Michigan and the
Underground Railroad
Fourth Grade Social Studies Unit
Alison Keller
Unit Introduction
This unit focuses on the Underground Railroad and why it was so important in
Michiganʼs history. Students will study the evils of slavery, the risks of escape, the
secret systems slaves had to use, and the individuals who made a difference. They will
learn all of this through primary sources, childrenʼs literature, museum artifacts, dramatic
performances, video, and narrative. They will create their own “freedom quilt” with
directions to freedom and write a story, including the ideas they have learned, about a
slaveʼs journey to freedom through Michigan. At the end of the unit students will
appreciate the struggles African Americanʼs endured during the time of slavery, know
that individuals can make a difference in changing societal wrongs, and understand why
Michigan played such an important role in the Underground Railroad.
Big Ideas
The Underground Railroad was not really a railroad, and it wasnʼt really underground. It
was a secret system used to get slaves to freedom that included a series of symbols, a
coded language, and a lot of people who helped.
A slave is a person who is owned by another. They are treated as property, live through
harsh conditions, and can be bought and sold.
Individuals can influence society. There are many individuals who helped slaves escape
on the Underground Railroad or helped to eliminate slavery.
The State of Michigan played an important role in the Underground Railroad because of
its geographic location in the North and as a border state with Canada.
Throughout history, people have devised systems to keep them safe. The Underground
Railroad and freedom quilts are some examples.
People have to make decisions using the information they have at the time, thinking
about the tradeoffs. People who chose to help slaves escape, risked their lives.
Quilts are an art form, used by people all over the word, and for generations to
communicate, tell a story, or decorate.
A primary source is a document from the time period of study. It can be a letter, a
recording, a map, etc.
Standards and Benchmarks Addressed
4 – H3.0.7 Use case studies or stories to describe the ideas and actions of individuals
involved in the Underground Railroad in Michigan and in the Great Lakes region.
4 – H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare
the life of people in towns and cities in Michigan and in the Great Lakes region during a
variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950, 19502000). (G)
4 – C5.0.4 Describe ways citizens can work together to promote the values and
principles of American democracy.
3 – H3.0.2 Explain how historians use primary and secondary sources to answer
questions about the past.
3 – H3.0.1 Identify questions historians ask in examining the past in Michigan (e.g.,
What happened? When did it happen? Who was involved? How and why did it
happen?)
3 – G4.0.2 Describe diverse groups that have come into a region of Michigan and
reasons why they came (push/pull factors).
Unit Context/Description of Learners
The fourth grade classroom that I reach in has 23 wonderful students. They are a very
active and involved group, who love to learn and laugh. There is especially a group of
four boys who lead the way with classroom involvement, a group of girls (two were
elected class president and vice president) who help run things in the classroom. The
class is very kind to each other and get along well. We have a range of abilities
including one student who qualifies for gifted resources and three who qualify for special
education services. We also have four students who receive at risk, and one visually
impaired students who has an aide. Interestingly, we only have one student with
divorced parents. Generally parent involvement can be counted on. Only one parent
did not attend conferences (but that parent did attend an IEP earlier the week of
conferences). There are two students who asked for assistance with paying for
fieldtrips.
Bennett Woods Elementary is a relatively new school building that opened in 1993. It
has been nationally recognized for its facilities which include grade level pods. Every
classroom has technology including classroom computers, projectors, and more. A
technology bond was recently passed that will put even more technology in the hands of
the students. The 12 classroom teachers are mostly very experienced teachers, many
with over 20 years. There are 314 students with a range of socio-economic status and a
variety of ethnic backgrounds. 12% of our students are on the free and reduced lunch
program. Parental involvement at Bennett Woods is very high. There is an active family
council that fundraises and runs events. Nearly 100% of parents attend parent teacher
conferences.
Okemos, Michigan is a community of around 22,000. It is a suburban community with
several parks, wooded areas, rivers and marshes. Okemos is known for the quality of its
schools and high test scores (every score is above the state average) and has one high
school, two middle schools, and six elementary schools. The ethnic diversity in Okemos
defines the community. The percentage of foreign-born residents in Okemos is higher
than the state average, and while the majority of residents (82%) are white, there are
community members with many ethnic backgrounds.
Pre-assessment Results
To get an understanding of what students know about the Underground Railroad and
the related topics of my unit, I asked them several questions.
What is slavery? (who were slaves, where were they from, who owned slaves, where?)
What is the Underground Railroad? (were there trains, where did it do to and from, is
Michigan important?)
What is an abolitionist? (what did they want to end, who were they?)
Student Thinking:
About Slavery: Most students know that a slave is a black person who had to work for
someone else. Many students knew that the slave was owned and was from Africa.
They also often mentioned that slaves got hurt and were treated badly. Students
thought that slaves were owned by rich people and forced to do work for no pay. Some
thought slavery never occurred in the north.
I want to make sure students know that slavery exists outside of the America as well,
but that in the unit we are focusing on American slavery, where Africans were
kidnapped from their homes and sold as property in America. They were forced to work,
but more than just not getting paid, they lost dignity were not treated even as humans.
About the Underground Railroad: All students know that the Underground Railroad has
something to do with slaves escaping. Some students knew it was not literally a train but
others thought it is literally a railroad running under the ground. Students think Michigan
is important to the Underground Railroad for several reasons. Several thought it was
because there were no slaves in the state. While that is correct, it is not complete. Only
one student mentioned proximity to Canada.
Students need to understand that the UGRR was a secret system used to get slaves to
freedom, and not an actual railroad. I need to make sure they realize slaves needed to
get to Canada to be free.
About Abolitionists: Students understand that abolitionists have something to do with
slavery and seemed to have a general idea that they wanted slavery to end. Students
do not seem to realize the risk abolitionists took, and have a hard time explaining who
abolitionists were. Some student thought abolitionists were only African American or
only white.
I need to be sure students know Abolitionists risked their lives often to help slaves and
were prominent speakers and writers against slavery. I need to also clear up that many
different types of people were abolitionists.