vocabulary station #5
DESCRIPTION
Vocabulary Station #5. MATERIALS NEEDED: -”Underground Railroad Vocabulary” pages -”Underground Railroad Vocabulary Definitions” pages -”Underground Railroad Sentences” pages -Notebook paper for group paragraph. OBJECTIVES: (Tier 2) At this station you are going to: - PowerPoint PPT PresentationTRANSCRIPT
VocabularyStation #5
OBJECTIVES: (Tier 2)At this station you are going to:-Learn vocabulary about the Underground Railroad.-Write a paragraph as a group using those words.
MATERIALS NEEDED:-”Underground Railroad Vocabulary” pages-”Underground Railroad Vocabulary Definitions” pages-”Underground Railroad Sentences” pages-Notebook paper for group paragraph
On your own:1. On the “Underground Railroad Vocabulary” page, write what you think
each of the words mean.
2. Using the vocabulary definitions page, match each definition to the correct word. Write the definition on your paper.
3. Using context clues, see if you can figure out which word fits in the blank on “Underground Railroad Sentences”.
As a group:4. Check answers to vocabulary words and context clues.**If you have time ----5. Write one paragraph using the ten vocabulary words together as a group.
VocabularyStation #5
OBJECTIVES: (Tier 3)At this station you are going to:-Learn vocabulary about the Underground Railroad.-Write a paragraph as a group using those words.
MATERIALS NEEDED:-”Underground Railroad Vocabulary” pages-”Underground Railroad Vocabulary Definitions” pages-”Underground Railroad Sentences” pages-Notebook paper for group paragraph
On your own:1. On the “Underground Railroad Vocabulary” page, write what you think
each of the words mean.
2. Using the vocabulary definitions page, match each definition to the correct word. Write the definition on your paper.
3. Using context clues, see if you can figure out which word fits in the blank on “Underground Railroad Sentences”.
As a group:4. Check answers to vocabulary words and context clues.
5. Write one paragraph using the ten vocabulary words together as a group.
Nam
e: _
____
____
____
____
____
___
Und
ergr
ound
Rai
lroad
Voc
abul
ary
1.sl
aver
y:
Wha
t I th
ink
it m
eans
___
____
____
____
____
____
____
____
____
____
____
____
____
_
W
hat i
t rea
lly m
eans
___
____
____
____
____
____
____
____
____
____
____
____
____
___
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
2. a
boliti
onist
: W
hat I
thin
k it
mea
ns__
____
____
____
____
____
____
____
____
____
____
____
____
_
Wha
t it r
eally
mea
ns _
____
____
____
____
____
____
____
____
____
____
____
____
____
__
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
3. fu
gitiv
es:
Wha
t I th
ink
it m
eans
____
____
____
____
____
____
____
____
____
____
____
____
____
Wha
t it r
eally
mea
ns _
____
____
____
____
____
____
____
____
____
____
____
____
____
__
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
4. sl
ave:
Wha
t I th
ink
it m
eans
___
____
____
____
____
____
____
____
____
____
____
____
____
__
Wha
t it r
eally
mea
ns _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
5. co
nduc
tor:
Wha
t I th
ink
it m
eans
____
____
____
____
____
____
____
____
____
____
____
____
____
Wha
t it r
eally
mea
ns _
____
____
____
____
____
____
____
____
____
____
____
____
____
__
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
6. p
asse
nger
s: W
hat I
thin
k it
mea
ns__
____
____
____
____
____
____
____
____
____
____
____
____
__
Wha
t it r
eally
mea
ns _
____
____
____
____
____
____
____
____
____
____
____
____
____
__
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
7. fr
eedo
m:
Wha
t I th
ink
it m
eans
____
____
____
____
____
____
____
____
____
____
____
____
____
Wha
t it r
eally
mea
ns _
____
____
____
____
____
____
____
____
____
____
____
____
____
__
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
8. m
aste
r: W
hat I
thin
k it
mea
ns _
____
____
____
____
____
____
____
____
____
____
____
____
____
Wha
t it r
eally
mea
ns _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
9. D
rinki
ng G
ourd
: W
hat I
thin
k it
mea
ns__
____
____
____
____
____
____
____
____
____
____
____
_
W
hat i
t rea
lly m
eans
___
____
____
____
____
____
____
____
____
____
____
____
_
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
10. s
tatio
ns: W
hat I
thin
k it
mea
ns _
____
____
____
____
____
____
____
____
____
____
____
____
___
Wha
t it r
eally
mea
ns _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Underground Railroad Vocabulary Definitions:Directions:Take the definitions below and write the correct definition on your paper. Find the ones you know first and then discuss the others with the people in your group.
hiding places on the Underground Railroad; another name for safe houses
the wrongful practice of owning a person as property. a code word for slaves escaping on the Underground Railroad
people who are running away.
a person who is the property of another
a code word used by people involved in the Underground Railroad to talk about a person who helped slaves escape.
a person who owned slaves.
person who was opposed to slavery and fought to end it
code name the slaves used for the constellation, the Big Dipper
the power to do what you want to and not be controlled by another
Underground Railroad Vocabulary Definitions:Directions:Take the definitions below and write the correct definition on your paper. Find the ones you know first and then discuss the others with the people in your group.
hiding places on the Underground Railroad; another name for safe houses
the wrongful practice of owning a person as property. a code word for slaves escaping on the Underground Railroad
people who are running away.
a person who is the property of another
a code word used by people involved in the Underground Railroad to talk about a person who helped slaves escape.
a person who owned slaves.
person who was opposed to slavery and fought to end it
code name the slaves used for the constellation, the Big Dipper
the power to do what you want to and not be controlled by another
Answer Key Answer Key
10
3
6
1
7
9
2
8
5
4
Underground Railroad VocabularyContext Clues
Directions: Fill in the blanks in the sentences below using the 10 vocabulary words you have learned.
1. The _______________________________ hid in the swamp as the slave hunters passed through the area.
2. The proclamation gave ______________________________ to all slaves in the states that seceded from the Union.
3. Many __________________________________ on the Underground Railroad were houses.
4. When traveling north to freedom, slaves followed the _______________________________.
5. Every ___________________________________ on the Underground Railroad led runaways north to freedom.
6. ___________________________ left slaves with no choices and no freedom.
7. An ___________________________ spoke out against slavery and worked to end slavery.
8. The ______________________________ on the Underground Railroad were slaves who were trying to be free.
9. Slaves often feared their _______________________ because of being treated unfairly.
10. Being a ___________________________ meant having no freedom , being owned by someone, and working for free.
Name:_________________________
Underground Railroad VocabularyContext Clues
Directions: Fill in the blanks in the sentences below using the 10 vocabulary words you have learned.
1. The _____fugitives________ hid in the swamp as the slave hunters passed through the area.
2. The proclamation gave ________freedom_________ to all slaves in the states that seceded from the Union.
3. Many _________stations_________ on the Underground Railroad were houses.
4. When traveling north to freedom, slaves followed the _____Drinking Gourd_____.
5. Every _________conductor_________ on the Underground Railroad led runaways north to freedom.
6. _______Slavery_______ left slaves with no choices and no freedom.
7. An ______abolitionist_____ spoke out against slavery and worked to end slavery.
8. The ______passengers________ on the Underground Railroad were slaves who were trying to be free.
9. A slave often feared his or her _____master_____ because of being treated unfairly.
10. Being a ________slave_______ meant having no freedom , being owned by someone, and working for free.
Answer Key Answer Key
QuiltStation #4
OBJECTIVES: (Tier 2)At this station you are going to:-Learn about how quilts were used to give directions to freedom.-Create a quilt with secret clues and symbols with the directions on the back
MATERIALS NEEDED:-Books about quilts and the Underground Railroad.-Information pages-Quilt Paper-Crayons/Markers
1. Read the information pages about the Underground Railroad and quilts.2. Read one of the books about quilts and the Underground Railroad.3. After reading, use the information to create your own quilt telling about your trip down the Underground Railroad. Be sure to use secret clues and symbols instead of just telling the directions.
4. On the back, write the actual directions on each square to escape the Underground Railroad (what the clues and symbols mean).
Such as: If the North Star is what you seek, follow the drinking gourd and up a-ways and see the brightest star of the night. This will guide you on your journey.
See student example – although it has more squares and yarn was used.
QuiltStation #4
OBJECTIVES: (Tier 3)At this station you are going to:-Learn about how quilts were used to give directions to freedom.-Create a quilt with secret clues and symbols with the directions on the back.
MATERIALS NEEDED:-Books about quilts and the Underground Railroad.-Information pages-Quilt Paper-Crayons/Markers
1. Read the information pages about the Underground Railroad and quilts.2. Read one of the books about quilts and the Underground Railroad.3. After reading, use the information to create your own quilt telling about your trip down the Underground Railroad. Be sure to use secret clues and symbols instead of just telling the directions.
4. On the back, write the actual directions on each square to escape the Underground Railroad (what the clues and symbols mean).
Such as: If the North Star is what you seek, follow the drinking gourd and up a-ways and see the brightest star of the night. This will guide you on your journey.
**Be sure to include at least two of the actual Ohio stations we learned about in your directions on the back of the quilt.
See student example – although it has more squares and yarn was used.
____
____
____
’s Fr
eedo
m Q
uilt
Hiding PlacesStation #3
OBJECTIVES: (Tier 2)At this station you are going to:-Locate 4 Underground Railroad stations in Ohio on a map.-Look at a picture of different safe house hiding places and write.
MATERIALS NEEDED:-Hiding Places Picture-Hiding Places Question pages-Underground Railroad Station pictures-Ohio maps
As a group:1. OHIO UNDERGROUND RAILROAD STATIONS
-Look at each of the four pictures of Ohio Underground Railroad Stations in Ohio.-Locate each of the four cities in which these houses could be found on your
group’s map of Ohio.-Highlight the name of the city on the map. Be sure everyone in your group writes
their name on the back of the paper.
On your own:2. HIDING PLACES
-Look at the picture of three hiding places in a safe house.-Choose where you would choose to hide if you were a runaway slave and the
slave hunters were after you.-Answer the questions on the “Hiding Places Question” page.
Hiding PlacesStation #3
OBJECTIVES: (Tier 3)At this station you are going to:-Locate 4 Underground Railroad stations in Ohio on a map.-Look at a picture of different safe house hiding places and write.
MATERIALS NEEDED:-Hiding Places Picture-Hiding Places Question pages-Underground Railroad Station pictures-Ohio maps-HighlightersAs a group:
1. OHIO UNDERGROUND RAILROAD STATIONS-Look at each of the four pictures of Ohio Underground Railroad Stations in Ohio.
On your own:-Locate each of the four cities in which these houses could be found on your map
of Ohio.-Highlight the name of the city on the map. Be sure to put your name on the back
of your map.
On your own:2. HIDING PLACES
-Look at the picture of three hiding places in a safe house.-Choose where you would choose to hide if you were a runaway slave and the
slave hunters were after you.-Answer the questions on the “Hiding Places Question” page.
Rankin House - Ripley
• Located on the Ohio River near Ripley, Ohio.
• Assisted hundreds of
escaped slaves.
• Was considered one of the first stations of Ohio’s Underground Railroad.
• 1822 to 1865
Freedom Stairway
• 100 steps leading from the Ohio River to the Rankin house.
Rueben Benedict House
• The Reuben Benedict House is located at 1463 County Rd. 24, in Peru Township near Marengo, Ohio
• Active station on the Underground Railroad.
Spring Hill House
• Stark County
• Massillon, Ohio
• This house had a hidden staircase leading from the basement to the second floor.
• No slaves were ever caught in this house.
Colonel William Hubbard House
•This was often the last stop before crossing Lake Erie into Canada.
•Was in close proximity to the shore of Lake Erie.
•No slaves were caught in this house.
•Ashtabula, Ohio
•Ripley
As a group, locate each of the four stations shown in the pictures.
Use a highlighter to mark the location of each of the four cities.
Each person should write their name on the back of this map.
**These are just four of many Underground Railroad stations in Ohio.
UNDERGROUND RAILROAD STATIONS in OHIO
•Marengo
•Ripley
Locate each of the four stations shown in the pictures.
Use a highlighter to mark the location of each of the four cities.
Write your name on the back of the paper.
**These are just four of many Underground Railroad stations in Ohio.
UNDERGROUND RAILROAD STATIONS in OHIO
•Marengo
1
32
Front Door
HIDING PLACESLook at the photograph of hiding places in a safe house and choose which place you would hide. Circle your choice below.
HIDING PLACE #1: Under the Stairs HIDING PLACE #2: Under the Floorboards HIDING PLACE #3: The Cupboard
Answer the following questions using complete sentences:1. As an underground fugitive, select one of the three hiding places and explain why you would be hiding in that location.
2. What are some things you would do to make sure your spot is not discovered by slave hunters?
3. How would hiding in this location make you feel as you are being hunted by slave hunters?
At the end of class, you will find out if you were found by the slave hunters.
Name: ____________________________
Important People
Station #2OBJECTIVES: (Tier 3)At this station you are going to:-Learn about some important people who were a part of the Underground Railroad.
MATERIALS NEEDED:-Books about famous people of the Underground Railroad-”Four Square Research Page”-Paper doll template, Construction paper, and yarn.
1. Choose four people who were essential to the Underground Railroad to research.2. At the top of each of the boxes on the “Four Square Research Page”, write each
person’s name.3. After reading about the person in the books, write three facts about that person.
The facts should tell something about what they did to help the Underground Railroad.
4. Continue reading and writing down facts about each of the four people.
**If you have time, create a paper doll replica of one of the people you researched. Use the paper doll template to begin.
See the student examples.
HIDING PLACE RESULTSHIDING PLACE #1: Under the Stairs“The stairs! Be still! Don’t even breathe! The slave catchers are at the door! The
homeowner says that he has not seen you. What are they doing? What’s this? They think you are here. You’re praying. Please help me! Please help me! You don’t know what happened, but the slave catchers left. You must be living right because tonight your prayers have been answered. You are free to keep moving on the Underground Railroad.”
HIDING PLACE #2: Under the Floorboards “Oh, this is the one that scares me the most, under the floorboards. Like you’ve been
buried alive. I’m still. Deathly still. I’m not even breathing. There they are above you. There boots are inches from your head. Something is wrong! They know! They know! You’re going back to slavery. I’m sorry, so sorry. Freedom won’t be yours tonight.”
HIDING PLACE #3: The Cupboard“You picked the cupboard. Let’s hope you are safe there. The slave catchers are at the
door! The homeowner is a good story teller. He says he saw you sprinting through the yard a minute ago. He’s good. The slavecatchers buy it. Out the door they go, chasing a ghost. You’re safe!”
**Can play from the Freedom Center App.
Important People
Station #2OBJECTIVES: (Tier 2)At this station you are going to:-Learn about some important people who were a part of the Underground Railroad.
MATERIALS NEEDED:-Books about famous people of the Underground Railroad-”Four Square Research Page”-Optional: Paper doll template, Construction paper, and yarn.
1. Choose four people who were essential to the Underground Railroad to research.2. At the top of each of the boxes on the “Four Square Research Page”, write each
person’s name.3. After reading about the person in the books, write two facts about that person.
The facts should tell something about what they did to help the Underground Railroad.
4. Continue reading and writing down facts about each of the four people.
**If you have time, create a paper doll replica of one of the people you researched. Use the paper doll template to begin.
See the student examples.
Group ResearchStation #1
OBJECTIVES: (Tier 2)At this station you are going to:-Learn about the Underground Railroad in your group and present what you learn with a graphic organizer and a timeline.
MATERIALS NEEDED:-Books about the Underground Railroad-Graphic Organizer Idea page-Chart Paper (2 per group)
1. Spend some time independently reading the books at your station.
2. As a group, create a graphic organizer to organize information you read about the Underground Railroad. (See the “Graphic Organizer Idea” sheet.) o You may choose one of the examples of graphic organizers provided, OR o You may come up with your own that you have used in the past such as a Compare/Contrast diagram.
3. Next, skim through the books looking for events during this time period along with dates. o Create a timeline of events that had an impact on the Underground railroad. o Be sure to list the date and event. o Be sure to include at least 10 events on your timeline.
Group ResearchStation #1
OBJECTIVES: (Tier 3)At this station you are going to:-Learn about the Underground Railroad in your group and present what you learn with a graphic organizer and a timeline.
MATERIALS NEEDED:-Books about the Underground Railroad-Graphic Organizer Idea page-Chart Paper (2 per group)
1. Spend some time independently reading the books at your station.
2. As a group, create a graphic organizer to organize information you read about the Underground Railroad. (See the “Graphic Organizer Idea” sheet.) o You may choose one of the examples of graphic organizers provided, OR o You may come up with your own that you have used in the past such as a Compare/Contrast diagram.
3. Next, skim through the books looking for events during this time period along with dates. o Create a timeline of events that had an impact on the Underground railroad. o Be sure to list the date, event, and 2-3 sentences explaining this event’s significance to the Underground Railroad. o Be sure to include at least 10 events on your timeline.
