Laying Tracks for the Underground Railroad
Project Authors
Brian Weeks, Groesbeck ISD, Groesbeck, TX - b.weeks@groesbeck.k12.tx.us,
Jim Bartosh, RosebudLott ISD, Rosebud, TX - jbartosh@rosebudlottisd.org
Mark Smith, Berrien County Juvenile Center School, Berrien Center, MI - smith394@gmail.com
Pam VanWinkle, Iredell ISD, Iredell, TX, - p_vanwinkle@iredell-isd.com
Subject Area
Social Studies
Intended Grade Level
5th to 12th grades
Description
Janie Slave blazes a trail to freedom to be followed by others. Students will find the shortest route on the Underground Railroad between 2 points, taking into consideration populated areas and topography.
Learner Outcomes
The student understands political, economic, and social changes that occurred in the United States during the 19th century.
The student understands the location and patterns of settlement and the geographic factors that influence where people live and how they came to settle there.
The student uses a wide range of social studies skills, including critical thinking, to investigate and analyze a variety of routes that were used in the Underground Railroad.
Time
3 class periods total or approximately 3 hours
Preparation
Research on the Underground Railroad and how slaves knew and used signals to get to freedom, discussing geography to learn about routes taken and choosing best routes.
Materials
Internet access, The Student May Use Costumes and props to make the presentation more believable, Library access, access to map of the USA during the Civil War.
http://www.mcps.k12.md.us/curriculum/Socialstd/grade5/UGRR1.JPG (Map of slave routes)
http://education.ucdavis.edu/new/stc/lesson/socstud/railroad/Map.htm
http://www.sdcoe.k12.ca.us/score/lyd/OutlineMap.html
Videoconference Agenda
Day 1 - VC1
10 minutes - Introductions and welcome.
25 minutes - Facilitator to be Jane Slave to introduce information in order to lead other groups of slaves to freedom.
Material packets distributed and explained.
Groups are given map of slave routes, starting point in the southern states, ending point
in Canada, to be chosen by facilitator.
Groups are told to find the best route both population wise and topographically.
Groups should also calculate mileage to find out the distance of their route.
15 minutes - Discussion/questions.
Day 2 - Workday for gathering information and organizing presentations.
Day 3 - VC2
5 minutes - Roll call.
35 minutes - 3 Groups will present what routes they took to get to their destination.
10 minutes - Wrap-up and reflections.
Post Activities
Draw a map of the different routes, perhaps each student would be responsible for a state and must chart 3-4 stops within that state.
Teachers could take this even farther and have students research the stops and find out geographical information, population, current businesses, etc.
Assessment & Evaluation
Individual grades for post activity projects, participation rubric.
Assess VC by how successful students were following routes.
Evaluation form given teachers and students to assess their learning.
Implementation Plans
Perhaps do this during Black History Month in February and/or after you finish studying the Civil War.
