1. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Melissa Ralston Social Studies/History 4th Grade Underground Railroad

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: This lesson will help further students’ understanding of slavery and the role the underground railroad had played. Students will learn about the different people (especially the Quakers) that were conductors of the underground railroad. Students will also be learning about the geography of North Carolina and how it helped slaves on their journey to freedom. Objectives: Students will be able to describe the roles Quakers had in North Carolina’s underground railroad. Students will be able to trace the movement of the underground railroad when given a map of North Carolina Students will be able to identify the significant role the underground railroad had on the lives of North Carolina’s slaves. Students will be able to identify the different ways that slaves were transported through the underground railroad. At the end of the lesson students will be able to defend the efforts of the Underground Railroad based on the principles of ethics and morality.

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: It is important for students to learn about slavery and the brave slaves that tried to escape from it. It is also important for students to learn how those slaves escaped and the men and women that risked their lives to help them. Standards: STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Apply the skills of historical analysis and interpretation. 16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources. C. Understand the development of economic systems. 16.C.2a (US) Describe how slavery and indentured servitude influenced the early economy of the United States. National – NCSS Themes Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place.

5. Logical/Mathematical

6. Logical/Mathematical Students will analyze this map of free states and slave states. In this 1857 map of the United States the dark green states are the free states. The light green are the free “territories", which were not yet states. The Red States were Slave Importing States, and the Pink States Were Slave States that Exported Slaves. Students will need to be able to locate where North Carolina is on the map. They will do this by circling that state with a red marker. In this lesson students will be focusing on one state. In the lesson the students will be mapping the Underground Railroad trail. Map: http://www.sonofthesouth.net/slavery/slave-maps/map-free-slave-states.htm

7. Verbal/Linguistic

8. Verbal/Linguistic Students will watch this short film on the Underground Railroad. While watching this film they need to keep in mind the following questions. They will need the answers to these questions later in the lesson. 1) What was the special code name for the people who helped slaves escape? 2) What was the special code name for the slaves? 3) What was the special code name for the places the slaves were delivered? 4) What were some of the ways slaves used to escaped to freedom? 5) Who was one of the most important people that helped slaves escape from freedom? 6) How did slaves know the different places to stop on the Underground Railroad? Resources/Material needed: Paper Pencil Questions Video: http://www.youtube.com/watch?v=pMQK7Dnipr0&feature=relatedhttp://www.youtube.com/watch?v=pMQK7Dnipr0&feature=related

9. Musical/Rhythmic

10. Musical/Rhythmic Activity: Students will listen this song about the Underground Railroad to help them to feel some of the emotions slaves may have been feeling on their journey on the Underground Railroad. At the end of the song students will get into groups of 3-4 and discuss some of the feelings and thoughts that came to mind while listening to this song. Materials/Resources Needed: Oh Freedom http://www.youtube.com/watch?v=XKlgL4SkkqAhttp://www.youtube.com/watch?v=XKlgL4SkkqA

11. Visual/Spatial

12. Visual/Spatial Activity: Using a blank map of the united states students will color in the states that had slavery one color and the states that did not have slavery another color. We looked over a map just like this at the beginning of lesson. Students will begin coloring in the map themselves to see how many states they can remember had slavery. They can then use the map at the beginning of the lesson to complete their maps. Materials/Resources: http://www.freeprintablecoloringpages.net/showcover/US_Maps/USA_Map_With_State s_Names

13. Body/Kinesthetic

14. Body/Kinesthetic Activity: Students will do some more research on the Underground Railroad. After they have finished reading the site, students will get into groups of 4-5 and will write a script for how they would run away to freedom. They will need to each play a role (slave owner, slave, conductors, etc.). After they have written the script they will practice and then they will present their play to the class. Resources/Material needed: http://www.socialstudiesforkids.com/articles/ushistory/undergroundrailroad1.htm http://www.cr.nps.gov/nr/travel/underground/

15. Interpersonal

16. Interpersonal Activity: The students will need to go to the computer lab to do research on the slave owners and conductors. After completing their research students will take a piece of paper and fold it into thirds. The first third will be labeled Conductor, the second third will be labeled Conductor/Slave Owner, and the third third will be labeled Slave Owner. Students will work in groups of 4-5 to place characteristics into each of the thirds. They will need to decide the differences between the Conductors and the Slave Owners and the similarities. At the end of the activity the teacher will collect these papers to be graded. Resources/Material needed: Conductor website: http://www.socialstudiesforkids.com/subjects/undergroundrailroad.htm http://www.socialstudiesforkids.com/subjects/undergroundrailroad.htm Slave Owner website: http://www.socialstudiesforkids.com/subjects/slavery.htm Computerss Paper Pencil

17. Intrapersonal

18. Intrapersonal Activity: Using the map of North Carolina students will write a journal entry on how they would escape from North Carolina if they were a slave. Material/Resources needed: Map of North Carolina: http://www.netstate.com/states/maps/images/nc_outline.gif

19. Naturalistic

20. Naturalistic Activity: The teacher will read the students the book “Henry’s Freedom Box”. The teacher will bring a refrigerator box so that the students can sit in the box after reading the story to experience how Henry may have felt when he shipped himself to freedom. Materials/Resources: Henry’s Freedom Box by Ellen Levine Refrigerator box

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Visual Learning and Assessment: During each of the projects I will be assessing the students by watching them as they work. I will also be collecting many of their projects to read and grade. The students will also be having many different discussions and they can be assessed by how well they participate in the discussion. I will keep in mind while doing this though that not all students like to participate actively in a discussion. For those particular students I will grade them more on the stuff they turn in to be graded. Online Resources: http://www.delicious.com/mralston http://www.delicious.com/mralston