2.  Underground Railroad: network of people who arranged transportation and hiding places for fugitives, or escaped slaves  Fugitive Slave Act (known in the North as the Bloodhound Act): passed by Congress in 1859 which required Northerners to turn in escaped slaves to their owners  Eastern Shore: the part of Maryland that lies to the east of Chesapeake Bay

3.  Station Masters: network members who supported and hid fugitives in the Underground Railroad  Depots or stations: safe houses, sometimes a barn or a secret room in the Underground Railroad  Conductors: escorts who journeyed with fugitives in the Underground Railroad  Cargo: fugitives, escaped slaves of the Underground Railroad  Stockholders: financial contributors of Underground Railroad

4.  Railroad Car: escaped wagon, sometimes with a false bottom used by the Underground Railroad  Land of Egypt: The South  New Canaan: Canada  Exodus: an escaped mission or plan  Moses: Harriet Tubman’s nickname  Liberty Lines: Escape route to the North

7. Transcription I do hereby solemnly and sincerely promise that I will aid the escape of all persons who are making and effort to escape from oppressive and making application to me for aid so far as I can without material injury to myself or family that I will give them aid them with food clothing & money as there necessity may require and that I will if necessary convey them away that I will not give there pursers any information concerning them and whether any connection contrarie with the society or so I promise not to reveal the private affairs of the society

12.  Class will be divided up into groups of four.  Each student will be responsible for both group work as well as individual work.  Students will have a choice of creating a video presentation, Power Point presentation, or a Poster presentation that discuss the greatest achievement of Harriet Tubman  The key concept of the project will be to present the greatest accomplishment of Harriet Tubman by using all of the information contained in the documents in the Mini-DBQ and student research. The groups will be answering the key concept of the project by using the 5 W’s of History (Who, What, When, Where, and Why). Each group must use at least two additional primary source documents on Harriet Tubman as a part of their presentation.  Students must use all of the key vocabulary words during their presentation.  Each member must speak or present for at least 45 seconds during group presentation.