Welcome!Title: A Divided NationDescription: Students will research and understand the situation of the slaves in the 1800’s as they escaped to freedom. Grade Level: 5th grade. Curriculum: Social StudiesKeywords: slavery, slave codes, underground railroads, free states, slave states, states’ rights, Missouri Compromise, Kansas Nebraska Act, fugitive slave law, Compromise of 1850

SPED 515-02Gladys Wu

Introduction You are a slave living in the 1800’s in

Maryland, a slave state.

Life in the South is too cruel for you and your owner does not treat you well. You wish to escape to the North so that you can have a better life. Perhaps in the North, you can finally earn some money, develop your skills, gain an education, and save your family.

Tell us the struggles you faced, important people you met, and how you felt along the journey!

Task

As a slave, you will encounter many situations and obstacles. By completing the tasks outlined in this Web Quest, you will learn of strategies to gain freedom, acknowledge prominent individuals, be aware of certain laws, and be familiar with the Underground Railroad.

As you go through this journey, make sure you are recording all of your experiences and answering the questions in your journal. Focus on what life was like for you as you struggled to escape!

Afterwards, you will illustrate an escape plan for another slave who also wishes to fight for freedom. Consider specific steps for him/her to follow, as well as useful strategies and warnings. This can be in the form of a map, poster board, pamphlet, or any other medium!

Process: Day 1, Underground

Railroad The Underground Railroad was an escape system to help Southern slaves flee to the North.

http://pathways.thinkport.org/about/ Click on a few questions to find out more about the Underground Railroad.

Afterwards, click “Mapping it Out” on the left, read the summary on the page, and click “Go to the Interactive.” Explore more about the pathways to freedom using the Interactive.

http://tinyurl.com/p3gjto6 Click this link to view a map of the Underground Railroad

Why was the Underground Railroad so important? How safe did you feel? Who helped you during the Underground Railroad? (Put all responses in your journal)

Process: Day 1, Strategies for Escape

Slaves used nature cues to find their way to the North, such as observing moss, migration of the birds, and following the North Star. Slaves also communicated using songs with secret messages and clues in quilts that they made.

http://teacher.scholastic.com/activities/bhistory/underground_railroad/escape.htm Click around the scene to find out more about how slaves escaped.

http://pathways.thinkport.org/secrets/ Click on the tabs “Follow the Drinking Guard,” “Music,” “The Language of Quilts,” and “Language of the Railroad,” to find out more about these strategies.

Which strategy did you use? Draw an image of the quilt you made and what it means. (Put all responses in your journal)

Process: End of Day 1

Now that you know how to find your way to freedom and what strategies to use, make sure you are keeping a descriptive journal of your journey!

Go back, check, and proofread your journal to ensure that you have written down all the necessary information.

Process: Day 2, Watch out for the

Laws! In the United States, there were many codes and

statues that regulated the activity of slaves. The government strived to find different ways to deal with the arguments between the North and the South in regards to slavery.

http://www.drbronsontours.com/PGslaveryfederallawsregardingslavery.html Find more about the laws and codes

http://www.historyonthenet.com/slave_trade/punishments.htm Find out more about the punishments used for slaves who went against the laws!

How did certain laws or codes affect your fight for freedom? (Put all responses in your journal)

Process: Day 2, Who Did You Meet?

There are many individuals who played a vital role in the fight against slavery.

http://www.shmoop.com/causes-of-civil-war/people.html Find out more about each individual by clicking their names.

Who did you meet on your way to freedom and what did he tell you about his life? (Choose at least one individual) How did the actions of some of these individuals affect your journey? Why were they so important? (Put all responses in your journal)

Process: End of Day 2

Now that you know the important laws and individuals, make sure you are keeping a descriptive journal of your journey!

Go back, check, and proofread your journal to ensure that you have written down all the necessary information.

Process: Putting it All Together

Illustrate an escape plan for another slave who also wishes to fight for freedom. Consider specific steps for him/her to follow, as well as useful strategies and warnings. This can be in the form of a map, poster board, pamphlet, or any other medium!

You are not limited to the websites in this Web Quest. Feel free to do your own research on other appropriate websites. Ask the teacher if you are unsure of which websites are appropriate.

Share your ideas with the teacher and with other students.

Reevaluate what you have written in your journal to create this escape plan.

Rubric & Evaluation4 3 2 1

Creativity Student applied knowledge to create an original and creative response. Used well thought out strategies.

Student used examples from research in his/her responses. Showed some effort in creating original ideas.

Student showed minimal to no effort in creating original ideas.

Student did not use original ideas in his/her response. Student pulled information straight from text.

Content/Research Student clearly incorporated information from websites. Information is accurate. Student shows clear understanding of content.

Student revealed some understanding of the content in the assignments, but not in great detail.

Student showed an incomplete understanding of the assignments and did not incorporate research in the assignments.

Student did not show understanding of the topic, which is revealed in his/her assignments.

Presentation Assignments are neat and easy to understand. Student submitted complete assignments on time with evident effort.

Assignments are submitted on time. Student showed some effort. Assignments could be neater and with more information.

Assignments submitted on time or Late. Student showed minimal effort, but missing a lot of content, creativity, and details.

Assignments appear messy and incomplete. Shows little to no effort. Assignments submitted on time or Late.

Conclusion

Congratulations! You successfully made it to the North!

Good luck establishing a new life and be careful not to give away your true identity!