Blowing the Whistle:

Uncovering Misconceptions about the

Underground Railroad

Unit Summary:

Students will work in groups to use primary source documents to research a particular individual, group of individuals, or a specific event that was an important part of the activities of the Underground Railroad. Students will compile their information and create a narrative script, an interview, or a news report that depicts their area of study. After rehearsing the student-created scripts, groups will perform and record their projects, ultimately turning them into a student documentary on imovie.

Objectives:

Students will identify and use primary source documents.
Students will research key points of a specific event of Underground Railroad history.
Students will write, rehearse, and record a part of the student documentary.

Sunshine State Standards:

L.A.A.2.2—The student constructs meaning from a wide range of texts.
L.A.B.2.2—The student writes to communicate ideas and information effectively.
S.S.A.1.2—The student understands historical chronology and the historical perspective.
S.S.C.2.2—The student understands the role of the citizen in American democracy.
T.H.B.1.2—The student improvises, writes, and refines scripts based on heritage, imagination, literature, history, and personal experiences.

Materials:

Primary sources recounting UGRR narratives (see resource list)
Computers
Internet access
Video camera
imovie program
LCD projector (if planning to project final documentary for whole group use)

Procedure:

1. Begin by reviewing what class has previously learned about Underground Railroad.

2. Brainstorm a list of possible topics for the student documentary. Include people, groups, and events.

3. Divide students into groups and assign, or let students choose, topics from the list.

4. Allow several class periods (depending on length of period) for students to research and compile notes on their topic.

5. Work with students to write a news report, a narrative script, or an interview that describes or recreates assigned topic.

6. Assist students in rehearsing and video recording their presentations. The groups will then work together to edit and add effects to their recording using imovie.

7. After all the groups have completed their portions on the documentary, compile all sections into one file.

8. If possible, broadcast the documentary on the school news, the local cable channel, at a local historical society, at parent night, etc. Have the students do a “promotional tour” around the school and share some of the true stories and myths they uncovered during their research.

Assessment:

Complete the following rubric for each student and also have the students complete the rubric as a self-assessment.

CATEGORY	4	3	2	1
Ideas/Research Questions	Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.	Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research.	Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.	Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.
Delegation of Responsibility	Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.	Each student in the group can clearly explain what information s/he is responsible for locating.	Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.	One or more students in the group cannot clearly explain what information they are responsible for locating.
Group Timeline	Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline.	Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline.	Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline.	Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline.
Plan for Organizing Information	Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.	Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.	Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.	Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.
Quality of Sources	Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions.	Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Historical Accuracy	All historical information appeared to be accurate and in chronological order.	Almost all historical information appeared to be accurate and in chronological order.	Most of the historical information was accurate and in chronological order.	Very little of the historical information was accurate and/or in chronological order.
Role	Point-of-view, arguments, and solutions proposed were consistently in character.	Point-of-view, arguments, and solutions proposed were often in character.	Point-of-view, arguments, and solutions proposed were sometimes in character.	Point-of-view, arguments, and solutions proposed were rarely in character.
Knowledge Gained	Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why.	Can clearly explain several ways in which his character "saw" things differently than other characters.	Can clearly explain one way in which his character "saw" things differently than other characters.	Cannot explain one way in which his character "saw" things differently than other characters.
Required Elements	Student included more information than was required.	Student included all information that was required.	Student included most information that was required.	Student included less information than was required.
Props/Costume	Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.	Student uses 1-2 props that accurately fit the period, and make the presentation better.	Student uses 1-2 props which make the presentation better.	The student uses no props OR the props chosen detract from the presentation.

Resources

Harriet Tubman and the Underground Railroad http://www2.lhric.org/pocantico/tubman/tubman.html

Landmarks of the Underground Railroad/House Divided Project

http://housedivided.dickinson.edu/ugrr/

House Divided Fugitive Slave Notices

http://housedivided.dickinson.edu/ugrr/img_escape.cfm

William Still’s Book (searchable)

http://deila.dickinson.edu/cdm4/document.php?CISOROOT=/ownwords&CISOPTR=25670&CISOSHOW=25627

The Valley of the Shadow: Two Communities in the American Civil War

http://valley.vcdh.virginia.edu/choosepart.html

Underground Railroad Resource Pack

http://alpha.dickinson.edu/departments/hist/NEHworkshops/NEH/resource/index.html

Using New Media Tools to Research, Teach and Interpret the History of the Underground Railroad

http://muweb.millersville.edu/~ugrr/sitelist.html

Born in Slavery: Slave Narratives from the Federal Writers’ Project, 1936-1938 (American Memory, Library of Congress)

http://lcweb2.loc.gov/ammem/snhtml/snhome.html

The Historical Society of Pennsylvania: Fugitive Slaves and the Underground Railroad in Pennsylvania [Primary Sources]

http://www.hsp.org/default.aspx?id=854

Pennsylvania Civil War Newspapers Pennsylvania State University

http://www.libraries.psu.edu/digital/newspapers/civilwar/

The Underground Railroad Project The Vermont Historical Society

http://www.vermonthistory.org/educate/ugrr.htm

Their Own Words: Dickinson College

http://deila.dickinson.edu/theirownwords/

History of U. S.: Vol 2 Making Thirteen Colonies by Joy Hakim

If You Traveled On The Underground Railroad by Ellen Levine

Henry's Freedom Box by Ellen Levine

Story of Harriet Tubman by Rachel A. Koestler-Grack

Dear Friend: Thomas Garrett and William Still, Collaborators on the Underground Railroad by Judith Bentley