Harriet Tubman DBQ
Project – Jump Start
WITH YOUR PARTNER, MATCH THE PROVIDED
UNDERGROUND RAILROAD (UGRR) CODE WORDS
WITH THEIR CORRECT DEFINITIONS. WE WILL
CHECK YOUR WORK AFTER 10 MINUTES.
Underground Railroad Decoding
 Now that we have properly defined the UGRR code
words, work with your partner to decode the
following sentence:
“It’s a long haul from Eqypt to New Canaan. With the
amount of cargo on board, Moses will need a string of
depots and at least two or three conductors to make it
through.”
 If you finish early, try to write a coded sentence of
your own!
Jump Start - Background Essay
 Before reading the Background Essay, highlight the
bolded words and define them in the columns
surrounding the essay:
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Eastern Shore- the part of Maryland which lies to the east of
the Chesapeake Bay
Fugitive Slave Act- an act passed by Congress in 1850 which
required Northerners to return escaped slaves
Bloodhound Act- name given to the Fugitive Slave Act by
angry Northerners
Underground Railroad (UGGR)- name given to the secret
network of people and safe houses that extended from the
border states to Canada. Its purpose was to find a safe home
for run-away slaves
Background Essay
 Answer the following questions as you read the Background
Essay. You should be able to answer in complete sentences:
1. At what ages and in what jobs did Tubman begin working as a
child?
2. Explain what character traits Tubman might have gained due
to her early life as a child slave (ex. Strong, Determined).
3. What fear did Tubman grow up with concerning her family?
4. In what ways might this fear have caused her to work as a
“conductor” on the UGRR?
5. What caused Tubman to finally decide to try and escape?
6. Why, after 1850, did the UGRR not stop in the North but go all
the way to Canada?
7. Would you consider her work on the UGRR as a great
accomplishment? Why or why not?
Understanding the Question
 Use your phone or a dictionary to define analytical
 The analytical question we are answering is:
“What was Harriet Tubman’s greatest achievement?
 How would you define “greatest”? The following
people have been considered the “greatest” by some
at a point in history…
George
Washington
Greatest?
Agree or
Disagree?
Tony
Romo
Greatest?
Agree or
Disagree?
Adolf
Hitler
Greatest?
Agree or
Disagree?
Beyonce
KnowlesCarter
Greatest?
Agree or
Disagree?
John
Davis
Greatest?
Agree or
Disagree?
What does “greatest” mean?
 With your partner, brainstorm ways which we as a
class could define the word “greatest” as it applies to
Harriet Tubman’s life.

Ex: The number of people each achievement help
 Make a list of at least 3 measures we can use.
 Be ready to share after 5-7 minutes.
Jump Start – Document “A”
 Pick up a copy of Document “A” from the table along
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
with a highlighter.
Write your name at the top ASAP!
Study the source information and the details of
Document “A”.
Is this a primary or secondary source?
How can you tell?
Be prepared to share out your answer!
Achievements of Tubman
 Tubman is most well known for her work as a
conductor on the Underground Railroad
 BUT that was NOT her ONLY achievement
 This DBQ asks you to decide which of the following
was her greatest achievement using our working
definition:
1.
2.
3.
4.
Conductor on the UGRR- Documents A-B
Civil War Spy- Document C
Civil War Nurse- Document D
Caregiver to the Poor and Elderly- Document E
Review the chart provided. You will use this to
record your evidence!
Criteria
Doc A
Doc B
Doc C
Doc D
Doc E
#1
#2
#3
We will use this chart to keep track of the evidence we
find in each document.
Document “A”
1. Look over the ENTIRE document w/your partner.
2. At the bottom of your document, create a T-Chart.
3. Write 3 “THIN” observations. These are FACTS
that’s you can state just from looking at the
document.
4. On the other column, write 3 “THICK”
observations. These are things you can tell but that
the document does not state.
5. As a team, create a title for the document.
6. Discuss and prepare to defend what criteria it
meets from your definition of “GREATNESS”.
Document “A” Content Notes
•Remember, the UGRR was a clandestine operation.
Records are incomplete and data uneven. Estimates
range from 30,000 to more than 100,000.
•A large number of fugitives passed through
Philadelphia.
•An estimated 30,000 escaped slaves fled all the way
to Canada. Most went to what was known as Canada
West, which is now the city of Ontario.
Jump Start – Document B and Story Board
 On the back of your packet, draw a 2x3 array or story
board (2 rows w/3 columns).
 Begin reviewing Document “B”. Read all of it! Even
the source and notes.
 Decide what type of source it is. Be ready to explain.
 What information does the chart provide?
Document “B”
You have the opportunity today to interview Catherine
Clinton, biographer of Harriet Tubman.
With your partner:
1. Read the ENTIRE document.
2. Study the chart and identify key information that is
missing. Create at least 3 questions you would
ask in order to accurately answer this week’s
analytical question. Be prepared to share.
3. Create a title for the document.
4. Add document information to your chart.
Document “B” Content Notes
• Until recently, most textbooks stated that Harriet
Tubman made 19 trips back down South.
• However, she did not keep any written records and more
current investigations suggests the # was fewer.
• Her work on the UGRR is still remarkable because few
agents accompanied slaves the entire trip as Tubman did,
and no one did it with a reward on their head.
• She received financial support from Abolitionists during
that time and worked during the summers as a maid or
cook.
• She used this money during her abductions.
Jump Start
 Find your packet from the table.
 Use your phone, a friend’s phone, or a
Chrome Book to Google “Colonel
Robert Shaw”.
 Create a “Top 5” list for why people
SHOULD KNOW him on another piece
of paper.
Document “C”
1. “Listen Right” and draw what you hear in
each section.
2.Compare your illustration with the
document’s information.
3.Title the document “The Combahee River
Raid”.
4.With your partner, continue your chart along
with new information.
Document “C” Notes
 Emma Telford was Tubman’s neighbor in New York.
 Harriet had arrived in Massachusetts to supply
recently freed slaves w/clothing, schooling, and
general support before she was approached by the
Governor for the spy work.
 The raid was the first conducted by black troops
serving in the Union Army after the Emancipation
Proclamation.
 Harriet worked for the Union Army for no pay.
 She would serve for two and one half years in the
Civil War.
Jump Start – Simile Practice
 On the bottom of Document “C”, create a simile
about Harriet Tubman that relates to your item from
the “Mystery Bag”.
 Harriet Tubman is like _______ because
________. Be prepared to share out! Be creative!
 Check your evidence charts and make sure all boxes
for A-C are completed.
 SILENTLY begin reading Document D.
Document “D”
1.
2.
3.
4.
5.
6.
Read the ENTIRE document w/your partner.
Discuss and decide which account, Tubman’s or
Bradford’s, provides you with more information to
answer the analytical question. Be prepared to share.
Create a TITLE for the document.
What role does money play in the level of achievement
in her work as a nurse?
Add document information to your chart.
Answer the document questions in complete sentences!
Document “D” Notes
 The only book-length biography of Tubman was
written by Bradford. It was written quickly to
provide Tubman with some income to live off of.
 In the winter of 1863-1864, a son of William Lloyd
Garrison found Tubman splitting her time between
scouting for the army, gathering intelligence,
nursing, and trying to make ends meet by cooking
and washing clothes. Most money earned went to
others.
 She became close friends with Secretary of State
William Seward.
Document “E”
FACT
INFERENCE
QUESTION
Things you can tell just by
looking at the section of
the photo. These are facts
that can be pointed out in
the picture.
Things that you can infer
about the picture using
your background
knowledge and evidence
from the section.
Things that the section of
the photo makes you
wonder. Your questions
might be answered
w/additional sections.
1. With your partner, STUDY each section of the photograph
carefully.
2. Fill in the sections of the FIQ chart w/information. As
sections of the photo are added, adjust your chart
accordingly.
3. Create a TITLE for the document.
4. Add document information to your chart.
Document “E” Notes
 Tubman received little money from the federal
government even with many officials speaking on her
behalf.
 In 1895, she finally began receiving $8 widow’s
payment and $12 nurse’s pension. She never earned
money for her work as a scout or spy.
 The Harriet Tubman Home was established in 1908
to fulfill her desire for what she cared for most—
helping others.
 Her domestic work funded her many interests.
Jump Start - Double Check Your Packet!
 Document A should have 3 THICK and 3 THIN
observations.
 Document B should have 3 interview questions that
could be asked of Ms. Clinton.
 Document C is your story board…is it done?
 Document D questions should be answered in
COMPLETE sentences.