By Melanie Guidi
8th Grade
Canton Middle School
School District U-46
This learning activity was developed as part of the requirements for the Aurora
University/School District U-46 graduate credit course Design Problem Based
Learning OEDC 6047, under the guidance of instructor Richard Levine.
IDENTIFYING, REPRESENTING AND
DESCRIBING THE PROBLEM
• What was life like on the Underground
Railroad as a passenger, station master,
or conductor?
ILLINOIS GOALS AND CURRICULUM FIT
LANGUAGE ARTS STANDARDS
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1.C.3a Use information to form, explain and support questions and predictions.
1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres.
1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material.
3.A.3 Write compositions that contain complete sentences and effective paragraphs using English
conven-tions
3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information
and display focus, organization, elaboration and coherence.
3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among
paragraphs using contem-porary technology and formats suitable for submission and/or publication.
3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings,
literature reviews, instruc-tions, news articles, correspondence) for a specified audience.
3.C.3b Using available technology, produce compositions and multimedia works for specified audiences.
5.A.3a Identify appropriate resources to solve problems or answer questions through research.
5.B.3b Identify, evaluate and cite primary sources.5.C.3a Plan, compose, edit and revise docu-ments that
synthesize new meaning gleaned from multiple sources.5.C.3b Prepare and orally present original work
(e.g., poems, monologues, reports, plays, stories) supported by research.5.C.3c Take notes, conduct
interviews, organize and report information in oral, visual and electronic formats.
ILLINOIS GOALS AND CURRICULUM FIT
SOCIAL STUDIES STANDARDS
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16.A.3b Make inferences about historical events and eras using historical maps and other
historical sources.
16.C.3b (US) Explain relationships among the American economy and slavery,
immigration, industrialization, labor and urbanization, 1700-present.
16.D.3 (W) Identify the origins and analyze consequences of events that have shaped
world social history including famines, migrations, plagues, slave trading
14.C.3 Compare historical issues involving rights, roles and status of individuals in
relation to municipalities, states and the nation.
FINE ARTS STANDARDS
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26.B.3d Visual Arts: Demonstrate knowledge and skills to create 2- and 3-dimensional
works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and
decorative.
ILLINOIS GOALS AND CURRICULUM FIT
TECHNOLOGY STANDARDS
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Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of
misuse. (2)
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Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators,
exploratory environments, Web tools) to support learning and research. (3, 5)
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Apply productivity/multimedia tools and peripherals to support personal productivity, group
collaboration, and learning throughout the curriculum. (3, 6)
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Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources
that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
(4, 5, 6)
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Collaborate with peers, experts, and others using telecommunications and collaborative tools to
investigate curriculum-related problems, issues, and information, and to develop solutions or products
for audiences inside and outside the classroom. (4, 5)
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Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve
problems. (5, 6)
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Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of
practical applications to learning and problem solving. (1, 6)
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Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of
electronic information sources concerning real-world problems. (2, 5, 6)
IDENTIFYING, REPRESENTING AND
DESCRIBING THE PROBLEM (CONT.)
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What route does the Underground Railroad follow?
What is a depot on the Underground Railroad?
What are the dangers to passengers?
What are the dangers to conductors?
What are the dangers to station masters?
How is word about the Underground Railroad spread?
How are secrets on or about the Underground Railroad kept?
What are conditions like on the Railroad?
How might geography or climate affect transportation on the Railroad?
How is money involved?
What are the obstacles to obtaining freedom or assisting others in
obtaining freedom?
What are the benefits once freedom is gained?
What are the drawbacks once freedom is gained?
IDENTIFYING, REPRESENTING AND
DESCRIBING THE PROBLEM (CONT.)
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Students will work in groups of 3 to complete this project
Students will assume the identity of someone on the Underground Railroad
(a passenger, conductor, or station master)
Students will research the Underground Railroad
Students will complete accurate bibliography information
Students will complete Inspiration outlines/maps that contain their
researched information answering essential questions (using Historical
Episode template as their starting point)
Students will complete a minimum of 14 journal entries describing their
experiences on the Underground Railroad
Students will draw a map of their route on the Underground Railroad
Students will complete a piece of artwork that depicts something related to
their experience on the Underground Railroad
Students will share their artwork as part of a complete “quilt” that tells the
story of the Underground Railroad
Students will listen to the novel By Secret Railway for additional background
information
INTERDISCIPLINARY CONSIDERATIONS
• Students will utilize research skills
(applicable to any subject)
• Students will acquire knowledge relating to
their study of the Civil War in their History
class
• Students will read a variety of articles from
encyclopedias and the internet
• Student writing will be graded on correct
grammar, usage, spelling, etc.
TIMELINE
This project may take anywhere from3-4
weeks:
• 3-5 days of research
• 3-5 days of work on the artwork and map
• 5-10 days as part of the listening activity
(the read aloud of the book By Secret
Railway)
OTHER PARTICIPANTS
• Social Studies teacher will provide background
to slavery in America
• Language Arts and Social Studies teachers will
both provide class time for research
• Librarian will assist students with the research
• Language Arts teacher will grade journals
• Language Arts and Social Studies teachers will
provide class time for work on artwork
• Art teacher will provide inspiration!
BLOOM’S TAXONOMY
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Knowledge - Students will record information as they research
Comprehension - Students will paraphrase the information as they
record it
Application - Students will focus their research on their own role as
an individual working or traveling on the Underground Railroad
Analysis - Students will develop journal entries that reflect the
experiences of an individual on the Underground Railroad
Synthesis - Students will create a hand-drawn map of their route on
the Underground Railroad
Evaluation - Students will design a piece of artwork that represents
the Underground Railroad in some way
TARGET AUDIENCE
The quilt designed by the student groups will
be displayed within Canton Middle School
as space allows.
PRODUCTS
• Students will create Inspiration outlines/maps
that contain the information they have
researched
• Students will write a minimum of 14 journal
entries, one for each “day” of their time on the
Underground Railroad
• Students will draw a map of the Underground
Railroad as it pertains to their role
• Students will create a piece of artwork on a
square of cloth (or paper) that will be combined
with other squares to form a large “quilt” of
artwork
TECHNOLOGIES
• Students will use the internet to research
• Students will use Inspiration to gather and
organize their information
ROLES OF STUDENTS
There will be 3 roles for students:
• Passenger
• Conductor
• Station Master
STUDENTS AS PROBLEM SOLVERS
• Students will decide among their group
who will take on which role
• Students will decide what information they
will need to create an accurate portrayal of
their role
• Students will decide the design of their
artwork
MANAGING STUDENT GROUPS
• Students will work in groups of 3
• Students will form their own groups
• Student directions are clear enough so
that students will be able to work
independently
• Student work will be monitored daily by
instructors
CHECKPOINTS
• Teachers will daily check student notes
and citation information for accuracy
• Teachers will check Inspiration outlines for
thoroughness during work and upon
completion
• Teachers will check progress on map
design on a daily basis as students work
READINESS AND TOOLS
• Students will have prior experience with
research and citation
• Students will have some exposure to the
history of slavery in America
• Students will have prior experience in
utilizing Inspiration
ASSESSMENT
• Students will be required to turn in Inspiration
outlines/maps with pertinent researched information
included
• Students will be required to properly cite all sources
used in the research
• Students will be given a checklist of requirements to help
them keep track of their work along the way
• Students will help design a rubric for grading their journal
entries
• Students will help design a rubric for grading their
artwork
• Students will help design a rubric for grading their maps
RESOURCES
• Rubistar
• Checklist
• Rubric