3/12-13 Tuesday-Wednesday

Guiding Question: 
What lengths did Abolitionists go through to help fugitive slaves? 


Objectives:
Collaborative:  Students will understand the Underground Railroad by reading a primary source and answering questions with at least 80% accuracy.

Independent: Students will learn about the experience of Frederick Douglass through slavery and escape by reading and answering questions with at least 80% accruacy.

Standards:
8.6 - Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. 
W.8.2 - Write arguments to support claims with clear reasons and relevant evidence.

Do Now (Voice Level 0) 5 minutes: 
What do you already know about the Underground Railroad?

If you don't know anything about the Underground Railroad, make a prediction. Based only on its name and what we are currently learning about in class, what do you think it is?
Whole Group (Voice Level 0) 10 minutes: 
Underground Railroad Notes

Independent (Voice Level 0) 45 minutes: 

Early Finisher?: 
- Have you finished all the history work in Google Classroom?  
- Play an iCivics game 
- Work on homework for another class
- Read a NewsELA, CNN, or Achieve article 
- Practice your typing 
- Read a book

Collaborative (Voice Level .5) 45 minutes:
Task 1: Underground Railroad Primary Source Activity 

Early Finisher?: 
- Have you finished all the history work in Google Classroom?  
- Play an iCivics game 
- Work on homework for another class
- Read a NewsELA, CNN, or Achieve article 
- Practice your typing 

- Read a book

Exit Ticket (Voice Level 0) 5 minutes: 
On board

Homework: 
Your Frederick Douglass reading questions are due by Sunday at 11:59! 

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