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Harriet Tubman and the Underground Railroad

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Harriet Tubman and the Underground Railroad DOCUMENT RESUME ED 251 379 SO 016 071 AUTHOR Crawford, Mary; Ruthsdotter, Mary TITLE Harriet Tubman and the Underground hailroad. INSTITUTION Nati nal Women's History Project, Santa Rosa, CA. PUB DATE 82 NOTE 7p.; it containing game board, dice and player pieces, and this guide available from the National Women History Project, Box 3716, Santa Rosa, CA 95402 ($6.50). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Biographies; *Black History; Black Studies; Educational Games; Elementary Education; Instructional Materials; Learning Activities; *Slavery; United States History; Units of Study IDENTIFIERS Freedom; *Tubman (Harriet); *Underground Railroad ABSTRACT Suitable for elementary level students, this study unit helps increase students' comprehension of the risks involved in a black person's flight from slavery andof Harriet Tubman's success in leading more than 300 slaves to freedom via the Underground Railroad. Five activity suggestions are followed by a reading on the life of Harriet Tubman. Study questions precede a song which may have served as a map and timetable for slaves. The brief document concludes with fulist of recommended resources about Harriet Tubman and other related topics. An accompanying game board,which can be ordered from the publisher, leads students through aseries of obstacles in their journey from the southern slave states tofreedom in the northern United States and Canada. (LH) *************************t********************************************* * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** aucsDIPANIMISCIT OP 1111ICATION NAmum torsrinirtOFeixicAriord FDIFCATIONAL fitSOURCFS iNFORMAtkON "PERWSSION TO REPRODUCE THIS &INTER 4tRicr MATERIAL IN MICROPICHE OILY !hty ttsttit run )wen rrloodia,Iv/ 43 HAS BEEN GRANTED BY kuyeti earn ft,. 04.73ort 411C110804,p1It 44ftp44f/114If .1i2) 144.4n ,1114.1.% 11.4114trerrr111401 t,41,q17.4114. 't1.111Aht1.111,1 413141. t)ct, P1,111(3llt14t.114 IllrtfttflisNt4h,i 41 ffuN, 111111 141,144 °v. TO THE EDUCATIONAL RESOURCES ota, INFORMATION CENTER (ERIC)." 1982 Harriet Tubmanand the UndergroundRailroad by Mary Crawford & Mary Ruthsdotter INTRODUCTION: This study unit will help increasestudents'comprehensm of the trememdous risks involved in a Black person's flightfrom slavery, and of the bravery ofHarriet Tubman, "Moses" of her peopk. The Undk. -ground Railroad was a systemof safe places to hide and people to givefood and shelter on the sieves' escape to the tree states of the'North or Canada. Harriet Tubman was aguide along the eastern route of this secretaetwork. THE GAME: The game hoard is printed on stocks*lected or coloring success with crayons orfelt pens. Lamination will increase the gamc's longevity. To play. 2-6 players roll the die andadvance the nullifier of spaces shown.The object is to brush the !lame, free in the northern states orCanada. Play continues until all members ofthe group are safe. ACTIVITY SUGGESTIONS: leading the slaves out of the South.Arrange desks to make a I Stage a re-enactment of Harriet Tubman difficult path and litter the floor withcrumpled papers to make noise. Have one student act asHarriet Tullman and k'ad a group of 11 students from adesignated area called "South" to onecalled -Freedom". They must be quiet and followher directions. Designate a -safe house" spacein the middle where they tan rest. Darker. the room.The other children dose their eyes and listen verycarefully. It anyone is caught(heard), they all have to go hack to slavery. 2. After reading about HarrietTubman, the physical risks she took and herdedication to help other slaves, have students discuss the conceptof strength: what it is, whether it is a traitof females or males only. the particular qualitiesthat are present in a strong person. Name 5 menand 5 women in history and discuss what qualities indicatedtheir strength. Who are some people todaywho exhibit strength? What physically handicappedpeople today are examples of strength? 3 Construct shoe-box dioramas about aBlack family's escape from slavery along the routeof the Underground Railroad. Remind your students that it we., onlysafe to travel at night from safe house to sate house, following HarrietTubman or the Big Dipper constellation. 4. Encourage as group of students)(?preparea report on the hieof Harriet Tubman in the form of a skit, to h e presented to I: Nickell in alower grade. Try writing the script fromthe perspective of a child moving carefully withher/his family along the UndergroundRailroad. How did she /he feel? What did the family take with them? How did theytravel? Why were they taking such a risk? 6. Assign further research on theroles of Harriet Tubman duringand after the Civil War. How was she rewarded for her life's work? Harriet Tubman, the Moses of HerPeople This is the story of Harrier Tubman. a bkrck slavewho escaped to freedom in the North, went back to the South and led hundreds of slaves tofreedom on the Underground Railroad. a secret system of places to hide and people to give food and shelter onthe way North. It was a spring day on a plantation in Maryland inthe early 1800's. A group of slaves were picking corn under the watchful eye of an overseer. Suddenly, oneof the slaves started running away from the field. The overseer shouted, cracked his whip and beganchasing the man. At the village store the slave was caught and the overseer asked a 13 year old girl tohelp him hold the slave so he could whip him. Shaking her head "NO," the young girl stepped infront of the overseer, giving the slave a minute to run. Surprised by thesudden obstacle in his way, the overseer lifted a heavy ironweight and threw it, but it missed the running slave and hit the younggirl in. the head. The girl was Harriet Tubman. The deep scar marked her face for the rest of herlife, and the wound gave her periodic sleeping spells throughout her life, reminders of the first of her manybrave and defiant acts against slavery. Harriet Tubman was born in 1820 to slave parents cal aMaryland plantation. By the time she was six years old, she was hired out to work on aplantation far away from where had been born and brought up. With no time to say goodbye to herfamily, she found herself bein car:ied away in a wagon to weave, set trapsand clean for a new master and mistress. Butwithin nths was home againshe had caught measles and was unable towork any longer. Her mother r back to health, and she was again hired out- this time tolook after a baby and clean in the home of Miss Susan. Everyday she cleaned and ran errands, and everynight the six-year old Harriet rocked the baby. If the baby cried out, Harriet was whipped.She was whipped so often that she had scars on her hack for the rest of her life. One day, after severalmonths at Miss Susan's house, Harriet slipped a lump of sugar into her mouth to taste. Miss Susancaught her and reached for the whip, but Harriet jumped and ran. She ran and ran until she was exhaustedand fell into a big pigpen where she hid for four days. Eating potato peelings and afraid tosleep, she finally gave up in starvation and exhaustion. With no other place to go, she went back to theplantation. From that time on, Harriet worked in the fields. She worked from morning til night, in the rain,in the summer heat. Her muscles became strong and hard, and she sang as she worked. She listened tothe whispered conversations between slaves about freedom in the North and a way to escapecalled the Underground Railroad. It took Harriet months to recover from thehead wound she received by stepping between the overseer and the escaping held slave. She knew that becauseshe was no longer trusted to obey the overseer, she would be sold. Harriet dreamed of running away.She spent time in the woods with her father learning which of the bernes and roots could be eaten.One day as she was working in the fields, a white woman drove by, saw the scar on Harriet'shead and carefully told her where she lived in a town called Bucktown. it you ever need help, Harriet, let meknow," she said. Harriet began to make plans. At night she would look up at the sky and atthe North Star that she knew would guide her to freedom. One evening, Harriet walked through the slave quarterssinging, "When that old chariot comes, I'm going to leave you, I'mbound for the promised land. Friend, I'm qt,7 to leaveyou." The next morning Harriet and her brothers were missing, and theirfriends and family understood her song. After two days in the woods, Harriet's brothers turned backand she continued along. Frightened, unsure whether she could trust the white woman's offer of help inBucktown, Harriet put her trust in God. When she reached the white woman's home, shereached he first stop on the Underground Railroad. Page 2 I had reasoned this out in my mind; there was oneof two things 1 had a right to, liberty or death. If I could not have one, I would havethe ot;ler; for no man should take mealive. 1 would fight for my liberty as long as mystrength lasted, and when the time camefor me to go, the Lord would letthem take me. Hiding in the daytime, and with instructions onhow to get to the next station onthe Railroad, she moved through the woods at night. TheNorth Star guided her, the food from stations onthe Railroad sustained her. When she finally reachedPennsylvania, Harriet Tullman was free!!And as she stepped across that freedom line, shevowed to go back and get her familysomeday.
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