freed blacks, white abolitionists, and white slave owners
Once learning about all of the different pros and cons about the Underground Railroad, each student will complete a
Persuasion Map which will answer the question: WIll you or wont you participate in the Underground Railroad? students will be assigned roles/perspectives to complete this assignment in (slave, freed slave, white abolitionist or
white slave owner)
To get the ideas flowing, as a class we will create a T-Chart with Pros and Cons about the Underground Railroad
To figure out whether it is a pro or con, a statement will be told to the class and the students will either go to the PRO
side of the room or the CON side of the room
Each role/perspective will have their own answer and they must briefly discuss the statement as a group since there
will be 5-6 of them with the same role and come up with one answer
This will go for 10 statements then itll be open for the students to think of their own ideas and the teacher will write
it on the board and the process will repeat itself (choose a side)
In their role, each student will choose a side (for or against) and from here the students will begin to write a letter to a
friend persuading him or her to do the same as they have chosen.
Model:
Teacher will have examples of how the notes will be expected to be taken and offer some questions that the students
can answer based off of the readings.
When reading Follow the Drinking Gourd, teacher will have the first couple examples circled and explained then
students will find other important details.
Students will also fill out a T-Chart about pros and cons for the UGRR and the teacher will start the assignment and
give some answers but also be around to help when the students need it.

Formative Assessment:
Discussion on the pros and cons of the UGRR - students will provide one example of each on a notecard and turn it
into the teacher
This can also be turned into a mini debate if there is enough time - each student will have to participate and hearing
the facts will show their understanding
Guided Practice:
Students will be given a worksheet to take notes from the website and answer the questions asked.
Students will examine the lyrics of the song and find a deeper understanding for the song.
Venn Diagram will be created with pros and cons about the UGRR and students will fill it out based off of their role
given.
OUTPUT
Assessment (Application) and Closure Strategy:
Summative Assessment:
(Not completed in the same day, due about 3 days after teaching this lesson)
Students will write a letter to their friend persuading them to either participate in the Underground Railroad efforts or
not.
The letter must have 3-5 reasons for the decision they made themselves but also 2-4 counter statements of why
someone would not agree with them.
Proper letter formatting is expected.
Closure:
3-2-1 Activity
Students will be given a notecard and they will write 3 things they learned from todays lesson, 2 questions they have
about the topic and 1 thing they want the teacher to know from todays lesson
This gets the students reviewing what they learned from today and allows the teacher to get an idea of what the
students understood.
ENRICHMENT
Possible enrichment experience(s):
Trip to the Milton House Museum: one of 41 National Historic Landmarks in Wisconsin and is nationally
recognized as a stop on the Underground Railroad and can still be toured
Student tours are offered and one on one support staff are available