PROJECT 1 Materials Objectives Children's Literature Activity One Activity Two Activity Three Activity Four Correlations Critical Thinking References Vocabulary Terms   Learning Activities Home Allen Parker Home   Site Design by Joyce Joines Newman

PROJECT 1: A UNIT ON SLAVERY By Dorothy V. Matheson   ACTIVITY FOUR This activity is to be used as a culmination activity to this slavery unit. Vocabulary terms are given with each appropriate passage. Make sure to discuss the vocabulary with the students. Review the KWL chart from Activity One (which should be displayed so the students can read it). Read aloud, as a class, what was written in the "K" column and the "W" column. Allow students to use their journal/diary as a resource to help you fill in the "L" column (what you Learned about slavery). Also, prompt students by reminding them of the literature you have read. Once the KWL chart is complete, review the book, Follow the Drinking Gourd, and its story about the Underground Railroad. Next, if a computer lab with access to the Internet is available, take the students to the lab. As a culminating activity on the Underground Railroad, have them connect to the World Wide Web at http://www.nationalgeographic.com/features199/railroad/kids.html Begin this computer journey by clicking on the arrow in the white box beside the words UNDERGROUND RAILROAD CONTENTS. Click on the section For Kids. Read the passage "Did you know?" aloud with the students. Allow time to look at pictures. Return to the white box, clicking on the section The Journey. Read aloud with the students "The Journey." Click on "No. I want to stay here." Read aloud what happens if you choose not to escape. Click the word "here" and click on "choose" again, this time clicking on "Yes. I want to go!" Read aloud "Moses is coming!" Discuss Harriet Tubman. (Vocabulary: former.) Click on "Follow Her." Read aloud the passage "Stealing Away." Discuss crossing the river shown in the picture. Remind them of Boy's crossing the river in the book A Girl Called Boy. Click on "to Camden, Delaware." Read aloud "Fearful Choice." Click on the picture to enlarge it and read the caption under the picture. (Vocabulary: hitching post.) Click on "Choose." Click on "No. I'll hide in the woods." Read aloud what happens if you choose to hide. Discuss the consequences. (Vocabulary: sprint; terrain.) Click on the word "back," and click on "choose" again, this time clicking on "Yes. Išll approach the house." Read aloud the passage "Safe Station." (Vocabulary: conscience; bloodhounds; and fugitives.) Click on "to Wilmington, Delaware." Read aloud the passage "Strange New World." (Vocabulary: Quaker.) Click on "to Philadelphia, Pennsylvania." Read aloud the passage "Breathing Free." (Vocabulary: merchant; giddy; and bounty hunter.) Click on "to Rochester, New York." Read aloud "Near the Border." (Vocabulary: trudging; grueling; glimpse; orator; abolitionist; noted; and climate.) Click on "to Lake Erie." Read aloud the passage "Frightening Frontier." (Vocabulary: coaxed; sympathetic; ice floe; and exposes.) Click on "Choose." Click on "No. It looks too dangerous." Read and discuss the consequences for staying. (Vocabulary: extradite.) Click on the word "BACK," and click on "choose" again, this time clicking on "Yes! Only Canada is truly safe." Read aloud the passage "The Promised Land." They are now "Free at Last!" (Vocabulary: stamina.) Have a class discussion on how they feel now that they have completed the journey to freedom. Go back to the white box at the top and click on the arrow until you see "Routes to Freedom" and click there. Read the passage "Routes to Freedom." and click on the map insert for an enlargement picture of the route you followed in your simulated journey. Retrace your steps to freedom with the class. Go back to the room and to the KWL chart, adding any new information learned. Make copies of the KWL chart for the students to keep. RETURN TO TOP   GO TO PROJECT 1 | 2 | 3 | 4 | 5 | 6 | 7 For additional information or comments about these Learning Activities, contact: Dr. Joy N. Stapleton, Assistant Professor, Department of Curriculum and Instruction: Elementary and Middle Grades Education, School of Education, East Carolina University.