A Famous Person:
Harriet Tubman
Jennifer Turner
Technology-Infused Lesson
Plan
Harriet Tubman Mini-Unit
Grade Level: 4th
Subject: Social Studies
Unit Topic: A Famous Person: Harriet
Tubman
Duration of Unit : 7 Days
Content Standards
EL(4)
-Use a wide range of strategies to interpret, evaluate, appreciate, and
construct meaning from print materials.
4. Demonstrate literal understanding of print material
5. Interpret passages in print material.
7. Use literary analysis.
23. Know and apply principles of grammar and usage in writing, speaking,
and presenting and apply mechanics in writing.
TC(3-5)
14. Use the Internet to locate information.
16. Evaluate the relevance and appropriateness of electronic information
sources.
17. Relate search results to class or individual assignments.
SS(4) Alabama Studies
6. Identify cultural, economic, and political aspects of the lifestyles of early
nineteenth-century farmers, plantation owners, slaves, and townspeople.
7. Identify reasons for Alabama's secession from the Union, including
sectionalism, slavery, state rights, and economic disagreements.
Overview
The students will tell what they know about a famous person name
Harriet Tubman. This lesson will integrate some famous writings to
encourage students to develop their questioning techniques for
analysis of literature while furthering their knowledge of this era in
American history. They will dress up and tell stories and about her,
discuss a video, make a timeline, and map out a different route of
freedom.
Lesson Overview
Information Literacy Model
When you are solving an information problem of answering a research
question, you follow a research process or research steps. It is like climbing
steps to your answers.
Lesson Overview
Technology
-Students will use pictures and print to gather information
-Final projects will be presented in PowerPoint format
Student assessment
- Teacher observation
- Collaboration rubric
- Powerpoint rubric
Teacher Collaboration
- Collaborate with a 4th grade teacher to put students in groups into
give students background information
Objectives
Students will be able to identify famous people and events of the
Civil War era.
Students will be able to identify hardships Tubman encountered by
giving an explanation of what they would do in a similar situation.
Students will be able to list as a group 2 positive and 2 negatives
effects of slavery.
Students will be able to create a time line with 10 historical events
that occurred during Tubman's lifetime.
Students will be able to correctly answer 6 of 8 questions about
other famous people during the time of Harriet Tubman.
Students will be able to create 2 different "routes to freedom" and
identify the approximate distances and time for each route.
Students will explain in writing, 3 historical facts about Harriet
Tubman.
Lesson Resources
Books
The Value of Helping by Ann Donegan Johnson
Freedom Train by Dorothy Sterling
The Grolier Library of North American Biographies.
(1994). Activists, Volume One. Danbury, CT:
Grolier Educational Corporation.
Harriet Tubman (Biography) by Harriet Tubman
Videos
Video - Follow the Drinking Gourd
Lesson Resources
Materials and
Equipment
Map of the United
States
Map of local County
or State
Handouts for Jigsaw
Technology
Resources
Computer with
access
PowerPoint
software
• LCD projector
Procedures/Activities
Day 1 Think-Pair-Share
Have students individually think of what
they know about slavery, Harriet Tubman,
the Civil War, Underground Railroad, and
any famous people during this era of the
1800s. In pairs, have students share what
they remember and write it down. Then
have the whole class contribute to a class
list on the chalkboard of everything that
was shared. If time permits, share the
"background" portion of the Harriet Tubman
mini-unit.
Day 2 Mini-Lecture/Story
Dress up like a southern farmer and tell how you helped
some slaves escape from the South. "I'm under the
leadership of a person called Moses, only this person is a
woman who is a conductor for the Underground Railroad."
Explain that she accomplished much for her people. Tell of
the hardships and dangers of an escaping slave or helping
one and what consequences could result if caught. The time
period of her popularity was between the 1850s and 1860s
around the Civil War period. Tell students that you will share
a story of Harriet Tubman's life then begin reading the book
"The Value of Helping" by Ann Donegan Johnson. Explain
where this takes place by pointing to the state of Maryland
on the United States map as you read. Continue pointing out
places on the map throughout the story. At the conclusion of
the story, students write an explanation answering: "If I were
a slave, I would...." Students explain how they feel about
being a slave, explain what they would do, and explain
why/how they would carry out their plan.
Day 3 Video/Discussion
Introduce the video "Follow the Drinking
Gourd" with an explanation of why slavery
existed and why others opposed it.
Continue with showing of the video.
Following the video, group students (4 to a
group) and have each group list 2 negative
effects and 2 positive effects of slavery.
Have each group share their results with
the class. Also discuss if the issue of
slavery alone was a good enough reason
to start the "War Between the States."
Day 4 Time Line
Using the following resources (story, video
notes, history text, and encyclopedia),
students will make a time line. Time line
dates will begin at Tubman's birth (1920)
and end with her death (March 10, 1913).
Each student will make their own time line
and include at least 10 historical dates.
These dates may include events relating to
famous people and their accomplishments,
political events, battles, or other historical
facts. Include dates from United States
history only.
Day 5 Jigsaw
Students will be assigned to groups of 4 students. Each student will get one
of the four short biographies previously prepared by the teacher with the
aide of an Encyclopedia or other current references (see Activities
References for one example). The biographies will be of William Still,
Sojourner Truth, Frederick A. Douglass, and James Forten.
Each student will read the assigned material of their famous person.
Each student then prepares a short presentation of their persons life and
accomplishments. Remember that this is a verbal summary or overview and
not a written paper.
Each student teaches other classmates about their person. (Students may
take notes as each person shares their summary.
After presentations, students will be given a basic 8 question "learning
experience" previously prepared by the teacher. For each famous person:
A. Name the movement or organization he/she was involved in.
B. Name one major accomplishment towards their goal.
You may conclude with a class discussion about what they found most
interesting about these people.
Day 6 Map out a route
Prepare copies of your county or state map for cooperative groups (4 students to a
group). When students are in their groups, they must map out a course to free territory
which you will determine. Give a starting point and a final destination. (For example,
begin in Salt Lake City, UT and map out a route that you could walk to get to free
territory in Logan, UT.) Each group must:
Draw out their route on their map.
Calculate the distance for each route using the distance key on the map.
(Measure distance with yarn then use mileage key to add up the total miles of the
route.)
Estimate how long the trip would take.
(Time how long it would take to walk a mile. Multiply that time with the total miles of the
route to get total hours. Also add in minutes/hours you would need to sleep or rest.
Total up all the hours for the journey and find the number of days as well.)
Explain why they chose this route. (Example: What barriers were in the way? Terrain
too rough? Would you use roads? Is their too much traffic to risk being caught on this
route?).
Have groups pair-up with another group and share the results explaining why they
chose their particular route. Then have each group share their route with the class, the
distance and time for the route, and reasons for choosing it. Discuss what route would
be the best. This activity would help students appreciate how far some people had to
travel on foot to reach free territory.
Day 7 Learning Journal/Powerpoint
Presentations
In a learning journal, have each
student write an entry telling 3
historical facts they have learned in
studying Harriet Tubman's life.
Explain why these facts are important.
Present PowerPoint presentations
Assessment Rubric
Teacher observation
Collaboration Rubric
Powerpoint Rubric