1. The Underground Railroads Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10th Grade (Social Studies) http:// www.pbs.org/wgbh/aia/part4/4h1555b.html Dave Rotner [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] It’s the year 1830 and the Underground Railroad system has been in place for about twenty years now. As of now tens of thousands of slaves have escaped to their freedom in the North and now it is your turn! In your groups I have numbered you off into ones twos or threes, ones will be the slave escaping, twos will be the person who ran the “stations” or “depots” that is where the fugitive slave would rest, eat and stay hidden during the escape and threes will be the “conductor” those responsible for moving the runaway slave from one station to the next. Question: How will you safely help the slave to freedom in the north? http://www.nps.gov/history/nr/travel/underground/ks1.htm

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The goal of this quest is to figure out a path way from South Carolina to freedom in the North. Along the way you will need to take notes about your own role as well as a general over view. Each group member will write a 1 page paper as well as each group will write another one paper as a whole. Lastly each group member will give an informal presentation about their roles to the class in terms of the struggles and successes that accompanied this escape! Title http://www.pbs.org/wgbh/aia/part4/4p2944.html

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Process: Part One: Planning the escape!! Step One: go to the following and take a look at the map in order to start thinking about the overland route you are going to use. Start in South Carolina and from there you choose where in the North you want to end up. http://www.nps.gov/history/nR/travel/underground/routes.htm Step Two: Go to the following website and research where you want to end-up, this will help you determine your course. Go down the page to Underground Railroad routes, read that section as well as the fugitive slave act portion (that way all three of you know the consequences). http://afroamhistory.about.com/od/undergroundrailroad/a/undergroundrr.htm Step Three: Now that you have your route you need to escape the plantation. Go to the following website in order to figure out how to escape from the plantation http://www.pbs.org/wgbh/aia/part4/4p2944.html Part Two: The Escape!! Step Four: go the following website as a group and take the journey, as your roles appear in this story be sure to take note of them. http://www.nationalgeographic.com/railroad/j1.html Click here to continue on the process .

5. The Process 2 Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Step five: Was it as simple as just getting to the North? Go the following website and as group read the article and write a summary paper about what you read, then each group member write an opinion paper coming from the perspective of your character about the article and other related events. http://www.pbs.org/wgbh/aia/part4/4p2957.html Please use the following websites to gain more knowledge about the Underground railroads as well as use for you summary papers and presentations: http://education.ucdavis.edu/NEW/STC/lesson/socstud/railroad/contents.htm http://www.nps.gov/history/nr/travel/underground/ http://www.nps.gov/undergroundrr/ http://www.42explore2.com/undergrd.htm http://www.freedomcenter.org/

6. Evaluation Rubric Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A 10 points B 8 points C 7 points D 6 points Score Delegation of roles and work Each group member participated fully and work was done by all group members. Participation was good but work was not done by all group members participation was adequate and work was not done by all group members. Participation was absent as well as the work. Group Presentations Roles were rehearsed and well done. Spoke clearly and had good evidence throughout the presentation. Group members fumbled once or twice with roles but enough evidence in the presentation. Roles were not performed well, had more then 3 mistakes and lacking evidence. Roles were not known and there was little to no evidence in the presentation Written Summary and individual paper. One to two grammatical mistakes only, ideas clearly expressed and sentences flow well together. Three to four grammar errors but ideas are expressed clearly, however sentence structure needs work. Five to seven grammar errors and ideas are not very clear and sentence structure is not smooth. More then 8 grammar errors and ideas are confusing and there is no connection between sentences. Completion of Web quest. Worked very good through the web quest, and went beyond the suggested websites. Understood web quest but used only 8 of the 10 suggested sites. Had trouble using web quest but not seek help and used only 5 websites. Did not attempt to use web quest at all.

7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] After figuring your way to freedom it appears that there was more at stake then just running north. You should be experts in the complicated and sophisticated process that was the underground railroad. Humans are exceptional people and figures like Harriet Tubman show that. Also it is important to know that with out the help of white Americans not nearly as many or if any slaves would have succeeded in escaping to the North. I will leave with one last question: Do we still feel the effects of slavery today? The answer is yes, your job is to be able to explain why, keep this filed away in your heads as you go through other American History courses. Harriet Tubman http://www.pbs.org/wgbh/aia/part4/4h2961.html http://www.pbs.org/wgbh/aia/part4/4p2923.html

8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] All pictures in the web quest have the websites underneath them. link back to The WebQuest Page and The WebQuest Slideshare Group

9. The Underground Railroads(Dave Rotner) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for xth Grade (Put Subject Here) Designed by Dave Rotner [email_address] Based on a template from The WebQuest Page http://webquest.org/index.php Evaluation Teacher Script Conclusion

10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson plan was developed as part of early U.S. History curriculum. This lesson plan was a way to give students a view of slavery from different perspectives of individuals that lived at that time. Teaching history to younger students can be difficult, so having them role play average people at the time is a very key way to get them engaged. Emotion can be a very useful tool in allowing students to make a connection to the past, which in turn will engage them. This lesson plan puts the students at the heart of Underground Railroad system. It will allow them to understand that the North wasn’t a utopia place when it came to race. This lesson plan puts the students in the shoes of people who lived at that time, which as I stated above will allow for more retention to occur. Evaluation Teacher Script Conclusion

11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for 10 th graders and involves history as well as geography. This lesson plan could easily be adapted for older or younger students. The students will need to understand physical geography and how that will play a role in an escape, for example why would a forest offer a better escape than a wide open prairie? Students will also need understand the mood of the country at that time, which means knowledge about early U.S. History. Evaluation Teacher Script Conclusion

12. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page 1.3 Students use chronology to examine and explain historical relationships. - distinguishing between cause-and-effect relationships and events that happen or occur concurrently or sequentially; - analyzing and explaining cause-and-effect relationships using historical information that is organized chronologically; and • -using both chronological order and the duration of events to detect and analyze patterns of historical continuity and change. 2.2 Students know how to use the processes and resources of historical inquiry. - Students know how to interpret and evaluate primary and secondary sources of historical information. 3.1 Students know how various societies were affected by contacts and exchanges among diverse peoples. • describing and explaining the circumstances under which past and current societies have interacted and changed, resulting in cultural diffusion* ( for example, trade, war, exploration, imperialism, social disruptions, improvements in communication, and transportation); Evaluation Teacher Script Conclusion

13. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Process: Part One: Planning the escape!! Step One: go to the following and take a look at the map in order to start thinking about the overland route you are going to use. Start in South Carolina and from there you choose where in the North you want to end up. http://www.nps.gov/history/nR/travel/underground/routes.htm Step Two: Go to the following website and research where you want to end-up, this will help you determine your course. Go down the page to Underground Railroad routes, read that section as well as the fugitive slave act portion (that way all three of you know the consequences). http://afroamhistory.about.com/od/undergroundrailroad/a/undergroundrr.htm Step Three: Now that you have your route you need to escape the plantation. Go to the following website in order to figure out how to escape from the plantation http://www.pbs.org/wgbh/aia/part4/4p2944.html Part Two: The Escape!! Step Four: go the following website as a group and take the journey, as your roles appear in this story be sure to take note of them. http://www.nationalgeographic.com/railroad/j1.html Click here to continue on the process Evaluation Teacher Script Conclusion

14. The Process (Teacher) 2 [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Process: Step five: Was it as simple as just getting to the North? Go the following website and as group read the article and write a summary paper about what you read, then each group member write an opinion paper coming from the perspective of your character about the article and other related events. http://www.pbs.org/wgbh/aia/part4/4p2957.html Please use the following websites to gain more knowledge about the Underground railroads as well as use for you summary papers and presentations: http://education.ucdavis.edu/NEW/STC/lesson/socstud/railroad/contents.htm http://www.nps.gov/history/nr/travel/underground/ http://www.nps.gov/undergroundrr/ http://www.42explore2.com/undergrd.htm Evaluation Teacher Script Conclusion

15. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The websites on the process page are what I found useful for this project. I would also recommend some primary source documents and articles for the students to read. Also allow students to come in after class to work on the project who may not have access to a computer at home. Evaluation Teacher Script Conclusion

16. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Please click on the following link and it will take you to my rubric, evaluation link Evaluation Teacher Script Conclusion

17. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated Web Quest, one that requires an adult or older peer to drive things. This project is basically run by the students, they should be able to facilitate their own groups. Below is brief run through on what to do. I will read out lout the introduction page that way any questions the students have about the main goal of project will be answered. After the introduction I will go through the web quest very briefly just to demonstrate how to navigate the site. Then I will break the students up into their groups, hand out their roles and then have them write down a game plan about how they plan on proceeding through the project. This page is linked to the Process segment off of the Teacher Page Evaluation Teacher Script Conclusion

18. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Allowing the students to get involoved in the learning process can be very effective. Lectures can only go so far in terms of students retaining any information. Through the use of role play and an interactive educational tool, such as Web Quest, students will become engaged and that will yield good educational results. Evaluation Teacher Script Conclusion

19. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page All pictures are sourced on that page. Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion