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Underground Railroad


Underground Railroad Road to Freedom Grade Eight Sheryll Johnson Lori Shewman Fall 2004 Table of Contents History Time, Continuity, and Change People in Societies ... – PowerPoint PPT presentation

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Title: Underground Railroad

Underground Railroad
  • Road to Freedom
  • Grade Eight
  • Sheryll Johnson
  • Lori Shewman
  • Fall 2004

Table of Contents
  1. History Time, Continuity, and Change
  2. People in Societies Culture Individual
    Development and Identity Individuals, Groups and
  3. Geography People, Places, and Environments
    Global Connections
  4. Economics Production, Distribution, and
  5. Government Civic Ideals and Practices
  6. Citizenship Rights and Responsibilities Power,
    Authority, and Governance Civic Ideals and

  • Students will create a timeline indicating major
    events in the rise and fall of the empires of
    Ghana, Mali, and Songhay.
  • Students will describe the effect European
    exploration and colonization had upon the African
    Kingdoms. How did it change slavery? Students
    will create a play focusing upon a first
    encounter of Europeans and Africans.

  • Students will analyze how the Missouri Compromise
    and the Compromise of 1850 affected African
    Americans as free persons, manumitted slaves, and
    escaped slaves. Students will write a journal
    entry as one of these people describing how they
    felt and why.
  • Students will create a 2-tier timeline with major
    U.S. and world events along the top and events of
    the Underground Railroad underneath
  • Field trip to Springboro to visit Underground
    Railroad Sites

  • West African Kingdoms
  • http//www.csusm.edu/Black_Excellence/documents/pg
  • Medieval African Kingdoms
  • http//ctap295.ctaponline.org/jboston/Student/mat
  • Black History
  • http//www.blackhistory.com/

  • Olde Springboro Village
  • http//www.shakerwssg.org/olde_springboro_village_
  • Civil War
  • http//sunsite.utk.edu/civil-war/

People in Societies
  • Students will choose an individual and create a
    presentation about the person and their life and
    adventures and what effect they had on others.
    Students will bring this person to life by
    dressing up and telling about yourself, reading
    something the person has written or relating on
    of the persons adventures. Students may
    choose famous African Americans and/or
    abolitionists. Example Harriet Beecher Stowe,
    Phillis Wheatly, Frederick Douglass, William

People in Societies
  • Students will play Mancala. A double elimination
    tournament will be held.
  • Develop a timeline of a famous African American
    person or Abolitionist. Include events that were
    occurring in the United States and globally
  • Students will create a game using signals and
    jargon of the railroad. Students will then teach
    game to the class for them to participate.
  • Read Uncle Tom's Cabin for knowledge of slave
    conditions and treatment

  • Help Addy Escape
  • http//www.americangirl.com/agcn/addy/escape/index
  • National Geographic Escape
  • http//www.nationalgeographic.com/features/99/rail
  • Runaway Game
  • http//pathways.thinkport.org/following/
  • WPA Slave Narratives
  • http//www.newdeal.feri.org/asn/index.htm
  • Words and Music to the Drinking Gourd
  • http//www.contemplator.com/america/gourd.html

  • Students will create a poster mapping out the
    Trade Triangle. Students should indicate each
    passage route. On the poster the African
    continent should be enlarged to show the major
    countries involved in the trade.
  • Students will create maps indicating total U.S.
    population distribution and slave distribution in
    the late 1600s, late l700s and right before the
    civil war.

  • Students will student the geography of the Ohio
    River and its changing conditions throughout the
    year. Students will create a relief map of the
    river in groups. Each group will present their
    map and share with the class potential hazards
    the river presented to run-away slaves.
  • Research the diet a slave would have had while on
    the plantation, then research the types of food
    that would have been available along the escape
    route. Bring in examples of some to share and

  • Map (4 groups, 3 groups take 1 of 3 major routes
    of UGRR and plot route including terrain
    obstacles, cities nearby, major roads of the
    time, etc.  Fourth group show on map where slave
    populations were including crops tended, etc)

  • NASAs Drinking Gourd
  • http//quest.arc.nasa.gov/ltc/special/mlk/gourd1.h
  • Trans-Atlantic Slavery Trade
  • http//africanhistory.about.com/library/weekly/aa0
  • Plantation Life
  • http//www2.gwu.edu/folklife/bighouse/panel9.html
  • Underground Railroad
  • http//education.ucdavis.edu/NEW/STC/lesson/socstu
  • Slave Diet
  • http//www.slaveryinamerica.org/history/hs_lp_afri

  • Mark off a 6 foot by 8 foot rectangle on the
    floor. This will be the ships hold. Staying
    within these lines, see how many people you can
    fit inside by laying down. Do it again, this
    time having everyone sit. Do it once more having
    everyone on the long sides sit and those in the
    middle lie down. How many did you fit in? Which
    arrangement contained more people? Using
    insights gained from this exercise students
    divide into two groups. One group will research
    the economics of a lot of people in the ship and
    subsequent loss and the other group will research
    the economics of humanistic approach.

  • In groups students will pretend to be a wealthy
    plantation owner in the 1830s. Each group will
    design a plantation and drawing it on a large
    poster board. Special care should be taken in
    the layout so that everything works well together
    and has the look of a self-sufficient community.
    Each plantation should include the following
    Big House, Kitchen, Ginning shed, Barns and
    outbuildings, driveways, Slave quarters,
    vegetable gardens, cemeteries, Overseers
    quarters, cash crop fields, stables, and
    specialty buildings. Layouts will be judged on
    the economic feasibility.

  • Students will study primary source and secondary
    source documents to determine the losses to
    plantations owners and also determine how much
    bounty hunters could make.
  • Research and report on what escaped slaves found
    with their newfound freedom in the North. These
    will include job possibilities, discrimination,
    possible return to slavery, etc
  • Discuss the cash crops of the plantations. Why
    they were so profitable and what happened when
    slave labor was no longer available

  • Slave Ship
  • http//www.eyewitnesstohistory.com/slaveship.htm
  • Plantation Life
  • http//www.learner.org/amerpass/unit07/context_act
  • Native Americans and UGRR
  • http//www.naja.com/projects/nativevoices/pdf/rvpa
  • Colonial Black Life in New England
  • http//csmonitor.com/cgi-bin/durableRedirect.pl?/d
  • Canadian Anti-Slavery Movement
  • http//www.collectionscanada.ca/05/0531_e.html

  • Students will research the positions of famous
    congressmen involved in the Missouri Compromise
    and the Compromise of 1850. Class will be
    divided into the North and the South. Students
    will then participate in a session of Congress
    for that time period.
  • Students will research Northwest Ordinance and
    early Ohio laws regarding slavery and runaway
    slaves. Students will create a poster
    delineating their findings.

  • Students will debate the Fugitive Slave Act of
    1850 and the reasons why and why not people were
    willing to help the slaves in their escape even
    though they might be punished.
  • Research the U.S. govt. stand on slavery and
    black rights up until the Civil War. They should
    include lawful selling of slaves before we were a
    country and continue with the treating of slaves
    as property in the constitution and so on.
  • Debate between 'North' and 'South' on need for
    slavery and need to abolish it.

  • Kansas Nebraska Act
  • http//www.lib.niu.edu/ipo/iht1010302cm.html
  • Compromise of 1850
  • http//www.loc.gov/exhibits/treasures/trm043.html
  • Missouri Compromise
  • http//www.pbs.org/wgbh/aia/part3/3h511.html
  • Northwest Ordinance
  • http//www.earlyamerica.com/earlyamerica/milestone
  • Northwest Ordinance
  • http//lcweb2.loc.gov/ammem/bdsds/territ.html

Citizenship Rights and Responsibilities
  • Students will compare and contrast the expected
    responsibilities of an abolitionist and how
    they actually reacted.
  • Students will research the rights and
    responsibilities a slave owner had and what, if
    any, a slave had. What rights and
    responsibilities did any non-slave U.S. citizen
    have in regards to a slave or run-away? Students
    will present findings as either a slave owner, a
    slave, or a run-away.

Citizenship Rights and Responsibilities
  • Students will research Canadian law regarding
    people of African decent. What rights and
    responsibilities did they have in Canada?
    Students will write a report.
  • Write an article to be published in Fredrick
    Douglass' newspaper 'North Star', expressing
    thanks and appreciation to abolitionists for
    their sacrifices and courage in helping runaways,
    like yourself.

Citizenship Rights and Responsibilities
  • Research who these abolitionists were and why
    they felt compelled to help the runaways. Were
    they just nice people, a certain religion, rebels
    against the government, who? Students will
    pretend they were an abolitionist and in a
    paragraph describe where they would put a secret
    hiding place and describe the conditions there.

  • Follow the Northstar Reenactment
  • http//www.connerprairie.org/Education/dlFNS.pdf
  • Abolitionists
  • http//education.ucdavis.edu/NEW/STC/lesson/socstu
  • Abolitionists
  • http//www.loc.gov/exhibits/african/afam005.html
  • Abolitionists
  • http//www.loc.gov/exhibits/african/afam005.html
  • Frederick Douglass
  • http//www.nps.gov/frdo/freddoug.html
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