Slavery and the Underground Railroad

Authors: Chelsea Kemmis, Nora Piechoinski, Lauren Kramer, Peter Scuzzo, University of Missouri-St. Louis

Grade level: 5th

Objectives:

1.) Using an interactive map, students will complete a mapping elements worksheet with 95% accuracy.

2.) Students will chose either “Swing Low Sweet Chariot” or “Wade in the Water” and analyze the lyrics of the song.

3.) Students will complete an Underground Railroad vocabulary worksheet with 90% accuracy.

GLE’S:

1.) 5.SS.Hist.3a.I- Identify political, economic, and social causes and consequences of the Civil War and reconstruction.

2.) 5.SS.Geog.5.A- Use geographic research sources to acquire information and answer questions.

Common Core State Standards-

1.) CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2.) CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

3.) CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

4.) CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

5.) CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

6.) CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Evidence for student thinking in:  Geography – students must understand mapping elements in order to identify and/or define them, 2 of 11

 History – students must understand the language used and time period and in which the Underground Railroad was in use in order to analyze the songs.

 Communication arts – students must use proper spelling, capitalization and punctuation on all of the assignments, particularly the song analysis.

A plan for differentiation of instruction for diverse learners:

 Students may work in pairs for any of the activities if they need the support of their peers in order to succeed.  Students may only be required to complete the one activity per class session, rather than all at once. All three may be overwhelming for students with diverse needs.  The mapping activity could be modified to be a paper activity, rather than a computer one.  Students who finish early can examine the song “Follow the Drinking Gourd” and try decipher its’ meaning.

Level of student learning (Bloom’s Revised Taxonomy and/or Webb’s Depth of Knowledge):

DOK Level 1

- Label locations on a map (use for locating underground railroad places)

- Describe the features of a place or person (for the railroad places)

Level 2

- Use context cues to identify the meaning of unfamiliar words (decoding the songs)

- Describe the cause/effect of a particular event

- Identify and summarize the major events in a narrative (could be used for the songs)

Level 3

- Support ideas with details and examples

List of materials: Underground Railroad Code Words and Phrases sheet, Underground Railroad Terms Sheet, My Trip on the Underground Railroad Sheet, Identifying Map Elements Sheet, Smart board, Ipads, Pens/Pencils, Paper, Scoring Rubric.

Chelsea Kemmis, Nora Piechoinski, Lauren Kramer, Peter Scuzzo, University of Missouri-St. Louis 3 of 11

Teacher Resources: 1. http://www.historyonthenet.com/Lessons/worksheets/black_peoples.htm 2. http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u6/ 3. https://pll.asu.edu/p/sites/default/files/lrm/attachments/HalversonUndergroundRRS.pdf 4. http://www.azlyrics.com/lyrics/marymary/wadeinthewater.html 5. http://www.scoutsongs.com/lyrics/swinglow.html 6. www.sheboyganfalls.k12.wi.us/.../Poem-and-song-analysis-rubric.docx

List of procedures:

1.) Tell the students they are going to begin a unit where they will be studying the Underground Railroad and how it affected slavery. 2.) Pass out copies of the Underground Railroad terms sheet to the students. Instruct the students to use their prior knowledge and the code words at the bottom of the page to complete the vocabulary sheet. 3.) Display the interactive map on the smart board. http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u6/ 4.) Go through the instructions with the students and model how they will use the interactive features in the site. 5.) Pass out the Identifying Map Elements Sheets to the students, and instruct them to fill out this sheet before they begin doing the interactive activity with the map. 6.) Students will then use their Ipads to go to the link with the map and complete the activity. 7.) After the students finish the mapping activity, have them look at the Underground Railroad Code Words and Phrases Sheet. Go over this as a class then pass out the copies of “Swing Low Sweet Chariot” and “Wade in the Water”. 8.) Instruct students to use the Code words and phrases sheet along with their prior knowledge, and select one of the two songs to analyze and interpret into their own words. 9.) Students will then share their analysis of their selected song with the class. 10.) Closing- Inform students that todays’ was the beginning of a unit that the class will be working on, which will focus on ending slavery and the civil war.

Formative or summative assessments relating to the learning objectives:

 Students will complete a mapping elements worksheet as a summative assessment of their mapping knowledge.

 Students will complete a vocabulary worksheet as a formative assessment to evaluate their prior knowledge of the Underground Railroad.

 Students will complete a written analysis of a song as a summative assessment of vocabulary.

Name______

Underground Railroad Terms

What is a railroad?

What is underground?

Predict what you think an underground railroad would be.

Code Words Passenger – a slave traveling on the Underground Railroad Conductor- a guide who led runaway slaves to freedom Stations- houses that were safe to find shelter and food Route- a path of stations that the slaves followed to freedom Package- a runaway slave

Name ______

Identifying Map Elements

Directions: Use your Underground Railroad map to find the following parts to a map. Write your answers in the boxes provided on the paper.

Date Find the maps date and write it in the box.

Orientation Draw the compass rose in the box.

Scale Draw the scale of the map in the box.

Author Who created this map?

Legend What does the legend tell you?

Editor’s note: Locate your state and current locale on the online map. Click on the routes to the Caribbean, Mexico and Canada; what was it about those regions and the geography that supported travel? Click the features (slave states, Free states, routes) and note your state as the map features are added. Which direction did the railroad go from, though, or in your area? Is there a location you can visit to learn more about the URR? Example: Alton, Illinois, near St. Louis, Missouri.

Underground Railroad Code Words and Phrases

Baggage Escaping slaves Bundles of wood Fugitives to be expected Canaan Canada Drinking gourd Big Dipper and the North star Forwarding Taking fugitive slaves from station to station Freedom Train The Underground Railroad Gospel Train The Underground Railroad Heaven or Promised land Canada Load of Potatoes Escaping slaves hidden under the farm produce in a wagon Moses Harriet Tubman Parcel Fugitives to be expected Preachers Leaders, speakers underground railroad River Jordan The Mississippi Shepherds People escorting slaves Station Place of safety and temporary refuge, safe-house Station Master Keeper of safe-house Stockholder Donor of money, clothing, or food to the Underground Railroad

"The wind blows from the South today" A warning to Underground Railroad workers that fugitive slaves were in the area. "When the sun comes back and the first quail A particular time of year good for escaping (early spring) calls” "The river bank makes a mighty good road” A reminder that the tracking dogs can't follow the scent through the water. "The dead trees will show you the way" A reminder that moss grows on the NORTH side of dead trees (just in case the stars aren't visible) "Left foot, peg foot" A visual clue for escapees left by an Underground Railroad worker famous because of his wooden leg. "The river ends between two hills" A clue for the directions to the Ohio River "A friend with friends" A password used to signal arrival of fugitives with Underground Railroad conductor "The friend of a friend sent me" A password used by fugitives travelling alone to indicate they were sent by the Underground Railroad network

"Steal away, steal away, steal away to Jesus" (Words to a song) - used to alert other slaves that an escape attempt was coming up FROM:

Songs for Interpretation

Swing Low Sweet Chariot by Wallis Willis Story: This is one of the songs that Harriet Tubman used to warn slaves that it either safe to come out, or very dangers and they should stay hidden. This was also one of her favorite songs. In symbolized carrying slaves to safety.

Chorus: Swing low, sweet chariot, Comin' for to carry me home; Swing low, sweet chariot, Comin' for to carry me home.

I looked over Jordan, And WHAT did I see, Comin' for to carry me home, A band of angels comin' after me, Comin' for to carry me home.

Repeat chorus:

If you get there before I do, Comin' for to carry me home, Tell all my friends I'm comin' too, Comin' for to carry me home.

"Wade In The Water" first published in New Jubilee Songs as Sung by the Fisk Jubilee Singers (1901) by John Wesley Work II and his brother, Frederick J. Work (Wikipedia).

[CHORUS:] Wade in the water Wade in the water children Wade in the water Don't you know that God's gonna trouble the water Don't you know that God's gonna trouble the water Chelsea Kemmis, Nora Piechoinski, Lauren Kramer, Peter Scuzzo, University of Missouri-St. Louis 8 of 11

I stepped in water and the water is cold Don't you know that God's gonna trouble the water Said it chilled my body but not my soul Don't you know that God's gonna trouble the water

[CHORUS]

Well I went to the water one day to pray Don't you know that God's gonna trouble the water And my soul got happy and I stayed all day Don't you know that God's gonna trouble the water

[CHORUS]

There is love (In the water) In the water (In the water) There is joy yeah (In the water) In your water yeah (In the water) Your peace (In the water) Is in the water (In the water) Your deliverance (In the water) Is in the water yeah (In the water) Oh step in, step in (In the water) Joy is in the water In the water yeah (In the water) Oh step in, step in (In the water) Love is in the water (In the water) Oh step in yeah (In the water) For deliverance (In the water) Chelsea Kemmis, Nora Piechoinski, Lauren Kramer, Peter Scuzzo, University of Missouri-St. Louis 9 of 11

Everything (In the water) In the water yeah

Everything you need (In the water) Everything you need (In the water) Everything you need (In the water) Everything you need (In the water) Everything you need (In the water) Everything you need (In the water) Everything you need (In the water) Everything you need (In the water)

God's gonna trouble the water God's gonna trouble the water (Yeah, yeah, yeah, yeah) God's gonna trouble the water (Ooh) God's gonna trouble the water Oh wade in the water

Song Analysis Rubric

Point Value: 30 points

Analysis

10-9 – Insightful, specific and thorough analysis of the song

8-7 – Clear and specific analysis of the poem and song; all major points covered Chelsea Kemmis, Nora Piechoinski, Lauren Kramer, Peter Scuzzo, University of Missouri-St. Louis 10 of 11

6-5 – Basic analysis of the poem and song; some major points included but some major ideas missing

4-3 – Incomplete or unclear analysis of the poem and song

2-0 – Unacceptably vague or missing most major points

Textual Evidence

10-9 – Insightful and specific examples with cited line numbers solidly prove your interpretation

8-7 – Well-chosen examples with cited line numbers support your interpretation

6-5 – Examples, cited line numbers, back interpretation, but more or stronger evidence is available

4-3 – Weak examples do not convincingly back interpretation. Line numbers may not be cited.

2-0 – Irrelevant or no evidence

Explanation of evidence

10-9 – Insightful, specific commentary analyzes how the evidence proves your interpretation

8-7 – Commentary explains how the preceding quotation/example supports your interpretation

6-5 – General analysis explains points but does not make specific reference to the evidence itself

4-3 – Unclear or incomplete explanation

2-0 – No explanation of how the evidence proves your interpretation

Editor’s note: Wikipedia: Bibliographic details: Swing Low, Sweet Chariot

Author: Wikipedia contributors

Publisher: Wikipedia, The Free Encyclopedia.

Permanent link: http://en.wikipedia.org/w/index.php? title=Swing_Low,_Sweet_Chariot&oldid=597476533

From Wikipedia: "Swing Low, Sweet Chariot" was written by Wallis Willis, a Choctaw freedman in the old Indian Territory in what is now Choctaw County, near the County seat of Hugo, Oklahoma sometime before 1862. He was inspired by the Red River, which reminded him of the Jordan River and of the Chelsea Kemmis, Nora Piechoinski, Lauren Kramer, Peter Scuzzo, University of Missouri-St. Louis 11 of 11

Prophet Elijah's being taken to heaven by a chariot (2 Kings 2:11). Many sources claim that this song and "Steal Away" (also composed by Willis) had lyrics that referred to the Underground Railroad, the resistance movement that helped slaves escape from the South to the North and Canada”. ======

Bibliographic details for "Wade in the Water"

Author: Wikipedia contributors

Publisher: Wikipedia, The Free Encyclopedia.

Permanent link: http://en.wikipedia.org/w/index.php?title=Wade_in_the_Water&oldid=598674117

The song relates to both the Old and New Testaments. The verses reflect the Israelites' escape out of Egypt as found in Exodus:14. The chorus refers to healing: see John 5:4, "For an angel went down at a certain season into the pool, and troubled the water: whosoever then first after the troubling of the water stepped in was made whole of whatsoever disease he had." Many Internet sources and popular books claim that songs such as "Wade in the Water" contained explicit instructions to fugitive slaves on how to avoid capture and the route to take to successfully make their way to freedom. This particular song allegedly recommends leaving dry land and taking to the water as a strategy to throw pursuing bloodhounds off one's trail. It has repeatedly been reported that Harriet Tubman, who helped hundreds of slaves flee to the North, sang this spiritual as a warning to runaway slaves so she might be its author.

Chelsea Kemmis, Nora Piechoinski, Lauren Kramer, Peter Scuzzo, University of Missouri-St. Louis