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The Underground Railroad The Quest for Freedom
A WebQuest for Sixth Grade (Language Arts and
Social Studies) Designed by Jeanne Henriquez Introduction
| Task | Process | Evaluation | Conclusion | Credits | Teacher
Page
All
aboard ……………the Underground Railroad. As you have recently learned the Underground
Railroad is not a real railroad. It
was a network of runaway slaves, Abolitionists, and various people helping
captured slaves escape. It wasn't an easy task for slaves to escape.
Without a route what were they to do? Imagine being stuck in a dark, scary
haunted house? Most slaves had to escape late at night. They had to be clever in their escape and
use their surroundings. Now imagine you are the plantation owner. Your father lived on this land and worked
hard to make it profitable. Slaves
had been bought and sold for many years. Now they are running away and it is
difficult for you to tend your crops and take care of your family. You will be working in teams of three. Each of you will need to choose the role
of one of the following: a
conductor a
plantation owner How has slavery helped to shape the history of
the United States?
Your task is to assume the role of a slave, a
conductor on the Underground Railroad, or a plantation owner. Using the following websites find
information about your character and this time. You will create 5 journal
entries independently, written from the perspective of your character. Use the graphic organizer that your
teacher will give you to organize your information. For your final product, you will work together and design a
board game about the Underground Railroad.
Ø
From your research, you will write a
convincing journal so that other readers will believe your role. Ø
Together your group will create a board
game about the Underground Railroad Ø
At the end you will write a reflection
about your experience Ø
Also, evaluate your group Your final grade will be based upon your journal
entries and board game.
GAME BOX: ·
Your
name ·
Name
of game ·
Number
of players needed to play the game ·
Creativity/originality GAME BOARD: ·
Minimum
15 facts about the Underground Railroad ·
Moving
device ·
Game
pieces to move around the board game ·
Game
board is visually appealing and colorful GAME DIRECTIONS: ·
List
of game contents ·
How
to begin the game ·
How
to play the game ·
How
to win the game ·
Clear
directions **Spelling Counts **Be Colorful and Creative!!!
You have
chosen to be a slave. Imagine being sold at an auction. Your brothers and sisters have each been
sold to different families. You will
be expected to work long hours taking care of the crops or the master’s
family. Use the links below and read
about life as a slave. Use this
information to write your journal entries and to gather at least 5 different
facts.
You have chosen to be
an Abolitionist: Imagine
how brave you must be. You have had
enough of the beatings and injustices.
You are ready to escape and help others. Use the links below to read about some very famous
Abolitionists. Use these links as a
guide in writing your journals. You
must gather at least 5 different facts. Routes of
the Underground Railroad
You have chosen to
be a plantation owner: You
need to write 5 journal entries about the importance of slaves to your
livelihood. Use the following
websites and gather facts about the Underground Railroad. How have the abolitionists hurt you and
your family? What is the political and
economic climate? Journal
Entry Rubric
A
= 15-16 points B+ = 14 points B = 13 points C = 12 points D = 11
points Less than 11
= Fail BOARD GAME GRADING SHEET Part
I. Game Box (worth 15 points) a. your
names are on the box (3 points) b. the
name of the game is on the box (5 points) c. the
number of players needed to play the game is listed (2 points) d. creativity/originality
(5 points) Part
II. Game Board (worth 50 points) a. minimum
of 15 facts (30 points) b. moving
device for game pieces (5 points) c. game
pieces (5 points) d. game
board is visually appealing and colorful (10 points) Part
III. Game Directions (worth 30
points)\ a. list
of game contents (4 points) b. how
to begin the game (4 points) c. how
to play the game (8 points) d. how
to win (4 points) e. clear
directions (10 points) Reflection
Do
you think that this activity was easy or hard. What did you like the best about this project and what did you
like the least? Name a few things
that you remember most about this activity. Group
Evaluation On
a separate piece of paper rate what percentage each person contributed to
this project. Was it fair? Did your group work well together? Did you cooperate and share ideas? Now that you have finished your study of the
Underground Railroad, think about how it felt to be a slave. Did you know that in the world today
slavery still exists? How did
education and learning to read impact the slaves? What does freedom mean to you? Great Sites to Answer More Questions: Ask Jeeves http://www.ask.com/ Yahooligans http://www.yahooligans.com/ Other Resources Pictures:
wmainesky.com/dgfram.htm jfamilyenterprises.com/bush/page6.html huntleys.com/item_WH10.htm www.iAbolish.com pstalker.com/migration/mg_history_1.htm Microsoft Office Design Gallery Websites: Abolitionist William Lloyd Garrison pbs.org/wgbh/aia/part4/4p1561.html All Aboard @ http://www.catawba.k12.nc.us/webquest/harris/ Civil War Webquest @http://www.d23.org/Civil/process.html Frederick Douglass http://www.spartacus.schoolnet.co.uk/USASdouglass.htm Fugitive Slave Law @
historychannel.com/perl/print_book.pl?ID=35141 Harriet Beecher Stowe @http://digital.library.upenn.edu/women/stowe/StoweHB.html Harriet Tubman @
http://nyhistory.com/harriettubman/life.htm Escape to Freedom Teacher’s Guide: Headbone.com/derby/teach/escape Henry Brown http://nyjournalnews.com/blackhistory/brown.html History Channel @
http://www.historychannel.com/exhibits/undergroundrr/study.html National Geographic @nationalgeographic.com/features/99/railroad Plantation Owners spartacus.schoolnet.co.uk/USASplantation.htm Plantation Owner pbs.org/wgbh/aia/part1/1narr5.html Slave and Plantation Owners headleypark.bristol.sch.uk/slavery/lifeon.htm Underground Railroad Emancipation Proclamation@ http://www.archives.gov/exhibit_half/featured_documents/emancipation_proclamation/ Graphic Organizer:http://teachers.teach-nology.com/web_tools/graphic_org/concept_web/ BOOKS: The House of Dies Drear by Virginia Hamilton If You Traveled on the Underground Railroad by Ellen Levine & Larry Johnson The Story of Harriet Tubman: Conductor of the Underground Railroad by K. McMullan The Drinking Gourd: A Story of the Underground Railroad by F. N. Monjo & F. Brenner Hidden in Plain View: A Secret Story of Quilts and the Underground Railroad by J. L. Tobin & R. Dobard. Curriculum Standards: Language Arts LA - 2.2.10.1
- Enhance their writing by using a variety of sources to provide background
information, supporting details, and models of good writing. LA - 2.2.10.3
- Understand and employ the elements of effective writing including purpose,
topic development, organization, details, sentence structure, paragraphing,
vocabulary, word choice, tone, and style. LA - 2.2.10.4
- Use a variety of forms to develop ideas, share information, influence,
persuade, create, and entertain. LA - 2.2.10.5
- Compose comprehensive and detailed examples of writing that contain the
characteristics of the selected form. LA - 2.2.10.6
- Develop a coherent story line with well-connected paragraphs and consistent
characterization. LA - 2.2.10.9
- Edit to adjust their writing for a particular audience and to polish the
text so that a reader can better understand the intended meaning. Social
Studies SS - 4.16.6.5
- Examine historical data related to ideas, events, and people from a given
time-frame in order to reconstruct a chronology and identify examples of
cause and effect. SS - 4.16.6.6
- Demonstrate an understanding that people, artifacts, and documents
represent links to the past and that they are sources of data from which
historical accounts are constructed SS - 4.16.6.8
- Understand the significance of the past to themselves and to society. SS - 4.16.6.9
- Display historical perspective by describing the past through the eyes and
experiences of those who were there, as related through their memories, literature,
diaries, letters, debates, arts, maps, and artifacts. SS - 4.16.6.10
- Discuss the importance of individuals and groups that have made a
difference in history, and the significance of character and actions for both
good and ill SS - 4.16.6.12
- Frame useful questions in order to obtain, examine, organize, evaluate, and
interpret historical information. SS - 4.16.6.13
- Use basic research skills to investigate and prepare a report on a
historical person or event. Journal
Entry Ideas and Facts to look for: ü
What
is the symbolic meaning of the Underground Railroad? ü
Who
are some of the famous abolitionists? ü
What
laws were passed to help the slaves? ü
Why
was slavery more important in the South than in the North? ü
Who
is Harriet Tubman and why is she famous? ü
What
did Boxcar Brown do? ü
What
did a light in the window mean? ü
What
was your day like? EXAMPLE
OF A GAME BOARD: FREEDOM IN CANADA
Get
a Ride in a Wagon move ahead 2 spaces
THE
END ! START IN ATLANTA, GEORGIA
Last updated on August 15, 1999. Based
on a template from The WebQuest Page |
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