DAY 1 What do we know? Why did this happen? (Explore the idea of enslavement-escape-emancipation.) What happened where we live? What does the ground tell us? This is the day to look at where the UGRR went, both nationally and locally. This would be a good time to do map reading, figuring of distances on a map. Also, you could talk about how long it takes to walk/run that far. Talk about the fact that most movement was done at night. My last question refers to the role of archeology in learning about the UGRR. You will probably need to talk about what "trash" was 150 yrs. ago, and where you dumped it. That is what makes digging in the dirt so much fun when you're an archeologist. Kelly Brit, archeologist (presenter) Lancaster Cty and UGRR This is a local county that has put a UGRR site/info together. York Cty and UGRR This is a local county that has put a UGRR site/info together. DAY 4 To truly wrap-up this topic, a study of Canada is necessary. Look at the UGRR and where in Canada it would lead to. Look up the areas of SW Ontario where the settlements were developed. Look at well-known people who came and went from there. Buxton National Historic Site & Museum Great site! Make sure you take the time to look into the "Follow the North Star" segment of the site. Ontario's Underground Railroad This site is similar to the Buxton site. The antislavery movement in Canada

DAY 2 Artistic approaches to UGRR could include posters, art projects, story telling, dramatizations, possibly learning songs. Posters could look at a simple social message your students are currently concerned about. Art projects could "show" feelings/emotio ns that a runaway slave would feel at the beginning and then end of the journey. This would be a comparative study in colors. Storytelling could be done by a character you have been studying, you want your students to learn more about, or from different points on the UGRR. Donna Wilcox, rostered artist from South Central PA Columbia Panels These are some examples of work that college students did. They are not professionally done, but they can give examples. Photo resources This is an excellent resource of places to go that feature pictures of blacks (free & slave). A good place to go if you want students to look at pictures and write captions, write what they think the person is feeling, write how it makes them (the student) feel. ETC... Web sites we used in class that either a teacher or a student would find useful. National Park Service Researching and interpreting the UGRR. Slave narratives from Canada Very powerful! North American Slave Narratives Menare Foundation's North Star Webstie Anthony Cohen follows a "track" of the UGRR into Canada. He writes about the experience, his feelings, the physical aspect of it. Histsory Channel's UGRR National Park Service Great lesson plans on lots of stuff! Historical US census browser Probably better used by older students. Could help you track where slaves were located Local (lanc. cty.) student project They created a virtual tour of some of the UGRR sites in Lanc. Cty. Well done!

DAY 3 Look at the world around you. What happened there? What was the world like while these events were happening? Make sure your students realize what would not be in their world 150+ years ago. Get out! Work with the local historical society, talk to neighboring societies. Look in the local paper (esp. in Feb.) to learn who is involved in the local black history. See if anyone can come to your school. Or, see if you can go to them. If you can't get out, maybe you can create a path for some runaway slaves to find and follow in your school and throughout the playground. And, if all else fails, and you just can't get out or bring anyone in, try getting involved in the preservation of a local historical site. This could include letter writing, researching, looking for links to history. Randy Harries, tour guide of S. Lancaster Cty. Mr. Harris is a journalist in the Lancaster area. He has become very involved in the preservation of local historical sites. A strong proponent of children becoming involved in the saving of local history. "Footsteps to Freedom" depicts the UGRR as it moves through OH & MI into Canada.