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ANTICIPATION GUIDE Name: Janet Jenkins Grade: 4th Grade Concept:  The Undergro

ANTICIPATION GUIDE Name: Janet Jenkins Grade: 4th Grade Concept:  The Underground Railroad and the roles individuals played in this movement. State Academic Standards:  SS 4.1.7 o Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil War.  LA 4.RN.2.3 o Explain the relationships between events, procedures, ideas, or concepts in a historical, scientific, or technical text, based on specific information in the text.  Students will understand the Underground Railroad, which played a crucial part to the social conflict of the Civil War. Students will also learn the roles of individuals who were directly involved in the Underground Railroad. Explain how your lesson supports the standards. Students will connect different people with the same event and gain specific information from text to be able to place themselves into this time period. Objectives:  Deduct understanding of The Underground Railroad by answering questions in a group discussion format.  Students will be able to grasp what it might be like to live as a slave during the Civil War trying to escape. Students will participate in a creative learning experience. Materials List:  Computer with audio to play “Swing Low, Swing Chariot”  Lyrics to “Swing Low, Swing Chariot”  Statements on a Google Presentation  Envelopes for each student for 3 stations. o Envelopes with highlights  Station instructions  Question on board: Plan your own escape. Where might you go? What might you do to help others in your situation?  Word Wall words (paper with magnets) Engagement & Exploration:  Play the music, “Swing Low, Swing Chariot” as students are transitioning into class.  I will read the lyrics to the song, “Swing Low, Sweet Chariot.” I will ask if anyone knows what the meaning behind the song might be. I will write out answers on the board. . Word Wall  Word Wall o Fugitive Slave Act of 1850 o “Conductor” o Underground Railroad o “the promised land” o Fugitive o Enslaved o “Station” o “Lines” o “Passengers” o Abolitionist  Word wall words will be introduced during “Get Ready to Read” statements and during the reading of “Evaluation.” Explanation:  I will read the lyrics to the song, “Swing Low, Sweet Chariot.” I will ask if anyone knows what the meaning behind the song might be. I will write out answers on the board.  Students will say whether the statement is true/false. Place majority true/false beside on the board. True will be thumbs up and false will be a thumbs down. Before Reading Statements After Reading True/False The Underground Railroad was a real railroad. False, it is an analogy. True/False The Fugitive Slave Act of 1850 helped slave owners in the capture of their fugitive slaves. True True/False Harriett Tubman was once a slave and become one of the conductors on the Underground Railroad. True True/False The “promise land” is referring to Mexico where slaves could be finally free. False, Canada True/False Frederick Douglass wrote a newspaper called “North Star.” This was a newspaper about constellations. False, This paper was an abolitionist paper. True/False Levi Coffin and his wife aided over 3,000 slaves to freedom. True  Students will go to 3 different stations where students will select an envelope. Students will open the envelope and read. Then they are to go to the next station and select another envelope. Students are to do this at 3 stations. Once students have completed all 3 stations they are to go back to their seats. Evaluation:  After students have completed the stations and have read their envelopes, I will take volunteers to read one of their envelopes. As a student reads, we will add any vocabulary words to the word wall. Then teacher will reread the statements and ask in a group discussion format whether statements are true or false.  The Underground Railroad was a real railroad. o What are some of the words used as an analogy? Remember an analogy is a comparison to 2 things.  The Fugitive Slave Act of 1850 helped slave owners in the capture of their fugitive slaves. o Turn to your neighbor and discuss what it might be like to be caught and have to go back to your slave owner.  Harriett Tubman was once a slave and become one of the conductors on the Underground Railroad. o What made Harriett so special that she was able to aid so many slaves to freedom?  The “promise land” is referring to Mexico where slaves could be finally free. o Canada is the “promise land.” Why do you think it was called the “promise land?”  Frederick Douglass wrote a newspaper called “North Star.” This was a newspaper about constellations. o This paper was written for abolitionists. Remember what an abolitionist is. Turn to your neighbor and discuss what an article might be in this newspaper.  Levi Coffin and his wife aided over 3,000 slaves to freedom. o Do you think Levi Coffin and his wife were scared at times? Just think about what it might be like for them.  Discussion will be teacher led with an occasional, “turn to your neighbor and discuss” thrown in.  Planned discussion questions o As you opened your envelope at the station, describe how you felt not knowing where you will go next? o Have you ever experienced a time in your life where you might have felt anxious or scared not knowing what was going to happen next? Gearing Up and Down:  Teacher will aid students in reading if needed. Encourage students in-group discussion by either asking more detailed questions or simplifying questions.  Students with an IEP/special needs, etc. o Have specific envelopes marked with a highlighter. Students will know only certain students are to select those envelopes. In those envelopes students will have information in simpler context.  High Ability/Gifted o Place this question on the board: Plan your own escape. Where might you go? What might you do to help others in your situation? Tell students that after they have finished their stations and have read their articles they may attempt to answer the question on the board. uploads/Ingenierie_Lourd/ anticipation-guide-name-janet-jenkins-grade-4-grade-concept.pdf