TheUnderground

Railroad

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Chapter One: History of the Underground Railroad

Chapter Two: Key People

Chapter Three: Travel

Chapter Four: Songs

Chapter Five: Signs used during the Underground Railroad

*Table of Contents*

Introduction: Have you ever wondered how slaves became free? Have you ever wondered how the slaves were able to get to freedom without being caught?

This book will give you an inside look as to how the slaves traveled to freedom, where freedom could be found, and what the Underground Railroad was. The lantern will guide you through the pages like it helped guide many slaves to freedom.

We will show you how the Underground Railroad was used to help slaves escape slavery to freedom and begin new lives.

Throughout the book, there will be activities to help check that you are understanding and still having fun!

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Chapter One: What is the Underground Railroad?

http://www.eiu.edu/eiutps/underground_railroad.php

The Underground Railroad was a network of secret routes and safe houses. It was used in the 19th century by slaves of African decent in the United States.

It was established in the early 1800’s and aided by people in the Abolitionist Movement. The Underground Railroad was a way for slaves to escape to freedom in free states or Canada.

The name Underground Railroad started in the 1830’s. Homes on the Underground Railroad were called Stations. They were lead by Stationmasters.

The Underground Railroad was not a railroad nor underground. Its name came from the secret traveling at night slaves did and the use of railway terms used to explain how it worked.

The Underground Railroad was a way many free slaves tried help other slaves become free.

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Slaves would leave their plantations with help from Abolitionists or Free slaves. They would then begin to travel between 12-14 miles until they reached the first station.

When the slaves reached the first station, they would be given baths, fed, clothed and a place to sleep until nighttime. Then it was time to travel again.

Conductors were free slaves or white people who did not believe in slavery. would be done on foot for many many miles. Once they reached their next station they would be fed, bathed, dressed and on their way again!

How it worked! Watch out! While the slaves were traveling they had to worry about being captured and taken back into slavery. Many of the slave owners would put up reward posters for the capture of their slaves.

Slave hunters would start traveling many miles in wagons to find runaway slaves. This made it difficult for the slaves as they were walking on foot. They did not have much time to travel during the safety of night.

Create your own wantedposter here!

Lets Explore!

Click here to take a virtual journey to freedom on the Underground Railroad.

What do you see, hear, and feel? Write one paragraph about the experience and why you made the choices you did on the journey.

Think Question!

Here is a KWL Chart on the Underground Railroad. Complete this Chart before you finish the book. Think of some facts based on what you have read so far and what you would like to learn from the rest of the book!

Complete the WebQuest and type two paragraphs for class about new information you learned from it and found interesting. We will share as a group.

Thinking time!

1) What are the parts or features of the Underground Railroad?

2) What evidence can you find to explain what a conductor is?

3) Why do you think Slave Hunters wanted to catch the slaves?

4) What would happen if a slave was caught by a slave hunter?

5) What would you recommend for a slave who is escaping to freedom?

100,000 slaves escaped to freedom using the Underground Railroad network!

Levi Coffin was considered the president of the Underground Railroad. His home was called the “Grand station of the Underground Railroad!

Underground Railroad stations had secret hideouts such as passages, basements, cellars and hidden compartments in cupboards where slaves were safely hidden.

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Chapter Two: Key People Harriet Tubman was born a slave around 1820-1821. Since many slaves were unable to read or write, it is unknown the exact year was she was born.

When she was born her name was Araminta but by the time she became a slave, her name changed to Harriet. Harriet was known as a “difficult child”. However, as time went out she grew to be a strong stocky young woman known for her rebellious streak.

In 1845 Harriet married John Tubman, she was permitted by her slave master to live with John off the plantation.

Frederick Douglass was born in Maryland as a slave. He wrote about his life as a slave at age 6. His escape to freedom consisted of him dressing as a free sailor with fake “free black” papers.

Douglass heard William Lloyd Garrison speak in 1841.This helped him to see what his life’s work should to be. Frederick quickly became a popular lecturer for the American Anti-Slavery Society.

In 1845 he wrote a book called Narrative of the life of Frederick Douglass, an American Slave. *Do you think

being rebellious was a good thing for Tubman? Why?

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Frederick Douglass cont. However, Douglass had to be careful because he was still a fugitive slave. He lectured (gave talks) in England and his British friends collected enough money to free him. He then came back to the United States as a free man.

He settled in Rochester, New York. In 1847 and began writing the North Star news paper. The Douglass family home was one of the stations on the Underground Railroad, and sheltered dozens of runaway slaves escaping to freedom.

After the civil war started, Douglass continued working hard. He helped fight for the rights of African Americans to enlist and fight in the Union Army.

After the war ended Douglass fought for the right of African Americans to vote.

Can you think of a title for a newspaper you would write if you were Frederick Douglass?

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The Liberator was the name of his paper it called for the immediate emancipation of all slaves and equal rights for all African Americans. The Liberator was an important paper for abolitionists especially black abolitionist.

African Americans bought 400 of the 450 subscriptions that were sold in the news papers first year. William Lloyd Garrison helped find the American Anti-Slavery society in 1833, the largest abolitionist organization of its day. He became a leader in the fight to end slavery.

William Loyd Garrison began his newspaper career at the age of 13, apprenticing for a newspaper in Massachusetts. As a young man he took a job with Benjamin Ludy’s abolitionist newspaper, the Genius of Universal Emancipation.

At this time Baltimore, Maryland was still a slave state. While in Maryland, he saw slaves who were sold on auction blocks, tied to whipping posts, and in chains. Seeing this changed Garrisons mind about slavery. He now believed it should be eliminated at once from the United states.

Garrison believed that slavery was corrupting the entire country after being jailed for calling a slave owner a ship robber and murder. Garrison returned to Boston and in 1831. It was then started writing his own radical Abolitionist Newspaper.

Think of a time where you were an outsider watching a problem happen, what did you do?

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Sojourner Truth was born a slave in New York State. All but one of her brothers and sisters were sold into slavery away from the family. Her birth name was Isabella Baumfree, she was sold once at the age of 9 and then again at the age of 13.

Just before New York became an abolished state, Isabella ran away with her infant son to the home of a Quaker friend.

The friends family had purchased her and help her recover her son who had been purchased before she left. Then in 1843 she took the name Sojourner Truth, claiming that God spoke to her in a vision.

She left New York City after that and said she took the name because she was to travel and declare truth on the people. She became a popular abolitionist speaker. Later, she was recognized by President Abraham Lincoln at the White House.

More Key People

Why do you think Truth changed her name three times?

Click to view a video about Harriet Tubman. Why she was an important person on the Underground Railroad?

*Think* What are two traits you admire about her? Explain.

Now it is time to think of four QAR questions which we discussed in class using the information you have seen so far in the book. You will then do a think-pair-share to discuss the questions you chose and what you have learned so far.

Stop at a safe house and…

If you had to pick up and leave in the middle of the night what are three items you would bring with you? Why?

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Chapter Three: Traveling The routes that were taken had to be carefully planned and ones that could be taken at night without being seen by others. These paths were traveled by the slaves with a conductor guiding them. Often there were 14 miles in between each station this meant they had to travel at night. During the daylight they were at the next station and slept. There were two major routes for the Underground Railroad, they were east of the Appalachian Mountains.

One of the routes traveled by slaves was from the eastern portion of the upper southern states through Philadelphia and New York into Canada. The other route traveled by slaves involved getting on ships that were leaving coast towns such as Charleston, South Carolina, and Portsmouth, South Carolina. From there they would then make their way into New England then into Canada once the boats docked at sea.

If you wanted to obtain freedom and lived in Florida, what would be the shortest path?

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Traveling Cont.

On the Underground railroad were conductors; or people who would help the slaves get to where they needed. Often times they owned a station on the Underground Railroad.

The Conductors would not only guide the slaves, but they would also share information that needed to be passed along. Often it was about whether it was safe to go to the next station, or if they needed to abort trying to get a family member because it was dangerous. Conductors would also tell slaves about safe places to go in case of an emergency.

When traveling the slaves had limited possessions. They would often have walking sticks to help them when walking long distances. Slaves would carry the few possessions on a long stick tied in a shirt or cloth to keep them from getting dirty. All of their things would be carried like that until they reached their destinations.

Create a letter home as if you were a slave who was traveling on the Underground railroad.

Do you think it is easy traveling? What possessions did you take on the journey? Are you afraid of being caught? What route did you take?

You just read about what such a journey would have been like and experienced one through a virtual walk through in Chapter One. Now you are able to combined your knowledge with your creativity!

When writing this letter, pretend you are writing to a family member back home who doesn’t know anything about the underground railroad. Your job is to teach them as much as you can in your letter.

Railroad Stop!

Click here for an interactive map to help you see some of the possible routes slaves uses to escape.

What route might you have taken? Tell me in your letter!

Map it out!

1)What choice would you have made if you were a slave traveling on the Underground Railroad?2)Do you agree with the actions/outcomes of the paths taken to freedom?3)What conclusions can you draw about traveling on the Underground Railroad?4)How would you improve the travel paths taken to freedom? Why?

Lets see what you learned! Apply your knowledge and

create your own travel route!

You are helping to create the routes for the Underground Railroad to get the slaves to freedom. You need to draw the routes on your map and then tell the abolitionists why you created the routes. This map of the United States needs to be done and turned in so that your abolitionist can meet and look at it! Be creative!

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Chapter Four: Songs

The plantation owners would purposely keep their slaves illiterate so that they were not able to read or write this meant less runaway slaves. They often did not teach their slaves direction either in fear of them running away.

The slaves would sing songs, to help them pass the time, or even just to make their reality not seem so bad. The songs would have hidden meanings or messages as to what was happening if they needed to pass messages to the other slaves.

The song on the next page is an example of a song that may have been sung by slaves on their journey to freedom.

Wade in the Water, wade in the water children. Wade in the Water. God's gonna trouble the water.

Who are those children all dressed in Red? God's gonna trouble the water. Must be the ones that Moses led. God's gonna trouble the water.

Who are those children all dressed in White? God's gonna trouble the water. Must be the ones of the Israelites. God's gonna trouble the water.

Listen here!

Stop and analyze the meanings behind a few of the songs sung on the Underground Railroad.

Bring this analysis to class to turn in.

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The slave songs became known as the seemingly innocent spirituals which were more than just hymns of endurance and a belief in a better afterlife. The spirituals were part of a sophisticated system that involved no incriminating evidence for plantation owners, or overseers to find. The information imbedded was when, how, and where to escape, or things to beware of such as “wade in the riverbanks” meaning to travel in the riverbanks so that the dogs chasing them would lose their scents due to the water.

Songs have Meanings:

Can’t read or write? No Problem!

It was illegal to teach slaves how to read and write. As a result, much communication happened through symbols and songs. These songs and symbols were only understood by those who worked and were on the Underground Railroad and the slaves.

A non-slave may not hear the message in the song but slaves and conductors knew the hidden meanings. The songs were survival tactics for the slaves and the only way they knew to help others when they were traveling.

*Can you create a song or poem based on a travel path to a place in the classroom?The Big dipper, drinking gourd

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When the Sun comes backAnd the first quail callsFollow the Drinking Gourd,For the old man is a-waiting for to carry you to freedomIf you follow the Drinking Gourd

The riverbank makes a very good road.The dead trees will show you the way.Left foot, peg foot, travelling on,Follow the Drinking Gourd.

The river ends between two hills.Follow the Drinking Gourd.There’s another river on the other sideFollow the Drinking Gourd.

When the great big river meets the little riverFollow the Drinking Gourd.For the old man is a-waiting for to carry to freedomIf you follow the Drinking Gourd.

*What do you think the slaves are trying to say with this song?

Follow the Drinking Gourd: A Song from the Underground Railroad

Listen to the song*

*What is the Symbolism for the Drinking Gourd?

Time to see what you know about songs!

1) What judgement would you make about the slaves from looking at the songs they sang?

2) What information would you use to support the view of the slaves through the songs they sing?

3) What conclusions can you draw from the songs the slaves sing?

4) What would happen if a slave master caught on to the songs the slaves were singing?

5) Can you propose an alternative way to spread their codes other than through songs?

Did You know?!

Every song that was sung by the slaves had a very specific meaning? There were songs for everything! Which trail to take, when to leave and when not to leave! Harriet Tubman is known for her songs!

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Chapter Five: Symbols/ Signs

Not being able to read and write was never an issue for the slaves. They used songs, as learned about in the last chapter, as well as quilts to communicate.

The quilts were a way for the slaves to symbolize important messages for those traveling to see. There were various types of quilt patterns meaning different things. These quilts were made with zig-zag patterns, a circle, and other various designs meaning different travel paths so that the slaves would not get caught.

Quilts and their Meanings

Drunkard's Path Pattern. This pattern means to travel in a zig-zag pattern to confuse those following them so they would not get caught.

If the monkey wrench pattern was hanging it meant for everyone to get their real tools ready for travel, sometimes it even meant to get their “tools” of awareness and courage.

This is how the quilts would be hung on a house for slaves to see as they were traveling.

Click here to see more quilt blocks and their meanings.

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Bringing Tradition to North America

The quilts were always an African tradition and when the slaves were captured and brought to North America, they brought their tradition with them and used it to their advantage. The method of recording their history and stories as a slave was by memorizing them and passing them down from verbally, so that all generations to come knew about the codes and the secret ways. The same thing happened with the quilts, they were passed on as codes to the next generations.

Stop for a Rest and…

Create your own Freedom Quilt online! What does your quilt say to others?

Please click here and complete this worksheet about quilt blocks for class. Be creative and use color!

Do you think quilts still hold messages in their patterns today?

In Africa it was the

males who created the

quilts known as a textile,

after slavery it became

the females

responsibility!

Let’s check your understand!

1) Why do you think they used quilts to share messages with eachother?

2) What way would you design a quilt to send a message to someone?

3) Compare and contrast a quilt from the Underground Railroad with an everyday quilt. There must be one similarity and one difference.

4) What conclusions can you draw from the use of the quilts?

5) What inference can you make about the quilts?

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Conclusion and Activity:

You now know many things about the Underground Railroad and why it is so important in todays history! Taking all of your knowledge and the information from this book, you will write a journal as if you were a slave on the Underground Railroad.

Now that you have read this book you have all the knowledge you need to write this well! Remember to use good vocabulary and descriptive words to help your reader know what you are seeing, thinking, and feeling.

* Click here for a template and more directions*

Wait! The Directions Continue…

Want to see a piece of writing from a slave in this time? Here is an excerpt of writing from a young slave girl.

Here is a culminating activity that is fun and interactive for you to put all facts that you learned together!

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Glossary:

Abolitionist: A person who was opposed to slavery and fought to end it.

Abolitionist Movement: A social group mostly based in the North based. The goal was to abolish the institution of slavery.

Conductor: People who guided escaped slaves on the Underground Railroad, telling them where to go next.

Frederick Douglass: A freed slave who became a conductor on the Underground Railroad. He was the author of the North Star Newspaper and lived in Rochester, New York.

Free Slave: A person who used to be a slave but has now obtained freedom.

Quaker: A form of religion where the practicing people were peaceful and fought for what they believed in.

Quilt: A bed covering made of layers. Fabric, then padding enclosed between layers of fabric. It is all kept in place by lines of stitching. Station: A safe place for run away slaves to hide, get food, and rest during the day on the journey to freedom

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Harriet Tubman: A slave who escaped to freedom, and became a conductor on the Underground Railroad. She helped thousands of slaves become free.

Sojourner Truth: Was a freed slave who was a conductor on the Underground Railroad and helped many slaves.

Station Master: A person in charge of the stop on the Underground Railroad.

Slave: A person who is the property of another.

Glossary:

William Lloyd Garrison: Was an abolitionist of slavery. He wrote The Liberator Newspaper where he called for the immediate emancipation of all slaves and equal rights for African Americans.

Slave Hunter: A person who tries to capture and return escaped slaves, often for reward money.

Underground Railroad: A series of networks and places that the slaves traveled to get to freedom.

End Of Book Questions:

1)Compare and contrast the Underground Railroad with a true railroad. Tell at least one similarity and one difference. 2)Living in Rochester, New York, would a person ever be involved in the Underground Railroad?3)Why would they call it the Underground Railroad?4) What evidence can you find to show how the slaves were feeling as they were traveling on the Underground Railroad?5) Why do you think the slaves were running from their masters?

6) What conclusions can you draw about Harriet Tubman? 7) What is the relationship between William Lloyd Garrison and slavery?8) What evidence can you find to tell how Harriet Tubman become a free slave?9) Can you list the parts of the Underground Railroad?10) What judgement would you make about Frederick Douglass? Why was it better that he faked being a free slave?11) What information would you use to support the view of abolitionists?

Compelling QuestionHow do the actions of people affect travel on the Underground railroad?

Learning outcomes:Given a copy of the Presidential Proclamation about Harriet

Tubman SWBAT generate four QAR questions based on the passage with 70% accuracy.

Given a copy of the Presidential Proclamation about Harriet Tubman, SWBAT find vocabulary words to replace a given word at 70% accuracy.

Given words and background knowledge students will be able to sort vocabulary into groups with 70% accuracy.

References

Carson, M. K. (2005) The Underground Railroad for kids: from slavery to freedom with 21 activities. United States: Chicago Review Press, Incorporated. (Carson, 2005)