Web Quest
The
Underground Railroad
Tina Young C.I.S 2
Introduction: The Underground Railroad was not an old fashion
subway system where passengers pay their fare and ride to their destination. It
was neither underground nor a railroad. It was a secret (underground)
organization, established and carried out mostly by white abolitionists that
helped slaves escape to the north for freedom. The organization used the
language of the railroad as code words. Helpers were called conductors, and
safe houses were stations. Like a railroad, it was a system of travel for
runaway slaves.
Task: Sarny, a character in the short novel, NightJohn,
believes it is wrong for slaves to runaway. Not because it is wrong to run,
because no one ever gets away, and because there is nowhere to run. Convince
Sarny that freedom is possible through the Underground Railroad.
Process: (Jigsaw) 1.
Divide into groups of six.
2.
Each member will choose one topic to become an expert. The topics are: The
formation of the Underground Railroad, Abolitionists, Henry “Box” Brown,
Harriet Tubman, escape routes, and the song,” Follow the Drinking Gourd”.
3.
Meet in your expert groups to discuss your topic and assignment. Use the
references listed as well as encyclopedias and other books. You may need to meet outside of class as
well.
4.
Determine at least three main ideas, and give supporting details for each. Put
it in outline form.
5.
Using a graphic aid, design a 5-7 minute presentation about your topic and its
relationship to the Underground Railroad. Your presentation should be targeted
for a small group of slaves who have gathered secretly in the night. Remember,
most slave could not read, write.
6.
Students in the audience should anticipate the types of questions slaves would
ask the presenting group.
7.
Each student will submit a two paged typed report about the Underground
Railroad. Please include a reference page and a title page.
Credits and References
1.Cooperative Learning and
Social Studies: Towards Excellence and Equity by Tom Morton, pgs104-105
2. American Journey,
Glencoe McGraw-Hill, Ohio, 1998
3. Paulsen, Gary, NightJohn
Harriet Tubman
4. www.incwell.com/Biographies/Tubman.html
5.http://www.camalott.com/~rssmith/Moses.html
Drinking Gourd
6.http://www.2.1hric.org/pocantico/tubman/gourd.html
Underground
Railroad
7. http://afgen.com/underground_railroad.html
Fugitive Slave Act
8. www.nationalcenter.org/fugitiveSlaveAct.html
Henry “Box” Brown
9. www.smash.com/seg/timelab/stones/122henry.html
Escape Routes
10. www.nationalgeographic.com/features/99/railroad/map.html
Evaluation: The oral presentation will be scored using the
Social Studies Exit Project Rubric for oral presentations. The written work
will be scored using the District Nine Writing Process Checklist and portfolio
standards as aligned with the ELA standards. Written work will be scored as
follows:
1- Below Standard
2- Approaching Standard
3- Meeting Standard
4- Above Standard
Conclusion: Upon completion of this web quest, students should
be able to:
1. Determine the significance and effects of the
Fugitive Slave Act.
2. Evaluate the role of abolitionists in the
establishment and success of the Underground Railroad.
3. Assess methods of escape and identify escape routes.
4. Examine the use of songs and symbols as part of a
secret language.