©2013  Nancy  L.  Copeland,  Deborah  Harmon,  &  Toni  Stokes  Jones  |  Eastern  Michigan  University  |  College  of  Education.  All  rights  reserved.  This  project  was  funded  in  part  by  the  U.S.  Department  of  Education  Underground  Railroad  Educational  and  Cultural  Program.  

The Underground Railroad – Local Activists Student Created Lesson Plan Example

Subject: US History Topic: The Underground Railroad – Local Activists Grade: 6th – 8th grade Focus Questions: Who helped work the Underground Railroad? How did people assist with the Underground Railroad? Objectives: SWBAT learn about Detroit Underground Railroad conductors. SWBAT understand the impact of an individual on a movement. Common Core Standards: RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts Materials: projector, student computers OR large poster paper or available classroom bulletin boards Duration: Two to three 45 minute class sessions (Additional Time Required if the Service Learning Activity is enacted)

   

©2013  Nancy  L.  Copeland,  Deborah  Harmon,  &  Toni  Stokes  Jones  |  Eastern  Michigan  University  |  College  of  Education.  All  rights  reserved.  This  project  was  funded  in  part  by  the  U.S.  Department  of  Education  Underground  Railroad  Educational  and  Cultural  Program.  

Activities & Procedures Whole Group: Underground Railroad Overview

Assess Prior Knowledge – Teacher will start class by asking students what they know about the Underground Railroad and the role of its conductors. This can be done as bellwork, just have students share what they have come up with. Following the brainstorming session, the teacher will show a brief video explaining what the Underground Railroad was and how it worked. I recommend the BrainPOP Underground Railroad video – it is animated, gives an overview of the URR, and is brief. It can be found at http://www.brainpop.com/socialstudies/ushistory/undergroundrailroad/preview.weml. After viewing, allow time for any questions students may have.

Individual Activity: Group Project

Students will work in groups to create a Facebook profile for a famous Underground Railroad conductor from Detroit. Students will be assigned Seymour Finney, George de Baptiste, or William Lambert. These conductors were selected because their actions took place locally and students will be able to better relate to their experiences simply by relating to the proximity in which their actions took place. The Facebook profile display will depend on what resources a classroom has access to.

- Fakebook.com - This website allows students to create an online profile for their conductor. The profile looks similar to Facebook, however it is designed to be a classroom tool and isn’t blocked by district internet servers.

   

©2013  Nancy  L.  Copeland,  Deborah  Harmon,  &  Toni  Stokes  Jones  |  Eastern  Michigan  University  |  College  of  Education.  All  rights  reserved.  This  project  was  funded  in  part  by  the  U.S.  Department  of  Education  Underground  Railroad  Educational  and  Cultural  Program.  

- Bulletin Board – If a teacher has enough space for students to complete the project on bulletin boards, these are a great resource. It allows the profile to be more detailed and visible. The teacher will need access to a printer for photos and images.

- Science Fair Board Displays – To save on space, this project can be completed on a science fair tri-fold poster board. Printer access will be required for images.

Students will have a checklist of things to include in their Facebook profile. This helps ensure that profiles are detailed and have tried to actually understand the role the conductor played in the Underground Railroad. Underground Railroad Conductor Facebook Profile Requirements

- Profile picture of conductor - 5+ additional images that are relevant to the conductor

o Additional images of the conductor, where they lived, their transportation, what they used to conduct the URR, etc. Be sure to label each picture wiwth a description of what it is.

- 3+ images of their friends o URR conductors often had connections to other conductors. Try to find out who the conductor

knew or worked with. - 10 – 15 Wall Posts

o Wall posts should document what the conductor did on the URR. The posts should be from their perspective.

o Up to five of these posts can be comments from “friends” of the conductor – also written from their perspective.

- About Me section

   

©2013  Nancy  L.  Copeland,  Deborah  Harmon,  &  Toni  Stokes  Jones  |  Eastern  Michigan  University  |  College  of  Education.  All  rights  reserved.  This  project  was  funded  in  part  by  the  U.S.  Department  of  Education  Underground  Railroad  Educational  and  Cultural  Program.  

o This is where personal information such as family, education, jobs, etc belongs.

Whole Group: Connections to Self After students have completed their profile, ask students to write a brief statement about what they thought it was like for their conductor to work on the Underground Railroad. Remind them of the dangers associated with being a conductor: threats to physical safety, financial penalties, resentment from peers, family obligations, etc. Making Connections: After students have written their response, have a discussion where students make a list of the pros and cons of helping others by being an URR conductor. Start a discussion where students and teacher talk about how it is often easy to only worry about the safety and conditions of oneself. Many people find it too risky or unnecessary to worry about the welfare of others; it can be difficult to put yourself out in order to help someone you don’t know. Have a quick discussion about the current areas of need in your school or neighborhood. Perhaps your school has students in need of seasonal attire, food, or school supplies. Maybe there is a food bank in your neighborhood that needs volunteers to pack meals for low-income families or senior citizens. Have students identify an area of need in the community and create a plan for how they could work together to offer support. If your school administration allows, have students actually carry out their service learning proposal. Service learning is a great opportunity for students to make a connection to the conductors of the Underground Railroad by acting selflessly for the greater good.

   

©2013  Nancy  L.  Copeland,  Deborah  Harmon,  &  Toni  Stokes  Jones  |  Eastern  Michigan  University  |  College  of  Education.  All  rights  reserved.  This  project  was  funded  in  part  by  the  U.S.  Department  of  Education  Underground  Railroad  Educational  and  Cultural  Program.  

Assessment: Students will be graded on how well they completed the Facebook Profile requirements. They will also receive credit for their reflection on what it was like to be a conductor. Attached Resources: Sample Profile Project Images

   

©2013  Nancy  L.  Copeland,  Deborah  Harmon,  &  Toni  Stokes  Jones  |  Eastern  Michigan  University  |  College  of  Education.  All  rights  reserved.  This  project  was  funded  in  part  by  the  U.S.  Department  of  Education  Underground  Railroad  Educational  and  Cultural  Program.  

Knowledge Comprehension Application Analysis Synthesis Evaluation

Contributions

Research facts about local URR

conductors

Additive

Transformation

Consider what it was like to be them; imagine the risks they took for

others

Social Action

Service Learning

Project to fill a need

in the school or

community