Patti Morlock EDUC 763 February 17, 2013

Form 6.3: Course Outline with Assessment Ideas and Activities

Course Title: Communication on the Underground Railroad Module Number and Name: !. Introduction to Slavery Competency/Outcome/Objective Assessment Ideas 1 Using the text, the student will Timeline describe the difference between southern slaves and northern slaves, citing at least 3 differences 2 Using the text and creating a Written Explanation timeline, students will track the arrival of the first slaves in America to the 13th Amendment freeing all slaves. 3. Using the text, students will Discussion Prompt describe the Slave Code and what owners could legally do to their slaves, specifically listing 2 forms of punishment. Discussion prompt for assessment. Absorb Read Text Do Make a chart showing differences between types of slaves. Create a timeline using tools of your choice Make a wanted poster for a runaway slave, and a plan of action to get them back. Connect Discuss with study partner pros and cons of being a slave in the North vs. South. Pair up with Study partner and answer What does slavery look like in 2013? Discuss on your blog. Could you physically punish another human being? Why or why not?

Read Text

Read Text

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

Patti Morlock EDUC 763 February 17, 2013 Course Title: Communication on the Underground Railroad Module Number and Name: 3 Running Away Competency/Outcome/Objective 1 Using the text, students will define the Underground Railroad (UGRR) showing a clear connection of the network of both abolitionists and blacks working together to help fugitives escape from or avoid return to slavery. 2 Using the text, students will define the Underground Railroad (UGRR) showing a clear connection of the network of both abolitionists and blacks working together to help fugitives escape from or avoid return to slavery. 3 Having selected one story from Stills book, , students will recount the life of a slave as they ran away. Assessment Ideas Definition web Absorb Possible Field Trip : National Underground Railroad Freedom Do Definition web Connect As an abolitionist, what sort of risks would you be taking in your stance against slavery? How far are you willing to go? Reflect on this. Write a blog from the perspective of a slave or a person working the UGRR. Tell about a day during escape. Who do you know

Create a journal/log

Read the text

Play created vocab game

First person narrative/oral presentation

Read from The Underground Railroad by William Still

Oral presentation using first person narrative.

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

Patti Morlock EDUC 763 February 17, 2013 Course Title: Communication on the Underground Railroad Module Number and Name: 4 Road to Freedom Competency/Outcome/Objective Assessment Ideas 1 Using 3 interactive maps from Map with route link, students will plot an escape route from a slave state to Canada, passing through at least 3 slave states and 2 free states, including use of safe houses and historical sites from the map as part of your route. 2 . Using several Fiction and Non-fiction books, students will decide whether using quilts as a means of communication on the UGRR was fact or folklore. 3. Using references from the non-fiction sources , students will debate the value of oral history and its validity in the story of the UGRR and slavery. They will consider several factors including the education or lack thereof of the story tellers in their ability to read or write, what constitutes history and proof that something 2 page paper defending stance Absorb Study web site Do Use interactive maps to trace path to freedom, going from south to Canada. Connect Use the map with the historical landmarks. Log your path in a journal type format, referring to people from those different stops along the way. Choose at least 6 historical stops. Reflect on what it is that makes something true.

Read From Selected Fiction and NonFiction Books Choose books for research from this list: NF Hidden in Plain View Jacqueline Tobin and Raymond G. Dobard, Ph.D Facts and Fabrications Barbara Brackman The Underground

Play true or false game

Debate teams

Read aloud a chosen Debate the validity of short story to your oral history Debate learning partner. teams Discuss the elements that make the story seem factual or not.

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

Patti Morlock EDUC 763 February 17, 2013 happened, and validity of an oral tradition as a means of a peoples history being preserved. This will be done through the choice of one of many discussion questions. Railroad for Kids Mary Kay Carson F Most Loved in All the World Tonya Hegamin Secret Signs Anita Riggio Sweet Clara and the Freedom Quilt Deborah Hopkinson The Secret to Freedom Marcia Vaughn The Patchwork Path, A Quilt Map To Freedom Bettye Stroud Oral presentation

4. Based on personal research and both books, the student will explain how quilt patterns and symbols relate to people, places, and events associated with slaves and the UGRR. Choose at least 4 patterns to explain in an oral presentation, using a method of your choice for visual aids. 5. Using the blocks from their research, the student will design a 12x12 inch square block from

Oral presentation with visual aids

Visual Aids

Constructed quilt block

Read directions for quilt block

Either draw or design block from fabric

Relate Quilt designs as symbols for escape by using symbols only to create a safe escape plan from house or school to a predetermined meeting spot outside. Reflect on the meaning of your block and what drew

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

Patti Morlock EDUC 763 February 17, 2013 multiple fabric choices. It should be cut and hand or machine stitched following the patterns given. 6. Student groups will make a collective quilt for display and explain its meaning. you to that choice.

Constructed quilt

Review meanings of quilt blocks.

Put together group quilt.

Prepare public tour or presentation of group quilt. Have different students speak on the meanings of the collective blocks.

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.