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Title - Underground Railroad WebQuest
By - Sean Smith
Primary Subject - Social Studies
Secondary Subjects - Computers / Internet
Grade Level - 9-12
Unit Contents:
Benchmarks:
Explain the ideology of the institution of slavery, its policies, and
consequences.
Learning Resources and Materials:
Development of Lesson:
Introduction:
This lesson is designed to give students a basic outline of the Underground Railroad and teach the importance of it. We have gone over the Underground Railroad, the Civil War and Reconstruction in class. This assignment is designed to also teach the geographical distribution of African Americans in the Northeastern United States.
Methods/Procedures:
Students will be broken up into groups of three. I will randomly choose the groups. The students will go to the computer lab twice, each time for one hour. The assignment is self-explanatory and students shouldn’t encounter many problems.
This is the first task of the WebQuest: Task 1.
- To present to your PowerPoint audience, begin with your introduction.
- Write a two to three sentence statement that describes your thoughts and feelings (your reaction) about what you have learned:
- about slavery
- about courage
- about the Underground Railroad
- Then, in your next paragraph, explain what is meant by the term "Underground Railroad."
- Is it really a railroad with a train and tracks?
- Who is a conductor on this railroad?
- Explain some other words associated with railroads and how they are used as secret code words.
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Accommodations/Adaptations:
Adaptations will be made for the two students that are deaf and the two students who are wheelchair bound. A support teacher proficient in sign language will assist the deaf students. A laptop will be given to the wheelchair bound students to place on their trays. If further assistance is needed, we will use the speech to text software.
Assessment/Evaluation:
Evaluation will be given throughout the assignment. I will walk around asking the groups questions about the Underground Railroad. These will be basic questions that they should have learned from doing the assignments. If the students answer the questions correctly, they will get full credit. If answered wrong, marks will be taken off according to how many they got wrong. The overall project will be graded on if it appears identical to how it should look.
Closure:
I think that this assignment was a good indicator of how much was learned in class and how well students use technology in learning. Instead of sticking to all in-class assignments, I chose to do a Webactivity to reward the students after a tough section of the textbook. This was a good idea because the students certainly enjoyed being on a computer and not in the classroom. The previous Webactivity I did in groups of four and this was too many people. By cutting it down to three, it made it easier for students to maneuver around the computer and get more work done. I would definitely recommend this assignment to other teachers.
E-Mail Sean Smith !
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