DeMorris Stroud

UBD/Lesson Plan
UbD Template 2.0
Stage 1 Desired Results
ESTABLISHED GOALS
Content Standard(s): SS4H7 The student
will examine the main ideas of the abolitionist
and suffrage movements.

Transfer
Students will be able to independently use their learning to
Examine the main ideas of the abolitionist and suffrage movements.
Discuss both biographies of Harriet Tubman and Elizabeth Cady Stanton
Explain the significance of Sojourner Truths Aint I a Woman address to the
abolitionist and suffrage movements
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
The student will understand that what
Why was Harriet Tubman called "the
people, groups, and institutions say
Moses of her people?
and do can help or harm others
How does determination affect
whether they mean to or not
change?
The student will understand that the
How did Elizabeth Cady Stantons
actions of individuals, groups, and/or
actions promote women's rights?
institutions affect society through
How did Sojourner Truths Aint I a
intended and unintended
Woman speech at the Ohio Womens
consequences.
Rights Convention address black
The significance of Sojourner Truth to
womens rights
the abolition and suffrage movements
Why couldn't women vote in the
One person can make a difference in
United States?
an entire society.
Why couldn't African Americans vote
in the United States?
What contributions did Sojourner
Truth make & what freedoms came as
a result?

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UBD/Lesson Plan

Evaluative Criteria

Acquisition
Students will know
Students will be skilled at
Students will know who Harriet
Examining the main ideas of the
Tubman and Elizabeth Cady Stanton
abolitionist and suffrage
are
movements.
Key Facts about The abolitionist and
Discussing both biographies of
suffrage movements
Harriet Tubman and Elizabeth
Cady Stanton
Harriet Tubman Terms
Explaining the significance of
Sojourner Truths Aint I a
Woman address to the abolitionist
and suffrage movements
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK (S):
Retell: story elements and facts (reinforces retention of information)
Individual and whole group questioning and activities
Discuss and use difficult words such as abolitionists and meager
Compose a letter with secret codes.
Write a letter translating Harriets experiences on the Underground Railroad.
Design a time capsule that reflects the life of Harriet Tubman.
Create a Freedom Quilt
Students will participate in class-wide discussions about the effectiveness of different
tactics used by different groups in the fight for womens suffrage
Students will also consider what a modern declaration for womens rights may look
Students will respectfully express curiosity about the history and experiences of others
and will exchange ideas and beliefs in an open-minded way. (A.B.F.)
OTHER EVIDENCE:
Quizzes
Tests

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UBD/Lesson Plan

Academic prompts
Observations
Homework
Journals

Stage 3 Learning Plan

Use K-W-L to assess students prior knowledge and identify learning goals for the unit
Harriet Tubman Vocabulary Words
Graphic Organizer for video
Reading, discussing, and analyzing primary source documents
Listen to Kerry Washington read Sojourner Truths Aint I a Woman speech and participate in a classroom discussion about the
speech (http://www.history.com/topics/holidays/womens-history-month/videos/aint-i-a-woman)
Secondary source readings
Rubric

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UBD/Lesson Plan

DeMorris Stroud
April 2016
Lesson Plan
Title Of Lesson: The Abolitionist and Suffrage Movements
Grade level: 4th
Lesson Plan
Objective of lesson
The students will discuss African American history and some of its key people. They will also create a freedom quilt and
follow the rubric in order to gain a passing grade.
Georgia Performance Standard:
SS4H7 The student will examine the main ideas of the abolitionist and suffrage movements
a. Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton
b. Explain the significance of Sojourner Truths address (Aint I A Woman?) to the 1851 Ohio Womens Rights Convention.
Lesson Rationale
The teacher (Mr. Stroud) will present the lesson by discussing Harriet Tubman and her work as the Black Moses of her
people in regards to the Underground Railroad. He will then introduce Elizabeth Cady Stanton as well by discussing her history in the

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UBD/Lesson Plan
development of womens rights. Afterwards, he will introduce Sojourners Truths speech Aint I a Woman that was presented at the
Ohio Womens Convention. The class will then read Sweet Clara and the Freedom Quilt by Deborah Hopkinson. Later, the teacher
will introduce the students the historical background of slave quilts, and their significance. The teacher will explain to the students
how other slaves helped other slaves seeking freedom find their way to north by hanging quilts on their clotheslines to send messages
to the slaves who had escaped. These quilts often notified the runaway slaves that the house they were presently at was a safe house.
However, there were hidden messages in the quilts. The popular patterns known as the "Drunkard's Path" with zigzag lines, sent the
message that the slaves should not travel in a straight line. They knew if they followed these instructions they would be hard to track.
Also the "North Star" pattern was another popular one. Ex: Follow the North Star, travel at night etc. The class will discuss the
significance of the quilts. Then the teacher will tell the students they are going to make their own quilt.
Teaching to re-inform
The teacher will reteach the proper objectives as needed.
Classroom Accommodations
We have twenty (20) students in the classroom. When the groups are chosen each group will participate in an activity entitled
Name Em All. In this activity Volunteers will try to correctly name everyone in the circle. If the volunteer gets stuck, students can
give a clue about a person not mentioned yet, for example the letter the name begins with or a word it rhymes with. This will show the
person whose name has been forgotten that others do remember his/her name. There will be a limit of five (5) individuals to a group.
My upper level students will create their quilts on the interactive website called QuiltWizard. Each person in the group will be
assigned roles such as timekeeper, researcher, two reporters, and a note-taker. For my E.S.O.L or below level students, they will work
together in a collaborative group with teacher assistance to create one quilt. The teacher will provide them with an example of a
completed freedom quilt for them as a model. Students will use craft materials to complete their individual portion of the quilt.

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UBD/Lesson Plan
Materials
Bags of 9 squares
Piece of construction paper to glue the squares on
Glue & Scissors
Markers/Crayons
Technology
Procedures
Procedures:
1)
2)
3)
4)

Review what the Underground Railroad is and important parts about it.
Read Sweet Clara and the Freedom Quilt by Deborah Hopkinson.
Discuss the book.
Explain that they will be choosing a topic to research. After completing the research, they will be pulling the important
information to put into a paragraph. Students will use the information they find to make a Freedom Quilt.
5) The teacher will then direct them to this site to discuss the significance and what their symbols represent.
http://page.reallygoodstuff.com/pdfs/154227.pdf
6) After explaining the process, and showing student examples the teacher will provide them with a rubric for the assignment and
release students to complete the learning activity with differentiated groups. Students should also have access to the Internet.
There are useful web sites listed below. The teacher may want to schedule a trip to the library or set up a time to visit the
computer lab.
7) After students have finished researching, they will write a paragraph containing important information about their topic.
8) They will then put their paragraph on a square that will become part of the Freedom Quilt.
9) The teacher can display the Freedom Quilt on a bulletin board or wall when finished.
10) REMEMBER each student MUST have 3-5 important facts regarding the Underground Railroad. They must also have a topic
sentence and a concluding sentence
Evaluation
Evaluation will be assessed through observation during the presentation of the project in front of the classroom. The teacher

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UBD/Lesson Plan
will pay attention to the class and the students individual ability to stay on task and respect others craft. He will also evaluate their
project based on how well they follow the instructions given by their teacher and the directions on the assignment for the activity.
Other resources
Resources:
A) Web Site Links:
http://www.cr.nps.gov/nr/travel/underground/states.htm
http://pathways.thinkport.org/secrets/secret_quilt.cfm
http://www.quilthistory.com/ugrrquilts.htm
http://mathwire.com/quilts/quilts.html
http://www.pbs.org/wgbh/aia/part4/4p1535.html
B) Childrens Literature: Books that can be referenced
Aunt Harriets Underground Railroad in the Sky by Faith Ringgold
The Drinking Gourd by F.N. Monjo
Freedom Train the Story of Harriet Tubman by Dorothy Sterling
Frederick Douglass Fights for Freedom by Margaret Davidson
From Slave Ship to Freedom Road by Julius Lester
Get on Board The Story of the Underground Railroad by Jim Haskins
Netties Trip South by Ann Turner
Sojourner Truth Aint I a Woman by Patricia C. and Fredrick McKissack

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UBD/Lesson Plan
Sweet Clara and the Freedom Quilt by Deborah Hopkinson
Two Tickets to Freedom the True Story of William and Ellen Craft, Fugitive Slaves by Florence B. Freedman
Wanted Dead or Alive the True Story of Harriet Tubman by Ann McGovern

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UBD/Lesson Plan

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UBD/Lesson Plan
Vocabulary
Essential Vocabulary:
Harriet Tubman Vocabulary Words
abolitionist - a person who did not believe in slavery and who worked to free slaves
auction- a place where slaves were sold
Big Dipper- a group of seven stars that form a bowl with a handle
Conductor- a person who provided shelter for runaways and directed them where to go next
master- the owner of a plantation was called this by his slaves
North Star- the brightest star in the northern sky
overseer- a person who directed the work of field slaves on a plantation plantation- a large farm on which crops are grown
Quakers- a religious group, many felt it was their duty to help slaves escape to freedom
runaway- an escaped slave trying to make his or her way to freedom
safe house- a place where runaway slaves could find food and shelter
slave- a person owned as the property of another person
spirituals- religious songs sung by slaves to lift their spirits and relay information
station- another name for a safe house
Underground Railroad- a secret network of people who helped runaway slaves escape to freedom