The Underground Railroad The Secret Route to Freedom Ms. Esposito United States History & Government Introduction Background Information Roles Process Task #1Task #2Task #4Task #5Task #3 Evaluation Resources

Introduction ► The end of the scorching hot day was drawing near when your plantation master discovers you haven’t fulfilled your duties for the day. As you are parched with thirst, lips cracked and bleeding, and every muscle sending shots of pain through your body, he throws you down to the ground as you sense him behind you unlatching his whip from his belt. Drawing on all that is left of the strength in your body, you spin around and kick his knee in as he falls to the ground. Quickly realizing what you’ve done, you gag him and run...your escape to the North on the Underground Railroad has begun… Introduction Background Information Roles Process Task #1Task #2Task #4Task #5Task #3 Evaluation Resources

Some Background Information ► The Underground Railroad was not a real railroad at all. It was an intricate system of escape developed and maintained by ex-slaves and abolitionists who’s goal was to help others reach freedom in the North. The harsh conditions of the South were worse than anything they could expect on their travels to the North. They survived starvation, malnutrition, animal attacks and close encounters with their past captors, but nothing was more rewarding then when they took their final steps to freedom… Introduction Background Information Roles Process Task #1Task #2Task #4Task #5Task #3 Evaluation Resources

Roles ► Please have each of the three members of your group take one of the following roles:  An escaping slave ► Will be responsible for documenting examples of what runaway slaves went through on the Underground Railroad during each task.  The conductor ► Will be responsible for determining where the roads will take you. They will choose the routes to travel and the decisions to make along the way throughout each task.  The cartographer ► Will be responsible for mapping the journey taken based on the conductors instructions throughout each task. Introduction Background Information Roles Process Task #1Task #2Task #4Task #5Task #3 Evaluation Resources

Process ► If you follow the steps of this WebQuest exactly, you will be able to experience what it was actually like to survive slavery and make it to freedom in the North. ► With the information you gain from this experience, you will be able to put yourself in the mindset of an escaped slave and write a diary entry based on your journey. Introduction Background Information Roles Process Task #1Task #2Task #4Task #5Task #3 Evaluation Resources

Task No. 1 ► Go to and enter the journey by clicking on “Yes, I want to go.” Proceed through the adventure, but be cautious…there will be life or death choices to make…will you make it to the promised land? Introduction Background Information Roles Process Task #1Task #2Task #4Task #5Task #3 Evaluation Resources

Task No. 2 ► Go to read the introduction and then click on “map” on the lower left-hand side of the page.  This map is a depiction of some of the common routes traveled by escaping slaves in the years before the Civil War. ► Click on New York on the map. ► Select Number 4: “John Brown Farm & Gravesite – Lake Placid” and answer the following questions:  What year did John Brown die?  What was going on at Harpers Ferry when he was killed (follow the link)?  What role did he provide to black families who settled in upstate New York? Introduction Background Information Roles Process Task #1Task #2Task #4Task #5Task #3 Evaluation Resources

Task No. 3 ► Using the same website, select a location of your choosing from the list of routes in New York. ► Use the information you uncover to create a map of your own journey on your escape to freedom. Introduction Background Information Roles Process Task #1Task #2Task #4Task #5Task #3 Evaluation Resources

Task No. 4 ► Go to ► Click on “Following the Footsteps” and take a trip through time…  As you imagine yourself as a slave in 1850, you must make decisions that will ultimately change your life. Feel free to scan your mouse over the pictures to find the hidden messages revealed… Introduction Background Information Roles Process Task #1Task #2Task #4Task #5Task #3 Evaluation Resources

Task No. 5 ► Write a diary entry as if you were a runaway slave in You must included INTRICATE details about who helped you, the experience you had and how you survived the trip. ► To help you with these details, visit “About the Underground Railroad” at ► Attach the map you’ve created of your journey to your diary entry. Introduction Background Information Roles Process Task #1Task #2Task #4Task #5Task #3 Evaluation Resources

Evaluation Introduction Background Information Roles Process Task #1Task #2Task #4Task #5Task #3 Evaluation Resources REDO Student completes all 5 tasks Student completes at least 3 tasks Student completes at least 2 tasks Student completes at least 1 tasks Student completes no tasks Student completes at least 4 tasks Tasks Diary Uses at least 5 relevant details Uses at least 2 relevant details Uses at least 1 relevant details Uses no detail - complete irrelevance Uses at least 4 relevant details Uses at least 3 relevant details Map Shows detail – towns, routes traveled, etc Shows half of the detail needed, but more could be present Shows less than half the detail needed for a map route Shows little to no detail necessary to show route taken Shows no detail whatsoever Shows some detail but some evidence missing

Teacher Resources / Bibliography ►  This website offers a virtual experience of traveling on the Underground Railroad and the challenges/choices that have to be made in order to survive it. ►  This website defines the Underground Railroad and its role in the history of Slavery. It also offers a map of commonly used routes and explanations of why they were important in history. ►  This website is a great resource for information on the Underground Railroad, it offers an interactive experience controlled by the student and additional information about what made the Railroad work as well as it did. Introduction Background Information Roles Process Task #1Task #2Task #4Task #5Task #3 Evaluation Resources

Standards ► Social Studies  History of the United States and New York  World History  Geography  Economics  Civics, Citizenship and Government ► Technology  Basic operations and concepts  Social, ethical and human issues  Technology productivity tools  Technology communication tools  Technology research tools  Technology problem-solving and decision-making tools ► English Language Arts  Language for information and understanding  Language for critical analysis and evaluation  Language for social interaction Introduction Background Information Roles Process Task #1Task #2Task #4Task #5Task #3 Evaluation Resources