Teacher: Monica Jett/Jayne Malach School: Salisbury Middle School Title: Harriet Tubman and the Underground Railroad Grade/Subject: 7th grade US History Level: This lesson is geared to all levels. Make accommodations as needed. Time: (2) class periods Overview/Theme: Araminta Harriet Ross, or Harriet Tubman as most know her by, was born in Bucktown, Maryland on Maryland’s Eastern Shore in the1820’s. For a woman who was illiterate her entire life, she would eventually become known as the conductor of the Underground Railroad which led hundreds of slaves to their freedom and help change people’s view of slavery. State Standards (Maryland): Outcome #1 Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary sources. Indicators 2 & 3 Outcome # 3 Students will use geographic concepts and the environment in the location and the distribution of human activities and spatial connections throughout time. Indicators 1, 5, & 6 II National Standards Time, Continuity, & Change: Performance Expectations: a, b, d, e, f Behavioral Objectives: Students will be able to: Navigate through a virtual field trip to learn more about Harriet Tubman and the Underground Railroad. Identify and label the route that Harriet Tubman used to lead the slaves from the Eastern Shore of Maryland to Canada. Name three abolitionists that aided in the success of the Underground Railroad. References: Clinton, Catherine. (2004). Harriet Tubman The Road To Freedom. New York: Little Brown and Company. National Geographic. (2004). Underground Railroad. [On-line]. Accessed on July 7, 2004 Available: www.nationalgeographic.com/features/99/railroad/j1.html. History Happens. (2003). “On An Underground Railroad”. [On-line]. Accessed on July 7, 2004 Available: http://ushistory.com/railr.htm. Lesson Plans Page.com. (2004). “Civil War Unit”. [On-line]. Accessed on July 7, 2004 Available: www.lessonplanspage.com/SSLAMusicCivilWarUnitB- UndergroundRailroad46.htm. Materials: Internet access Map of North Eastern United States Atlas Underground Railroad Worksheet Overhead projector Transparency of the “Railroad Rap” Anticipatory Set: Students will listen to the rap about the Underground Railroad found on the site http://ushistory.com/railr.htm. For the students with disabilities the teacher should also be able to place the lyrics on the overhead projector. Possible questions for teachers. 1. What was your impression about the song that was just played? 2. Why do you think that this song was written? 3. What was the purpose of the song? 4. How did the type of music help convey the message? 5. Did the lyrics mention anyone in particular? Who? Have the students discuss the questions with a partner or independently. Share the ideas with the entire class and write the students’ responses on the board. The students should reach the conclusion that music can be used to communicate ideas and information. Inform the students that almost all slaves were illiterate. The teacher can then replay the song for the students to examine the song for the information that the slaves were trying to communicate. Check for Understanding: Ask the students to list other forms of communicating besides writing, reading, or speaking. List the student responses on the board. Activities: The students should have already had some prior background knowledge of Harriet Tubman and the Underground Railroad. 1. There should be two students to a computer/laptop and one copy of the Underground Railroad worksheet and map of the Northeast. 2. The students are to look up the following web site: http://www.nationalgeographic.com/features/99/railroa d/ 3. The students are then to enter the Underground Railroad tour. The students are to answer the questions on the worksheet and label all the places Harriet Tubman took on the Underground Railroad. Make sure to tell the students that they need to label Buckstown, Maryland as the starting point. This is not conveyed on this virtual tour. They are also to label bodies of water and other countries if need be. 4. Monitor the classroom and make sure the students are labeling the map correctly. This lesson should take two days. Stress the impact that Delmarva had on the Underground Railroad and that someone as courageous and determined came from right here on the Eastern Shore. Assessment: 1. Group work will be assessed informally through observation. 2. Observation of student responsibility for taking part in learning and teaching when labeling transparency map. 3. Underground worksheet will be assessed for correctness. Lesson Extension/Follow up: 1. Students can research more about William Still. The teacher can introduce the students to using a primary source and take excerpts from his book The Underground Railroad. (Philadelphia, 1872) and create brief and extended constructed responses for the students to answer. 2. Classroom discussions on why did William Still keep his book hidden in a cemetery tree. 3. The students can compare and contrast the Safe House Lantern used then and why some people find it insulting to have the black figurine in your yard that is holding a lantern now. Why do some find it offensive and some do not? 4. Have the students map out other routes to the Underground Railroad. 5. Plan a field trip to Harriet Tubman’s birthplace so that the students can tie their local history in with American History. Underground Railroad Worksheet Name____________________ Date________ Pd____ Directions: Answer the following questions on a separate sheet of paper in complete sentences using the virtual tour of the Underground Railroad. www.nationalgeographic.com/features/99/railroad/ 1. Looking at the picture captioned titled “Field hands,” what type of work is being done? Are men and women doing the same type of work? 2. How long do you think a typical workday was for a slave? Compare your answer to today’s typical workday. 3. Why were restraint devices made the way that they were? Make sure to include in your answer the shapes, size, and metal that were used. 4. Where do you think the devices in the bottom left corner were used on the body? 5. Who is Moses? 6. What river located on the Eastern Shore, did “General Tubman” cross over safely? 7. What does it mean if a slave sees a lit lantern on the pitching post? 8. Who was Thomas Garrett and what did he do? Can you compare him to someone today? 9. Why was William Still born free? Do you think that some slaves were jealous of William Still, if so why? 10. What role did Susan B. Anthony play in the Underground Railroad?