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Cold-Read Task Grade 7 Cold-Read Task Read "Chapter 14. The Railroad Runs to Canada" and "Chapter 15. 'Go On or Die'" from Harriet Tubman: Conductor on ​ the Underground Railroad by Ann Petry. Then answer the questions. ​ ​ 1. Part A ​ Reread this sentence from paragraph 4 of "Chapter 14. The Railroad Runs to Canada." Thus a whole day was lost before the machinery of pursuit could be set in motion. ​ ​ What meaning of machinery of pursuit? ​ ​ ​ a. the organized way in which Harriet Tubman selected slaves to travel with her on the Underground Railroad b. the careless way in which masters would search for Moses, whom they blamed for the loss of their slaves c. the careful way in which the slaves escaped in search of freedom d. the predictable way in which masters searched for slaves who escaped Part B ​ Which sentence from the passage best helps in understanding the meaning of machinery of pursuit? ​ ​ ​ ​ ​ a. “. planning the trip, carefully selecting the slaves that she would take with her.” b. “The woods were searched. The roads were watched. There was never anything to indicate his whereabouts.” c. “Unfortunately, the discovery was almost always made on a Sunday.” d. “. but they dared not make fires because someone would see the smoke and wonder about it.” Grade 7: Behind the Scenes 2. Reread this sentence from paragraph 4 of "Chapter 14. The Railroad Runs to Canada." ​ ​ ​ The men who made a living hunting for runaway slaves were out of reach . How does the sentence above contribute to the overall development of ideas in the passage? a. It supports the idea that the men who hunted runaway slaves were careless and were never where they needed to be when missing slaves were discovered. b. It supports the idea that delays in communication due to lack of technology made it easier for slaves to escape. c. It supports the idea that slaves typically escaped on Saturday nights as opposed to other nights of the week. d. It supports the idea that the men who hunted runaway slaves were hard to reach because they followed whippoorwill calls deep into the woods. 3. Write the letter of ten details from the excerpt from Harriet Tubman: Conductor on the Underground Railroad ​ ​ ​ ​ ​ into the chart below to create a summary of Harriet Tubman's 1851 journey to Canada with eleven fugitive slaves. Be sure the details appear in chronological order. Two choices will not be used. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Grade 7: Behind the Scenes a. After three nights of walking and the promise of nourishment and warmth, Harriet and the eleven fugitives are turned away. b. Harriet and the eleven fugitive slaves spend the night at a German farmhouse and have food and a night’s rest. c. Harriet and Jarm Loguen become life-long friends and supporters of Old John Brown. d. After telling the slaves about Frederick Douglas, Harriet shares her own unsuccessful attempt at running away. e. Harriet made her arrival known by singing “Go down, Moses, ’way down to Egypt Land.” f. Harriet tells the fugitives about the Middle Passage and Thomas Sims. g. After one of the eleven declares that he wants to go back, Harriet pulls a gun on him telling him, Go with us or die.” h. The fugitives and Harriet make it to Thomas Garrett’s house in Delaware. i. After a night of hearing a hoot own or a whippoorwill, masters would wake to find slaves missing. j. The fugitives and Harriet stay at Frederick Douglass’ house before reaching Canada. k. Harriet describes the Quaker, Thomas Garrett to the eleven in order to strengthen their resolve. l. Harriet tells the eleven the story of William and Ellen Craft’s escape from Georgia. 4. Part A ​ Reread this sentence from paragraph 9 of "Chapter 15. 'Go On or Die'". ​ Go on with us or die. How does this sentence contribute to the tone of the passage? a. It emphasizes how determined Harriet was to show all slaves freedom. ​ b. It supports how lazy many of the slaves traveling with Harriet Tubman had become. ​ c. It reveals how bitter and cruel Harriet Tubman acted at some points along the journey. ​ Grade 7: Behind the Scenes d. It reinforces how disbelieving many of the slaves traveling with Harriet Tubman had become. ​ Part B ​ What sentence from Harriet Tubman: Conductor on the Underground Railroad best supports the answer to ​ ​ ​ ​ ​ ​ Part A? a. “She lifted the gun, aimed it at the despairing slave.” b. “The returned slave would disclose the stopping places, the hiding places . .” c. “While she talked, she kept watching them. They did not believe her. She could tell by their expressions.” d. “Two nights later, she was aware that the feet behind her were moving slower and slower.” 5. How does Thomas Garrett’s story contribute to the overall development of ideas in the passage? ​ a. His story represents the sacrifices some people made to help the slaves on their road to freedom. b. His story represents the fear that stopped some people from helping the slaves on their road to freedom. c. His story represents the challenges one had to surmount on his or her road to freedom. d. His story represents the consequences one had to face if he or she deserted the group on the road to freedom. 6. Part A Write the letter of the summary of each story Harriet Tubman tells on the December journey to freedom in the middle column of the chart below. a. a wife disguises herself as a young male planter and her husband poses as her slave in order to journey north and escape slavery. b. the slave ships held a horror of pain, misery and bondage. c. an escaped slave found in Boston is returned to Georgia where he is almost beaten to death. Grade 7: Behind the Scenes d. a Quaker man’s kindness and generosity is described in great detail. Part B Write the letter of the statement that best explains how each story represents the sacrifices made in the ​ ​ name of freedom in the last column of the chart below. a. This story demonstrates the cleverness needed to escape the dangerous south. b. This story exemplifies the great risks others take to help those in need find freedom. c. This story serves as a reminder of the long, hard way the slaves had come. d. This story shows the life-or-death risks involved in this pursuit freedom. Story Summary Representation of sacrifice In Thomas Garrett’s story In William and Ellen Craft’s story In the Middle Passage story In Thomas Sims’ story 7. Part A Write the letter of two examples from the excerpt of Harriet Tubman: Conductor on the Underground ​ ​ ​ Railroad that exemplify Harriet's tie to her faith in the chart below. ​ a. The men who made a living hunting for runaway slaves were out of reach, off in the woods with their dogs and their guns, in pursuit of four-footed game, or they were in camp meetings saying their prayers with their wives and families beside them. b. He called them God’s poor. He was a Quaker and his speech was a little different from that of other people. Grade 7: Behind the Scenes c. She hesitated before she approached the door, thinking, suppose that he too should refuse shelter, suppose——Then she thought, Lord, I’m going to hold steady on to You and You’ve got to see me ​ ​ ​ through—and knocked softly. ​ d. Now, as she aimed it, she experienced a feeling of guilt, remembering that time, years ago, when she had prayed for the death of Edward Brodas, the Master. Part B Write the letter of the statement that statement that draws the best conclusion made from these examples ​ ​ about Tubman into the chart below. a. Harriet Tubman felt sure that those who hunted runaway slaves would later be punished by God. b. Harriet Tubman relied on God to protect her in difficult situations. c. Harriet Tubman was grateful for the hidden gifts that God blessed her with throughout her life. Examples of Harriet’s faith Conclusion Read "Letter from Frederick Douglass to Harriet Tubman, 1869.” Then answer the questions. Letter from Frederick Douglass to Harriet Tubman, 1868 Dear Harriet: I am glad to know that the story of your eventful life has been written by a kind lady, and that the same is soon to be published. You ask for what you do not need when you call upon me for a word of commendation. I need such words from you far more than you can need them from me, especially where your superior labors and devotion to the cause of the lately enslaved of our land are known as I know them. The difference between us is very marked. Most that I have done and suffered in the service of our cause has been in public, and I have received much encouragement at every step of the way. You, on the other hand, have labored in a private way. I have wrought in the day—you in the night. I have had the applause of the crowd and the satisfaction that Grade 7: Behind the Scenes comes of being approved by the multitude, while the most that you have done has been witnessed by a few trembling, scarred, and foot-sore bondmen and women, whom you have led out of the house of bondage, and whose heartfelt, “God bless you,” has been your only reward. The midnight sky and the silent stars have been the witnesses of your devotion to freedom and of your heroism.
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