AMERICAN CHARACTER:

UNDERGROUND RAILROAD-

RUNAWAY NARRATIVE

Topic:

Running Away- The First Hand Account of a Fugitive Slave in the Antebellum South

Guiding Questions:

1. What are the world events that individuals and groups are reacting to? 

2. How are the individual’s values/reactions guided by geographic location? 

3. How do individuals’ values determine their reaction to events?

Enduring Understandings:

1.     Individuals and groups react to issues and events based on their values and worldviews.

 State Standards USH1

1.1.3     Analyze the common traits, beliefs, and characteristics that unite the United States as a nation and a society

1.3.2     Explain how and why events may be interpreted differently according to the points of view of participants and observers

4.1.3     Evaluate issues in which fundamental values and principles are in conflict

4.3.2     Describe ways in which citizens participated in early American public life

4.4.1     Describe the role of gender, race, ethnicity, religion, and national origin on the development of individual/political rights

Objectives:

1.     The students will be able to research 5 first-hand accounts of runaway slaves in the Antebellum South at 70% proficiency or higher.

  1. The students will be able to compose a 3-5 page “first-hand” account from the perspective of a runaway slave at 70% proficiency or higher.
  2. The students will be able to research a time-period map and trace their path to freedom at 70% proficiency or higher.
  3. The students will be able to create a “Fugitive Slave” ad based on class examples at 70% proficiency or higher.
  4. The students will be able to compose (2) 1-2 pages “editorials” from both the slave owner and abolitionist point of view about runaway slaves at 70% proficiency or higher.
  5. The students will be able to cite 5-10 bibliographical sources for their project at 70% proficiency or higher.
  6. The students will be able to compile all materials into a unit portfolio at 70% proficiency or higher.

Procedures:

Days One-

  1. Introduce project
  2. Hand-out and go over rubric
  3. Show examples of parts/completed portfolio

Days Two through Four-

  1. Research in library

Day Five through Eight-

  1. Students compose, create, and compile portfolios

Days Nine and Ten-

  1. Students present and submit portfolios

Materials:

  1. Portfolio instructions and Rubric
  2. Library

Assessment:

Completed Runaway Slave Portfolio

SAMPLE PORTFOLIO INSTRUCTION SHEET FOR STUDENTS

 

            Transport yourselves to south of the Mason-Dixon Line prior to the outbreak of the Civil War.  You are a slave held on a plantation where you have no more civil rights or liberties than the hounds that your slave owner owns; and you may be treated more poorly.  How long could you live a life like this?  Will you ever know freedom?  If so, how will you attain this life?  Escape seems to be, and ultimately is, your only way out.

            Your task is to become an enslaved African-American and tell your narrative of escape to the free soil of the North.  Over the course of the next two weeks, you will create yourself based on the real first-hand accounts of the brave men or women you are hoping to become.  Who are you?  Where are you?  What is your life like?  Why do you hope to escape?  What factors will cause to hesitate or change your plans?  How do you hope to escape?  When will the escape take place?  What will you need to be successful?  Who, if anyone, will be coming with you?  What complications will they bring?  All of these questions, and more, will need to be answered on your plight.  While obviously not contextually accurate, your narrative will take the form of a formal day-by-day account of your journey to lose the shackles of slavery.

            Your research MUST include:

1.  First-hand accounts from runaway slaves.  While most slaves would not have been able to compose the accounts themselves, many were preserved by those that the stories were told to. 

2.  A time period map that you will be able to use to re-trace your path to freedom. 

3.  A “Fugitive Slave” ad that your former owner issued for your capture and return to bondage. 

4.  Two brief editorials from the perspectives of a slave owner in the South concerning slavery as well as from an abolitionist in the North. 

5.  A bibliography for the sources you used in the course of your research. 

6.  All materials compiled into a portfolio for submission at the end of the project.

 

I will provide you with possible web sites from which you can pull your information.

 

 

 

 

 

 

 

RUBRIC FOR UNDERGROUND RAILROAD-SLAVE NARRATIVE PORTFOLIO

 

Research Report : Underground Railroad-Runaway Slave Narrative

Teacher Name: Mr. Johnson


Student Name:     ________________________________________

 

CATEGORY

40

30

20

10

Portfolio Appearance and Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

Escape Map/Route and Fugitive Slave Ad

Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.

Diagrams and illustrations are accurate and add to the reader's understanding of the topic.

Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.

Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

Portfolio Appearance and Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

Bibliography

All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Portfolio Appearance and Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized.

 

 

SAMPLES OF MAPS, SLAVE ADS, AND WEB SITES/DATABASES

 

Maps:

 

 

 

Slave Ads:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Web Sites/Data Bases:

 

 

http://housedivided.dickinson.edu/UGRR/

 

http://lis.dickinson.edu/Library/LISDatabases/index.cfm

 

http://www.spartacus.schoolnet.co.uk/USAslavery.htm

 

http://www.africanaonline.com/slavery_in_the_united_states.htm

 

 

 

REMEMBER THESE ARE ONLY A VERY FEW EXAMPLES!

 

YOUR OWN RESEARCH WILL LEAD YOU TO MANY MORE RESOURCES!

 

BEWARE:  NOT EVERYTHING FOUND ON THE INTERNET IS A GOOD RESOURCE!