Annual classroom license

New RST purchases cover one educator and their own students for 12 months and require annual renewal. School licensing for one RST title is $100 per year. District discounts apply. Read the annual terms and request a school or district quote. Previously accepted purchase terms remain applicable.

Room for complete responses

RST packages include labeled response pages for daily work and short answers. Each digital written-response field allows 1,000 characters. Each final RACE task has two dedicated writing pages with 48 ruled lines in print and digital continuation fields. Use the original questions and the matching page labels.

Grades 6–12 pathways

Purple Ma’at headers appear throughout the PDFs. Included grade band pathways connect evidence analysis and argument to NJSLS and Common Core for Grades 6–8, 9–10, and 11–12. Original readings and advanced content are retained, with scaffolding or extension by grade band.

Grades 6–12 · Research Simulation Task

New Jersey, the Delaware River, and the Fugitive Slave Act of 1850

Maps included Geographic activities include reference maps with a compass rose, scale, and legend. Modern reference maps are distinguished from historical maps. Updated October 15, 2026.

A five day inquiry using the Five Themes of Geography, close reading of historical sources, and a final RACE response.

Daily teacher notes and an answer key are included with this RST in PDF at no additional charge.

Five day lesson sequence

Day 1 · The border and the law. Students map the Delaware River along New Jersey’s western edge, distinguish a state boundary from federal enforcement under the 1850 act, and complete a Five Themes organizer. Teacher notes model a statute close reading and address the “one foot in the river” claim: it was not a legal test.
Day 2 · Harriet Tubman in Cape May. Students compare Sarah Bradford’s 1869 account with Thomas Garrett’s dated 1856 letter, placing the accounts on separate timeline entries. They explain how Tubman’s 1852 cooking wages supported later freedom work and what neither account establishes about Paterson.
Day 3 · Lawnside and the Peter Mott House. Students distinguish property and census records from later oral testimony. They map the reported connections toward Haddonfield and Moorestown, then write claims limited to what each form of evidence can support.
Day 4 · Paterson and the route question. Students evaluate Sarah Doremus Huntoon’s later family account of the Broadway station associated with Josiah Huntoon and William Van Rensalier. They compare local station evidence with Tubman records and write what is documented and what remains unknown.
Day 5 · Independent assessment. Students answer 15 source based questions and write a RACE response citing at least two sources. The teacher guide includes an answer key, a 19 point rubric, and daily Do Now, I Do, We Do, They Do, and exit notes.

Historical evidence boundary. Tubman’s Cape May work is documented. The Peter Mott House and the Huntoon–Van Rensalier station represent separate local histories of aid. The cited sources do not trace Tubman personally from Cape May through those specific sites. The map locates places for inquiry; it does not assert a single itinerary.

Source study in the packet

Students read the federal statute, Bradford’s near contemporary biography, Garrett’s participant letter, records and oral history associated with the Peter Mott House, Huntoon family testimony, and official or museum historical interpretations. Teacher notes ask who created each source, when, what it establishes, and which claims need further evidence.

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Purchase Now · $39.99 RST Middle and High