What Was The Underground Railroad Scholastic Answers? (The answer is found)

Help students understand that the Underground Railroad was neither underground nor was it a real railroad. Instead, it was a loose network of routes, hiding places, and people who helped enslaved African Americans escape to from southern states to freedom.

What was the Underground Railroad answers?

The Underground Railroad refers to efforts of enslaved African Americans to gain their freedom by escaping bondage. Wherever slavery existed, there were efforts to escape, at first to maroon communities in remote or rugged terrain on the edge of settled areas.

What was the Underground Railroad Scholastic?

Students will learn about the history of the Underground Railroad, a covert network of former slaves, free black men and women, Northern abolitionists, and church leaders who helped fugitive slaves escape to freedom.

What was the purpose of the Underground Railroad answers com?

The Underground Railroad was a secret system developed to aid fugitive slaves on their escape to freedom. Involvement with the Underground Railroad was not only dangerous, but it was also illegal. So, to help protect themselves and their mission secret codes were created.

What was the Underground Railroad in your own words?

The Underground Railroad was a network of people, African American as well as white, offering shelter and aid to escaped enslaved people from the South. It developed as a convergence of several different clandestine efforts.

Does the Underground Railroad still exist?

It includes four buildings, two of which were used by Harriet Tubman. Ashtabula County had over thirty known Underground Railroad stations, or safehouses, and many more conductors. Nearly two-thirds of those sites still stand today.

What role did the Underground Railroad play?

The Underground Railroad provided hiding places, food, and often transportation for the fugitives who were trying to escape slavery. Along the way, people also provided directions for the safest way to get further north on the dangerous journey to freedom.

Is the Underground Railroad really underground?

So yeah, everything about the “real” Underground Railroad in The Underground Railroad is false. In fact, the first underground train — the London Underground, or Tube — wasn’t built until 1863. That’s not only well into the timeline of America’s own Civil War, but in a nation an ocean away from Cora.

Is Underground a true story?

Underground’s stars say the same. So while Underground is not based on any specific real people, it proves that you can still be very faithful to history without following the events of a single person’s life.

How successful was the Underground Railroad?

Ironically the Fugitive Slave Act increased Northern opposition to slavery and helped hasten the Civil War. The Underground Railroad gave freedom to thousands of enslaved women and men and hope to tens of thousands more. In both cases the success of the Underground Railroad hastened the destruction of slavery.

What does Underground Railroad mean in history?

-Harriet Tubman, 1896. The Underground Railroad—the resistance to enslavement through escape and flight, through the end of the Civil War—refers to the efforts of enslaved African Americans to gain their freedom by escaping bondage. Wherever slavery existed, there were efforts to escape.

How many runaway slaves were there?

Approximately 100,000 American slaves escaped to freedom.

How many slaves did Harriet Tubman save?

Fact: According to Tubman’s own words, and extensive documentation on her rescue missions, we know that she rescued about 70 people —family and friends—during approximately 13 trips to Maryland.

Were there tunnels in the Underground Railroad?

Contrary to popular belief, the Underground Railroad was not a series of underground tunnels. While some people did have secret rooms in their houses or carriages, the vast majority of the Underground Railroad involved people secretly helping people running away from slavery however they could.

Who was the most famous conductor of the Underground Railroad?

Our Headlines and Heroes blog takes a look at Harriet Tubman as the most famous conductor on the Underground Railroad. Tubman and those she helped escape from slavery headed north to freedom, sometimes across the border to Canada.

The Underground Railroad

The Underground Railroad, a vast network of people who helped fugitive slaves escape to the North and to Canada, was not run by any single organization or person. Rather, it consisted of many individuals – many whites but predominently black – who knew only of the local efforts to aid fugitives and not of the overall operation. Still, it effectively moved hundreds of slaves northward each year – according to one estimate,the South lost 100,000 slaves between 1810 and 1850. An organized system to assist runaway slaves seems to have begun towards the end of the 18th century. In 1786 George Washington complained about how one of his runaway slaves was helped by a “society of Quakers, formed for such purposes.” The system grew, and around 1831 it was dubbed “The Underground Railroad,” after the then emerging steam railroads. The system even used terms used in railroading: the homes and businesses where fugitives would rest and eat were called “stations” and “depots” and were run by “stationmasters,” those who contributed money or goods were “stockholders,” and the “conductor” was responsible for moving fugitives from one station to the next.For the slave, running away to the North was anything but easy. The first step was to escape from the slaveholder. For many slaves, this meant relying on his or her own resources. Sometimes a “conductor,” posing as a slave, would enter a plantation and then guide the runaways northward. The fugitives would move at night. They would generally travel between 10 and 20 miles to the next station, where they would rest and eat, hiding in barns and other out-of-the-way places. While they waited, a message would be sent to the next station to alert its stationmaster.The fugitives would also travel by train and boat – conveyances that sometimes had to be paid for. Money was also needed to improve the appearance of the runaways – a black man, woman, or child in tattered clothes would invariably attract suspicious eyes. This money was donated by individuals and also raised by various groups, including vigilance committees.Vigilance committees sprang up in the larger towns and cities of the North, most prominently in New York, Philadelphia, and Boston. In addition to soliciting money, the organizations provided food, lodging and money, and helped the fugitives settle into a community by helping them find jobs and providing letters of recommendation.The Underground Railroad had many notable participants, including John Fairfield in Ohio, the son of a slaveholding family, who made many daring rescues, Levi Coffin, a Quaker who assisted more than 3,000 slaves, and Harriet Tubman, who made 19 trips into the South and escorted over 300 slaves to freedom.
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E-Learning for Kids – Underground Railroad

Take a journey through the Underground Railroad to track the collective footsteps of men, women, and children as they make their way towards freedom.

Project1 – History of the Underground Railroad

Scholastic’s amazing interactive, The Underground Railroad, will transport your child back to 1860 and allow them to follow a young slave as he leaves a Kentucky plantation for Canada through the Underground Railroad. During the interactive presentation (which includes audio), families may read a brief article at each point on the way through. They may read pop-ups with further information by clicking on the photos that accompany them. Taking part in the “Growing Up in Slavery” exercise featured on part one of the road to escape slavery will help you better understand and implement South Carolina Social Studies standards into your learning.

She related her story in 1937, when she was 88 years old.

Project2 – Harriet Tubman: Leading the Way to Freedom

During the mid-1800s, Harriet Tubman was responsible for the emancipation of more than 300 individuals from slavery. Tubman was born a slave in Maryland and escaped slavery when she was 25 years old. She traveled back to the South 19 times to assist other slaves in their escape to the North. She has risen to become the most well-known conductor of the Underground Railroad in history. Learn more about her incredible life by participating in the web scavenger hunt provided by Scholastic (see below).

  • Describe the early years of Harriet Tubman’s life.
  • What happened to cause the scar on her head?
  • Describe Harriet Tubman’s abolitionist campaign to free her people from slavery.
  • What happened to her?
  • In this article from Biography, you’ll learn about Harriet Tubman’s courageous escape from slavery.
  • How did she dissuade slaves who wished to return to their masters?
  • What role did Harriet Tubman play in the Union’s victory during the Civil War?
  • * Social studies standards in South Carolina In what ways did Harriet Tubman continue to fight for justice and assist people in need after the American Civil War?
  • The legendary abolitionist Frederick Douglass wrote to Tubman on August 29, 1868, in a letter that may be found online here.

What, according to him, is the most significant difference between the two of them? In this story from The New York Times, you can read Douglass’s letter of encouragement to his fellow abolitionist, Harriet Tubman, and discover more about their friendship.

Lesson Plans

Step 1:This lesson opens with the students constructing a graphic organizer:the KWL Chart. This activity is advised in order to assess, at the onsetof the lesson, student understanding of the use and function of the UndergroundRailroad.Tell your students that they are going to construct a KWL Chart. The Ksection will list “What Do IK now About The Underground Railroad?”The W section will list “What Do IW ant To Know About TheUnderground Railroad?” At the end of the lesson, students will fillin under the “L” section, “What Have IL earned AboutThe Underground Railroad?”Step 2:Provide students with aFOCUS FOR MEDIA INTERACTION, asking themto listen carefully to the story “Follow the Drinking Gourd.”On Data Sheet1, students should write their interpretation of the firstpart of the song, “When the sun goes back and the first quail calls/Followthe drinking gourd/The old man is waitin’ for to carry you to freedom/Followthe drinking gourd.” Read the bookFollow the Drinking Gourd to your students.PAUSEreading the book when you get to this partof the song and discuss student ideas.

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(Acceptable answers include –Birds, such as the quail are migratory, moving south in winter, and backnorth in spring and summer.

He tells them that some arrangementhas been made, a guide, an old man would be waiting to direct them tothe next step in the quest for freedom.)Step 3:Provide students with aFOCUS FOR MEDIA INTERACTION, asking themhow was it possible for the slaves to know what was an acceptable escaperoute even having knowledge of the location of the North Star.

(Acceptable answer: Peg Leg Joeteaches the slaves that as they walk along the river’s bank to look forhis symbol, a left footprint adjacent to a peg leg print.

(Acceptable answers: Joe tellsthe slaves that they will eventually reach the source of one river, betweentwo hills.

Provide students with aFOCUSFOR MEDIA INTERACTION, asking the students to name the great big riverand the little river that the slaves followed north to freedom.

(Acceptable answers: slavesfollowed the Tennessee River until it joined the very wide Ohio River,where on the far bank, they would meet another guide from the UndergroundRailroad who took them north to the free states or Canada.)Please note that the escape to freedom often took over a year to accomplish.Peg Leg Joe encouraged the slaves to begin their travel in the winter.This fact enabled the slaves to walk across the frozen waters of the OhioRiver.In open discussion, ask your students to consider the following questionsrelating to the flight and plight of the slaves.

  • Students should recordtheir answers on Data Sheet2 and be prepared to defend their answers.What would be the advantages or disadvantages for slaves traveling atnight?
  • (In barns, hiddenin the tall grass, reeds or bushes, in safe houses.)Consider the advantages or disadvantages of weather and geographical conditionson the rate slaves could travel from one region to another?
  • (Advantage:ability to walk across frozen rivers.
  • (Raided farms, helped by Quakers,abolitionists, and free Blacks.)Step 6:Tell your students to this point in the lesson, they have learned somegeographic information that could have provided obstacles to the fleeingslaves.

Ask the students to draw possible slave escaperoutes on their maps of the U.S., starting from one of the slave states(such as Mississippi, Alabama, Georgia, Tennessee, Kentucky, North orSouth Carolina, Virginia, or Maryland) and ending at the Canadian Border.Students should keep in mind the possible obstacles that the slaves faced.Tell your students that they are going to log on toThe UndergroundRailroad Site–Underground Railroad Routes 1860at.Provide your students with aFOCUS FOR MEDIA INTERACTION, askingthem to compare their escape routes with the historical version foundat the Web site.

(The Web site shows students four possible escape routes:North along the Mississippi and Ohio Rivers; West along the Gulf of Mexicoand into Mexico; South into Florida to live as refugees among the SeminoleIndians; Along the eastern seaboard into Canada.)There are several reasons why these four possible escape routes were themost popular.

Therefugee slaves also tended to use areas that were easier, known to themor more secretive to the patrollers and their dogs.

Provide your students with aFOCUS FOR MEDIA INTERACTION,asking them under what conditions the peoples of Africa came to America.STARTthe video at a scene of a ship with a flag flapping in thebreeze anchored at a dock and a nameplate reading “hosted by LeVarBurton” appears on the screen.PAUSEthe video when the screenshows two hands, possibly a mother and child, separating.

(Slaves were keptin shackles in the belly of cargo ships.

The ship’s hold was dark.

The Africans missed their families, their villages, and theirhomes.) How did that make these people feel?

Provide your students with aFOCUSFOR MEDIA INTERACTION, asking them to check their predictions againstwhat they hear on the video segment.PLAYthe video from its previousPAUSEuntil you hear the song “Follow The Drinking Gourd,”and the title of the text appears on the screen.STOPthe video.(Acceptable answers include: they were sold as property to the highestbidder; families were separated; Africans were bonded to the plantations;they worked from sun up to sun down, always tired and thirsty; Sundaywas the only day of rest, but at the master’s behest.

  • Despite such hardships,slaves built new families and new communities.
  • Music was the language of their greatestjoy and deepest sorrows.
  • Provide your students with aFOCUS FOR MEDIA INTERACTION,asking them what the ancestral Africans were able to see in the nightsky that allowed them to link the constellations to aspects of their dailylife.
  • ToCHECKunderstanding, simply ask your studentsto tell you anything new they have learned about constellations from thesegment of video.
  • These star pictures are called constellations.
  • The position of the constellationsseems to change at different times of the year.
  • During the year the Earth travels througha band of twelve constellations known as the Signs of the Zodiac.)Step 4:It is very important for your students to know that people across theworld also saw patterns in the stars of the night sky.
  • Provideyour students with aFOCUS FOR MEDIA INTERACTION, asking them tolisten carefully to the upcoming video segment and find answers to thefollowing questions.
  • Is there another nameunder which the North Star can be found?STARTthe video as thewoman presenter with the night sky in the background states, “Inthe 1800s, before the Civil War, African-American slaves escaped to freedomunder the cover of night.
  • It is always in a straight line from the outeredge of the bowl of the Big Dipper.
  • Before calendars,people used the position of the Big Dipper to help them keep track ofthe seasons.
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Should a slave seek to escape or stay on the plantation?Provide your students with aFOCUS FOR MEDIA INTERACTION, askingthem to try the on-site simulation activity in two ways, trying Yes, theslave wants to escape and then No, the slave wishes to stay on the plantation.In the “Yes” simulation, Harriet Tubman will tell them how tofollow the North Star to freedom.

Thelast slide shows escape routes based on Harriet Tubman’s actual journeys,and informs the player that escape to freedom could have taken anywherefrom a period of about two months to a period of about a year given weatherconditions.

Winter, Jeanette.

Publisher: Alfred A.

Hopkinson, Deborah.

Publisher: Alfred A.

From scraps of cloth she begins to sewa map of the land.

Flournoy, Valerie.

Publisher: Dial Books.Tanya loved listening to her grandmother talk about the patchwork quiltas she cut and stitched together the pieces of colorful fabric, whichall fit together to make a quilt of memories.Harriet and the Promised Land.

Publisher:Simon and Schuster Books for Young Readers.One of America’ most prominent African American artists turns his geniusto the inspiring story of Harriet Tubman.

Mendez, Phil.

The boyswrap the snowman in a cloth they find.

(This book can be used to motivate the Kente ChromatographyActivity)MATHEMATICS Select a slave state and calculate through the mathematics of map scalehow far that state is from Canada.Given the fact that a person can walk at about 8 to 10 minutes a mile,how long would it take a slave to go the distance between a slave stateand Canada?Compare this travel distance to traveling by car, boat, or plane.Construct graphs to show this relationship.TECHNOLOGY/SOCIAL STUDIES Research the culture of the Ashanti peoples of Ghana.

From a story aboutfugitive slave escapes, create a map, using symbols, directional arrows,and geographic landforms to depict the journey.VISUAL ARTS Create geometric quilt patterns similar to those used by slaves to carrytheir coded messages (See the text Hidden In Plain View: A Secret Storyof Quits and the Underground Railroad.

Tobin, Jacqueline L. and RaymondG. Dobard, Ph.D. Published by Anchor Books, a division of Random House,Inc. New York.)

  • Over 300 individuals were liberated from slavery under Harriet Tubman’s leadership during the mid-1800s abolitionist movement. Tubman was born a slave in Maryland and escaped captivity when she was 25 years old, according to the National Geographic. During her 19 trips back to the South, she assisted other slaves in their attempts to flee to the North. Because of her fame, she has surpassed all other Underground Railroad conductors. Learn more about her incredible life by participating in the web treasure hunt (below) provided by Scholastic. Keep a running tally of your responses. What was it like growing up as Harriet Tubman? Was there anything she did as a kid that she was really proud of? What caused her to have a scar on the back of her skull? Use the America’s Story exercise from the Library of Congress to learn more about Harriet Tubman’s early life. Tell the story of Harriet Tubman’s abolitionist resistance. I’m not sure when she ran away. What happened to her? Where has she gone? Her return was motivated by a variety of factors. In this story from Biography, you’ll learn about Harriet Tubman’s brave run to freedom. Describe a few of the factors that contributed to Harriet Tubman’s rescue efforts being so effective. When slaves expressed a desire to return, how did she dissuade them? The Africans in America page from PBS provides further information on Tubman’s tactics. When it came to the Civil War, what role did Harriet Tubman play in helping the Union? In this National Geographic feature, you’ll learn about the different roles Harriet Tubman performed throughout the Civil War. Social Studies Standards for South Carolina How did Harriet Tubman continue to fight for justice and assist people in need after the Civil War? It is possible to learn more about Tubman’s efforts after the war by visiting the National Women’s Hall of Fame website. The great abolitionist Frederick Douglass wrote to Tubman on August 29, 1868, and it is worth reading. The primary difference, according to him, between the two of them is. Here is a story from The New York Times where you can read Douglass’s letter of encouragement to his fellow abolitionist and learn more about their connection.

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