IN PLAIN SIGHTTHE STORY OF THE NOT-SO UNDERGROUND RAILROAD

Multitext Unit On The Underground Railroad

In North Carolina

Grade 4 The Drinking Gourd The Underground Railroad by F.N. Monjo by Ann Heinrichs

Unit by Danielle Griffin

Content Web for Multitext Unit

Topic

Underground Railroad(UGRR)

Coded Messages

*Songs/Spirituals*UGRR Code Words and Phrases*Maps on Quilts

Geography

*Maps of North Carolina & United States*UGRR Routes*Physical Features of Land

Symbols

*Quilts*Lanterns*Drinking Gourd (Big Dipper & North Star)*Safe House Symbols*Freedom

History

*Time period of UGRR*Civil War*Emancipation Proclamation

Heroes/Significant People

*Levi Coffin *Harriet Tubman *Quakers (“Society of Friends”)

Language Arts Web for Multitext Unit

Topic

Underground Railroad(UGRR)

Word Study Activities *Stoplight Vocabulary*Vocabulary Prediction Chart *Vocabulary Anchor*Frayer Model*Vocabulary Puzzle*Alphaboxes

Comprehension Strategies

*Anticipation Guides *Sequence of Events*Graphic Organizers *Predictions (Thinking Maps) *Questioning *KWL Chart*Compare/Contrast *Inference/Drawing Conclusions*Graphics (maps)*Ticket out the Door

Connections to Literature

*Character Traits *Reading & Creating Maps *Reading Responses*Elements of Narrative Literature*Author’s Craft

Speaking/Oral Language Activities

*Music (Follow the Drinking Gourd,

Sing Low Sweet Chariot, etc.)*Group Discussions*Interviewing

Viewing

*Internet Workshop*National Geographic website*Photos from The Underground Railroad for Kids*Video Clips/Music Videos about UGRR

Writing Activities

*Personal Freedom Journal*Create Coded Messages*Me and the Book

Introduction

The Underground Railroad is a topic that is briefly discussed in third, fourth, and fifth

grade. Most history books lend itself to a few paragraphs on this significant event and it is often

mentioned in February during black history month. The Underground Railroad is one of the most

important events in United States history and one children know so little about.

To detail the history of North Carolina’s African Americans and the part this state played

in the fight for freedom, I chose the Underground Railroad as the topic for my multitext unit.

Since North Carolina history is taught in fourth grade, I thought this would be an appropriate

topic. I chose two core topics to use with this unit: We The People: The Underground Railroad

by Ann Heinrichs and The Drinking Gourd by F.N. Monjo. Through the use of these core texts,

additional books, and activities students will get a more complete understanding of the

following: the people in North Carolina history during slavery, the physical geography of North

Carolina, the roles that North Carolinian abolitionists and Quakers played, and the system of

codes and hidden messages.

I selected We The People: The Underground Railroad as my nonfiction text for this unit

because it provides concise and accurate historical information about the Underground Railroad.

The book includes biographical sketches of people associated with the Underground Railroad,

timelines of events, and photos and drawings in a child-friendly way. Students will also see

pictures of real documents that existed during slavery. Students will learn the importance of the

Underground Railroad and how it affected the lives of many people during that period.

The book I chose for the fiction text is The Drinking Gourd by F.N. Monjo. I thought this

book would be a good pairing with We The People: The Underground Railroad because it is

written from a child’s perspective. The story mix history and an adventurous story that engage

children. This story is about a deacon and his mischievous son. After Tommy discovers slaves

are hiding in their barn and his father is a conductor on the Underground Railroad, he ends up

assisting his father in helping the passengers escape. The story also touches on the subject of

moral codes and that sometimes laws cannot be obeyed when they are wrong. Students will see

the role other citizens played in the Underground Railroad and how sometimes you have to make

a moral choice to do the right thing when everyone else is doing wrong.

Other genres that are included is biographies such as The President of the Underground

Railroad, The Story of Levi Coffin by Gwenyth Swain and historical fictions that are set in North

Carolina such as The Story of Harriet Jacobs by Mary Lyons and Meet Addy by Connie Porter.

Using different texts, technology, and other sources, students will demonstrate what they

have learned by completing different activities and projects including the creation of a class ABC

book, quilt, and maps of North Carolina showing escape routes on the Underground Railroad.

Through these projects and other, students will show their understanding of the Underground

Railroad and what they have learned from the multitext unit.

Rationale

Slavery in the United States was in existence for over two hundred years prior to the movement to

abolish its existence-the Underground Railroad. During this time, people of different faiths and races worked

together to banish the institution of slavery and tried to replace it with freedom, justice, and tolerance of the

differences in others. This unit of study is important because slavery affected all people. Students need to grasp

an understanding of past and present social issues that affected many different people in our country and the

world. United States History and North Carolina History briefly discuss slavery and the Underground Railroad

in third, fourth, and fifth grade, but do not go into detail about the Underground Railroad.

The purpose of this unit is to teach and motivate students to learn more about how people can work

together to overcome injustice related to social issues. It is important for students to learn about the

Underground Railroad and the part North Carolinians played in this great movement.

This unit relates to the North Carolina Standard Course of Study because students will learn about North

Carolina’s geography and how it related to the movement of slaves traveling through the Underground Railroad.

The unit also relates to an understanding of slaves in North Carolina and abolitionists who helped slaves gain

freedom especially Quakers.

This unit on the Underground Railroad and slavery closely aligns with the following North Carolina

Standards:

Unit Activity NC Language Arts (4th grade)Students will complete various vocabulary activities with Tier II words from the unit. These activities use a variety of strategies to help students understand word meaning. Activities include stoplight vocabulary, vocabulary anchor, word prediction chart, frayer model, and a vocabulary puzzle.

1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension1.03 Identify key words and discover their meanings and relationships through a variety of strategies. 1.04 Increase reading and writing vocabulary through:

word study. knowledge of homophones, synonyms,

antonyms, homonyms. knowledge of multiple meanings of

words. discussions.

1.05 Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words.

Students will complete an anticipation guide before reading The Underground Railroad.

Students will participate in whole class discussions about slavery, freedom, and the Underground Railroad prior to reading selected texts.

Students will complete KWL chart to prior to reading text and will revisit KWL chart during and after reading texts.

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

setting a purpose using prior knowledge and text information.

making predictions. formulating questions. locating relevant information.

making connections with previous experiences, information, and ideas.

After viewing music video about the Underground Railroad, students will develop two questions relating to the video and exchange with other class members. Students will then answer each other questions.

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

formulating questions.

Students will a variety of texts, plays, and songs related to the Underground Railroad: The Underground Railroad, The Drinking Gourd, President of the Underground Railroad, Sweet Clara and the Freedom Quilt, Aunt Harriet’s Underground Railroad in the Sky, Harriet Jacobs: Life of a Slave Girl, etc.

2.03 Read a variety of texts, including: fiction (legends, novels, folklore,

science fiction). nonfiction (autobiographies,

informational books, diaries, journals). poetry (concrete, haiku). drama (skits, plays).

Students will predict the meanings of codes and phrases used on the Underground Railroad.

Student will design quilt patterns related to the Underground Railroad.

2.09 Listen actively by: asking questions. paraphrasing what was said. interpreting speaker's verbal and non-

verbal messages.

interpreting speaker's purposes and/or intent.

While reading the story The Drinking Gourd by F.N. Monjo, students will a Character Trait

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and

Book List for Multi-Text Unit

Core Texts

Heinrichs, A (2001). We The People: The Underground Railroad. Minneapolis, MN: Compass Point Books. (nonfiction)

Monjo, F. (1993). The Drinking Gourd: a Story of the Underground Railroad. Harper Collins Publishers. (fiction)

Additional Texts

Hopkins, D (1993). Sweet Clara and the Freedom Quilt. New York, NY: Alfred A. Knopf.

Ringgold, F (1992). Aunt Harriet's Underground Railroad in the Sky. New York: Crown Publishers, Inc.

The following books are set in North Carolina:

Lyons, M (1992). Letters From a Slave Girl: The Story of Harriet Jacobs. Simon Pulse.

Porter, C (1993). Meet Addy. Jump at the Sun.

Swain, G (2001). President of the Underground Railroad: A Story About Levi Coffin. Carolrhoda Books.

Teacher Resources

http://www.nationalgeographic.com/features/99/railroad/j1.html

http://education.ucdavis.edu/new/stc/lesson/socstud/railroad/contents.htm

http://quest.arc.nasa.gov/ltc/special/mlk/gourd2.html

http://www.st-charles.lib.il.us/youth_services/yrl/lists/slavery.htm

http://www.ushistory.com/railr.htm

In Plain Sight: The Story of the Not-So Underground Railroad

Plan of Study

Day 1

Background Knowledge

Day 2

Underground Railroad

Day 3“History Happens: On the Underground Railroad”

Day 4

Abolitionists

Day 5

Follow the Drinking Gourd1. Introduce Underground Railroad by asking students: What do you think the Underground Railroad is? Solicit responses. Give each child a personal freedom journal to write responses to what they have learned throughout the unit. They will draw an illustration of what they think the Underground Railroad is in the personal freedom journal.

2. Complete a KWL chart with the class by having them fill in/tell what they know about the Underground Railroad. I will write what they know and they will list what they want to learn.

3. Introduce unit and vocabulary words. Students complete vocabulary-matching sheet (prediction).

1. Review information from day one and have students complete Stoplight Vocabulary.

2. Pass out Alphaboxes sheet. Explain to students that as they go through this unit, they will need to list any interesting word, places, characters, etc. This will help when they are doing writing activities and activities at the end of their unit. Model how to use it.

3. Read We The People: The Underground Railroad.

4. Students complete Vocabulary Prediction Chart after reading book. Review responses to see if their predictions were similar to actual definition.

Exit Slip/Ticket Out the Door: Chose one of the vocabulary words students learned and ask them to write down the meaning of one of the vocabulary words they learned.

1. Review what they learned about UGRR from the book We The People: The Underground Railroad.

2. Watch the music video “History Happens: On the Underground Railroad” at http://www.ushistory.com/railr.htm. 3. After viewing the video, students will work in pairs or collaborative groups to develop two questions from the video. Then have them exchange questions with another pair/group and answer their questions. List questions and responses in personal freedom journal.

4. Discuss questions and responses as a class.

5. Underground codes and messages-Discuss how codes and messages were used. Students complete Coded Message activity.

1. Ask if anyone remember the definition of conductors and stationmasters from the previous day. Review terms and discuss how they were abolitionists or people who were against slavery and thought everyone should be free. Explain who the Quaker were and the role they played. Tell them about the famous abolitionist and Quaker from North Carolina name Levi Coffin. Also, discuss other heroes of the Underground Railroad such as Harriet Tubman, Quakers, etc.

2. Read President of the Underground Railroad by G. Swain. It is a fictional account of the life of Levi Coffin, a Quaker from North Carolina considered the president of the Underground Railroad. 2. Read The Drinking Gourd by F.N. Monjo.

3. Use comprehension lesson plan on Character Traits.

Exit Slip/Ticket Out the Door:Name a group or significant person who assisted slaves on the Underground Railroad.

1. Have students predict ways in which slaves and abolitionists might have communicated information from one to another. List ideas. 2. Discuss how people on the Underground Railroad used songs and spirituals to relay messages.

3. Give students a list of steps taken by a slave to reach freedom and then have them number the events in sequential order.

4. Explain what a drinking gourd is. Show pictures of the constellation and explain how it looks like what slaves used as a drinking utensil.

5. Play the song "Follow the Drinking Gourd". Divide the students into collaborative groups. Each group will receive a stanza from the song and must infer what they think the lyrics mean.

6. Afterwards, they will read the stanza they were given and what they think it meant. Then they will be told the correct meaning.

7. The class will listen to the

song again.

Day 6

Quilts

Day 7Underground Railroad

Routes in North Carolina

Day 8

Underground Railroad Routes

Day 9Children on the

Underground Railroad

Day 10

My Escape From Slavery1. Students complete an anticipation guide.

2. Read Sweet Clara and the Freedom Quilt by Deborah Hopkinson

2. Discuss how quilting is important to North Carolina and its history. Discuss the story by making a web on the board, which identifies the physical features of land described in the story. Ask the students to explain how these physical features helped Clara make her quilt. Review quilt squares from the story and discuss what they mean.

3. Discuss responses from anticipation guide.

4. Give each student a quilt square and have him or her design a map feature that will be later used on a class quilt. In their journal, they are to make a drawing of their quilt square and write a brief statement about what the picture represents.

5. Students will make a map of 4 to 6 blocks like those that Clara did to represent places and things on the route from their home to school. Students make a list of places or things to include in their map (the first place being home and the last

1. Give students a map showing the routes of the Underground Railroad, students will label the states they think the Underground Railroad was located.

2. Discuss the states through which the Underground Railroad passed through. Discuss regions of North Carolina and how it may have affected travel on the Underground Railroad.

3. Read Aunt Harriet's Underground Railroad in the Sky by F. Ringgold.

3. In pairs, students will come up with their own Underground Railroad escape routes. Maps must include map keys. They must discuss advantages and disadvantages of traveling their route and what type of transportation that may be used in certain areas.

4. Complete Vocabulary Activity: Frayer’s Model.

Exit Slip/Ticket Out the Door: Tell one new thing you learned from the story Aunt Harriet’s Underground Railroad in the

1. Students will present their escape routes they created the day before and discuss the advantages and disadvantages of using their route and some types of transportation that can be used.

2. Show map of Underground Railroad routes throughout the United States.

3. Pair students and have them complete the National Geography Underground Railroad at http://www.nationalgeographic.com/ features/99/railroad/j1.html

1. Read Meet Addy by Connie Porter.

2. This story takes place in North Carolina near the end of slavery during the Civil War. Discuss the time period with students.

2. Students will construct a double bubble map or Venn diagram to compare and contrast themselves to slave children and how they lived.

3. Complete Vocabulary Anchor.

1. Tell students about Harriet Jacobs who spent years hiding out in her grandmother’s house as she planned her escape from North Carolina to New York in 1842.

2. Pass out “My Escape From Slavery” sheet, which is an excerpt from the book Life of a Slave Girl, the Autobiography of Harriet Jacobs.

3. Read the excerpt to the students and have them to respond to the question at the bottom of the page in their personal freedom journals.

*book information is located in the book list if you chose to read the book or a few more excerpts to the class

place being school). Sky.

Day 11

Personal Freedom Journals

Day 12Underground Railroad

Tic-Tac-Toe

Day 13

Was It All that You Thought?

Day 14

Four-Door Book

Day 15Underground Railroad

Products1. Each student will compose a diary entry either through the voice of a slave in the south, passenger, conductor, or stationmaster on the Underground Railroad. They need to mention the Underground Railroad and freedom in their entry.

2. Complete Vocabulary Crossword Puzzle

1. Each student will receive a Tic-Tac-Toe board with various words representing symbols, coded messages, people, or items that relate to the Underground Railroad. They are to select three boxes across, down, or diagonal to get Tic-Tac-Toe. In the center space, students can choose their own word. The student are to list the meaning of the word/phrase and/or draw an illustration of what the word is to show their understanding of symbols and coded messages.

1. Discuss L-section on KWL chart.

2. Finish Alphaboxes sheet if not already completed

3. Vocabulary Assessment

1. The students will make a four door book that tell what, when, where, and why about the Underground Railroad

2. Students work on products for Underground Railroad unit over the next two days.

Students will continue working on products for Underground Railroad unit.

Students work in student packets throughout the unit and turn in today.

Assessment /Evaluation Plan for Multitext Unit

Pre-Assessments

Individual

1. Respond to question: What do you think the Underground Railroad is? Draw an illustration of what he/she thinks the Underground Railroad is.

2. Vocabulary matching sheet (same as final assessment)

3. Anticipation Guide

4. Given a map of the United States showing the routes of the Underground Railroad, students will label the states through which the Underground Railroad was located.

5. Students will be given a list of events that show the steps taken by a slave to reach freedom and they will number them in sequential order (sequence of events).

Whole Class

1. KWL chart-We will complete what the K-section by filling in what studentsknow about the Underground Railroad.

2. Class will watch the music video “History Happens: On the Underground Railroad” (http://www.ushistory.com/railr.htm). After listening to the rap and watching the video, students will work in pairs or collaborative groups to develop two questions from the video. Then they will switch questions with another pair/group and answer the questions. Discuss responses as a class.

During the Unit Assessments

1. During unit, students will complete Alphaboxes. This will help recall important names, places, and words used during the unit. As we read, they will try to find characters, places, themes, or vocabulary words for each letter. This will helpwhen they are doing writing activity and products for their final assessment.

2. Construct a Double Bubble Map (Thinking Maps) or Venn diagram to compare and contrast themselves to children who were slaves.

3. Continue to add to the L-section on the class KWL chart

4. Students will respond in Personal Freedom Journals to questions/prompts after reading various chapters of The Drinking Gourd: A Story of the Underground Railroad, Sweet Clara and the Freedom Quilt, and Aunt Harriet’s Underground Railroad in the Sky.

5. The students will make a four door book that tell what, when, where, and why about the Underground Railroad

6. Exit Slips/Ticket out the Door-After lessons, students will write responses to questions pose at the end of class to demonstrate their understanding of lesson.

Final Unit Assessments

1. Students will label the geographic regions of North Carolina on a blank map. Then they will design an appropriate escape route through and out of North Carolina in which a slave could use to escape to freedom. The map should include the location of two or three cities in North Carolina, title, and a map key.

2. Each student will compose a diary entry either through the voice of a slave in thesouth, passenger, conductor, or stationmaster on the UndergroundRailroad. They need to mention the Underground Railroad and freedom in their entry.

3. Each student will receive a Tic-Tac-Toe board with various words representing symbols, coded messages, people, or items that relate to the Underground Railroad. They are to select three boxes across, down, or diagonal to get Tic-Tac-Toe. In the center space, students can choose their own word. The student are to list the meaning of the word/phrase and/or draw an illustration of what the word is to show their understanding of symbols and coded messages.

4. Final vocabulary assessment

Culminating Activities (Products)

Whole Class * Class KWL chart

* ABC book with page(s) from each student

* Quilt-class quilt made with student’s individual quilts combined

Small Group

* Group presentations

* Coded message activity

* Map of North Carolina showing escape routes

* Reporter/Interviewer questionnaire and responses

Individual* Character traits and analysis* Venn diagram or double bubble map* Personal freedom journal responses* Brochure* Quilt * Scatter sheet/flyer

Products for Multitext Unit

Brochure Students will create an interesting brochure that tells about the Underground Railroad. They can use any information they have learned in this unit.

ABC Book Page Student will design a page for the book by choosing a letter of the alphabet and telling about a significant person, event, or item associated with the Underground Railroad. They will design and illustrate their page and write a brief paragraph explaining what their letter represents. They can use your Alphabox sheet to help you come up with some ideas.

Quilt Students will design 4-6 quilt squares. The squares can depict a coded message, a famous leader, or a scene from the Underground Railroad. On the back of their squares, they will write one to two sentences explaining each quilt square. All of the squares will later be put together to make a class quilt.

Scatter Sheet Some abolitionists handed out flyers, known as “scatter sheets” that publicized the successes of the Underground Railroad. Students will create a scatter sheet with an image and slogan that speaks out against slavery or encourages support for the Underground Railroad.

You are the Reporter Student will pretend he/she is a reporter during the slavery times. He will make up 8-10 questions to ask to a slave master, slave, passenger, conductor, stationmaster, or abolitionist during an interview. The questions have to relate to the individual person and the role he/she played in the Underground Railroad and slavery. The student will interview a classmate and have him/her answer your questions.

Rubric for Underground Railroad Brochure

CATEGORY 3 2 1 Points EarnedAccurate Information

All facts in the brochure are accurate.

Most of the facts in the brochure are accurate.

Most of the facts in the brochure are not accurate.

Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics.

Graphics go well with the text, but there are too few pictures and a lot more text.

Graphics do not go with the text.

Grammar No more than one grammatical errors

There 2-3 grammatical mistakes in the brochure even after feedback from an adult.

There are several grammatical mistakes in the brochure even after feedback from an adult.

Total Points

Earned / 9

ABC Book Page Rubric

Category Maximum of 3 points eachActual Points obtained (maximum of 6 total points)

Letter letter is large decorated and colorful neatly drawn letter represents one or two

significant events or things associated with the Underground Railroad

 

____ / 2Art

illustration or picture illustrating what the letter stands for

no more than three illustrations drawing is neat or picture is cut

out and placed neatly on the page

____ /2Content

at least 3 to 5 sentences explaining what you choose for and how it relates to the Underground Railroad.

writing is neat and organized

 

____ / 2

Total Points Earned _____

Underground Railroad Quilt Rubric

CATEGORY 3 2 1Content - Accuracy

The quilt pieces clearly and accurately shows the subjects and it's importance.

The quilt pieces shows the subject, but importance of the subject may be unclear.

The quilt does not show the subjects chosen and/or the subjects are not important.

Graphics Pictures are neat and easily viewed.

Most pictures are neat and are easy to view.

Many pictures are not clear, are too small, and/or are unidentifiable.

Explanation One to two sentences clearly explaining what each quilt piece represent.

One to two sentences explaining most of the quilt pieces.

No explanation of most quilt pieces or explanation was not clear and accurate.

Total points=___/_9_

Scatter Sheets Rubric

When slavery was legal, abolitionists in the North wrote articles and pamphlets that spoke out against its evils. Some abolitionists handed out flyers, known as “scatter sheets” that publicized the successes of the Underground Railroad. After viewing examples of anti-slavery posters and publications, you will create a scatter sheet Remember to create an eye-catching and effective message.

Content Flyer effectively states information and speaks out against slavery or tells about the success of the Underground Railroad.

1 2 3

OrganizationPicture and text are attractive. Information organized neatly on the flyer.

1 2 3

Graphics Pictures and/or drawing are neat and creative.

1 2 3

Total Points _________

You are the Reporter Rubric

Total

Points=_________

CATEGORY 3 2 1Question Development-You have at least 8 well-developed questions that are open-ended

.

Relationship to Person Being Interviewed-Questions relate to the person you choose to interview (I.e. if you are interviewing a passenger on the Underground Railroad, you will not ask why he is helping runaway slaves.)

Connectivity to Goal-You questions show understanding of the person’s role in the Underground Railroad and/or slavery.

APPENDIX

APPENDIXCopies of assessments used before, during, and after reading

1. Pre-assessmentsA.Vocabulary MatchB.Anticipation GuideC.Map of the United StatesD.Number the events (sequence of events)E. KWL Chart

2. During the unit assessmentsA.AlphaboxesB.Double Bubble MapC.Venn DiagramD.Four Door Book on the Underground Railroad

3. Final unit assessmentsA.Map of North CarolinaB.Tic Tac Toe BoardC.Final Vocabulary Assessment

4. Other activities sheets used unit5. Comprehension Lesson

In Plain Sight: The Story of the Not-So Underground RailroadVOCABULARY MATCH

Listed below are words you will encounter in your study of the Underground Railroad. Complete 1-20. This will give an idea of some words of the words you know. PART ADirections: Circle the correct word for each definition, synonym, or antonym.

1.   Which word is closest in meaning to this definition?

person who tracked and captured runaway slaves for reward money; also called slave hunters

passenger bounty hunter master

2.   Which word is closest in meaning to this definition?

the condition of being free; the power to act or speak or think without restraints

freedom bloodhound fugitive3.   Which word is closest in meaning to this group of

synonyms?runaway, outlaw

slave Quakers fugitive

4.   Which word is the opposite of freeman?

bounty hunter emancipation slave

5.   Which word is closest in meaning to this definition?

the hard, round shell of a squash fruit, used as a drinking vessel; sometimes used as for drinking

station quilt gourd

6.   Which word is closest in meaning to this definition?

a publicly held sale at which property or goods are sold to the person willing to pay the most money

freedom patrollers auction7.   Which word is closest in meaning to this group of

synonyms?

rider, astronaut, traveler, commuter

quilt patrollers passenger

8.   Which word is the opposite of master, slave owner, and bounty hunter?

abolitionist Big Dipper freedom

PART BDirections: How many of these words can you match with their definitions? Write the correct word beside its definition.

plantation patrollers emancipation spirituals

9. men on horseback who guarded roads against escaping scales10. the act of setting something free

11. a large farm in the South; often several acres in size

12. religious songs sung by slaves to lift their spirits and relay information

PART CDirections: Circle the number that answers the question or gives the correct definition.

13.   Which group of synonyms is closest in meaning to quilt?

1  boss, leader, owner, boss

2  runaway, outlaw, convict, escapee

3  sheet, rug, linen, blanket

14.   Which group of synonyms is closest in meaning to master?

1  traveler, commuter, commuter, rider

2  chief, expert, boss, owner

3  bed linen, comfort, case, sheet

15.   Which group of synonyms is closest in meaning to station?

1  refugee, escapee, runaway, outlaw

2  rider, pioneer, sailor, traveler

3  place, home, barn, location, safe house

16.   conductor

1  home, barn and other places used to hide runaway slaves on the Underground Railroad; also called safe house

2  name given to a person who went to the South to help slaves escape and guided slaves on their journey

3  person who worked to end slavery

17.   bloodhound 1  a person held against his or her will and forced

to work for no pay2  a dog trained to find a person by their sense of

smell3  religious songs sung by slaves to lift their spirits

and relay information

18.   Big Dipper 1  religious group also known as the Society of

Friends that did not believe in slavery; worked on the Underground Railroad

2  the hard, round shell of a squash fruit, used as a drinking vessel; called a drinking gourd

3  a group of stars or constellation in the sky that includes the North Star; slaves used the North Star to guide them north to freedom

19.   Underground Railroad 1  a secret network of routes and people who

helped slaves reach freedom2  a large farm in the South; often several acres in

size3  person who tracked and captured runaway slaves

for reward money; also called slave hunters

20.   Quakers1  a runaway; someone on the run from the law2  a publicly held sale at which property or goods

are sold to the person willing to pay the most money

3  religious group also known as the Society of Friends; they did not believe slavery

Sweet Clara and the Freedom QuiltBy Deborah Hopkinsun

Anticipation Guide

Use the following anticipation guide to preview a story before you read it. Before reading, mark whether you agree or disagree with each statement.

Agree Disagree

1. ___ ___ I would feel sad if I never saw my family again.

2. ___ ___ Even though its hard, learning new things can help us.

3. ___ ___ The North star can be used for direction.

4. ___ ___ Quilts have many uses.

5. ___ ___ People use quilts to find their way somewhere or as a symbol.

6. ___ ___ Sometimes we have to do things that we are scared to do.

7. ___ ___ The Underground Railroad is not a real railroad system with trains.

8. ___ ___ A map is a picture of the land and whatever is on the ground can

put on a map.

Map of United States Showing Underground Railroad Routes

Directions: Label the states through which the Underground Railroad was located.

Follow Their FootstepsPretend you are a slave and you decide to runaway on the Underground Railroad. Put the events in sequential order by numbering them 1-10.

____ I follow the drinking gourd also known as the North Star.

____ The next night after the family feed me I continue on the Underground Railroad. This

time I am hidden under bails of hay in the back of wagon.

____ One day I decide to runaway on the Underground Railroad.

____ I travel carefully through the woods and swamp. It’s cold and wet.

____ I escape from the slave plantation one night so I will not be seen.

____ I arrive safely on the other side of the river and continue my journey on the Underground

Railroad. After some time, I am in a free state and am ready to begin my new life of

freedom.

____ I had to work on the plantation from the time the sun came up until it sat at night for no

pay.

____ When the farmer reaches the river, I jump into a boat and a man is waiting to row me to

the next station.

____ I was brought to the United States from Africa and made a slave.

____ When it is almost morning, I reach the gray farmhouse near the river. There is a lantern

and quilt hanging out front, which is are signs that this is the safehouse. The family is Quakers and they are against slavery. I knock three times on the door and they take me to a dark small attic where I had until dusk.

UNDERGROUND RAILROAD

We will be completing a KWL class chart on the Underground Railroad. You will be filling in your KWL chart also. I want you to think about what you know, what you want to know, and what you learned. Before we begin the unit, you will just complete the “K” column and the “W” column.

KWhat I Think I KNOW

WWhat I WANT to

Know(Who, What, When, Where,

Why, & How)

LWhat I LEARNED

Remember after we complete the unit we will fill out the “L” column.

UNDERGROUND RAILROAD MULTITEXT UNITALPHABOXES

Alphaboxes can be done as you read a book or books. Before you begin the book, look at the Alphaboxes worksheet below. As you read the book, try to find vocabulary words for each letter or box. Try to find the most interesting words you can for each box. It is OK to have more than one word in each box. I am sure all your Alphaboxes will be full when you finish the books in this unit! This will also help trigger your memory during your final projects.

A B C D

E F G H

I J K L

M N O P

Q R S T

U V W X,Y,Z

Venn Diagram: The Lives of Children

In the boxes above the Venn diagram, write “My life as a child” and in the other box “A slave’s life as a child”. In the Venn diagram, compare your life and the life of a child who is a slave. In the middle, write how your lives are similar.

Double Bubble Map: The Lives of Children

On the two large circles, write “My life as a child” in one and “A slave’s life as a child” in the other. On the double bubble map, compare your life and the life of a child who is a slave. In the center circles, write how your lives are similar.

Map of North Carolina

tic tac toeEach square has a word representing a symbol, coded message, person, or item

that relate to theUnderground Railroad. You are to select three boxes across, down, or diagonal to

get Tic-Tac-Toe. Inthe center space, students can choose your own word. You will need to list the

meaning of the word/phrase and/or draw an illustration of what the word is to show your

understanding of symbols andcoded messages.

freedom “Follow the Drinking Gourd”

Levi Coffin

Underground Railroad Wild

Card!!! (Choose any word you want that is

not already listed)

freight

passenger lantern conductor

Name _______________________ Date _________________ In Plain Sight: The Story of the Not-So Underground Railroad

VOCABULARY TESTPART A

Directions: Circle the correct word for each definition, synonym, or antonym.

1.   Which word is closest in meaning to this definition?

person who tracked and captured runaway slaves for reward money; also called slave hunters

passenger bounty hunter master

2.   Which word is closest in meaning to this definition?

the condition of being free; the power to act or speak or think without restraints

freedom bloodhound fugitive3.   Which word is closest in meaning to this group of

synonyms?runaway, outlaw

slave Quakers fugitive

4.   Which word is the opposite of freeman?

bounty hunter emancipation slave

5.   Which word is closest in meaning to this definition?

the hard, round shell of a squash fruit, used as a drinking vessel; sometimes used as for drinking

station quilt gourd

6.   Which word is closest in meaning to this definition?

a publicly held sale at which property or goods are sold to the person willing to pay the most money

freedom patrollers auction7.   Which word is closest in meaning to this group of

synonyms?

rider, astronaut, traveler, commuter

quilt patrollers passenger

8.   Which word is the opposite of master, slave owner, and bounty hunter?

abolitionist Big Dipper freedom

PART B

Directions: How many of these words can you match with their definitions? Write the correct word beside its definition.

plantation patrollers emancipation spirituals

9. men on horseback who guarded roads against escaping scales10. the act of setting something free

11. a large farm in the South; often several acres in size

12. religious songs sung by slaves to lift their spirits and relay information

PART C

Directions: Circle the number that answers the question or gives the correct definition.

13.   Which group of synonyms is closest in meaning to quilt?

1  boss, leader, owner, boss

2  runaway, outlaw, convict, escapee

3  sheet, rug, linen, blanket

14.   Which group of synonyms is closest in meaning to master?

1  traveler, commuter, commuter, rider

2  chief, expert, boss, owner

3  bed linen, comfort, case, sheet

15.   Which group of synonyms is closest in meaning to station?

1  refugee, escapee, runaway, outlaw

2  rider, pioneer, sailor, traveler

3  place, home, barn, location, safe house

16.   conductor

1  home, barn and other places used to hide runaway slaves on the Underground Railroad; also called safe house

2  name given to a person who went to the South to help slaves escape and guided slaves on their journey

3  person who worked to end slavery

17.   bloodhound

1  a person held against his or her will and forced to work for no pay

2  a dog trained to find a person by their sense of smell

3  religious songs sung by slaves to lift their spirits and relay information

18.   Big Dipper

1  religious group also known as the Society of Friends that did not believe in slavery; worked on the Underground Railroad

2  the hard, round shell of a squash fruit, used as a drinking vessel; called a drinking gourd

3  a group of stars or constellation in the sky that includes the North Star; slaves used the North Star to guide them north to freedom

19.   Underground Railroad

1  a secret network of routes and people who helped slaves reach freedom

2  a large farm in the South; often several acres in size

3  person who tracked and captured runaway slaves for reward money; also called slave hunters

20.   Quakers

1  a runaway; someone on the run from the law2  a publicly held sale at which property or goods

are sold to the person willing to pay the most money

3  religious group also known as the Society of Friends; they did not believe slavery

Explanation of "Follow the Drinking Gourd"

The song and its translation are as follows:

When the sun comes back and the first quail calls,Follow the Drinking Gourd.

For the old man is waiting for to carry you to freedom,If you follow the Drinking Gourd.

"When the sun comes back" means winter and spring when the altitude of the sun at noon is higher each day. Quail are migratory bird wintering in the South. The Drinking Gourd is the Big Dipper. The old man is Peg Leg Joe. The verse tells slaves to leave in the winter and walk towards the Drinking Gourd. Eventually they will meet a guide who will escort them for the remainder of the trip.

Most escapees had to cross the Ohio River, which is too wide and too swift to swim. The Railroad struggled with the problem of how to get escapees across, and with experience, came to believe the best crossing time was winter. Then the river was frozen, and escapees could walk across on the ice. Since it took most escapees a year to travel from the South to the Ohio, the Railroad urged slaves to start their trip in winter in order to be at the Ohio the next winter.

The river bank makes a very good road,The dead trees show you the way,

Left foot, peg foot, traveling onFollow the Drinking Gourd.

This verse taught slaves to follow the bank of the Tombigbee River north looking for dead trees that were marked with drawings of a left foot and a peg foot. The markings distinguished the Tombigbee from other north-south rivers that flow into it.

The river ends between two hills,Follow the Drinking Gourd.

There's another river on the other side,Follow the Drinking Gourd.

These words told the slaves that when they reached the headwaters of the Tombigbee, they were to continue north over the hills until they met another river. Then they were to travel north along the new river, which is the Tennessee River. A number of the southern escape routes converged on the Tennessee.

Where the great big river meets the little river,Follow the Drinking Gourd.

For the old man is awaiting to carry you to freedom if youfollow the Drinking Gourd.

This verse told the slaves the Tennessee joined another river. They were to cross that river (which is the Ohio River), and on the north bank, meet a guide from the Underground Railroad.

Follow the Drinking Gourd

Follow the drinking gourd,

Follow the drinking gourd,

For the old man is waiting

for to carry you to freedom

If you follow the drinking gourd

When the sun comes back

and the first quail calls,

Follow the drinking gourd,

For the old man is waiting

for to carry you to freedom

If you follow the drinking gourd

The riverbank will make a very good road,

The dead trees show you the way,

Left foot, peg foot traveling on,

Following the drinking gourd.

The river ends between two hills,

Follow the drinking gourd,

There's another tree on the other side,

Follow the drinking gourd.

Where the great big river meets the little river,

Follow the drinking gourd,

The old man is waiting,

for to carry you to freedom

If you follow the drinking gourd

Underground Railroad Code Words and Phrases

Baggage Escaping slaves

Bundles of wood Fugitives to be expectedCanaan Canada

Drinking gourd Big Dipper and the North starForwarding

Taking fugitive slaves from station to stationFreedom Train The Underground RailroadGospel Train The Underground RailroadHeaven or Promised land Canada

Load of Potatoes Escaping slaves hidden under the farm produce in a wagon

Moses Harriet TubmanParcel Fugitives to be expected

Preachers Leaders, speakers underground railroadRiver Jordan The MississippiShepherds People escorting slavesStation Place of safety and temporary refuge, safe-houseStation Master Keeper of safe-houseStockholder Donor of money, clothing, or food to the Underground

Railroad

"The wind blows from the South today"

A warning to Underground Railroad workers that fugitive slaves were in the area.

"When the sun comes back and the first quail calls”

A particular time of year good for escaping (early spring)

"The river bank makes a mighty good road”

A reminder that the tracking dogs can't follow the scent through the water.

"The dead trees will show you the way"

A reminder that moss grows on the NORTH side of dead trees (just in case the stars aren't visible)

"Left foot, peg foot" A visual clue for escapees left by an Underground Railroad worker famous because of his wooden leg.

"The river ends between two hills" A clue for the directions to the Ohio River"A friend with friends" A password used to signal arrival of fugitives

with Underground Railroad conductor"The friend of a friend sent me" A password used by fugitives traveling alone to

indicate they were sent by the Underground Railroad network

"Steal away, steal away, steal away to Jesus"

(Words to a song) - used to alert other slaves that an escape attempt was coming up

Underground Railroad – Coded Messages

With your partner, use the Code Words and Phrases sheet to decode the following messages.

The wind blows from the South today and the shepherds have many bundles of wood to keep them warm.

Have you seen the station master? A load of potatoes need to be taken to the River Jordan and given to the shepherds.

It is cloudy tonight. The baggage should be placed by the river bank for it makes a mighty good road.

The stockholder has arrived. Excess baggage can be forwarded by notifying the station master of its arrival.

Tell the station master that Moses knows of a parcel which must be forwarded. The parcel, which contains bundles of wood, should be delivered to the shepherds that watch the sheep where the river ends between two hills.

With your partner, try to make up your own coded message.

Comprehension LessonThe Drinking Gourd: A Story of the Underground Railroad Ch. 1&2

Grade: Fourth Topic: Underground RailroadGrouping: Whole Class or Guided Reading Group

Purpose:This lesson is part of a unit on the Underground Railroad. Using fiction text, I want to focus particularly on the different views regarding slavery, especially abolitionists and Quakers. The Drinking Gourd provides an example of how people unselfishly stand up what they believe and help people who are treated unjustly. Before, during, and after reading, students will review selected vocabulary, make predictions, define key terms, and make inferences and draw conclusions by referencing the text.

Student Objectives:1. Students will activate prior knowledge about Underground Railroad

and list what they know (either individually or on class chart)

2. Students will be able to defend the efforts of the Underground Railroad based on their

beliefs of ethics and morality.

3. Students will be able to list accomplishments of the Underground Railroad.

4. Students will be able to describe their beliefs and relate these to decisions of people connected

with the Underground Railroad.

3. Students will use character traits to describe characters in the text and provide details that supports their inferences.

NC Language Arts and Social Studies Standards this lesson addresses:

Language Arts

2.02 Interact with the text before, during, and after reading, listening, and viewing by: setting a purpose using prior knowledge and text information. making predictions. formulating questions. locating relevant information. making connections with previous experiences, information, and ideas.

2.03 Read a variety of texts, including: fiction (legends, novels, folklore, science fiction).

2.05 Make inferences, draw conclusions, and support by referencing the text.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

examining the reasons for characters' actions. identifying and examining characters' motives. making inferences and drawing conclusions about characters, events, and themes.

3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence.

Social Studies

2.04 Describe how different ethnic groups have influenced culture, customs, and history.

3.02 Identify people, symbols, events, and documents associated with North Carolina's history.

4.02 Identify religious groups that have influenced life in North Carolina and assess the impact of their beliefs.

Instructional Plan:

Preparation

1. This lesson uses the book, The Drinking Gourd by F.N. Monjo. You will also need an overhead and copies of Character Trait and Evidence Analysis Chart.

2. Make copies of Character Traits handout or give out a similar sheet.

3. Make an overhead of Circle Map graphic organizer (Thinking Maps or any other graphic organizer you can use to brainstorm and write responses students give).

4. This lesson can be used after Chapter 1 and 2 or the entire book can be read.

Instruction and Activities

Before Reading1. I will activate students’ prior knowledge about previous discussions we

have had about the Underground Railroad. I will ask students to tell me what they know/remember about the Underground Railroad. Write responses on circle map graphic organizer.

Teacher Input2. I will introduce the text by reading the title and asking students, “Do you

know what the drinking gourd is?” and “What does the drinking gourd have to do with the Underground Railroad?” and solicit responses. If we have not already discussed drinking gourd and constellations prior to the lesson and I will show an example of gourd and explain how it is related to the constellations.

3. Do a picture walk and ask students to make predictions about the story. Review vocabulary words: gallery, hymn, deacon, passengers, conductors, whippoorwill, marshal, station

During ReadingAs we read the book, we will stop and discuss the following questions.

Chapter 1: Fishing in Church

1. After pages 9-13: How is Tommy’s church different from churches today?2. After page 17: Why did Tommy get in trouble at church? What were the

consequences of his his actions? 3. Look at pages 18 & 19. How do you think Tommy’s father feels about

Tommy’s behavior?

How do you think Tommy feels?4. Tommy’s father is a deacon in the church they attend. What does this tell

you about his character?

Chapter 2: The Runaways5. Why do you think the chapter is called The Runaways? (Students make a

prediction. Many will probably think that the boy is running away.)

6. After page 22: What did Tommy do when he arrived home? Was this the right thing to do? Why or why not?

7. After page 25: Whom did Tommy discover in the hayloft? Why were they there?

8. After page 28: Why did Jeff’s family want to go North?9. End of chapter: What does it mean to you to have your “freedom”?

After Reading1. Discuss with the class that we can learn about a characters’ personality and what they are like in different ways. Their actions, speech, thoughts, the effect their behavior has on other characters, the type of language they use and the environment they are in can provide information about them. Introduce character traits by explaining that they are descriptive adjectives that fit the characters in a story.

2. Pass out character trait sheet and Character Trait and Evidence Analysis Chart. Choose a character and use Think Aloud strategy to model how to identify character traits from character’s speech, actions, and thoughts used and reference the text to support your inferences/conclusions.

Guided Practice

In collaborative groups of three or four, students will discuss and complete the Character Trait and Evidence Analysis Chart on a large poster board. Each student will have a role: facilitator, timekeeper, recorder, reporter, and all students will participate in the activity. When everyone is done each group takes turn presenting their graphic organizer to the class or if it is a small group lesson then teacher will go over it with the group.

Independent Practice

Each student will select a character and complete a character analysis on that person.

Closure

Discuss characters children selected and review character traits chosen by students with the same characters. Review the definition of character traits.

Assessment

Assessment will be students’ Character Trait and Evidence Analysis graphic organizer.

Character Trait and Evidence Analysis Rubric for Assessment

POINTS: CRITERIA:  

0 No character traits and explanations are accurate.  

1 Only 1 character trait and explanation is accurate.  

2 Only 2 character traits and explanations are accurate.  

3 Only 3 character traits and explanations are accurate.  

4 All 4 character traits and explanations are accurate.

Common Character Traits 

Active Adventurous Aimless Ambitious Artistic Athletic Awesome Beautiful

Belligerent Boisterous Bold Bony Bossy Bouncy Brave Cheerful

Clever Compassionate Conceited Considerate Cooperative Courageous Creative Cruel

Curious Dainty Dangerous Daring Deceptive Dedicated Demanding Depressed

Determined Disagreeable Distrusted Dreamer Dumb Easy-going Energetic Entertaining

Evil Excitable Expert Extravagant Fancy Fashionable Fighter Freakish

Friendly Fun-loving Funny Furious Generous Gentle Gigantic Graceful

Handsome Hard-working Happy Helpful Heroic Hilarious Honest Hostile

Humble Immature Impulsive Independent Informative Intelligent Inventive Jealous

Jittery Joyful Jovial Judgmental Kicky Kind Know-it-all Lazy

Leader Light-hearted Loud Lovable Loyal Malicious Mature Mean

Meddling Melancholy Mellow Messy Merciless Mischievous Miser Modest

Moody Mysterious Nasty Naughty Neat Neglectful Nice Noisy

Nosy Notorious Novice Nuisance Nutty Obedient Objective Observant

Odd Offensive Old-

FashionedOpen Open-

mindedOrganized Patriotic Pitiful

Plain Poor Popular Pretty Proper Proud Prudent Questioning

Quick Quiet Quirky Realistic Reasonable Rebel Reliable Remorseful

Reserved Respectful Responsible Rich Rough Rowdy Sad Self-confident

Selfish Serious Short Shy Silly Simple Sloppy Smart

Strong Studious Successful Tacky Tall Temper Thoughtful Timid

Tireless Trustworthy Thick-Headed

Ugly Unbiased Unethical Unique Upstanding

Vain Vigilant Villainess Visionary Violent Vibrant Vocal Vulnerable

Warm Wild Witty Wonderful Yielding Yucky Zealous Zestful