vs. Railroad
Grade Level: 4 –5
Subjects: Social Studies
Learner Outcomes: The students will be able to compare/contrast
the Underground
Railroad to a railroad.
The students will be able to give a general definition of the
Underground Railroad.
Duration: 1 forty-five minute class in a traditional schedule
Materials: blank Venn diagram, paper, pencil
Technology Tools/Courseware: Multimedia computer, Internet connection,
laser pointer,
digital projector
Teacher notes: AUP Policy must be in place for all
students
The book for the literature connection Harriet
Tubman The Road to Freedom
by Rae Bains
Procedures:
1. Pass out a half sheet of paper for each child on the class.
Explain that you
would like for them to write down every
word they could think of that
relates to the work you are about to
say. Say “Railroad”. Allow one
minute to record their responses.
After time is up have them turn their
paper over and do not discuss their
responses at this time.
2. Explain to student that they are going to use the Internet
to learn about a
railroad.
3. Remind student of the rules when using the Internet
in the computer lab.
4. Explain to students that you want them to go to a specific
web site developed by the
http://www.nationalgeographic.com/features/99/railroad/
5. Explain to the students they are to take the journey on the
Underground Railroad.
6. After the students have completed the Internet activity,
instruct them to get their half sheet of
paper with information about railroads.
7. Explain to students that the Underground Railroad was never
really a railroad in the literal
sense. Why was it named such?
What is the symbolic meaning of its name?
8. Instruct students to use their half sheet on railroad and
information on the Underground Railroad
to create a Venn diagram to compare
and contrast the two very different railroads.
Modifications: none
Enrichment Activities: Literature connection in Harriet
Tubman The Road to Freedom
by Rae Bains
Evaluation: Venn Diagram
1. Section clearly labeled as Underground Railroad
and railroad and the
center section labeled “both”.
2. Facts about the Underground Railroad and railroad
located in the
proper sections of the diagram.
3. Similarities of the Underground Railroad and
railroad located in the
overlapping section of the
diagram.
WV and National Standards:
West
Virginia Instructional Goals and Objectives:
Social Studies: 4.44, 4.46, 4.49,
4.51, 5.44, 5.45, 5.58
National
Standards:
Knows
of problems in the community's past, the different perspectives of those
involved, the choices people had, and the solutions they chose
Understands
how the industrial revolution, increasing immigration, the rapid
expansion of slavery, and westward movement changed American lives and
led
to regional tensions
Understands
how slavery shaped social and economic life in the South after 1800
(e.g., how the cotton gin and the opening of new lands in the South and
West
led to increased demands for slaves; differences in the lives of plantation
owners, poor free black and white families, and slaves; methods of passive
and
active resistance to slavery and escaped slaves and the Underground Railroad)
Job/Career Clusters: historian, train engineer
References:
http://www.nationalgeographic.com/features/99/railroad/
http://www.amazon.com
Authors:
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b.a.alfred@citynet.net |
jsgorrell@wvadventures.net |
pking@access.k12.wv.us |
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vs. Railroad |
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