Pathways to Freedom: Maryland and the Underground Railroad
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about the underground railroad
following the footsteps
eyewitness to history
figure it out
mapping it out
secrets: language, signs and symbols
create a quilt block
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Lesson Plan:
Building a Memorial to the Underground Railroad


Quick links: Stage 1 | Stage 2 | Stage 3 | Stage 4

STAGE 2: Determine Acceptable Evidence

Maryland Learning Outcomes
Social Studies - Grades 4-5

Social Studies Skills
MLO 1.1 Apply the concept of change over time by organizing turning point events in chronological order.

MLO 1.2 Apply, and organize information specific to social studies disciplines by reading, asking questions and observing.

MLO 1.4 Identify and analyze the causes and effects of historical events.

Geography
MLO 3.1 Construct and interpret maps using map elements including a title, cardinal and intermediate directions, compass rose, border, longitude and latitude, legend/key, author, date, and scale.

MLO 3.6 Describe causes and consequences of migration to and within Maryland and the United States.

MLO 3.7 Explain how people in Maryland and the United States are linked by transportation and communication.

Content Standard 4.3.5.8 Describe how cooperation and conflict affect the movement of individual and groups.

Economics
MLO 4.1 Identify economic wants for goods and services and explain how limited natural, capital, and human resources require people to make choices
Political Systems
MLO 5.3 Explain the meaning of songs, poems, and stories that express American ideals and the context within which they were created.

Reading - Grades 4-5
#2: Students will demonstrate their ability to read for information by examining, constructing, and extending meaning from articles, editorials, content texts, and other expository materials related to the content areas.

Students are able to do everything required at earlier grades, use text support, and read for:

2.1 Global Understanding when they:

2.1.1. Summarize text in a manner that reflects the main ideas, significant details, and its underlying meaning.

2.2 Developing Interpretation when they:

2.2.1 Use common organizational structures such as comparison and contrast, cause and effect, and chronological order to gain meaning from text.

2.2.2 Use prior knowledge and ideas presented in texts to make and confirm predictions.

Writing - Grades 4-5
#1: Students will demonstrate their ability to write to inform by developing and organizing facts to convey information.

Students are able to do everything required at earlier grades and:

1.1.1 Create a paragraph that guides and informs the reader's understanding of key ideas and evidence and that presents effective introductory and concluding sentences, logical sequencing of ideas, and transitional words.

1.1.2 Create a clear organizing structure that includes descriptions placed in a logical, chronological, or narrative sequence in ways that help the reader follow the line of thought.

1.1.3 Connect relevant descriptions, including sensory details, personal experiences, observations, and/or research-based information, linking paragraphs and ideas in ways that make a topic or message clear to the reader.

1.1.4 Improve the organizational and consistency in ideas among paragraphs by revising writing based on given or self-generated criteria and on others' responses.

1.1.5 Write essays of description and problem/solution for an intended audience and purpose that use concrete sensory details to support impressions of people, places, and things.

OPTIONAL: 1.1.6 Write letters (friendly and formal) that address the knowledge and interests of the audience and state the purpose and the context.

Language in Use - Grades 4-5
#1: Students will demonstrate their ability to use the structures and conventions of the English language in their written communication.

Students are able to do everything required at earlier grades and:

1.1 Use standard English language conventions correctly to communicate clearly, including:
  • sentence structure
  • punctuation
  • capitalization
  • grammar and usage
1.2 Select the structures and features of language appropriate to the specific audience, purpose, and context.

1.3 Spell correctly high-frequency, content area, and complex pattern words in their own writing.

ISTE Technology Standards
5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.

Learning Objectives:
At the completion of the lesson, students will be able to:
  • Design a memorial to honor the courage and contributions of the people that traveled on, built and operated the Underground Railroad.
ASSESSMENT

How will student performance be evaluated?
  • Timeline
  • Sequence Chain
  • Map
  • Economic Resources Chart
  • Geographic Characteristics Chart
  • Letter/Paragraph
  • Sense Poem
  • Figure It Out Chart
  • Quilt Design Template
  • Design for Memorial for Underground Railroad
  • Paragraph or letter describing Memorial
What scoring form or tool will be used?
  • Scoring Rule: Writing to Express Personal Ideas
  • Scoring Rubric: Writing to Inform
  • Scoring Rule: Language in Use
Go to STAGE 3 »

Quick links: Stage 1 | Stage 2 | Stage 3 | Stage 4


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