#1697. SLAVERY

Social Studies, level: Elementary
Posted Tue Apr 25 08:34:01 PDT 2000 by NATALIE HAUBERT (NHAUBERT@HOTMAIL.COM).

INDIANA UNIVERSITY OF PENNSYLVANIA, INDIANA, USA
Materials Required: INCLUDED BELOW
Activity Time: 55 MINUTES
Concepts Taught: included below

RATIONALE
In our society today, we are so busy with technology and its advances that we forget about
ourselves, who we are and where we come from. The African American culture is one that has
suffered and taken abuse repeatedly throughout time. Slavery has been a part of culture since the
beginning of time, but this lesson, however is about African Americans and their quest for freedom
during the early age of America. The purpose is to provide information about brave individuals that did
not accept the status quo, fought to help free others and sometimes gave their lives if they had to. At
the core of this lesson is a children's book that provides historical accounts in terms that are
understandable to children and reinforce what is being learned. having an understanding of how people
have been treated unfairly is a beginning for students to realize that life is precious and human beings
are human beings no matter what color or ethnic background we are.

Objectives

1. Given a Map, TLW trace the routes of the slaves on their journey north by calculating the
mileage each one walked.
PI: Learners will find the mileage within 10-15 miles accuracy, and describe in an essay the severe risks
and penalties involved in escaping.

2. TLW define and use accurately the term Underground Railroad.
PI: Through a small group brainstorming session, the group will have at least three characteristics of an
Underground Railroad that accurately describes it.

Introduction/Motivation:
Begin lesson by asking students the question "Do you think that if a slave were able to get away from
the plantation, that would ensure freedom? Why or why not?" Then proceed by by reading Follow the
Drinking Gourd aloud to the class. After that, students will be asked to brainstorm other ways they
think that slaves may have been able to escape.

Resources/Materials:
Maps with routes of the slaves
Maps with clearly marked mileage in the key
Winter, Jeanette (1998). Follow the Drinking Gourd. New York: Alfred A. Knopf.

Procedures/Questions

1. Begin by asking students what they know about the Underground Railroad. In small groups
students will discuss what they think it is. Recorders in the group will write everything down.
Teacher circulates around the room and after about five minutes students will collectively share
ideas with the class. Teacher must make sure to stress that students are understanding that the
Underground railroad is not an actual railroad but a figure of speech.

2. Explain and provide a definition of the Underground Railroad- that it had many routes that lead as
directly as possible from slave holding states of the southern United States to the closest free
territory. After 1850 escaping slaves had to go all the way to Canada and that often meant weeks
sometimes months of walking.

3. Through Power point presentation, introduce new vocabulary terms a that students may need
some
help understanding, also show large map with the routes.

4. Provide students with handout showing the major escape routes from the south to the north. In
small groups, the students will choose a route and figure out how many miles a slave had to travel
to
reach safety. Maps with mileage will be provided. Students will be given 20-30 minutes to do so.
Teacher circulates around room performing informal evaluation in grade book.

5. When finished, each group will share their results and critically think about the terrain of the land
as
well as different seasons that would have hindered or slowed the progression of the escape. Once
that is figured out and the students know an approximate mileage, each student will write a
narrative
essay about a fictional slave that could be considered historically accurate. The essay should be
detailing the trip from south to north.

Conclusion:
Discuss the great lengths and determination used by slaves to get to freedom. Each group will share
how long, in terms of mileage, their routes were and what effects it may have had on the escaping
slave. Also in the discussion, ask students what other things may have gone wrong on their journey
north and what were the penalties. The final question for students to write about in journals "With all
the penalties and risks of escaping, do you think you would have had the courage to run away? Why or
why not?"