Underground Railroad

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Mr. O’Donnell’s Class Chapter 13 Name: _______________________________________ Period:_______ Number: __OD-_____ Historical Context: During the period between 1850 and 1860 American abolitionists created a network to aide and encouraged slave to escape to Canada. At the same time professional bounty hunters roamed the nation in attempts to return and catch escaped slaves. Writing Task: Using the documents and your own knowledge of American history write a D.B.Q. essay. Explain how slaves were able to communicate secretly and escape by using the underground railroad. Document 1 Ozella McDaniel William’s translation of a slave quilt to historian Jacqueline Tobin and recorded in the book Hidden in Plain View, A secret story of quilts and the underground railroad. 1) What might a quilt communicate to a slave? 2) Why wouldn’t the slaves simply write down such a message? Document 2 A picture of escaped slave Harriet Tubman taken from the Library of Congress. Tubman was one of the most successful and famous of the conductors on the underground railroad. Slaves often referred to her as “Moses”. 1) What does this picture suggest about Tubman’s personality? What is she like? 2) What kind of person would travel to the South, over and over again, to free slaves? 3) Why would the other slaves call her “Moses”? Document 3 Ozella McDaniel William’s translation of a slave quilt to historian Jacqueline Tobin and recorded in the book Hidden in Plain View, A secret story of quilts and the underground railroad. Go Down Moses When Israel was in Egypt land, Let my people go; Oppressed so hard they could not stand, Let my people go. “Thus saith the Lord,” bold Moses said, “Let my people go; If not, I’ll smite you dead, Let my people go!” We need not always weep and mourn, Let my people go! And wear slave chains forlorn, Let my people go! This world’s a wilderness of woe, O let my people go! O let us on to Canaan go! What a beautiful morning that will be! O let my people go! When time breaks up in eternity. O let my people go! Chorus: O go down, Moses Away down to Egypt’s land Ant tell King Pharaoh To let my people go! 1) What was a white person supposed to think the song was about? 2) What was a slave supposed to think the song was about? 3) Who did the “Pharaoh” represent? 4) Using document 2, explain who Moses may have been? Document 4 Map of underground railroad routes from between 1850 and 1860. 1.) Where do the routes go to? 2.) In your opinion how well organized were the escape routes? Document 5 The Story of Eliza Harris escape from slavery which was made famous in the book Uncle Tom’s Cabin. “I can’t lose my Baby!” 1.) Why did Eliza Harris want to escape? 2) What kind of dangers did she face on her journey? .

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The Serpent of Lust in the Southern Garden: the Theme of Miscegenation in Cable, Twain, Faulkner and Warren
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1973 The eS rpent of Lust in the Southern Garden: the Theme of Miscegenation in Cable, Twain, Faulkner and Warren. William Bedford Clark Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Clark, William Bedford, "The eS rpent of Lust in the Southern Garden: the Theme of Miscegenation in Cable, Twain, Faulkner and Warren." (1973). LSU Historical Dissertations and Theses. 2451. https://digitalcommons.lsu.edu/gradschool_disstheses/2451 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image.
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Go Down Moses
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