Resource unit

Ed 608

Donna Martin

Kara Bredemeyer


Table of ContentsUnderground Railroad

Table of Contents
Sectionpage number

Introduction………………………………………………1

Content…………………………………………………….2

Objectives…………………………………………………4

Activities…………………………………………………..6

Evaluation…………………………………………………11

Instructional Resources………………………………..14

Teacher References……………………………..14

Student References……………………………..15

Media References………………………………..16

Introduction I underground railroad

Because we feel a strong sense of pride to be Americans, it is important for students to explore and understand their American heritage. Part of this American heritage is includes the Underground Railroad.

This unit is designed to begin with an overview of the atrocity of slavery in America. Next, the unit will move into the development of the Underground Railroad, some notable escapes, and some important people involved in the Underground Railroad. Finally, this unit will touch on the Underground Railroad in the Civil War.

This unit will cover eleven to twelve days and will include various activities and projects. Not only will this unit cover some of the Social Studies strands, but it will also cover strands from Science, and Language. During the course of the unit, students will be asked to prepare a written report on one of the conductors of the Underground Railroad. This unit will conclude with a written evaluation.

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Content IIUnderground Railroad

  1. UNDERGROUND RAILROAD – INTRODUCTION

On the first day, the students will be introduced to the unit on the Underground Railroad. They will be given an outline of the topics that will be covered. In addition, the students will be given information regarding the written report that will be due near the end of the unit.

  1. SLAVERY IN AMERICA

On the second day, the students will be given an overview of slavery in America. This will include the history of slavery, as well as information about the treatment of slaves. In addition, students will be shown a map outlining the free states and the slave states.

  1. THE RISE OF THE UNDERGROUND RAILROAD

On the third day, the students will look at information important to the development of the Underground Railroad, as well as look at how the Underground Railroad received its name.

  1. TRICKS OF THE TRADE

On days four and five, students will discover clever ways in which slaves communicated as they began their journey on the Underground Railroad. The students will be introduced to two picture books, one each day, discussing two of the tricks used to outwit slave owners.

  1. CONDUCTORS OF THE UNDERGROUND RAILROAD

On days six and seven, the students will begin to explore some of the important people involved with freeing slaves on the Underground Railroad. These conductors include Harriet Tubman, Thomas Garrett, John Rankin, John Henry Hill, and Abigail Goodwin. Students will choose a conductor on whom they will conduct research and prepare a one to two page report.

  1. SOME NOTABLE ESCAPES

On day eight, students will hear the amazing stories of some notable escapes made be slaves along the Underground Railroad, including William and Ellen Craft, and Henry Brown.

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  1. THE UNDERGROUND RAILROAD IN THE CIVIL WAR

On day nine, students will learn about the Underground Railroad’s in the Civil War. This will include information about Harriet Beecher Stowe’s novel, Uncle Tom’s Cabin as well the Fugitive Slave Law of 1850, and the Dred Scott decision. This will become a segway for the next unit on the Civil War.

  1. UNIT WRAP UP

On day ten, the unit will be concluded. The students will view a videotape on the Underground Railroad and complete a study guide. Both will serve as a review for the written evaluation.

  1. EVALUATION

Students will complete a written test on the unit to assess their understanding. In addition, the written report will be due at this time.

CONCEPTS

SlaverySlave owners

Slave auctionStation Master

Harriet TubmanStockholders

Laura Haviland Josiah Henson

Indentured servantThomas Garrett

Abolitionist movementFrederick Douglass

Underground RailroadAbigail Goodwin

ConductorJohn Henry Hill

ContrabandEllen Craft

DepotWilliam Craft

Safe houseThe North Star

Free manThe Big Dipper

Freedom papersPolaris

Fugitive Slave Law of 1793Harriet Beecher Stowe

Fugitive Slave Law of 1850Uncle Tom’s Cabin

PassengersStation

Slave CatchersFugitive Slave Law

Dred ScottJohn Rankin

William StillWilliam Lloyd Garrison 3

Objectives III Underground Railroad

After completing the unit, the fifth grade students should be able to:

  1. Understand the origination and history of slavery in the United States
  2. Understand the harshness of slavery
  3. Identify the slave states
  4. Identify the free states
  5. Explain why the Underground Railroad was formed
  6. Explain how the Underground Railroad received its name
  7. Explain how news of the Underground Railroad spread
  8. Understand the role of the slave catcher
  9. Understand the consequences for slaves that were caught escaping
  10. Map escape routes used on the Underground Railroad
  11. Identify strategies used by slaves to pass along information about the Underground Railroad
  12. Identify the role of the little Dipper and the North Star in the Underground Railroad
  13. Explain the role of the conductor in the Underground Railroad
  14. Explain the role of the stockholders in the Underground Railroad
  15. Explain what a safe house is

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  1. Identify some of the important conductors of the Underground Railroad
  2. Understand the role of Harriet Beecher Stowe and her book, Uncle Tom’s Cabin
  3. Identify common characteristics of the conductors of the Underground Railroad
  4. Explain some notable escapes
  5. Understand how to gather relevant information on a particular subject
  6. Identify what is necessary to form a complete sentence
  7. Identify what is necessary to form a complete paragraph
  8. Identify the roles of debaters
  9. Explain the role of the Underground Railroad in the Civil War

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Activities IV Underground Railroad

DAY 1:UNDERGROUND RAILROAD – INTRODUCTION

Introduction:

The teacher will introduce the unit on the Underground Railroad by beginning a discussion asking students to share anything they know about the Underground Railroad. The students will be presented with an outline of the topics to be covered. In addition, the teacher will share some of the activities that will be covered. Finally, the teacher will pass out expectations pertaining to the report to be completed by the end of the unit.

Outcome:

The students will be introduced to the unit and will either confirm or disprove things that they think they have heard about the Underground Railroad. Ina addition, students will look forward with excitement to the various activities to be covered in the unit.

Development:

Minimal resources are needed for the introduction. The teacher will display some books on the topic of the Underground Railroad. In addition, any ideas that the students have will be recorded on the chalkboard. The teacher will need a written outline of the unit to be distributed to the students as well as a written description of the paper due at the end of the unit.

DAY 2:SLAVERY IN AMERICA

Introduction:

Students will be introduced to the history of slavery in America through a power point presentation. In addition, students will examine the words of actual newspaper advertisements for runaway slaves as published in Southern newspapers in the late 1700s.

Outcome:

The students will be able to construct a timeline of the history of slavery in America. In addition, students will be able to identify slave states and free states when give a map of the United States. Finally, students should be able to see the harshness of slavery by writing a paragraph describing slavery after viewing the newspaper advertisements.

Development:

The teacher will say to the students, “When do you think slavery began in

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America?’ After waiting for responses, the teacher will explain that slavery in America has existed since the 1620s. Next, the teacher will explain that slavery existed throughout the colonies, but soon not all states thought that slavery was a good idea. The students will then be given a map outlining the United States as is looked in the late 1700s. Students will then color all of the free states one color, and all of the slave states another color. The teacher will then continue, “Do you see any type of a pattern?” Students will notice that, for the most part, the Southern states supported slavery, while the Northern states opposed it.

The teacher will then ask, “How do you think that slaves were treated by their owners?” The teacher will write responses on the board. The teacher will then distribute several copies of advertisements placed in the Savannah Georgia Gazette in the late 1700s. After reading these, students will discuss if their predictions about the treatment of slaves were correct. Finally, students will be asked to develop a paragraph on the treatment of slaves.

DAY 3:THE RISE OF THE UNDERGROUND RAILROAD

Introduction:

Students will be introduced to the Underground Railroad and learn how the name came about. In addition, students will map the routes of the Underground Railroad.

Outcome:

Students will see the need for an escape for slaves as a result of the harsh treatment of slaves. In addition, students will see geographically what an escape along the railroad involved, as well as understand how the Underground Railroad received its name.

Development:

The teacher will begin by asking the question, “We know how poorly slaves were treated. What would you do if you were a slave?” The students will answer, “escape.” The teacher will then ask, “Where would you go?” There will then be a discussion on escaping from slavery, with the students realizing the need to go North to the free states or even to Canada. The teacher will discuss the fact that an escape was very difficult to manage and it took many people to help. The students will then be introduced to the Underground Railroad. The teacher will let the students know how the Underground Railroad received its name. Finally, students will map actual routes of escape using a map of the United States.

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DAY 4 & 5:TRICKS OF THE TRADE

Introduction:

The students will understand the difficulties and dangers of escaping on the Underground Railroad. In addition, the students will understand how the Big Dipper and the North Star (Polaris) were used to escape, as well as quilts with hidden maps.

Outcome:

The students will understand the significance of the North Star and the Big Dipper to the slaves. In addition, the children will understand how slavers cleverly used maps in quilts to help with escapes. The students will examine the fact that the desperation of slaves enabled them to be extremely clever in the quest for freedom.

Development:

On day four, the teacher will read the book, Follow the Drinking Gourd to the students. The teacher will then lead a discussion on the North Star and Polaris and how the regularity of nature helped the slaves.

On day five, the teacher will read the book, Sweet Clara and the Freedom Quilt to the Students. Given paper “quilt” squares, and their U. S. Maps with Underground Railroad routes, the students will put together their own freedom quilts.

DAY 6 & 7:CONDUCTORS OF THE UNDERGROUND RAILROAD

Introduction:

The students will understand the role of a conductor on the railroad. The students will become familiar with some of the people who made the Underground Railroad work.

Outcome:

Students will gain an understanding of some important people in United States history. In addition, students will understand some of the common characteristics of these conductors. Finally, students will gain an in depth understanding of one of the conductors of their choice.

Development:

The teacher will begin by asking, “When the slaves used the Underground Railroad, do you think they just escaped and off they went, unassisted?” The students will understand that there were many people needed to make the Underground Railroad work so successfully. Through a power point presentation, the students will learn more detailed information about several of the famous conductors, including Harriet Tubman, Frederick Douglass, Thomas

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Garrett, William Still and John Rankin. The teacher will then ask the students to choose a conductor so that they can prepare a one to two page report on that particular person. The students will be given a checklist for the report.

DAY 8:SOME NOTABLE ESCAPES

Introduction:

The students will learn details about some of the daring escapes made on the Underground Railroad, including the escapes of William and Ellen Craft as well as the escape of Henry Brown.

Outcome:

The students will understand the bravery of the slaves and conductors. They will also understand the importance of freedom for all people.

Development:

The teacher will begin with the question, “So what as it like to escape from slavery through the Underground Railroad?” The teacher will then lead a discussion. A power point presentation will be done, highlighting some of the notable escapes. The students will then be given the opportunity to participate in a virtual simulation of an escape on the Underground Railroad through the web site National Geographic – Underground Railroad

DAY 9:UNIT WRAP UP

Introduction:

The teacher will bring together the unit for the students by having the students watch a video from The History Channel on the Underground Railroad.

Outcome:

The students will gain an even deeper understanding of the Underground Railroad by viewing the images on the video. The students will be given a sheet with questions concerning the video to be answered.

Development:

The teacher will lead the students in a discussion, asking students to state what new information they learned, as well as what were there favorite parts of the unit. The teacher will explain that, by watching the video, the students will be able to see actual photos taken during the time period of the Underground Railroad. The teacher will also explain that the video and the questions will serve as a review for the written test.

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DAY 10:EVALUATION

Students will be evaluated on their understanding of the unit based on a written test. Students will be asked to provide information as well as use higher order thinking skills on the written test.

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Evaluation V Underground Railroad

UNIT TEST – THE UNDERGROUND RAILROAD

Section One – TRUE and FALSE

Please write the word TRUE next to each statement that is true and the word FLASE next to each statement that is false.

1. ______All slaves wished to escape the cruelty of slavery.

  1. ______Slaves were treated as property rather than people.
  1. ______The first slaves were brought to the United States in 1800.

4. ______All of the 100,000 salves that escaped on the Underground

Railroad made it safely to the North.

5. ______Only blacks helped slaves escape on the Underground

Railroad.

6. ______Not all of the conductors of the Underground Railroad are

known.

7. ______The Underground Railroad was a train.

8. ______The Underground Railroad was dangerous only for blacks.

  1. ______The slaves followed the North Star to freedom.
  1. ______Slaves always traveled north to freedom.

Section Two – Multiple Choice

Circle the letter next to the answer that best fits with the question
  1. In the 1600s, who most helped the slaves escape?

a. slave ownersc. Indians

b. The Spanishd. The French

  1. The first legally sanctioned free black settlement was located in the state

of:

a. Marylandc. Ohio

b. Floridae. Georgia

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  1. Harriet Tubman was a slave on a plantation located in the State of:

a. Marylandc. Ohio

b. Kentuckyd. South Carolina

  1. The “Angel of Philadelphia” was the name given to conductor

a. Harriet Tubmanb. Ellen Craft

c. William Stilld. John Rankin

  1. In the story, Follow the Drinking Gourd, the conductor is:

a. Black Eye Georgec. Stinky Sam

b. Charlie Conductord. Peg Leg Joe

  1. Over one half of the slaves that made it to freedom crossed the ______

River

a. Kentuckyc. Ohio

b. Delawared. Tennessee

  1. What town along the Ohio River was known as “Freedom USA”?

a. Maysvillec. Portsmouth

b. Cincinnatid. Ripley

  1. The novel Uncle Tom’s Cabin was written by:

a. Harriet Beecher Stowec. Harriet Tubman

b. John Rankind. William Still

  1. Those who lived in the north and were against slavery were called:

a. anti-slavec. abolitionists

b. slave hatersd. expulsionists

  1. What was the border between the slave states and the free states

known as?

a. Mason-Dixon linec. Ohio line

b. Freedom lined. Underground Railroad line

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Section Three – Short Essay

Answer the following questions. The answers should be at least a paragraph and must have complete sentences.

  1. Describe the life of a slave. Why was escaping so important?
  2. Explain how the Underground Railroad received its name
  3. What was the slave grapevine?
  4. Why did slavery become more important in the South?
  5. Why role did the novel Uncle Tom’s Cabin play in eventually ending slavery?

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Resources VI Underground Railroad

Teacher References

The Underground Railroad and the Civil WarInformational Book

This informational book outlines some of the key facts about the Underground Railroad including a look at slavery in America, the rise of the Underground Railroad, some important people of the Underground Railroad, some notable escapes, and the Underground Railroad and the Civil War.

Sweet Clara and the Freedom QuiltPicture Book

This picture book tells the story of a young slave girl who uses a quilt that she is sewing to draw maps for escaping slaves.

If You Traveled on the Underground RailroadInformational Book

This informational book offers a step-by-step guide of the Underground Railroad, including a simulated escape.