Do your students know that the Underground Railroad was not a railroad at all? Rather, it was a group of loosely organized paths and trails, used by enslaved African Americans traveling north. Slaves would travel these hidden routes hoping to reach northern states where they could gain their freedom. Along the way they hid indoors and out. Their “stations” were not only in basements, attics, hidden rooms, root cellars, and chimneys, but also in haystacks, caves, and empty barns. The Underground Railroad had no central leadership, but it functioned for almost 35 years. It stopped running in 1865, with the abolition of slavery.

Sadly, many slaves never learned to read or write. Incidents in the Life of a Slave Girl, the autobiography of Harriet Jacobs, is one of the few personal narratives available that details the courageous journey from slavery to freedom. Using the “My Escape From Slavery” Reproducible, below, have partners read excerpts of Harriet´s story to each other. Pre-teach key vocabulary words from the passages, such as venomous, persecuted, and conveyed. After reading, encourage students to look up any other unfamiliar words. Talk through the discussion question. Then use this opportunity to introduce or reinforce a lesson on primary sources. What do we gain from hearing Harriet´s story in her own words? To extend the activity, invite students to read the rest of the story or explore other personal narratives from the time period, such as those in Voices From Slavery: 100 Authentic Slave Narratives (Dover, 2000).

Codes and Quilts

At stopping points along the Underground Railroad known as stations, slaves could find food, shelter, or directions to their next destination. The men and women who ran these stations hung coded quilts that escaped slaves could use as guideposts. A quilt could mark a place to rest, a river crossing, or show which direction was north. Have students research these quilts at http://home.columbus.rr.com/bradshaw/UNDERRR/quilt/underground_railroad_quilt.htm. Then invite them to design their own quilt squares. The squares can depict a coded message, a famous leader, or a scene from the Underground Railroad. Connect all of the squares to make a class quilt or bulletin board.

Follow the Drinking Gourd

Play the song “Follow the Drinking Gourd,” found in many folk song collections, for your class. If the music is not available, share the lyrics with the class, which you can find at www.madison.k12.wi.us/planetarium/ftdg1.htm. Explain that slaves used songs to carry hidden messages about the Underground Railroad. A drinking gourd is a hollow gourd used to scoop water, but it is also a name for the Big Dipper constellation. Following the handle of the Big Dipper was an easy way to locate the North Star, Polaris. Escaping slaves used Polaris to guide them toward freedom. Hand out copies of the lyrics to “Follow the Drinking Gourd.” Divide students into small groups. Have each group create their own translation of the song. What instructions are hidden in the lyrics? Next, have them create a star chart. Students should cut out and glue stars onto black construction paper. Have them make the Big Dipper and the North Star one color, and include other stars in different colors. On a clear night, students can try to find the North Star themselves.

Marking the Trail

One of the most active conductors on the Underground Railroad was Levi Coffin. Coffin was a Quaker—he belonged to the religious sect also known as the Religious Society of Friends, which originated in England. Quakers believed that slavery should be abolished and they were among the first whites to help slaves escape to freedom. Have students create a historical marker for the Coffin home or for one of the other stations on the Underground Railroad. The marker should tell who lived there as well as how and when the station was used. The marker can be a plaque, a sculpture, or a small cardboard monument that explains the historical importance of the location chosen. Display the markers around your classroom. Then invite your student researchers to lead a virtual tour of the sites.

Freedom Skits

Invite your students to celebrate the men and women of the Underground Railroad by performing skits based on their inspiring lives. First, have students research famous figures such as Nat Turner and Sojourner Truth, as well as lesser-known leaders like Josiah Henson and Tice Davids. They might want to use Virginia Hamilton's Many Thousand Gone: African Americans from Slavery to Freedom (Knopf, 2002) as a resource. Then have small groups of students draw for roles as a runaway, conductor, guide, or abolitionist. Have each group look for additional information on the person they have drawn and create a short skit or dramatic monologue in which the figure describes his or her escape to freedom or how they helped others escape. Create the feeling of a journey by traveling from room to room to perform the skits.

Scatter Sheets

When slavery was legal, abolitionists in the North wrote articles and pamphlets that spoke out against its evils. Some abolitionists handed out flyers, known as “scatter sheets,” that publicized the successes of the Underground Railroad.Have your students visit www.loc.gov/exhibits/african/afam005.html to see anti-slavery posters and publications. Then invite them to create a scatter sheet with an image and slogan that speaks out against slavery or encourages support for the Underground Railroad. Remind students to create an eye-catching and effective message. Have students post their flyers around the classroom.

Linda Scher and Nathan Katzin are education writers based in Raleigh, NC. Linda Scher's most recent professional book is Candidates, Campaigns & Elections (Scholastic, 2004). Nathan Katzin's most recent professional book is Instant Social Studies Activities: The Gold Rush (Scholastic, 2002). This article was originally published in the January/February 2004 issue of Instructor.