Social Studies Resource Unit Underground Railroad Grade 3 By Trish Fields, Keli Newman & Cara Wielgus

Table of Contents Introduction 3 Content 4-6 Objectives 7-8 Activities 9-14 Assessment 15-17 Instructional Resources: Teacher resources 18 Student resources 19-21 Media resources 22-24

Introduction Because personal rights and freedoms are a valued part of our democracy, it is essential that we understand the hardships of those in the past that fought hard and risked death to gain freedom. Learning from the past is the best way to improve the future. By addressing the courage and determination of those who traveled and established the underground railroad and examining the hardships of slavery, we gain a greater appreciation for the value of freedom and a greater respect for diversity which strengthens our nation.

Content Day One: Introduce the unit: Underground Railroad. Read related picture books and sing related songs. Day Two: Read a picture book about the Underground Railroad and discuss forms of communication the slaves used. Students will plot a course to freedom on a map. Day Three: Students will compare and contrast common feelings and attitudes of slave owners and slaves using a Venn Diagram Day Four: Students engage in a web journey as a slave then discuss and share what they discovered

Content Day Five: Read about Harriet Tubman and discuss characteristics that Harriet Tubman possessed. Day Six: Using information provided by http://amistad.mysticseaport.org/timeline/united.states.html Students choose 10-12 important dates that affected the issue of slavery and then create a time line labeling the sequential events to share with the class. Day seven: Evaluation

Vocabulary slavery conductor passengers safe house Abolitionist freedom liberty prejudice lantern civil rights quilt citizen fugitive underground http://www2.lhric.org/pocantico/tubman/vocabquilt.htm (related vocabulary on a quilt background-interactive)

Cognitive Objectives Students will be able to: Place historical evens in sequential order on a time line Use a map to answer questions Use a compass rose and cardinal directions to describe the relative locations of places Define and identify elements of the underground railroad and recognize communication systems- such as: quilts and songs

Affective Objectives Students will be able to… Discuss and demonstrate compassion, perseverance, and persistence in achieving goals as rights and responsibilities of citizenship. Recognize how contributions of different cultures within the U.S. influence our common national heritage. Compare and contrast the feelings slave owners and slaves might have experienced during times of slavery. Demonstrate effective citizenship responsibilities: Respect the rights and dignity of others

Activities: Day one Day One: Introduction of the Underground Railroad. Discuss with children what they think it is. Developmental: Read …If You Traveled on the Underground Railroad by Ellen Levine Read Follow the Drinking Gourd by Jeanette Winter Culminating: Teach the song “Follow the Drinking Gourd” from: http://www.songsforteaching.com/folk/followthedrinkinggourd.htm www.amazon.com

Activities: Day two Day Two: Introduction: Discuss what was learned on day one and what the drinking gourd is and the significance of “North”. Developmental: Read Under the Quilt of the Night by Deborah Hopkinson and discuss forms of communication the slaves used. Discuss the difference between “slave” and “free” states. Culminating: Use a blank U. S. map and have students plot a course to freedom. www.amazon.com

Activities: Day three Day Three: Introduction: Have the students imagine life as a slave owner and then a slave. Developmental: Use a Venn Diagram to compare and contrast feelings and attitudes that slave owners may have had vs. those of the slaves Culminating: Students are assigned a status of slave owner or slave and write a short story describing how that would feel.

Activities: Day four Day Four: Introduction: Students watch the movie: Underground Railroad on the Internet-Travel along Ohio's Underground Railroad from Ripley, OH, to Findlay, Toledo, Detroit and to the promise land in Canada. (2003) Visual Image Productions - 30 min - Sep 7, 2006 Developmental: Students engage in an interactive journey as a slave via http://www.nationalgeographic.com/features/99/railroad/j1.html Culminating: Students participate in group discussion regarding their “fate” and share their experience.

Activities: Day five Day Five: Introduction: Discuss the significance of courage and perseverance in facing hardships of slavery. Developmental: Read Wanted Dead Or Alive: The True Story Of Harriet Tubman (Paperback) by Ann Mcgovern, and discuss the significance of her actions. Culminating: Discuss the Undergound Railroad network and the roles of conductors, passengers, and “safe” houses and the risk involved. www.amazon.com

Activities: Day six Day Six: Introduction: Identify that significant changes occurred over time that affected personal rights and freedoms. Developmental: Using information provided by http://amistad.mysticseaport.org/timeline/united.states.html Students choose 10-12 important dates that affected the issue of slavery and then plot them sequentially on a time line labeling the year and the event. Culminating: Students will share their timeline with the class and explain the significance of the events chosen.

Assessment 1. What is the underground railroad? A. a subway system C. a series of safe points when traveling toward freedom B. a train that runs at night D. an early form of transportation 2. A famous conductor on the underground railroad was? A. Harriet Tubman C. Abraham Lincoln B. Betsy Ross D. George W. Bush How were quilts significant to the Underground railroad? they kept slaves warm C. many slaves quilted in their free time B. they hid food for slaves D. colors signified safe houses

Assessment 4. Those in the North against slavery were … A. Federalist C. Democrats B. Abolitionists D. Republicans In the story “Follow the Drinking Gourd” slaves A. were reminded to eat C. followed the North Star B. knew gourds meant safety D. Ran away during the day Short essay: Explain why slaves were of value in the South? Describe what a conductor was and why it was risky?

Assessment True/False The Ohio River played an important role in getting slaves to freedom. Ohio was a slave state. All conductors were men. Slaves went to jail if caught. Songs and quilts often had hidden meaning to the slaves.

Teacher resources http://pathways.thinkport.org/flash_home.cfm (classroom resources) http://www.appleseedrec.com/underground/ (songs) http://www.songsforteaching.com/folk/followthedrinkinggourd.htm (Song Follow the Drinking Gourd) SLAVERY (Power point) www.socialstudies.com SLAVERY POSTERS www.socialstudies.com ESCAPE: A Simulation of the Underground Railroad and Accompanying Unit on Slavery - includes maps, detailed historical information, and documents needed for teachers to develop a classroom simulation journey from slavery to freedom. available at www.socialstudies.com http://www.slaveryinamerica.org/resources/overview.htm (teaching resources, materials, lesson plans, etc. developed by teachers)

Student resources . . . If You Traveled on the Underground Railroad (Paperback) by Ellen Levine, Scholastic Paperbacks, Reissue edition, 1993, In a question-and-answer format, the reader is introduced to what the underground railroad was and how it was used between 1830 and 1860 to help slaves in America escape to the North. . . . If You Lived When There Was Slavery in America (Paperback) by Anne Kamma, Scholastic, Inc.,2004 , With compassion and respect for the enslaved, this book answers questions children might have about this dismal era in American history. Follow the Drinking Gourd (Paperback) by Jeanette Winter , Dragonfly Books; Reprint edition, 1992 This story focuses on the journey of one group of runaways who travel according to the directions of the song to reach the Ohio River, where Peg Leg Joe a white sailor is waiting with a boat.

Student Resources Harriet Tubman and the Underground Railroad (Graphic History) (Paperback) by Michael Martin , Capstone Press, 2006 Nonfiction topics in graphic novel format! Eye-popping artwork and easy-to-read text offer an appealing experience for all readers. An additional information section provides key facts and further understanding. 32 pages. Wanted Dead Or Alive: The True Story Of Harriet Tubman (Paperback) by Ann Mcgovern, Scholastic Paperbacks; Reissue edition (1991) Born a slave on a Maryland plantation, Harriet Tubman dreamed of following the North Star to freedom. When she did escape, she risked her life many times to lead 300 slaves to freedom on the Underground Railroad. Meet Addy: An American Girl by Connie Porter, Pleasant Co. Publications,1993 The story is about a nine-year-old girl, a slave on a North Carolina plantation during the Civil War. After Addy's father and older brother are sold she and her mother runaway and begin a harrowing journey on foot to a "safe house."

Student Resources www.questforfreedom.org http://www.americangirl.com/agcn/addy/ Fun website that students can use to get to know the family of Addy. Students are able to play games and learn about the life of Addy. http://www.greece.k12.ny.us/ath/library/webquests/underground/default.htm Webquest that students will use to explore the information about the Underground Railroad. www.questforfreedom.org Interactive map that students will use to explore the route that slaves used to get their freedom. http://www.ushistory.org/betsy/flagfact.html Web sight that students will use to find out what path they would take if they were a slave. See how the choices you make determines what happens to you.

Media resources (video) CAUSES OF THE CIVIL WAR Plantation slavery; the rise of King Cotton; the industrial North; the Missouri Compromise; free blacks and the abolition movement; black resistance to slavery; Nat Turner's Rebellion; the underground railroad and more... www.socialstudies.com (movie) ENSLAVED (-found on www.socialstudies.com) (movie)THE SELLIN' OF JAMIE THOMAS (found on www.socialstudies.com) (video) Harriet Tubman - The Animated Hero Classics (video) Harriet Tubman and the Underground Railroad (video) African American Life (poster) Harriet Tubman- available at www.Socialstudies.com

Media references Reproducible, Read-Aloud American History Plays : on Key Topics That Help Struggling Readers Learn the Content They Need to Know : The Underground Railroad available at www.socialstudies.com Transparencies and E-book:THE ABOLITIONIST MOVEMENT Lesson titles: "Slavery: Reality and Myth," "Runaways & Resistance," "The Abolitionist Cause," "Slavery Divides the Nation” Websites: http://www.nationalgeographic.com/features/99/railroad/j1.html (interactive journey as a slave) www.questforfreedom.org (web quest) http://amistad.mysticseaport.org/timeline/united.states.html (important dates related to the issue of slavery and civil rights) http://www2.lhric.org/pocantico/tubman/tubman.html (Harriet Tubman information) http://www.ushistory.com/railr.htm (Underground Railroad Music Video)

Media references Webvideo: Underground Railroad: Travel along Ohio's Underground Railroad from Ripley, OH, to Findlay, Toledo, Detroit and to the promise land in Canada. (2003) Visual Image Productions - 30 min - Sep 7, 2006 via http://www.viproductions.org/past.htm Powerpoint Slavery available at www.socilastudies.com Activity Books THE UNDERGROUND RAILROAD FOR KIDS: From Slavery to Freedom With 21 Activities available at www.socialstudies.com THE CIVIL WAR FOR KIDS: A History With 21 Activities available at www.socialstudies.com 15 Primary Source Activities: American History Available at www.socialstudies.com History Unfolding: The Abolitionsit Movement Available at www.socialstudies.com

Acknowledgements Clip art from www.microsoftclipart.com Book graphics and publication information provided by www.amazon.com