Lesson #2: Abolition and the Underground Railroad (75 minutes)

Essential Questions a) What conflicts developed between the northern and southern states in the years following the American Revolution and led to the Civil War? b) What is an abolitionist? c) What was the Underground Railroad? d) Why is Harriet Tubman important? NCSS Themes NCSS Themes Addressed: o III: People, Places, and Environments o X: Civic Ideals and Practices Objectives VS. 7a Students will be able to demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) Identifying the events and differences between northern and southern states that divided Virginians and led to secession. Visual Arts 4.3: The student will use imaginative and expressive imagery to create works of art. Students will be able to: o Determine cause-and-effect relationships. (VS.1b) o Compare and contrast historical events. (VS.1c) o Sequence events in Virginia history. (VS.1f) o Interpret ideas and events from different historical perspectives. (VS.1g)

Materials for Learning Activities Students will need pencil, Social Studies notebook, Essential Knowledge #2 handout, Important Abolitionists handout, colored pencils or crayons, and blank comic strips. Teacher will need white board, expo markers, lap top, projector, Follow the Drinking Gourd by Jeannette Walker, Unspoken: A Story From the Underground Railroad by Henry Cole, Harriet Tubman and the Underground Railroad (Graphic History) by Michael Martin, a collection of picture books and pictures (art work and historically accurate) about Harriet Tubman and the Underground Railroad such as Henrys Freedom Box by Ellen Levine, and Barefoot: Escape on the Underground Railroad by Pamela Duncan Edwards, and resources from online or your librarian for students to look at for comic activity.

Procedures for Learning Activities Introduction Whole Group 35 minutes o Teacher will distribute Essential Knowledge handouts and write the words Abolition, Abolitionist, and Underground Railroad on white board, students will have these words on their worksheet. Students will engage in discussion and refer to their homework to define words. (4 minutes) Abolition: An end to all slavery. Abolitionist: An antislavery person who supported the abolition of US slavery. Underground Railroad: A series of secret safe houses heading north that helped guide southern slaves toward freedom.

o Teacher will ask class what they already know about the Underground Railroad. Teacher will explain Underground Railroad to class. (2 minutes) Not really underground, series of paths and safe houses. Escape route for slaves to freedom Risky journey, possibility of death. Conductors were people who helped guide the slaves. The use of secret codes and signs. African Americans and Caucasian people worked together. o Teacher will handout Important Abolitionists handout. Teacher will introduce the most famous Abolitionist and Conductor of the Underground Railroad, Harriet Tubman. (11 min) Teacher will see what students already know about Harriet Tubman. Teacher will play the video: https://www.youtube.com/watch?v=XmsNGrkbHm4 Students will fill in blanks on worksheet while watching. o Teacher will read out loud to class Follow the Drinking Gourd by Jeannette Winter. (11 minutes) Whats a drinking gourd? How did the Drinking gourd help with the Underground Railroad? How did the run away slaves use music to help them? Teacher will project the song Follow the Drinking Gourd https://www.youtube.com/watch?v=pw6N_eTZP2U o Teacher will how students the book Unspoken: A Story From the Underground Railroad by Henry Cole. (7 minutes) This is a picture book with no words. Teacher will ask students to think as if they are either a runaway slave or someone who is faced with the situation to help a runaway slave. How do you think you would act? What would you be worried about?

Partner work Comic Strip activity 35 minutes o Teacher will instruct students that with a partner they will create a comic strip about Harriet Tubman or an aspect of the Underground Railroad (Escaping, hiding, reaching freedom, being caught). Teacher will remind students to consider the different perspectives of all people involved in the Underground Railroad. o Teacher will display Harriet Tubman and the Underground Railroad (Graphic History) on projector for students to see, this will be brief, teacher will inform students the book will be available for them to look at. o Teacher will project blank comic strip for all children to see (teacher may opt to create their own comic strip prior as example for this assignment): Teacher will review qualities of a comic strip. Small pictures, dialogue and thought bubbles, short captions, story can go forward or backward in time, black and white or color. Teacher will point out to students a collection of storybooks and artwork they have put together for students to look at for inspiration. Teacher will explain to students that content is more important than artwork, but to be creative in their color choices and ideas. Teacher will instruct students that they will reconvene in whole group in thirty minutes to explain their comic to class.

o In partners students will work together to create a comic strip about an aspect of the Underground Railroad. Students will gather together and discuss their comics with class, students will be asked to explain the perspective of their comic, the cause and effect of their character(s), and where might they go if they were going to draw more comic.) Closing Whole Group 5 minutes o Students will hold on to their comics o Teacher will inform class they will be learning about more abolitionists next class o Teacher will inform students that the reflection for the end of the day will be to answer, What would you do if you were confronted to help a runaway slave? Extensions: o Students will learn about Nat Turner and John Brown during next lesson and create a comic about them. Students will compare the different abolitionists in discussion and use comics as examples. o Students will write in their KWHL sheet in their reflection notebooks during writing. Students will update this chart during the entire unit. Technology Integration o Laptop, projector, Smart Board (if applicable)

Assessment Students will be assessed by their participation in whole group discussion Students will be assessed on that their comic has relevant, accurate knowledge about the appropriate subject matter Students will be assessed on their ability to explain their comic strip Students will be assessed by their correct completion of worksheets and notebook Students social studies notebook will be collected at end of Civil War unit for grade

Differentiation Auditory listeners will benefit from teacher led instruction Visual learners will have access to see white board for written out definitions Video will be presented to discuss the life of Harriet Tubman Verbal learners will be able to orally explain their thinking in whole group and partner settings Intrapersonal learners will have opportunity to work in partners. Kinesthetic learners will have opportunity to look through picture books, pictures, and create their own comic strip Students will be able to assume leadership role in partner work Student will be able to write or draw to explain their thinking

Lesson plan by Mr. Youngberg George Mason University EDCI 554