Professional Documents
Culture Documents
Lesson Title & Big Idea*: The Underground Railroad & Acceptance
Lesson Overview/Summary*: (This is like an abstract of the structure and procedures section)
Over the course of 2 class periods, students will learn about the significance of the underground
railroad in our history, be able to visualize what it was like, and have a chance to think critically
about freedom.
Key Concepts for each area (1-2 each): What you want the
students to know.*
1. Visual Art: Visual representations of the underground
railroad
2. Literacy: have a deeper understanding of freedom
3. Social Studies: What was the underground railroad, dates,
important figures.
Grade Level*:
Class Periods Required:
(please circle)
1
(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
What student prior knowledge will this lesson require/draw upon? (what do they need to already know)
This lesson will require students to know about slavery and freedom
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
Smartboard to lecture, computers for students to research. For AT, students can use reading guides to keep up with notes,
they can use writing supports if they struggle with gripping a pencil, or graphic organizers to keep their thoughts and ideas
organized.
How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson allows students to brainstorm and work together to solve problems and think critically when they work in groups.
They work together to share
Ideas and concepts and to complete the project.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
I will have class discussions and opportunities to respond so that students are engaged and interested. Students will be able to participate and show their
knowledge during this time and also when we do the gallery walk and they show the hard work they completed.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.
Modifications and accommodations: The AT I listed earlier can be used to help students who need a little extra push.
Differentiated: Specific per child, students can work in a quiet space by themselves if they get distracted, can use AT, or
anything else that will help them complete the projects and lessons.
Increase in rigor: If a student is flying through the projects and lessons, I will ask them to reflect more in their papers and add
more detail to the art project. If they still have extra time, they could do a graphic organizer or worksheet.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
http://www.nku.edu/~undergroundrr/lessonplans/
http://www.artsandartists.org/exhibitions-colorinfreedom.php
http://www.undergroundrailroadresources.org/images/LessonPlans/Elementary/Civil_Warandthe_UGRR_lessonplan.pdf