The Underground Railroad – Local Activists
Student Created Lesson Plan Example
Subject: US History
Topic: The Underground Railroad – Local Activists
Grade: 6th – 8th grade
Focus Questions: Who helped work the Underground Railroad? How did people assist with the Underground
Railroad?
Objectives: SWBAT learn about Detroit Underground Railroad conductors. SWBAT understand the impact of an
individual on a movement.
Common Core Standards:
RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information
in print and digital texts
Materials: projector, student computers OR large poster paper or available classroom bulletin boards
Duration: Two to three 45 minute class sessions (Additional Time Required if the Service Learning Activity is
enacted)
©2013 Nancy L. Copeland, Deborah Harmon, & Toni Stokes Jones | Eastern Michigan University | College of Education. All rights reserved. This project was funded in part by the U.S. Department of Education Underground Railroad Educational and Cultural Program. Activities & Procedures
Whole Group: Underground Railroad Overview
Assess Prior Knowledge – Teacher will start class by asking students what they know about the Underground
Railroad and the role of its conductors. This can be done as bellwork, just have students share what they have
come up with.
Following the brainstorming session, the teacher will show a brief video explaining what the Underground
Railroad was and how it worked. I recommend the BrainPOP Underground Railroad video – it is animated, gives
an overview of the URR, and is brief. It can be found at
http://www.brainpop.com/socialstudies/ushistory/undergroundrailroad/preview.weml. After viewing, allow time
for any questions students may have.
Individual Activity: Group Project
Students will work in groups to create a Facebook profile for a famous Underground Railroad conductor from
Detroit. Students will be assigned Seymour Finney, George de Baptiste, or William Lambert. These conductors
were selected because their actions took place locally and students will be able to better relate to their
experiences simply by relating to the proximity in which their actions took place.
The Facebook profile display will depend on what resources a classroom has access to.
- Fakebook.com - This website allows students to create an online profile for their conductor. The profile
looks similar to Facebook, however it is designed to be a classroom tool and isn’t blocked by district
internet servers.
©2013 Nancy L. Copeland, Deborah Harmon, & Toni Stokes Jones | Eastern Michigan University | College of Education. All rights reserved. This project was funded in part by the U.S. Department of Education Underground Railroad Educational and Cultural Program. -
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Bulletin Board – If a teacher has enough space for students to complete the project on bulletin boards,
these are a great resource. It allows the profile to be more detailed and visible. The teacher will need
access to a printer for photos and images.
Science Fair Board Displays – To save on space, this project can be completed on a science fair tri-fold
poster board. Printer access will be required for images.
Students will have a checklist of things to include in their Facebook profile. This helps ensure that profiles are
detailed and have tried to actually understand the role the conductor played in the Underground Railroad.
Underground Railroad Conductor Facebook Profile Requirements
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Profile picture of conductor
5+ additional images that are relevant to the conductor
o Additional images of the conductor, where they lived, their transportation, what they used to
conduct the URR, etc. Be sure to label each picture wiwth a description of what it is.
3+ images of their friends
o URR conductors often had connections to other conductors. Try to find out who the conductor
knew or worked with.
10 – 15 Wall Posts
o Wall posts should document what the conductor did on the URR. The posts should be from their
perspective.
o Up to five of these posts can be comments from “friends” of the conductor – also written from
their perspective.
About Me section
©2013 Nancy L. Copeland, Deborah Harmon, & Toni Stokes Jones | Eastern Michigan University | College of Education. All rights reserved. This project was funded in part by the U.S. Department of Education Underground Railroad Educational and Cultural Program. o This is where personal information such as family, education, jobs, etc belongs.
Whole Group: Connections to Self
After students have completed their profile, ask students to write a brief statement about what they thought
it was like for their conductor to work on the Underground Railroad. Remind them of the dangers associated
with being a conductor: threats to physical safety, financial penalties, resentment from peers, family
obligations, etc.
Making Connections: After students have written their response, have a discussion where students make a list
of the pros and cons of helping others by being an URR conductor. Start a discussion where students and
teacher talk about how it is often easy to only worry about the safety and conditions of oneself. Many people
find it too risky or unnecessary to worry about the welfare of others; it can be difficult to put yourself out in
order to help someone you don’t know.
Have a quick discussion about the current areas of need in your school or neighborhood. Perhaps your school
has students in need of seasonal attire, food, or school supplies. Maybe there is a food bank in your
neighborhood that needs volunteers to pack meals for low-income families or senior citizens. Have students
identify an area of need in the community and create a plan for how they could work together to offer support.
If your school administration allows, have students actually carry out their service learning proposal. Service
learning is a great opportunity for students to make a connection to the conductors of the Underground
Railroad by acting selflessly for the greater good.
©2013 Nancy L. Copeland, Deborah Harmon, & Toni Stokes Jones | Eastern Michigan University | College of Education. All rights reserved. This project was funded in part by the U.S. Department of Education Underground Railroad Educational and Cultural Program. Assessment: Students will be graded on how well they completed the Facebook Profile requirements. They will
also receive credit for their reflection on what it was like to be a conductor.
Attached Resources: Sample Profile Project Images
©2013 Nancy L. Copeland, Deborah Harmon, & Toni Stokes Jones | Eastern Michigan University | College of Education. All rights reserved. This project was funded in part by the U.S. Department of Education Underground Railroad Educational and Cultural Program. Knowledge
Contributions
Comprehension
Application
Analysis
Synthesis
Evaluation
Research
facts about
local URR
conductors
Additive
Consider what it was
like to be them; imagine
the risks they took for
others
Transformation
Social Action
Service
Learning
Project to
fill a need
in the
school or
community
©2013 Nancy L. Copeland, Deborah Harmon, & Toni Stokes Jones | Eastern Michigan University | College of Education. All rights reserved. This project was funded in part by the U.S. Department of Education Underground Railroad Educational and Cultural Program.