3/10-11 Tuesday-Wednesday

Guiding Question: 

What lengths did Abolitionists go through to help fugitives from slavery? 

Objectives:

Collaborative:  Students will understand the Underground Railroad by reading a primary source, annotating, 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: 

Task 1: Frederick Douglass Reading & Questions

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: 

Finish Frederick Douglass questions in Google Classroom.