Traveling the Underground Railroad

    I plan to incorporate a web-based simulation called A Journey on the Underground Railroad into my curriculum next year.  This simulation can be found at http://exchange.co-nect.net/Teleprojects/project/Railroad/.  For the past several years my classes have done both an in-class Civil War simulation and a 19th century living history project, but neither of these projects have dealt very extensively with the Underground Railroad.  I would like to use this simulation to supplement what I am already doing with my class.

    This simulation will take about 3 weeks to complete.  I will introduce the Underground Railroad to the entire class by reading Follow the Drinking Gourd and showing them the National Geographic website The Underground Railroad.  The class will then be divided into groups, and each student within the group will be given an identity to assume.  Students in the groups will work together each day to make decisions about the trip and record their progress.  Individuals will be keeping daily journals written from the viewpoint of their assumed identities.  The first couple of days will require an extensive amount of time to introduce the concepts and organize the simulations.  Once the groups have begun their journeys, the decision-making, record-keeping, and journaling should only require about 20 minutes per day.  At the end of the journey students will write, draw, or create some other way to demonstrate what they have learned about the Underground Railroad.

    In order to complete this activity I will need the following resources:

• 1 computer per group
• a copy of Follow the Drinking Gourd
• an itv panel for demonstration
• journals for each student

LANGUAGE ARTS
Goal 3  Write to communicate for a variety of purposes.

Learning Standard A  Use correct spelling, grammar, punctuation, and capitalization.
• Use appropriate conventions and form in writing.
• Use correct spelling in writing.
• Use correct grammar, punctuation, and capitalization.
Learning Standard B  Compose well-organized and coherent writing for specific purposes and audiences.
• Write to maintain focus.
• Write to maintain organization.
• Write using support/elaboration.
• Write for a variety of purposes and audiences.

Learning Standard A  Locate, organize and use information from various sources to answer questions, solve problems and communicate ideas.
• Locate, gather, and use information to answer questions and solve problems in order to communicate ideas.
Learning Standard B  Apply acquired information, concepts, and ideas to communicate in a variety of formats.
• Communicate acquired information, concepts, and ideas.
Learning Standard C  Apply skills and strategies of an independent learner.
• Know strengths and needs as a learner.

Learning Standard A  Estimate, measure, and compare quantities using appropriate units, instruments and methods; and determine acceptable levels of accuracy.
• Estimate, select tool, measure, compare and convert measures of mass and volume within the metric system (g-kg and l-ml), interpret a scale in a scale-drawing map, and estimate and measure angle degrees.
Learning Standard B  Select and use appropriate technology, instruments, and formulas to solve problems.
• Select and use appropriate concrete materials, diagram, or measuring tool to solve mass and volume, angle, map scale problems.

Learning Standard A  Organize, describe, and analyze existing data and data collected via formulated questions.
• Solve problems using data displayed on charts, line plots or graphs; calculate and analyze data using mean, median, mode, range of data; and make predictions based on data.
Learning Standard B  Determine, describe, and apply the probabilities of events.
• Organize results of a 2-stage experiment event to communicate the results.

Learning Standard B  Know and apply concepts that describe the features and processes of the earth and its resources.
• Understand the concepts of physical geography, including mapping (grids and scales) topographic maps, stream tables, and the variables that effect land forms.

Learning Standard A  Apply the skills of historical analysis and interpretation.
• Make inferences about historical events and eras using historical maps and other sources.
• Understand the development of significant historical events.
Learning Standard B  Describe and place in chronological order major events in the development of the United States of America.
• Understand that time lines show when events took place in the past and how much time passed between events.
Learning Standard C  Understand the development of economic systems.
• Describe how slavery and indentured servitude influenced the early economy of the United States.
• Describe significant economic events that influenced history.

 Learning Standard A  Locate, described, and explain places, regions and features on the earth.
• Use maps and other geographic representation and instruments to gather information about people, places and environments.
Learning Standard C  Understand relationships between geographic factors and society.
• Describe how natural events in the physical environment affect human activities.
• Explain the geographic factors that influence patterns of settlement, and the distribution of poulation in the United States, past and present.
Learning Standard D  Understand the historical significance of geography.
• Identify different settlement patterns in the United States and relate them to physical features and resources.
• Describe how physical characteristics of places influence people’s perceptions.