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Michigan and The Underground Railroad


The information being presented today will be from the Minnesota State Offices of the: ... The State of Minnesota minimum contribution is 20% and the Federal ... – PowerPoint PPT presentation

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Title: Michigan and The Underground Railroad

Michigan and The Underground Railroad
  • Created by
  • Kelly Lake
  • Julie Lindsay

3rd grade GLCS Covered by The Underground Railroad
  • Social Studies GLCS
  • 3H1 use narrative or visual data to compare the
    past with present-day life.
  • 3H2 Evaluate a past regional decision based on
    the short-term and long-term consequences of the
  • 3Q2 organize Social Studies information to make
    simple maps, graphs, tables, and pictographs,
    and interpret what they mean.
  • Language Arts GLCS
  • R.CM.03.01 Connect personal knowledge,
    experiences, and understanding of the world to
    themes and perspectives in text through oral and
    written responses.
  • R.CM.03.04 Apply significant knowledge from
    grade-level science, social studies, and math
  • S.DS.03.04 Plan and deliver presentations using
    an effective organizational pattern supportive
    facts and details reflecting a variety of

4th grade GLCS Covered by The Underground Railroad
  • Social Studies GLCS
  • 4 - G1.0.2 Use cardinal and intermediate
    directions to describe the relative location of
    significant places in the United States.
  • 4 - G1.0.3 Identify and describe the
    characteristics and purposes (e.g., measure
    distance, determine relative location, classify a
    region) of a variety of geographic tools and
    technologies (e.g., globe, map, satellite image).
  • 4 - C2.0.2 Identify situations in which specific
    rights guaranteed by the Constitution and Bill of
    Rights are involved (e.g., freedom of religion,
    freedom of expression, freedom of press).

  • Carson, Mary Kay. The Underground Railroad for
    Kids From Slavery to Freedom. Scholastic, 2002.
  • McConnell, David. Our Michigan Adventure.
    Hillsdale Educational Publishers, 2001.
  • Winter, Jeanette. Follow the Drinking Gourd.
    Dragon Fly Books, 1992.
  • Levine, Larry. If You Followed the Underground
    Railroad, Scholastic, 1993.
  • www.followthedrinkinggourd.org
  • www.rubistar.com
  • http//www.nationalgeographic.com/railroad/j1.html
  • www.pathways.thinkport.org/secrets/secret_quilt.cf
  • http//www.pbs.org/wgbh/aia/part4/4p2944.html
  • www.history.rochester.edu/class/ugrr/home.html

Students K-W-L
K-W-L Continued
Facts about the Underground Railroad and
Michigans Role
  • The Underground Railroad is used to describe the
    complete range of ways and means that slaves fled
  • What the Underground Railroad did was help
    escaped slaves make their way from the
    slave-owning southern states up through the
    northern states and eventually into Canada and
    freedom. This was accomplished by secretly
    transporting the fugitive slaves from safe-house
    to safe-house, steadily moving north until
    freedom was secured.
  • Slaves were treated as useful property and had no
  • Michigan cities were used as several stops along
    the Underground Railroad including Adrian, Ann
    Arbor, Detroit, and Lansing. Slaves also passed
    through Toledo, OH.
  • In 1837 slavery was forbidden by the first
    Michigan Constitution
  • There were many codes of the Underground
    Railroad. Quilts patterns appeared to have
    contained secret messages that helped direct the
    slaves to freedom. Chants also contained secret
    messages telling them when to flee their
    plantations (exp. Follow the Drinking Gourd).

Underground Railroad Facts continued
  • Slavery led up to the beginning of the Civil War
    because the Southern wanted slavery whereas the
    North was opposed.
  • Using modern roads, the trip would be 560 miles
    (900 kilometers) long.
  • A strong, lucky runaway might have made it to
    freedom in two months. For others, especially in
    bad weather, the trek might have lasted a year.
  • According to one estimate, the South lost 100,000
    slaves between 1810 and 1850.
  • The routes from safe-house to safe-house (houses
    where fugitive slaves were kept) were called
  • Stopping places were called 'stations'.
  • Those who aided fugitive slaves were known as
  • In order to keep terms as clandestine as
    possible, the fugitive slaves were known as
    'packages' or 'freight'.

Underground Railroad Inquiry Projects
  • Students will have the option to complete one of
    following inquiry projects based on their
    personal interests.

Student Inquiry Project 1 Research the Codes of
  • Since the beginning of time, people have always
    needed to reach out to others. They need to
    express their thoughts, dreams, and needs.
  • Many slaves did not have the chance to learn how
    to read and write. In some cases they were not
    even allowed to talk to one another. They had to
    be clever and learn how to talk. Quilts were
    used to do this.
  • Students will create a paper quilt and tell the
    message of their quilt.

Student Inquiry Project 2Translating Follow
the Drinking Gourd
  • Students will learn how Harriet Tubman, a runaway
    slave herself, formed the Underground Railroad
    and with the help of Peg Leg Joe and others led
    their people to freedom during the early days of
    slavery in the 1840s.
  • Follow the Drinking Gourd was supposedly used
    by an Underground Railroad operative to encode
    escape instructions and a map.
  • Students will have the option to decode the
    lyrics of Follow the Drinking Gourd.

Student Inquiry Project 3Key Players on the
Underground Railroad
  • Those who aided fugitive slaves were known as
    conductors. Escaped slaves also helped others
  • Students will be able to choose a key player from
    the Underground Railroad to find out the
    following information
  • What was their role on the Underground Railroad?
  • What were some of their accomplishments?
  • How were they viewed by others?
  • Other important experiences?
  • Possible choices The Crosswhites (escaped
    slaves), Harriet Tubman (Conductor), or Laura
    Havilland (teacher to African American children).

Student Inquiry Project 4Journal Entries of an
Escaped Slave
  • The life as a slave was very difficult long
    days in the fields, serving their master,
    maintaining the plantation, and living in fear of
    being beaten.
  • Students will have an opportunity to keep a
    journal about their trek across America to
    freedom along the Underground Railroad or life on
    the plantation
  • Students will need at minimum of 10 entries in
    their journal.

Assessment of Student Inquiry Projects
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