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Title |
Signs in the Stitching |
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Name |
Karen Anderson |
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Date |
8/24/01 |
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School |
Hall Elementary |
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City/state |
Monrovia, IN |
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Topic (Overall theme) |
Quilts as Signposts on the Underground Railroad Underground Railroad routes through Indiana |
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Classroom sessions or estimated time |
3-5 sessions of 45 minutes each Prior exposure to literature of the Civil War era, both fiction and nonfiction, would enhance the lesson. |
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Grade Level(s) |
4-5 |
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Purpose |
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2. How to use mental maps to organize information about people, places, and environments in a spatial context 6. How culture and experience influence people’s perceptions of places and regions 9. The characteristics, distribution, and migration of human populations on earth’s surface 12. The processes, patterns, and functions of human settlement 13. How the forces of cooperation and conflict among people influence the division and control of earth’s surface |
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4.1.11 Describe how changes in politics, immigration, migration, early transportation, and the economy influenced the early growth of the new state of Indiana. Example: Formation of counties, movement of state capitol from Corydon to Indianapolis, Internal Improvement Act (1836), the 1837 Depression, canal and road 4.1.12 Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil War. Examples: Levi and Catherine Coffin, The Underground Railroad, religious groups, the abolition and anti-slavery movement. 4.1.13 Explain the participation of Indiana citizens in the Civil War. Examples: Indiana’s volunteer soldiers, the Twenty-eighth Regiment of the United States Colored Troops, Camp Morton, resistance movements, and women on the home front. 4.3.2 Estimate distances between two places on a map, using a scale of miles, and use cardinal* and intermediate* directions when referring to relative location. *Cardinal directions: North, south, east, and west *Intermediate directions: Northeast, southeast, northwest, and southwest 4.3.10 On a map, trace the routes and methods of travel used by settlers to reach Indiana, and identify ways in which settlers have changed the landscape in Indiana over the past two hundred years.
4.5.1 Identify ways that social groups* influence individual behavior and responsibilities. *Social group: A group of people who share common goals and interests. Example: When people belong to a group they usually interact with each other frequently and follow the rules of the group. 4.5.2 Give possible reasons that individuals decide to become members of social groups and give examples of the responsibilities people have when they belong to a group. Examples: People may join social groups to have fun, be with other people, play a sport or a musical instrument, develop talents, learn new things, help others, work for a particular goal, etc. When individuals belong to a social group, they are responsible for participating in group activities. 4.5.3 Identify the different types of social groups to which people belong and the functions these groups perform. Example: Social groups may have social, religious, recreational, cultural, educational, service, civic, political, or other functions. 4.5.4 Define the term cultural group*, identify the challenges faced by diverse cultural groups in Indiana history, and give examples of both conflict and cooperation among groups. *Cultural group: A group of people who share common language, religion, customs 4.5.5 Locate and explain the settlement patterns of various cultural, racial, and religious groups in Indiana of the past and present. 4.5.6 Give examples of the impacts of science and technology* on the migration and settlement patterns of various groups. *Technology: The knowledge of how to make things, as well as the invention and development of tools, machines, and skills by humans. Example: The invention of the steam engine changed the technology of travel and made it easier for immigrants to reach Indiana. 4.5.8 Identify the contributions and challenges experienced by people from various cultural, racial, and religious groups in Indiana during different historical periods by reading biographies, historical accounts, and stories. 4.5.9 Use primary sources, such as artifacts*, interviews, and documents* to acquire information about cultural life in Indiana. *Artifact: A three-dimensional object made by human beings, such as a tool or musical instrument *Document: A two-dimensional object, such as a letter, chart, map, drawing, painting, or photograph 4.5.10 Plan and carry out activities that will contribute to the cultural life of the school and community using museums, theaters, libraries, historical and architectural sites, and other cultural institutions.
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Objectives |
1. Students will use primary sources to develop an understanding of Underground Railroad routes through Indiana. 2. Students will be introduced to the tradition of oral histories regarding use of quilts as signposts for these routes. 3. Students will exercise their creativity by designing an original quilt and a written explanation of its meaning. 4. Students will utilize media/technology skills by developing a media presentation of the finished product using a format of his/her choice. |
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*Teacher Background Materials |
Primary Sources
This project interweaves the histories of two communities on either side of the Mason-Dixon line during the era of the American Civil War. It also combines a narrative and an electronic archive of the sources on which the narrative is based.
This website provides primary sources on Southern history, culture, and literature from the colonial period through 1920. I became aware of this site as a result of the UGRR Institute.
Excellent site for researching the Underground Railroad. I became aware of this site as a result of the UGRR Institute.
Excellent outline of the Underground Railroad with good illustrations. I became aware of this site as a result of the UGRR Institute.
This is a good site for collaborative learning projects in the classroom. I became aware of this site as a result of the UGRR Institute.
Good site for tracing routes taken by fugitive slaves. I became aware of this site as a result of the UGRR Institute.
This book is part one of a series of various aspects of slave life. I purchased this book during the UGRR Institute.
Based on correspondence between William Still and Thomas Garrett demonstrating the efforts of the two men to help slaves escape to freedom.
Based on an oral history passed down through the generations and on other research, this book outlines a quilt code by which messages were relayed for slaves escaping on the Underground Railroad.
Sites to Visit
In this immersion program, older students and adults will portray fugitives attempting to escape on the Underground Railroad.
The museum reflects the war experiences of residents from all regions of Indiana.
This site is the home of Levi Coffin, reputed ‘president of the Underground Railroad.’
Although this center reflects the Amish culture, it is an interesting source for information on quilts and quilt patterns.
Making of America (MOA) is a digital library of primary sources in American social history from the antebellum period through reconstruction.
This shop offers quilts for sale as well as demonstrations of the craft of quiltmaking.
A good collection of artifacts of the life of Abraham Lincoln, including information regarding the Underground Railroad. I became aware of this site during the UGRR Institute.
Secondary Sources
Interesting site for quilts specific to African Americans.
Lesson plan for an Underground Railroad activity by MacMillan/McGraw Hill.
Lots of ideas for lessons on the Underground Railroad.
Class project on the Underground Railroad and a virtual quilt they created.
A lesson plan for creating an Underground Railroad quilt, including background information.
Page of links by the K-12 teaching and Learning Center.
Site contains links to photographs of the Civil War.
An excellent resource for all aspects of African American culture.
Another good source for quilt designs and patterns.
Good source for patterns.
Good source of activities to use with kids. I purchased this book during the UGRR Institute.
Lesson plan for the Civil War.
Interesting article about use of quilts during the Civil War era.
Another good source of activities to use with kids. I purchased this book during the UGRR Institute.
Self-explanatory.
Numerous links to sites regarding African American history and culture.
Links to websites on slavery and related topics.
Numerous links to sites regarding the Underground Railroad.
An excellent interactive book with facsimiles of original documents. I purchased this book during the UGRR Institute.
Fiction
In 1861 twelve-year-old Truth, a Quaker girl from Indiana, is staying with relatives who run a North Carolina station of the Underground Railroad, when her world is changed by the beginning of the Civil War.
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*Purpose of Materials |
In this lesson, the teacher acts as a facilitator for students as they research the topics related to the dual theme of Underground Railroad routes through Indiana and quilts as signposts on these routes. By becoming familiar with the Civil War era in general and the Underground Railroad specifically, the teacher is better able to assist the students in their search for resources and in examining the validity of the information they find.
The teacher should be aware that while several of these resources are appropriate for students, some are more suited for use by the teacher as background information. |
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Procedures |
The instructor (teacher or media specialist) will assign each student to a small group or to a partner. The instructor should suggest that the group members/partners divide the research topics among themselves, then meet to share the results. The students will collaborate on the quilt design and the presentation. There are five main components to the lesson. The tasks for each step may be accomplished during class time, as “homework,” or a combination. 1. The students will be instructed to use sources such as maps and written accounts to research known Underground Railroad routes (through their state, if possible). They will choose one route and note its length as well as major cities and landforms along the way. 2. The second task is for the students to research the various uses of quilts during the Civil War era (allow them to use fiction as well as nonfiction). Point out that although the symbolism varies from one region to another, they should try to find some generalizations. The students should note that individual aspects, such as the color, number and placement of stitching or knots, a pattern, or the placement of a quilt may have had its own significance. 3. The third component is for the student group to choose patterns (or design their own) for nine quilt blocks. For each of them, they students will establish a meaning and how it relates to the route they have chosen. The group should make a rough sketch arranging your blocks into a quilt three blocks wide and three blocks long. 4. Now the groups will make a quilt. Students should be allowed to choose whether they accomplish this by drawing or painting their design, by using construction paper or gift wrap and gluing pieces together, or by making the quilt from fabric. (The teacher may want to limit choices depending on the amount of time available to complete the lesson.) 5. The students will be sharing their 'stitched signpost' with others through a media presentation. Some suggested media for the presentation include a PowerPoint or HyperStudio project, a video, an oral documentary, or a written document. If the students have another idea for their presentation, allow them to discuss it with you. Presentations may be done within the class, before a larger group including students, parents, and community members, as a display or website, or in any other manner by which their work may be shared.
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*Teaching Strategies |
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*Assessments (key questions to simulate critical thinking) |
It is essential that the students are made aware of the expectations for the lesson and the final project early in the process. This allows the students to budget their time to plan and carry out the required tasks and meet the established deadlines.
For students, self-evaluation is a valuable experience which allows them to reflect on their thought processes and their work throughout the project. This evaluation may be accomplished through strategies such as checklists, a rubric, or daily journaling activities.
The teacher should evaluate the daily progress of the students and their effectiveness in working with others as well as the final product. Suggested strategies for teacher evaluation are periodic conferences/interviews, daily observation, checklists, or a rubric.
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Adaptations and/or Extensions |
This lesson may be modified for younger students or those who have special learning needs. For example, routes through Indiana may be presented by the teacher rather than researched by the students. The teacher may choose to have each student complete one block, then combine them into a class quilt.
“Signs in the Stitching” may be used by the teacher as a culminating activity for a longer unit of study of the Civil War.
Students may find it interesting to investigate the use of quilts and the development of quilt patterns throughout various time periods in United States history and the teacher may want to use quilts as an underlying year-long theme.
Secondary teachers of Indiana History, Geography, or United States History may use “Signs in the Stitching” by examining Underground Railroad routes in all areas of the United States.
By its nature, of a WebQuest integrates media/technology skills including conducting research through online and traditional methods, as well as presentation skills. This thematic lesson also integrates curricular areas of literature, language arts, and creative writing as well as fine arts.
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