American Centuries

Pocumtuck Valley
Memorial Association

American Centuries > Lessons > History Lessons By Teachers > Traveling on the Underground Railroad

Traveling on the Underground Railroad

Details

Author
Sheila Green
Topic/Subject Area
African American, Black Life; Slavery, Indenture
Historical Era
National Expansion and Reform, 1816–1860, Civil War and Reconstruction, 1861–1877
Grade Level
Elementary (K–5)
Creation Date
2007
Last Revision Date
2024

Related items

About This Lesson

Summary and Objective

Students will understand that the Underground Railroad was a vast network of people and safe houses that aided fugitive slaves’ escape to the Northern states and Canada. Students will learn about the dangers that both the slaves and those aiding them faced in their quest for freedom.

Materials & Resources

Collection Items
Books

Teaching Plan

  1. Pre-activity: Students will be asked to share what they already know about the Underground Railroad. The following questions will be used to stimulate discussion: What was the Underground Railroad? Who traveled on the Underground Railroad? Where did people travel from and to on the Underground Railroad? When did people travel on the Underground Railroad? Why do you think it was called the Underground Railroad?
  2. Students will follow one family’s journey to freedom as they listen to the story Follow The Drinking Gourd by Jeanette Winter. In small groups, they will discuss the reasons for their successful escape. Who helped them along the way? Responses will be shared with the class and recorded on a chart by the teacher.
  3. Students will read Henry’s Freedom Box by Ellen Levine with a partner and answer the following questions: How did Henry feel about being a slave at the beginning of the story? How did his feelings change as the story went on? What was Henry’s plan to be free? Was he successful? Responses will be shared with the class and recorded on a chart by the teacher.
  4. Distribute copies of the “Fugitive Slave” document from the American Centuries website. The teacher will read it aloud while the other students follow the text. Lead a discussion by asking: What can you tell about this slave from the newspaper article? What route did he take to escape? What was his primary reason for trying to escape? Responses will be recorded on a chart by the teacher.
  5. Students will be given a Venn diagram containing three overlapping circles. They will use information on the three charts to compare and contrast similarities and differences of the fugitive slaves in the stories and newspaper article.
  6. Post-activity: Students will be shown the $100 Reward for escaping enslaved man document from the American Centuries website. They will be given the following historical fiction writing prompt: You operate a safe house on the Underground Railroad. George Jackson has come to you for help. What will you do to assist him in his quest for freedom?