Slavery: The Underground Railroad


Click here to download an Acrobat PDF of this document	Slavery: The Underground Railroad A Lesson Plan for Middle & High School Students Objectives 1. Students will research the resistance to and abolition of slavery in the United States. 2. Students will learn the Underground Railroad comprised of people in the United States and Canada who assisted slaves in escaping to freedom. 3. Students will read the Fugitive Slave Act of 1850 and learn how it affected the operation of the Underground Railroad. 4. Students will examine the tragic story of fugitive slave Margaret Garner and will draw critical conclusions about Margaret Garner’s actions based on the host of information that they have gathered in this unit. Social Studies Benchmarks Middle School SOC.I.1.MS.1 SOC.I.2.MS.4 SOC.V.3.MS.1 High School SOC.I.1.HS.3 SOC.I.2.HS.2 SOC.V.3.HS.1 Vocabulary Fugitive Slave Law of 1850 Rebellion Abolition Abolitionists Freedmen Routes Michigan Detroit St. Clair River Ohio River Canada Quakers Laura Haviland Levi Coffin Harriet Tubman John Mason John Brown Frederick Douglass Secret Codes entry ports Josiah Henson J. W. Lougen underground: secret, hidden railroad: powerful escape route transporting refugees and to freedom lines: routes from safe-house to safe-house stations: stopping places conductors: people who aided fugitive enslaved Africans packages/freight: fugitive slaves Day 1 Materials • Vocabulary List • Overhead Transparencies or Poster Boards Procedures 1. Begin this lesson by stating the Michigan Opera Theatre is going to present an opera based on the life of Margaret Garner. It's scheduled to premiere at the Detroit Opera House in May, 2005 with mezzo-soprano Denyce Graves singing the title role. Margaret Garner’s story is COMPLEX, COMPELLING, AND CONTROVERSIAL. Margaret Garner was born into slavery, suffered as a slave, escaped, and became a fugitive. This unit will focus on enslaved Africans who fled their masters through various means – mainly the Underground Railroad. This unit will give insight on Margaret Garners view on slavery and her desperation to not want her family to experience it further. http://www.ecesc.k12.in.us/currweb/student5/KWL%20charts.html http://www.freep.com/entertainment/newsandreviews/mot20_20030220.htm 2. Divide students into groups and provide them a list of vocabulary terms to define, using web quest and other resources. Option: Print and place some articles on overhead transparencies for whole group activities. 3. Permit time for students to record their findings using overhead transparencies or poster boards while their classmates take notes. Web Quest Fugitive Slave Law http://afroamhistory.about.com/library/blfugitive_slave_law.htm “Famous Abolitionists Frequently Asked Questions” http://library.thinkquest.org/CR0212661/id27_m.htm Underground Railroad Codes http://www.beavton.k12.or.us/greenway/leahy/ugrr/code.htm Underground Railroad Codes & Phrases http://www.ea.pvt.k12.pa.us/htm/Units/lsDevon/DFormSS/UGRRcodes.htm Underground Railroad Codes http://www.nyjournalnews.com/blackhistory/codewords.html “Underground Railroad Words” http://library.thinkquest.org/CR0212661/id39.htm Glossary of Underground Railroad Terms http://www.osblackhistory.com/glossary.php Day 2 Materials • Map of the United States • Web Quest Procedures 1. Map and discuss the Underground Railroad routes. Underground Railroad Routes http://education.ucdavis.edu/NEW/STC/lesson/socstud/railroad/Map.htm The Michigan Connection http://www.sos.state.mi.us/history/museum/explore/museums/hismus/prehist/civilwar/undergro.htm1 2. Discuss important roles Detroit and Canada played in the Underground Railroad. The Detroit-Canada Connection http://www.living-library.com/FreedomTour/NABHistMus.html Entry Points to Canada http://www.osblackhistory.com/routes.php 3. Discuss the Underground Railroad secret codes, paying close attention to Detroit’s contribution. “Courage, secret codes kept clandestine railroad on track” http://afroamhistory.about.com/library/blfugitive_slave_law.htm 4. Using, vocabulary terms, explain in great detail the operation of the Underground Railroad, its conductors, the routes used, and secret codes. Day 3 Materials • Fugitive Slave Law of 1850 http://afroamhistory.about.com/library/blfugitive_slave_law.htm • “Famous Abolitionists Frequently Asked Questions” http://library.thinkquest.org/CR0212661/id27_m.htm • Core Democratic Values • MEAP Rubric http://www.meritaward.state.mi.us/mma/socialstudies/SS-Model-8.pdf (Refer to page 61.) Procedures 1. Examine and analyze the Fugitive Slave Law of 1850. 2. Identify famous abolitionists and their roles with the Underground Railroad. 3. Respond to the following prompt. “People who offered their homes to escaping slaves broke the Fugitive Slave Act of 1850. Do you think that they were right to break this law? Why or why not? Use Core Democratic Values to support your position. Why would they risk their lives to help slaves?” 4. Why would slaves risk punishment to pursue freedom? 5. Research fugitive slave Margaret Garner. What led Margaret Garner to the desperate act of slaughtering her child? “A Remnant of Slavery’s Horror” (Margaret Garner) http://www.enquirer.com/editions/1998/10/02/loc_slave02.html “Excerpts from Slave Narratives – Chapter 37” (Margaret Garner) http://www.vgskole.net/prosjekt/slavrute/37.htm “Two Garner Stories: A Note on Margaret & Sethe in and out of History & Toni Morrison’s Beloved” (Margaret Garner) http://www.luminarium.org/contemporary/tonimorrison/muckley.htm Unit Evaluation Students will write a detailed comprehensive 4 – 5 paragraph MEAP format essay with the following criteria: introduction, position statement, Core Democratic Values to support the position statement, supporting knowledge (from history, geography, civics, or economics), and a conclusion using a WRITING PROMPT. Public Policy Issue Writing Prompt: “Should tax dollars be used to construct a museum honoring Margaret? Garner in Cincinnati, Ohio? Use Core Democratic Values and data you have collected to support your position.” Suggested Nonfiction • The Underground Railroad by Raymond Bial • Get on Board – The Story of the Underground Railroad by Jim Haskins • Bound for the North Star: True Stories of Fugitive Slaves by Dennis B. Fradin • Modern Medea: A Family Story of Slavery & Child Murder from the Old South by Steven Weisenburger Suggested Historical Fiction • Uncle Tom's Cabin by Harriet Beecher Stow • Escape from Slavery by Doreen Rappaport • North by Night by Katherine Ayrnes • The Borning Room by Paul. Fleischman • The House of Dies Drear by Virginia. Hamilton Suggested Videos • Race to Freedom: The Story of the Underground Railroad (Video) • Roots of Resistance – A Story of the Underground Railroad: The American Existence (Video) Extended Activities 1. Play old negro spirituals during each lesson to set the mood for this unit. 2. Become a slave in this interactive on-line activity. http://www.nationalgeographic.com/features/99/railroad/ 3. Create literature circles to discuss and compare novels about the Underground Railroad. 4. Create a map, coloring book, comic strip, collage, painting, etc. on the Underground Railroad. 5. Write a song, poem, short story, book report, book report, research article, etc. on the Underground Railroad. 6. Do a characterization or dramatization about the Underground Railroad. Web Quest “Early Anti Slavery” http://www.cr.nps.gov/NR/travel/underground/antislav.htm “Famous Abolitionists Frequently Asked Questions” http://library.thinkquest.org/CR0212661/id27_m.htm “Operating the Underground Railroad” http://www.cr.nps.gov/NR/travel/underground/opugrr.htm “Slave Rescue Quest - An Inquiry-based Project About the Institution of Slaves” http://www.myprojctpages.com/project.asp?id=437 return to top
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