I. Curricular Framework
Concept:
Freedom
Essential Question:
How have both the Underground Railroad Movement and the Civil Rights Movement moved suppressed peop
Bridge:
Escaping
Content:
Comparisons of Underground Railroad Movement and Civil Rights Leaders of 1950-1960
Outcomes:
II. Standards Aligned
III. Instruction and Assessment
1. Connect: Connecting to the Concept Experientially
Objective: To introduce the ideas of the many ways in which slaves or any unfree people communicate with each other without outsiders being aware of the message or even that communication is taking place.
Activity: As students come into the room, play a tape of Steal Away. Explain briefly how it was used as a signal for arrival of the conductor of the Underground Railroad (UGRR). Read the book Sweet Clara and the Freedom Quilt by Deborah Hopkinson.
Assessment: Student reaction to the music and the story.
2. Attend: Attending to the Connection
Objective: To debrief book and music and stimulate interest in ways in which people can engage in communication without an oppressive power being aware of what is going on. Students should also begin to appreciate the kinds of intelligence and ability needed by non-literate people in stressful situations.
Activity: Hold class discussion of the book and music. Have students suggest other ways of communication. Consider how much knowldege and ability had to go into making that kind of quilt. Mention that quilts were also used as signals. Talk about what kinds of ability had to be used in following that nature.
Assessment: Quality of student responses and involvement.
Assessment, Phase One, Level of Engagement, Fascination:
3. Image: Creating a Mental Picture
Objective: Students will reflect on the book and discussion and create an image of their idea of the feelings of an escaping slave.
Activity: With the tape Steal Away playing, students will either write about (in any genre) or draw a picture of what it might feel like to be a runaway slave. The pictures and written descriptions should be displayed around or just outside the classroom.
Assessment: Quality of student pictures or descriptions.
Assessment, Phase Two, Seeing the Big Picture:
4. Inform: Receiving Facts & Knowledge
Objective: Students will read and learn more about the UGRR and begin to compare it to the 20th Century Civil Rights Movement.
Activity: Students will read about the UGRR in text books, on the Internet or in other books as available (e.g. a biography of Harriet Tubman or others involved in the UGRR.) The class will take a field trip. Class questions to be answered after the trip will be centered on how the UGRR and the Movement of the 1950’s and 60’s are alike. Students should identify 20th Century leaders who moved ahead to guide others and methods used to lead African -Americans to equality.
Assessment: Tests on text and class material to evaluate student knowledge of basic information.
Assessment, Phase Three, Success with Acquiring Knowledge:
5. Practice: Developing Skills
Objective: To reinforce students knowledge of the UGRR and techniques used to escape; to complete comparisons and connections to the 20th century.
Activity: Students will outline maps of the United States to trace the routes of the UGRR. (These are available on the Internet and in many textbooks.) The teacher will ask students to answer questions posed before going on the field trip. The class (or students working in groups ) will then develop a list of 20th Century leaders and events that helped people find freedom and equality. A reason must be given for each person or event on the final list.
Assessment: Maps and suggestions may be graded for accuracy or for the quality of ideas exhibited.
Assessment, Phase Four, Success with Acquiring Skills:
6. Extend: Extending Learning to the Outside World
Objective: Students will make a selection from the list developed by the class to be their square on a “Twentieth Century Freedom Quilt”.
Activity: Working individually or in small groups, students will make their selection for the “20th Century Freedom Quilt” This quilt will show leaders and methods used to help move African-Americans and other minoirities toward a fuller participation in society. Students must be able to explain the reason for each choice.
Assessment: Reasons given for each choice.
7. Refine: Refining the Extension
Objective: Students will complete, then revise their plans for their individual squares in the Twentieth Century Freedom Quilt.
Activity: Students will complete written or drawn plans for their squares; then revise and refine their plans working with a peer editor. Once the plan has been edited, students may begin work on their squares. Each square must communicate with a minimum of words( e.g. the leaders name is used, but not lengthy explanation of the role the item or person pictured played.) Symbols or pictures may be used.
Assessment: The individual squares may be graded based on any rubric the teacher chooses. The rubric should be given to the student or posted in the room as the planning and work go forward.
8. Perform: Creative Manifestation of Material Learned
Objective: Students will finish the final quilt, hang or mount it for display.
Activity: Student squares will be completed and the quilt assembled. Each student or group will share their square with the class. If more than one class is involved, then the other squares should be presented by the teacher if the other classes cannot come together. To extend the lesson, the teacher might ask the students what they see as the next step that needs to be taken in the movement towards equality of all peoples. Students might also be asked what they as individuals can contribute to this process. Quilts should be displayed as prominently as possible. Other classes, school administrators, parents, etc, might be invited to view the quilt and share their ideas with the students.
Assessment: The reaction of students to the final quilt. Students might also be asked to do a written evaluation of the unit including the story and the music.
Assessment, Phase Five,Performance, Creative Use of Material Learned:
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