Lesson 4: A Trip Through the Underground Railroad
• Be able to identify with the movement of slaves on the Underground Railroad.
• Will understand the perils and hardships of slaves by participating in a simulation.
• Use models and simulations to explore complex systems and issues.
• Process data and report results.
• Plan and manage activities to develop a solution or complete a project.
Students watch Brainpop Movie at http://magma.nationalgeographic.com/ngexplorer/0601/quickflicks/
Students read and listen to the links posted on the Eyewitnesses to History - the Narratives of:
-Harriet Tubman @ http://pathways.thinkport.org/eyewitness/tubmanintro.cfm
-Fredrick Douglas @ http://pathways.thinkport.org/eyewitness/douglassintro.cfm
Students participate in the following online interactives:
-National Geographic's Trip through the Underground Railroad @ http://www.nationalgeographic.com/railroad/j1.html
-Following the Footsteps @ http://pathways.thinkport.org/following/
1. Students complete the interactive picking choices for the six dilemmas described: @ http://www.pbs.org/wnet/slavery/experience/responses/feature.html
2. The teacher leads a Socratic Seminar to discuss the choices made by the students.
Evaluation Activity: Map of the Underground Railroad
The route used was an important part of a successful escape. A conductor could use numerous secret routes. The one used depended upon where the search parties and slave catchers were stationed. Some trips required the use of many different routes. If it appeared that they might be in danger, a guide would change paths. Some guides and fugitives even hid out in bushes and swamps for many days until it was safe to continue. Quickness was not the main concern. Instead, safety was most important. As a result, they often zigzagged in order to avoid capture. There were two main factors that determined the route that would be used, the geographic location and the availability of Underground workers.
Students make a map of significant locations along the Underground Railroad. Students can use the following links or do their own search
Students create a Google map of at least 10 (ten) significant locations along the route. See how to create a google map @ http://maps.google.com/help/maps/mymaps/create.html. Directions for making Google Mapplets can be found at http://www.google.com/apis/maps/documentation/mapplets/
Students take the quizzes at http://magma.nationalgeographic.com/ngexplorer/0601/quickflicks/
Students’ Google Maps projects will be assessed using the rubric found @ http://www.lessonplanspage.com/SecretsOfTheUndergroundRailroadUnitMapRubric4.htm
Student Evaluation of the Lesson
To evaluate instruction, students complete the survey about the traveling on the Underground Railroad lesson found at http://www.polldaddy.com/s/69FA687097DF1CC8/