Emily Lanie

Unit Plan Underground Railroad

Unit Overview:
Grade Level: 5th

Content Area: Social Studies

State Standards Connections:

Social Studies Standard 4 Objective 3 - Evaluate the course of events of the

Civil War and its impact both immediate and long-term.

Social studies language students should know and use: expansion, Civil War,
abolition, Underground Railroad, compromise, emancipation, reconciliation, free-
market system, industrial revolution

Visual Arts Standard 4 Objective 3 - (Contextualizing): The student will

interpret and apply visual arts in relation to cultures, history, and all learning.
Connect various kinds of art with particular cultures, times, or places.

b. Create a work of art that reflects a positive part of past or present

American culture.

Writing - Standard 1 -Write opinion pieces on topics or texts, supporting a point

of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which ideas are logically grouped to support the
writers purpose.

Writing Standard 7 - Conduct short research projects that use several sources
to build knowledge through investigation of different aspects of a topic.

Reading: Informational Text - Standard 6 - Analyze multiple accounts of the

same event or topic, noting important similarities and differences in the point of
view they represent.

Multiple Intelligences:

Interpersonal
Intrapersonal
Linguistic
 Musical
Spatial
Logical Mathematical

Understanding:

Illegal tactics are necessary in equality movements including racial equality to

womens rights and more.

Essential Question:

Are people right to use illegal tactics to reach the outcomes they want?

Students will Know:

How to use critical analysis to determine whether they believe an action is

justified or unjustified

What slavery is and the Underground Railroad

How to apply the knowledge learned to many different situations

Students will Understand:

How tactics are used in my situations, some justified others unjustified

How the tactics effect society

 Unit Overview
Lesson One: History of Slavery

Lesson Two: Henry Box Brown

Lesson Three: Slavery Tactics Justified vs. Unjustified

Lesson Four: How Tactics Were Used by All Parties

Lesson Five: Underground Railroad: Drinking Gourd

Lesson Six: Life in the Underground Railroad Simulation

Lesson Seven: Henry Box Brown Hearing

 Daily Lesson Plan/Learning Guide for Day __1__
Course, Unit Theme and
Grade Level
Utah State Core Standard and
Objective (numbers/letters are
fine)
Understanding(s)
Essential Question(s)
How do you anticipate
activities, materials etc.
connect to students prior
knowledge?
(academic, interests, learning
styles, motivation, Funds of
Knowledge)
Daily Assessments
(formative and/or summative)
Learning Activities:
(Include description and time
frame for each activity)
Social Studies, Underground Railroad
5th Grade
S.S - S.4.O.3 - Evaluate the course of events of the Civil War
and its impact
both immediate and long-term.
Social studies language students should know and use:
expansion, Civil War, abolition, Underground Railroad,
compromise, emancipation, reconciliation, free-market
system, industrial revolution
Illegal tactics are necessary in equality movements including
racial equality to womens rights and more.
Are people right to use illegal tactics to reach the outcomes
they want?
For the students I will try to make the activities for the units
engaging and nothing where Im lecturing too much.
Materials: video clips, stories about slavery,
Multiple Intelligences: Intrapersonal, Interpersonal, Linguistic
At the end of the class the students will have to fill out an exit
ticket of something they didnt know about slavery before the
day and how talking about slavery made them feel.
Before the Activity (10 min) We are going to start the
lesson by me asking what the students know about slavery. I
will explain that we are going to be talking about slavery for
the next few days.
Activity (30 minutes) I will ask the students to write on
their exit ticket things they know about slavery before we
watch the video. I will give them time to talk to their
neighbors, to help get them going. After about five minutes
we are going to watch a video on slavery to get some
background knowledge of where it started and how it started.
https://www.y outube.com/watch?v=Jc1RbUxQv4E&list=PLE597FE9BE3FDDA3C&index=6
After we have watched the video I will have the students use
their iPad to look about Henry Box Brown and his story.
 Once they have read about them I will have the students work
with their groups and talk about things they saw in the video
that they didnt know about before, or if they did know about
the information in the video did it go into more detail. They
will have 15 minutes to discuss what they watched in the
video.
Assessment (5 minutes) I will ask the students to get the
same exit ticket out and write how they video made them feel.

Accommodations made for
struggling and accelerated
learners
(grouping patterns, content
literacy strategies, etc.)
For EL students I would have them work in a group with
mixed level learners. I would also have vocabulary sheets out
and ready for them, so that during the video they could follow
along easier.
For struggling students and accelerated students I would have
graphic organizers for them to use. I would also be very
strategic with their groups.

Resources https://www.youtube.com/watch?v=Jc1RbUxQv4E&list=PLE597FE9BE3FDDA3C&index=6
http://www.biography.com/people/henry-box-brown-
21325341#synopsis

Daily Lesson Plan/Learning Guide for Day __2__

Course, Unit Social Studies, Underground Railroad

Theme and 5th Grade
Grade Level

S.S - S.4.O.3 - Evaluate the course of events of the Civil War and its impact
both immediate and long-term.

Social studies language students should know and use: expansion, Civil War,
abolition, Underground Railroad, compromise, emancipation, reconciliation,
free-market system, industrial revolution
Utah State
Core Standard
and Objective Visual Arts -Standard 4 Objective 2.b.
(numbers/lette (Contextualizing): The student will interpret and apply visual arts in relation
rs are fine) to cultures, history, and all learning.
Connect various kinds of art with particular cultures, times, or places.
b. Create a work of art that reflects a positive part of past or present
American culture.

Writing Standard 1
Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
a.
 Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to support the
writers purpose.

Illegal tactics are necessary in equality movements including racial equality

Understanding to womens rights and more.
(s)

Are people right to use illegal tactics to reach the outcomes they want?
Essential
Question(s)

How do you Multiple Intelligences: Visual, Interpersonal, Linguistic

anticipate Prior Knowledge I would ask if they knew anything about Slavery and what they
activities, know.
materials etc. I will also try to include family background into the lessons.
connect to Materials: https://www.youtube.com/watch?v=I4crw4TlSxk
students prior Paper, pencils, markers.
knowledge?
(academic,
interests,
learning styles,
motivation,
Funds of
Knowledge)

The students will be making their own informative posters about the Fugitive
Daily Slave Act. They will use the information taught in class to inform people
Assessments about what it is and what it does.
(formative
and/or
summative)

Before the Activity (10 min) We will start of the lesson by discussing
Learning some of things we learned about from the video and the story the day before.
Activities: I will have the students raise their hands and share something they learned
(Include with the class. After we do that I will bring up the story of Henry Box
description and
Brown. I will ask the students Why do you think Henry Box Brown had
time frame for
each activity) to ship himself in a box to freedom? I will tell them that I want them to
think about for a little while we watch a video.
Activity (50 min) We will watch the video on the Fugitive Slave Act
(https://www.youtube.com/watch?v=I4crw4TlSxk ) After the video is over, I
will ask did anyone know about this or think maybe there was a law that
made Henry ship himself up north? We will talk about that for a little bit. I
will tell them that the goal today will be to understand the different sides of
the act. After I will explain that for class today they are going to research the
 Fugitive Slave Act a little more while in groups and make a poster informing
people about the act. Fugitive Slave Act.docx
They will have 40 minutes to do the research and make their posters, I will
be walking around the class making sure they are on topic and to answer
questions.
Assessment (15 minutes) After they have finished the posters they will
present them to the classroom.

Accommodatio For EL students I would have them work in a group with mixed level
ns made for learners. I would also have vocabulary sheets out and ready for them, so that
struggling and during the video they could follow along easier.
accelerated For struggling students and accelerated students I would have graphic
learners
organizers for them to use. I would also be very strategic with their groups.
(grouping
patterns,
content literacy
strategies, etc.)

Resources https://www.youtube.com/watch?v=I4crw4TlSxk

http://www.history.com/topics/black -history/fugitive-slave-acts

http://www.nationalcenter.org/FugitiveSlaveAct.html

http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&p
sid=3276
http://www.pbs.org/wgbh/aia/part4/4p2951.html

Daily Lesson Plan/Learning Guide for Day __3__

Course, Unit Theme and Grade Social Studies, Underground Railroad

Level 5th Grade

S.S - S.4.O.3 - Evaluate the course of events of the Civil War

and its impact
both immediate and long-term.

Social studies language students should know and use:

Utah State Core Standard and expansion, Civil War, abolition, Underground Railroad,
Objective (numbers/letters are compromise, emancipation, reconciliation, free-market
fine) system, industrial revolution

Reading: Informational Text Standard 6


Understanding(s)
Essential Question(s)
How do you anticipate
activities, materials etc. connect
to students prior knowledge?
(acade mic, interests, learning
styles, motivation, Funds of
Knowledge)
Daily Assessments
(formative and/or summative)
Learning Activities:
(Include description and time
frame for each activity)
Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view
they represent.
Illegal tactics are necessary in equality movements including
racial equality to womens rights and more.
Why do people tend to use illegal tactics when it comes to
equality movements?
Are people right to use illegal tactics to reach the outcomes
they want?
Multiple Intelligences: Visual, Interpersonal, Linguistic
Prior Knowledge would include a three-day unit on Slavery.
I will also try to include family background into the lessons.
Materials: Stories from people who traveled the Underground
Railroad, conductors, owners, and bounty hunters.
Posters
Assessment will be done by having the students take note of
the different tactics they find will reading the stories of their
characters. They will meet in groups and compare their
tactics. They will also decide whether those tactics were legal
or illegal. Finally, they will make their final opinions on the
tactics by themselves and go put the tactics they found either
on the justified or unjustified. Their exit ticket for the day
will be having a discussion on why they found those acts
justified or unjustified.
Going over tactics (5-10 min) We will start the lesson by
going over what goal I want them to achieve at the end of the
day. That they will be using critical analysis to decide if they
think the tactics certain people used in the Underground
Railroad was justified or unjustified. We will then go over
tactics. I will ask if they know what tactics are and if they
dont I will explain what a tactic is and different forms of
tactics. I will then explain that they will be given stories and
that they look for tactics the characters used to either escape,
help someone escape, catch someone, or keep them. I will
also explain that we will be looking at different sides of
slavery. Some students will be looking at how the tactics
affected the masters, others will be looking at tactics slaves
and conductors used and others will be looking at hunters
tactics.

Accommodations made for
struggling and accelerated
learners
(grouping patterns, content
literacy strategies, etc.)
Resources
Daily Lesson Plan/Learning Guide for Day __4__
Course, Unit Theme and Grade
Level
Reading of the stories (10 min) the students will each be
given a story and will look for tactics the characters used. I
will ask them to highlight the tactics used.
Group work (15 min) After the students have finished
reading I will assign them groups, so that they have different
characters in each group. I will ask them to talk about the
tactics they found and whether or not they believe the tactics
were legal and illegal. I will stress that they dont have to
agree on the legality of the tactics. I will be walking around
listening them talking about the tactics and whether or not
they are legal.
Legal vs. Illegal Tactics (15-20 min) I will have the
students go back to their desks and have them make their
final decisions of the stance of their tactics. Then I will send
different groups up and have the students write their tactics
on the legal or illegal tactics. We will then gather back
together as a class and I will ask them to tell us w ho their
character was and why they thought those tactics were
justified or unjustified.
Accommodations for EL students For EL students I will
make vocabulary list for them. I will also adjust the reading
level of the stories.
Accommodations for GT I will make sure that they are in
a group with at least one other GT student, but also in a
group with a lower level student. This will allow them to
shine, but also have someone at their level. I will also have a
concept map they can do if they finish early.
Accommodations for Struggling students I will place
them in groups with accelerated learners, so they can ask if
they need help. There would also be the vocabulary sheet or
outline of their story.
http://docsouth.unc.edu/fpn/northup/northup.html - pgs.
Bottom of 35 to 38.
http://www.paperlessarchives.com/african-
american_slave_testimo.html
http://memory.loc.gov/mss/mesn/010/010.pdf
slave narratives.docx
Social Studies, Underground Railroad
5th Grade

Utah State Core Standard and
Objective (numbers/letters are
fine)
Understanding(s)
Essential Question(s)
How do you anticipate
activities, materials etc. connect
to students prior knowledge?
(academic, interests, learning styles,
motivation, Funds of Knowledge)
Daily Assessments
(formative and/or summative)
S.S - S.4.O.3 - Evaluate the course of events of the Civil War
and its impact
both immediate and long-term.
Social studies language students should know and use:
expansion, Civil War, abolition, Underground Railroad,
compromise, emancipation, reconciliation, free-market
system, industrial revolution
Reading: Informational Text Standard 6
Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view
they represent.
Visual Arts -Standard 4 Objective 2.b.
(Contextualizing): The student will interpret and apply visual
arts in relation to cultures, history, and all learning.
Connect various kinds of art with particular cultures, times,
or places.
b. Create a work of art that reflects a positive part of past or
present American culture.
Writing Standard 7
Conduct short research projects that use several sources to
build knowledge through investigation of different aspects of
a topic.
Illegal tactics are necessary in equality movements including
racial equality to womens rights and more.
Are people right to use illegal tactics to reach the outcomes
they want?
Multiple Intelligences: Visual, Interpersonal, Logical
Prior knowledge would be the day before and the tactics that they
found in the stories.
I will be looking how they work in groups and how they
research their tactics. The final assessment will be making a
creative arts project to help everyone understand the tactics.
For example, a quilt that has symbols for the underground
railroad, songs that were song to let the slaves know when to
run, how they slowed down work, etc and if they were right
to use these tactics.
 Learning Activities: Going over the Tactics (5-10 min) I will start by going
(Include description and time over the goal of the day, that we are looking at tactics slaved
frame for each activity) used and researching why they used them, how they affected
their masters and other slaves. I want to make sure to be
clear that they have to put themselves in the shoes of the
masters. We will then talk about some of the tactics they put
on the board the first day and how these sometimes helped
people gain their freedom, but they could also affect the
other slaves that were still on the plantation and they also
affected their master. We will also talk about how
sometimes the tactics were used to keep people in slavery.
Then I will explain that they will be in groups and they will
be assigned a tactic to research. After they have researched
the tactic they will come up with a skit, poster, song, quilt,
etc. to show the class the tactics. I will give them a
worksheet that has the instructions and also websites to look
at: Slavery tactics worksheet.docx
Work time (35 min) The students will have this time to
research and decide what they want to do for their
presentation. I will be walking around the class to see what
they are researching and how they think about it critically. At
about 15 minutes in I will tell them that they should be
moving onto thinking/creating their presentations.
Presentations (15 min) The students work time will be
done and it will be time to go over their presentations with
the class. I will be looking for the critical analysis of the
tactics and looking for them including how the tactics affect
every party involved.

Accommodations made for Accommodations: I will group the students with mixed
struggling and accelerated levels of abilities.
learners
(grouping patterns, content
literacy strategies, etc.)

Resources Uen.org

http://www.paperlessarchives.com/african-
american_slave_testimo.html

http://memory.loc.gov/mss/mesn/010/010.pdf

Daily Lesson Plan/Learning Guide for Day __5__

Course, Unit Theme and Social Studies, Underground Railroad

Grade Level 5th Grade
 S.S - S.4.O.3 - Evaluate the course of events of the Civil War and
its impact
both immediate and long-term.

Social studies language students should know and use: expansion,

Civil War, abolition, Underground Railroad, compromise,
emancipation, reconciliation, free-market system, industrial
Utah State Core Standard revolution
and Objective
(numbers/letters are fine) Reading: Informational Text Standard 6
Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.

Visual Arts -Standard 4 Objective 2.b.

(Contextualizing): The student will interpret and apply visual arts
in relation to cultures, history, and all learning.
Connect various kinds of art with particular cultures, times, or
places.
b. Create a work of art that reflects a positive part of past or
present American culture.

Illegal tactics are necessary in equality movements including

Understanding(s) racial equality to womens rights and more.

Essential Question(s) Are people right to use illegal tactics to reach the outcomes they
want?

How do you anticipate Prior knowledge will be from the days before about tactics and slavery.
activities, materials etc. Materials: maps of the united states that include river names, the song
connect to students prior Drinking Gourd, the video about the song.
knowledge? Multiple Intelligences: Musical, Spatial, Intrapersonal, and Interpersonal.
(academic, interests, learning
styles, motivation, Funds of
Knowledge)

I will be looking to see the students are listening and paying attention to
Daily Assessments the song. They will be listening to the song drinking gourd and followin g
(formative and/or the lyrics to draw the correct route on their maps. The students will have
summative) to do an exit ticket on the back explaining why they believe the song was
justified and why it was unjustified or why they strongly believe it was
only one way.

Learning Activities: Before the Activity (10 min) We will do a quick over view of
the tactics and talk about how a lot of them helped the slaves
escape. After we talked about that I will explain that the safest
(Include description and way for them to escape was the Underground Railroad and that
time frame for each most of the tactics were ways for them to get there. I will play a
activity) video about Harriet Tubman that goes over the Underground
Railroad
https://www.youtube.com/watch?v=NQ_gRFYgXMo
After we will talk about the underground railroad a little more.
Activity (45 min) I will ask the students to keep in mind the
tactics and if they were fair while talking about our activity today.
I will explain that we are going to listen to a song that slaves
would sing while working. I will ask them to think about how this
song helped the slaves, if they think it did. I will play the song:
https://www.youtube.com/watch?v=pw6N_eTZP2U
After we listen to the song I will ask them how they think the song
could have helped the slaves and we will discuss that. I will then
play this video:
https://www.youtube.com/watch?v=lRGSgiTc7Jk
Once the video is over and it explains that Drinking Gourd was a
secret message for slaves to find the Underground Railroad, I will
explain that we are going to watch the video one more time then
listen to the song and try to map it on our own maps. We will
watch the video, then listen to the song. During the song we will
pause and discuss as a group were we think we should draw our
map. We will do this two more times, the final time we wont stop
and talk the students will complete the map by themselves. Once
we are done we will discuss how hard this would have been and
how the underground railroad was one of the best opportunities to
reach freedom. At the end I will have them do an exit ticket on the
back of their map saying how this song could be justified and
unjustified or why they believe it could just be one or the other.

Accommodations made I will print out lyrics for students who may have a hearing
for struggling and disability. I will also have the lyrics printed for students who have
accelerated learners a little bit harder time, so they can see them at all times and can
(grouping patterns, take their time processing.
content literacy strategies,
etc.)

Resources http://www.americaslibrary.gov/aa/tubman/aa_tubman_rail_2.html
https://www.youtube.com/watch?v=pw6N_eTZP2U

Daily Lesson Plan/Learning Guide for Day __6__

Course, Unit Theme and Grade Social Studies, Underground Railroad

Level 5th Grade

Utah State Core Standard and
Objective (numbers/letters are
fine)
Understanding(s)
Essential Question(s)
How do you anticipate activities,
materials etc. connect to
students prior knowledge?
(academic, interests, learning styles,
motivation, Funds of Knowledge)
Daily Assessments
(formative and/or summative)
Learning Activities:
(Include description and time
frame for each activity)
S.S - S.4.O.3 - Evaluate the course of events of the Civil
War and its impact
both immediate and long-term.
Social studies language students should know and use:
expansion, Civil War, abolition, Underground Railroad,
compromise, emancipation, reconciliation, free-market
system, industrial revolution
Illegal tactics are necessary in equality movements
including racial equality to womens rights and more.
Why do people tend to use illegal tactics when it comes to
equality movements?
Are people right to use illegal tactics to reach the outcomes
they want?
Prior knowledge would be on slavery and tactics that were
used on the underground railroad. I would also want to be
really careful with students backgrounds, especially if they
are from another country during this stimulation.
I will be watching the students and see if they can put to use
some of the tactics they learned in the previous days. In the
debrief after the stimulation we will go over the feelings
they had, but how they could never fully understand these
feelings the slaves felt on the underground railroad.
Before Activity (10 min) Before we began the stimulation
of the underground railroad I will go over that they will
never understand fully what a slave went through on the
Underground Railroad, but this can give them a tiny idea of
how they felt. I will explain that I want them to think about
how most of the time this was the only way to achieve
freedom even though it was illegal. While go through this I
want them to think about why this was a justified action to
slaves. After we have gone over that I will go over rules for
the simulation. I will explain that they will be slaves trying
to escape on the underground railroad. There will be
parents, other teachers, and staff members, who will be
conductors or bounty hunters will they are out there. I will
explain that they will be working in the fields in groups
and a conductor will single one group at a time to start their
journey to freedom. Once they are on their journey they will
be people helping them to the safe house. But the bounty

Accommodations made for
struggling and accelerated
learners
(grouping patterns, content
literacy strategies, etc.)
Resources
Daily Lesson Plan/Learning Guide for Day __7__
Course, Unit Theme and Grade
Level
Utah State Core Standard and
Objective (numbers/letters are
fine)
Understanding(s)
hunters will be out there trying to take them back to the
fields and slavery. If they freeze they cant but seen but as
soon as they are in motion they are free to a bounty hunter.
Once they have made it to the safe house they will wait for
freedom.
Activity (1 hr. 10 min.) The students will be in the
stimulation. Once every student has made it to the safe
house one of the adults helping will be a sheriff and come
looking for the slaves, the conductor at the house will tell
them to take off. I will then gather them after a sprint to the
end of the field.
Debrief (10 min) We will go back to the classroom and
we will talk about how the students felt. We will then go
over how they will never know exactly how the slaves felt
escaping.
Accommodations For students that cant or dont want to
participate we will have them captured by a bounty hunter
and they will be working in the field. I will have them do
some creative project to capture what is going on around
them. I would have them read the book Under the Quilt of
Night by Debora Hopkinson. We would work out if they
want to an art project or paper to describe the experience of
the Underground Railroad.
Heather Batchelor
Social Studies, Underground Railroad
5th Grade
S.S - S.4.O.3 - Evaluate the course of events of the Civil
War and its impact
both immediate and long-term.
Social studies language students should know and use:
expansion, Civil War, abolition, Underground Railroad,
compromise, emancipation, reconciliation, free-market
system, industrial revolution

Essential Question(s)
How do you anticipate activities,
materials etc. connect to
students prior knowledge?
(academic, interests, learning styles,
motivation, Funds of Knowledge)
Daily Assessments
(formative and/or summative)
Learning Activities:
(Include description and time
frame for each activity)
Illegal tactics are necessary in equality movements including
racial equality to womens rights and more.
Are people right to use illegal tactics to reach the outcomes
they want?
Multiple Intelligences: Interpersonal, Linguistic, Logical-
Mathematical
Prior knowledge would be on slavery and tactics that were
used on the underground railroad. I would also want to be
really careful with students backgrounds, especially if they
are from another country during this stimulation.
This will be the final assessment of the unit. I will be
listening and watching the students interact and critically
think about all the information provided beforehand about
slavery, tactics, and unjustified and justified acts. When we
are having the hearing I will be watching for how they work
together and how the information helps them to make their
statements and opinions.
Before the Activity (15 min) -I will explain to the class that
this will be their final assessment for this unit. We will be
holding a hearing in our classroom for Samuel A. Smith,
who helped Henry Box Brown escape to freedom. I will
give them the assessment prompt and go over it with them.
Authentic Assessment.docx We will read through the prompt
together as a class. I will have different students read the
parts. After we go through the prompt, I will split the
students into groups. They have five minutes to talk as a
group to come up with which party they would prefer to be. I
will ask them to come up with a list based on their top
choice and work their way down. After they have figured it
out we will go through the groups and decide which group
has which party. Before I let them go work in their groups I
will explain I want them to think back to our previous
activities and use that knowledge to help your party make a
decision. I will give them 45 minutes to research.
Activity (1 hr.) They will have 45 minutes to research
the story about Henry Box Brown, we will have also
talked about him before. They will also use the 45 minutes to
find evidence to back up their stance on the hearing. They
will be asked to use information from previous assignments
and knowledge from those assignments to do research and
come up with their stances. In this time, they will have to
come up with their opening statements and questions for the

Accommodations made for
struggling and accelerated
learners
(grouping patterns, content
literacy strategies, etc.)
Resources
other groups. After the 45 minutes is over we will gather
back as a class and I will call the meeting to order. Each
group will have time to say their opening statements. After
the opening statements are said I will tell them which group
they will get to ask their first question too. They will have 1
min to find their question, after they have found it/decided
on it they will ask. The group who is to answer will have 2
mins to come up with an answer. We will go through this
process for 25 mins. After everyone has had a chance to ask
their questions and state their opinions I will give them 10
mins to come up with a closing argument. We will then go
through the closing arguments.
For students who are struggling or excelling I will be very
conscious of who I put in their groups. I w ill make sure each
group has a range of learners. I will also have a graphic
organizer for the groups so they can keep better notes during
the hearing.
Heather Batchelor
http://www.biography.com/people/henry-box-brown-
21325341#synopsis