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Teaching Youth America's Legacy of Liberty

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Teaching Youth America's Legacy of Liberty Teaching Youth America’s Legacy of Liberty Lesson Title: History’s Heroes: America Through Their Eyes, Part II – Harriet Tubman This is a three-part lesson plan supporting the History’s Heroes program (field trip) to the American Village. The lesson can be used in preparation for the field trip and/or as a follow up reinforcement to the concepts gained at the American Village program. This lesson correlates to the Alabama High School Course of Study: Standards I,II; Objectives 1 & 2. Introduction: There were many men and women who were passionate about the colonies - their independence and the rights and privileges afforded to ALL men and women as a result of our new Constitution. After escaping from slavery in 1849, Harriet Tubman became one of the most prominent abolitionists and a driving force behind the various secret escape routes for slaves. She even wrote a letter to President Abraham Lincoln trying to influence him to set the Negroes free. This lesson is appropriate either as a pre or post lesson to the American Village program – History’s Heroes. Objectives: In this lesson, students will: Gain an understanding of the life and motivation behind the woman, Harriet Tubman. Act out the key events identified in the book Harriet Tubman by Marie Patterson. Participate in a writing simulation of what it was like to be a slave and how they would respond if asked to hide a fugitive slave. Materials and Resources: Harriet Tubman by Marie Patterson Letter to President Lincoln Worksheets: Writing prompt; summary sheet for book; Lincoln work sheet; vocabulary sheet Simple props/costumes for vignettes (whips, lantern, cardboard/flat surfaces to make walls to hide the slaves along the Underground Railroad.) Strategy: 1. Students will read the book and/or assigned chapters of the book, Harriet Tubman by Marie Patterson. 2. Students will complete a worksheet summarizing each of the nine chapters of the book. 3. Students will read Harriet Tubman’s letter to Lincoln and complete the work sheet, Lincoln’s Letter from Harriet Tubman. 4. Have the students identify parts of Harriet Tubman’s story that could be acted out. 5. Teacher assigns ten students to be readers, one for each chapter and one who reads the letter to Lincoln. 6. Develop vignettes to accompany the narration or to be performed between each chapter of the book. 7. Students should recognize and include the following key events in the vignettes: a. Harriet trying to escape as a child, being caught and punished b. Harriet’s father teaching her to survive in the woods c. Harriet’s husband refusing to escape with her or to let her go d. Harriet’s escape e. Harriet returning to the south to lead others to freedom f. Develop the escape route and include all students as helpful farmers, bounty hunters, slave catchers, free slaves. Conclusion: Students will complete the vocabulary assessment. Students will perform their vignettes for other grade levels; video the performance and send it to the American Village to be included on our web site. Students will write a letter to Harriet Tubman in response to the letter she wrote to President Lincoln. www.americanvillage.org 205-665-3535 Teaching Youth America’s Legacy of Liberty Harriet Tubman – Vocabulary Worksheet Define the following in your own words. 1. Abolitionists 2. Conductor 3. Underground Railroad 4. Plantation 5. Fugitive Slave Act 6. “Minty” 7. Drinking Gourd 8. Stations 9. Package 10. Passenger 11. Moses 12. Bounty Harriet Tubman Vocabulary Worksheet – Answer Sheet *Teachers may also use the vocabulary as a matching exercise, fill in the blank, or writing the definition in the students’ own words. Define the following: 1. Abolitionists – people who were against slavery and worked to end it 2. Conductor – a guide; someone who helped escaped slaves get to the North 3. Underground Railroad - the secret system for slaves to escape to the North 4. Plantation – a large farm in the South that produced crops for money 5. Fugitive Slave Act – Congress passed this law in 1850. The law stated that anyone who was caught helping runaway slaves would be punished. 6. “Minty” – Harriet Tubman’s birth name was Araminta Ross. “Minty” was her nickname as a little girl. When she grew up she became Harriet. 7. Drinking Gourd – a hollowed out gourd used by slaves as a water dipper; it was a code name for the Big Dipper star formation which points to the North Star. 8. Stations – a safe house for runaway slaves and conductors; a place for passengers to stop and find safety, food and shelter; a lit candle in the window was a signal that it was safe 9. Package – code term for runaway slave; sometime a slave would be hidden in a storage box and “mailed" North 10. Passenger – a slave traveling on the Underground Railroad 11. Moses – people often referred to Harriet as the “Moses of Her People”; comparing her to the Biblical hero, Moses, who led his people out of slavery 12. Bounty – a reward for the capture of a slave; at one point in time they offered a $40,000 reward to capture Harriet Tubman (she was never caught, nor were any of her passengers ever lost) Harriet Tubman by Marie Patterson (Worksheet) Respond to the following questions. Name:__________________________ Date:______________________ After reading/listening and performing vignettes about Harriet Tubman and the Underground Railroad, answer the following questions. 1. What was Harriet’s birth name? _____________________________________________ 2. Explain how she was “born” into slavery. ______________________________________________________________________________ __________________________________________________________________ 3. Why do you think FREEDOM was so important to Harriet? ______________________________________________________________________________ __________________________________________________________________ 4. How old was Harriet the first time she tried to escape?____________________________ 5. What were some of the lessons her father, “Old Ben” taught her? ______________________________________________________________________________ __________________________________________________________________ 6. In 1849 Harriet found out she might be sold; she decided it was time to escape. Where did she find freedom and what did she do? ______________________________________________________________________________ __________________________________________________________________ 7. Harriet became the first female conductor on the Underground Railroad. Why was she able to travel the Underground Railroad and never get caught and never lose a fugitive slave? ______________________________________________________________________________ ______________________________________________________________________________ ____________________________________________________________ 8. List 3 facts/additional information that you have learned about Harriet Tubman. a. b. c. www.americanvillage.org 205-665-3535 The American Village: Teaching Youth America’s Legacy of Liberty Lesson Plan – The Underground Railroad and the Drinking Gourd Introduction: The Underground Railroad was a vast network of people who helped fugitive slaves escape to the North and to Canada. It was not run by any single organization or person. Rather, it consisted of many individuals, including many whites, but mostly blacks. These people knew only of the local efforts to aid fugitives and not of the overall operation. It is estimated that between 1810 and 1850, the Underground Railroad helped 100,000 slaves escape from the South. For the slave, running away to the North was anything but easy. The first step was to escape from the slaveholder. For many slaves, this meant relying on his or her own resources. Sometimes a “conductor” posing as a slave, would enter a plantation and then guide the runaways northward. Harriet Tubman was the first female “conductor” on the Underground Railroad. The fugitives would move at night. They would generally travel between 10 and 20 miles to the next station, where they would rest and eat, hiding in barns and other out-of-the-way places. While they waited, a message would be sent to the next station to alert its stationmaster. The fugitives would also travel by train and boat—conveyances that sometimes had to be paid for. Money was also needed to improve the appearance of the runaways—a black man, woman, or child in tattered clothes would invariably attract suspicious eyes. This money was donated by individuals and also raised by various groups, including vigilance committees. The Underground Railroad had many notable participants, including John Fairfield in Ohio, the son of a slaveholding family, who made many daring rescues, Levi Coffin, a Quaker who assisted more than 3000 slaves, and Harriet Tubman, who made 19 trips into the South and escorted over 300 slaves to freedom. Objectives: In this lesson, students will: Develop an understanding of music in relation to history and culture. Recognize that music was an important means of communication for African Americans during their years of enslavement, especially for those trying to escape through the Underground Railroad. Interpret the meaning of the spiritual, “Follow the Drinkin’ Gourd” Materials and Resources: Follow the Drinking Gourd by Jeanette Winter Song Sheet – Follow the Drinkin’ Gourd Follow the Drinkin’ Gourd worksheet Information sheet on the Underground Railroad Strategy: 1. The teacher will provide background information on the Underground Railroad (information sheet and intro above). 2. The teacher will then
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