Slavery,
Abolitionists, and
The
Underground Railroad
A WebQuest for 8th
Grade (Language Arts)
Designed by
Cathy Ostarchvic
unit_cso@access-k12.org
Introduction
| Task | Process and Resources | Evaluation
| Conclusion
You and your classmates have just finished reading Jim Haskins’ Get
On Board and another book of your choice on slavery.
You have learned much about the life of the slaves.
As slaves you are tired of being separated from your family and loved
ones. You think it is inhuman the
way some of you are beaten at the hands of slave overseers.
You are not going to take it any longer.
You and your friend are planning to escape.
Good luck on your journey.
- You and four other partners of your choice must form a group to
work together to finish your task.
- Each of the group must choose a role
- House slave
- Field slave
- Two conductors on the Underground Railroad
- Abolitionist – This person will be the leader of the group in
making sure that information gets finished.
·
Each person in the group must make up a background.
The conductor and the abolitionist may pick their names and backgrounds
from real people. The slaves will
have to invent their names, background, and histories from any information they
have read about in books or on specific websites.
- You
must visit all websites to learn as much information as possible.
- You
must draw a map where you live and the route you plan to follow to get to
freedom in Canada.
- The
slaves, the conductor, and the abolitionist will have an individual
evaluation.
- Each
group will have to present the information they have learned to the class.
The group can present the information as an oral group report with
visuals, do a PowerPoint presentation, or develop a play that shows your
experiences.
- You
will have two to three weeks to finish this project.
Resources
Slavery songs
Poetry about slavery
Individual evaluation and group evaluation
Individual evaluation will be based on character you
choose.
·
Slaves, house or field, will write the following journal entries:
(Be sure to date and sign all
journal entries.)
-
Biographical entry telling your name, your background and history,
where you live, who owns you, and why you want to escape.
-
Entry telling how and when you will escape, and any details about
your escape
-
Entry telling what happened to you on your next stop, how you knew
where to go, tell about secret
messages or any people or conductors that helped you on your way.
-
Entry telling how you felt and what you did as soon as you reached
freedom.
·
See rubric
for slave evaluation.
·
Conductors will have to write four journal entries:
(Be sure to date and sign all
journal entries.)
-
Biographical entry telling your name, your background and history,
and how became involved in helping slaves escape.
-
Entry telling the
details surrounding a successful escape that you planned.
-
Entry telling the details surrounding an unsuccessful escape.
-
Entry about an abolitionist who you admire.
·
See rubric
for conductor evaluation.
·
Abolitionists
-
will help the conductors and slaves in any areas of research or
ideas as needed.
-
will make sure all information is finished and turned in.
-
will be the
taskmaster and leader for the group presentation.
-
will write one persuasive essay
against slavery in polished final draft form.
- See
rubric for
conductor evaluation
Group Grade will be based on the group presentation.
Use the rubric to see evaluation.
You have read and shown much knowledge about slavery.
I hope this knowledge will give you insight into the feelings of slaves,
conductors, and abolitionists before we begin our interactive, integrated, civil
war unit. But I do want you to
remember that slavery is still being practice throughout the world.
·
Have the students list the sources they used. This includes books,
music, pictures, and text that the student used.
·
Have the students thank people who helped them.
