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Pages from the Past Curriculum Materials-
"Myths obscure historic role of underground railroad"
By Anita Ross and Megan VanGorder, Olympia Middle School
Materials
Worksheets Support/Refute Organizer Myth/Fact Organizer Bibliography “Lincoln’s Springfield: The Underground Railroad” parts 1 and 2, by Richard E. Hart in For the People: A Newsletter of the Abraham Lincoln Association, (Spring 2006 and Summer 2006). Additional Materials • “Friends of Liberty on the Mackinaw” by Erastus Mahan in Transactions of the McLean County Historical Society, vol. 1 1899, pp. 396-403. • History of Mt. Hope • “The Anti-Slavery Movement,” section in The History of Livingston County. (1878; reprint 1982) |
Procedure Summary
(1 class period, depending on use of extension activities) In these activities students will separate fact from fiction using primary sources. Students will work in groups to develop evidence to support or refute statements about the underground railroad in McLean County. Students should read the included article “Myths Obscure Historic Role of Underground Railroad” in preparation for the class. Ask students to complete a myth vs. fact T-chart based on the text of the article. Distribute the documents as a combined packet and split the class into small groups of 4-5. Assign each person to read his or her text thoroughly and reconvene as a small group. After the documents have been read, complete the “Support/Refute” graphic organizer as a small group. Students use evidence to support or refute the argumentative statement given in the middle column. Based on the evidence that they have found, then students expand and explain the significance of that evidence in the “so what?” column. Article Glossary Marred - impair the appearance of; disfigure Congeries – a collection of items or parts in one mass Demonstrable - clearly evident; obvious Explicating - to make plain or clear; explain; interpret. Circuitous - roundabout; not direct Extradition - the procedure by which a state or nation, upon receipt of a formal request by another state or nation, turns over to that second jurisdiction an individual charged with or convicted of a crime in that jurisdiction. Excoriated - to scold, denounce or berate severely |
Materials
Students should read the included article “Myths Obscure Historic Role of Underground Railroad” in preparation for the class.
Ask students to complete a myth vs. fact T-chart based on the text of the article.
Ask students to complete a myth vs. fact T-chart based on the text of the article.
Distribute the documents below as a combined packet and split the class into small groups of 4-5. Assign each person to read his or her text thoroughly and reconvene as a small group.
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After the documents have been read, complete the “Support/Refute” graphic organizer as a small group.
Students use evidence to support or refute the argumentative statement given in the middle column. Based on the evidence that they have found, then students expand and explain the significance of that evidence in the “so what?” column. |
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Standards:
Illinois State Standards
• 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.
• 18.C.3b Explain how diverse groups have contributed to U.S. social systems over time
NCSS (National Council for Social Studies)
Individuals, Groups, and Institutions (Thematic Standard)
• Help learners analyze groups and evaluate the influences of institutions, people, events, and cultures in both historical and contemporary settings
Common Core Standards
CCSS.ELA-Literacy.RH.6-8.1 – Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RI.8.9 – Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
NCHE Vital Themes & Narratives
• Values, beliefs, political ideas, and institutions
• Patterns of social and political interaction
• 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.
• 18.C.3b Explain how diverse groups have contributed to U.S. social systems over time
NCSS (National Council for Social Studies)
Individuals, Groups, and Institutions (Thematic Standard)
• Help learners analyze groups and evaluate the influences of institutions, people, events, and cultures in both historical and contemporary settings
Common Core Standards
CCSS.ELA-Literacy.RH.6-8.1 – Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RI.8.9 – Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
NCHE Vital Themes & Narratives
• Values, beliefs, political ideas, and institutions
• Patterns of social and political interaction