Lesson Plan

ETEC 5243

Lesson Plan Creators Name:

Beashua S.

Lesson Title:

"Traveling Through Time: Traveling the Underground Railroad with Harriet Tubman!"

Introduction:
About the Lesson: Throughout this lesson you will learn about Harriet Tubman who was called "Moses" because she assisted many bondservant (a slave) through dangerous twists and turns to acquire their freedom.

You will experience the Underground Railroad as a bondservant (a slave) who is traveling through this dangerous passage trying to acquire your freedom. The question is...will you continue through the danger to acquire your freedom or will your turn back? You will complete a virtual field trip and listen to You Tube videos about the Underground Railroad. You will be "introduced" to Harriet Tubman through You Tube videos and website pages about this great woman!

Content Area and Grade or Age Level of Student(s):

10-12 grade

Objectives:

1. Students will identify and define the Underground Railroad. 2. Students shall identify Harriet Tubman and list her significance in the Underground Railroad. 3. Students will define the Fugitive Slave Act of 1850. 4. Students will blog their experience during the Digital Storytelling (virtual fieldtrip), list five historical facts about Harriet Tubman, and list 5 historical facts about the Underground Railroad and list their sources. 5. Students shall complete a cooperative learning assignment that includes a multimedia presentation that presents the historical facts of the Underground Railroad.

Standards Addressed:

Oklahoma High School Social Studies

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Oklahoma Standards:

I. High School SOCIOLOGY/History Formations and Patterns of Group Behavior Content Standard 4: The student will examine the political, economic, social, and
geographic transformation of the United States during the early to mid-1800s. 3. Cite specific textual and visual evidence to compare the sectional economic transformations including the concentration of population, manufacturing, shipping, and the development of the railroad system in the North as contrasted to the plantation system, the increased demand for cotton brought about by the invention of the cotton gin, and the reliance on a slave labor system in the South. 4. Analyze points of view from specific textual evidence to describe the variety of African American experiences, both slave and free, including Nat Turners Rebellion, legal restrictions in the South, and efforts to escape via the Underground Railroad network including Harriet Tubman. 5. Analyze and summarize the significance of the Abolitionist and Womens Suffrage Movements including the influence of the Second Great Awakening and the Declaration of Sentiments, and the leadership of Frederick Douglass, William Lloyd Garrison, Sojourner Truth, Susan B. Anthony, and Elizabeth Cady Stanton to the respective movements. C. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research. II. ISTE NETS-S+ Standards:

1. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media Page 2 of 7

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Evaluate and select information sources and digital tools based on the appropriateness to specific tasks Process data and report results

2. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 3. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Identify

and define authentic problems and significant questions for investigation Collect and analyze data to identify solutions and/or make informed decisions Use multiple processes and diverse perspectives to explore alternative solutions

Timeline:
3 class periods: 3 hours and 60 minutes (1hour & 20 minutes each) Class periods 1&2: Course Wiki Class period 3: Cooperative Group Project Assessment

Materials:

(List or describe the materials to be used in the lesson. Attach copies of handouts or files that will be used to complete the lesson.) Class wiki: o https://americanhistory-undergroundrailroad-journey.wikispaces.com Class Blog: http://kidblog.org/MrsSpearmansAmericanHistory/f57ffdc7-521d-4db2-8087-

e0c1333f4288/assignment-three-homework/

Class Resources: Lessons & Assignments Guided Practice Worksheet: Harriet Tubman a Realistic Superwoman Independent Practice Worksheet: The Dangerous Journey to Freedom Cooperative Multimedia Group Presentation Guidelines The Underground Railroad Virtual Field Trip Wiki Page (Time Travel Machine) Page 3 of 7

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ETEC 5243

"The Time Travel Machine" The National Geographic Underground Railroad Virtual Fieldtrip

The Underground Railroad Instructional Software Game The Underground Railroad Instructional Software Game

Grouping Strategies:

The Technology media center serves as a computer lab for student practice, lab, and closed classes. There are 25 computers in the computer lab and 25 students in the American history course. Each student has the ability to use one workstation per student. The instructor has an appointed time with the technology media centers certified media specialist.

Learning Activities:
Step One: (Prior to beginning the lesson): 10 minutes Pre-test the students to learn their previous knowledge and cater the lesson to their current knowledge of the topic. Grab the students attention utilizing technology supplements such as the Underground Railroad virtual fieldtrip. Maintain and stimulate the students mind utilizing a course wiki for example, https://americanhistory-undergroundrailroad-journey.wikispaces.com/ Step Two- Class Period One: Short & Simple Lecture: 5 minutes Explain the background of Harriet Tubman utilizing the Harriet Tubman lecture notes. Step Three: Course Wiki: 1-5 minutes Direct the students to open the course wiki. https://americanhistoryundergroundrailroad-journey.wikispaces.com/ Step Four: Course Wiki: 20 minutes Allow the students to complete the first 2 pages of the course wiki. Step Five: Class Discussion: 10 minutes Discuss what the students have learned thus far, allow the students 10 minutes to discuss the lesson and videos. Step Six: Guided Practice: 20 minutes

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1. Give each student a copy of the Harriet Tubman: "A Realistic Superwoman" worksheet. 2. Instruct the students to: Upon completion of this worksheet please turn it into your teacher to ensure you will receive credit for the assignment. Step 7: Questions, Summary/ Wrap Up- & Homework Assignment: 5-10 minutes Summarize the lesson Ask the students if they have any questions about the lesson or the assignments of the day. Assign the students their homework assignment Ask the students if they have any questions about the homework.

Assignment Three: Homework: Remember to use our class blog!

Students, you will blog your experience during the Digital Storytelling (virtual field trip) 2. List five historical facts about Harriet Tubman and list the source where you found them, See the blog for more details! 3. List 5 historical facts about the Underground Railroad and list their sources. You will need to search valid online resources ( remember when you seek Google, used the advanced search and look for domains that end in "EDU."
1.

Step 8: Next Day: Review & Recap-5 minutes Review the previous days lesson. Step 9: Resume the lesson- Class Period 2: Game Time!- 20 minutes The students will play the Underground Railroad Game and complete the following questions titled Tell the Story. Once students have completed this task they will print their answers and turn it into their teacher. ( The teacher may decide to include this as a graded exercise). Step 10: Complete the reminder of the course Wiki- 20 minutes The students will complete the reminder of the course wiki including entering the time machine! Step 11: Independent Practice Worksheet- 10 minutes Your teacher will give you a copy of the "Underground Railroad: The Dangerous Journey to Freedom" worksheet. Page 5 of 7

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Instruct the students to: Upon completion of this worksheet please turn it into your teacher to ensure you will receive credit for the assignment. Step 12: Cooperative Group Assessment Introduction & Assignment-10 minutes Pre-assign students into groups of 5 Pre-assign each student a leadership position Introduce the students to the lesson: Assessment: Group Work You have been pre-assigned to a group to complete this component of this assignment. You will complete a cooperative learning assignment that includes a multimedia presentation that presents the historical facts of the Underground Railroad. The cooperative multimedia presentation must have the minimum... The Cooperative Multimedia Group Presentation Guidelines Step 13: Questions, Summary/ Wrap Up- & Homework Assignment: 5 minutes Summarize the lesson Ask the students if they have any questions about the lesson or the assignments of the day. Assign the students their homework assignment Ask the students if they have any questions about the homework. Step 14: 3rd Class Period(Assuming it has been 1 week to allow student preparations): Cooperative Group Assessment Presentations-50 minutes The students will present their cooperative group assessment presentations ( 10 minutes each) Allow students 2 minutes for peer-grading (after each) presentation is complete.( 10 minutes total) Step 15: Questions, Summary/ Wrap Up- 5 minutes Summarize the presentations Ask the students if they have any questions about the presentations. Diversity: Assistive Technologies & Learning disabilities: Thunder Screen Reader for the Vision Impaired, Closed Captioning Media for the Hearing Impaired, Learning Disabilities, and Other Suggestions Page 6 of 7

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Assessment: Step 16: Unit Test: (1 hour) Review the Lesson unit test. Ensure each student receives a test and read the instructions. Ask the students if they have any questions before beginning the test. References: View Teacher Resources

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