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Use the Intel® Education Help Guide if you need assistance in completing any technology skills identified below.• On the introductory slide, insert the title of your unit, your

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Unit Plan Portfolio Presentation

Follow the Drinking Gourd

Cookie WrightSocial Studies

Grade 5

Unit Summary• Students will investigate the lives of slaves to be able to

tell why slaves were willing to risk much to escape. They will watch 2 video clips, one on the life of slaves and one on the Underground Railroad. They will visit a website that takes them through an escapee slave’s experiences on the Underground Railroad. As they make this journey, they will write about experiences, feelings, impressions, etc. The final product will be a student-written and performed play in which they will assume the roles of slaves and discuss their lives and their escape on the Underground Railroad.

Curriculum Framing Questions• Essential Question What is the price of freedom?

• Unit Questions If you were enslaved, what would you be willing to

give up to gain your freedom? Were the risks involved in escaping worth it? • Content Questions Why were slaves so anxious to escape? Who were some of the people who helped slaves

escape? Are there places and people today in a similar

situation?

21st Century Skills

• Creativity and Innovation-writing a play • Critical Thinking and Problem Solving-working through

activities requiring decision-making• Communication and Collaboration-working together on

activities and the play• ICT Literacy-using technology to research and evaluate

information• Initiative and Self-Direction-defining and completing

tasks, utilizing time efficiently• Social and Cross-Cultural Skills-working appropriately

with others

Objectives

Students will be able to:

• Describe the life of a slave and relate the desire for freedom.

• Tell what the Underground Railroad was, how it worked, and who some of the important people involved were.

• Relate current situations involving enslaved people desiring escape

Assessments

• Prior-2KWLs-slavery and Underground Railroad

• During-Checklist, Graphic organizers, Question worksheets, Scavenger hunt, Reflection

• After-Play (rubric), student portfolio containing graphic organizers, scavenger hunt, and reflection

Gauging Student Needs Assessment

• Purpose of the Assessment

To gather information about what my students already know and what they want to know about slavery and the Underground Railroad

• What do I want to learn from my students?

I want to know what they know about the lives of slaves that would cause them to risk their lives in order to escape and what knowledge they have of the Underground Railroad.

• How have I tried to promote higher-order thinking skills?

I ask students how they would feel if they were treated as slaves and what would finally cause them to run away.

Cont.

How does the assessment information help me and my students plan for upcoming activities in the unit? Misconceptions need to be addressed. Activities need to be designed to ensure that correct information is received and student questions answered. Teams will be assigned based on ability levels and levels of understanding. What feedback or additional ideas do I need? How and when do you suggest that students fill in the L section…as they find information or at the end of the unit?

My Goals for the Course

• Create a comprehensible PBL lesson that actively engages students

• Provide opportunities for students to direct their own learning

• Learn and become comfortable with new technologies that I can share with students

Goals for My Students

• To become independent and investigative learners

• To enjoy the process of learning

Request for Feedback

• Is my lesson student-centered enough?

• Are worksheets where students answer questions, both recall and higher order thinking skills , appropriate or should I make all student handouts graphic organizers? And how do I do that?