Harriet Tubman. The Path to Freedom Teacher s Guide. Diane DeFord

Transcription

1 Harriet Tubman The Path to Freedom Teacher s Guide Diane DeFord

2 Published in the United States of America by the Hameray Publishing Group, Inc. Copyright 2014 Hameray Publishing Group, Inc. Publisher: Raymond Yuen Assistant Editor: Tara Rodriquez Designer: Stephani Sturtz All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means without permission in writing from the publisher. Reproduction of any part of this book through photocopy, recording, or any electronic or mechanical retrieval system without the written permission of the publisher is an infringement of the copyright law. ISBN Printed in the United States of America HP

3 Overview Forty-page informational text. Genre: informational text biography. Text features: table of contents, chapters, glossary, timeline, index, Learn More section with additional resources; supported by color and black-and-white photos, map, text boxes, and quotations. Aligned with Common Core State Standards (CCSS) for the Language Arts (Reading, Writing, Speaking and Listening, and Language Strands). Also valuable for cross-curricular integration with social studies and history. Student interest level: grades 3 6. Reading level: grade 3, guided reading level N. Content summary: Harriet Tubman was born into slavery. As she grew up, she longed to be free. Using the Underground Railroad, she ran away to the North, where slavery was illegal. But then she risked her life by going back and helping hundreds of others escape. Later, she went on to fight for the right of women to vote. Read about this remarkable woman and her fight for freedom and the rights of others. Appeal for students: Harriet Tubman is a true American hero. She was born a slave and liberated herself as well as many other African Americans. Students will be inspired by her lifelong efforts to fight for the rights of enslaved people, the rights of women, and the rights of all. Related areas: social studies, history, and language arts. Suggestions for Using the Text in the Classroom Biography Series Teacher s Guide: Harriet Tubman 3

4 Suggestions for Using the Text in the Classroom 1. Decide on the key learning goals for using this text with your students. Here are some suggestions: Reading Goals A key reading goal for CCSS would be to assist students to read closely to determine what the text says explicitly and to make logical inferences from it. 1 Other reading goals could focus on one of these things: The text s key ideas and details (e.g., the character of Harriet Tubman and how her desire to free slaves led to the development of the Underground Railroad). 2 The text s craft and structure (e.g., specialized historical vocabulary and language related to the period, or the simple chronological structure of the text starting with Tubman s escape to the North and ending with the Emancipation Proclamation). 3 The text s integration of knowledge and ideas (e.g., information conveyed by the maps, photographs and text-box quotations). 4 The use of digital media in the Learn More section to develop research skills. 5 Writing Goals: Using the text as a springboard for student writing (e.g., opinion pieces about Harriet Tubman and her life or personal challenges and goals, and the keeping of a Reader s Response Notebook to record questions and responses to the text). 6 Using the text as part of a study to learn about how to present information about people using a range of forms, including biography, autobiography, memoir, anecdote, interview, documentary, and dramatization, as well as using pictorial and audio-visual media. 7 Speaking and Listening Goals: Discussing the text and sharing and reflecting on ideas presented. 8 Social Studies Goals: Focus on time continuity and change to explore historical issues from Harriet Tubman s era, for example, slavery, the Underground Railroad, and how Tubman made a difference for many slaves wanting to travel to the North to achieve freedom. Focus on individual development and identity, for example, how Tubman was personally motivated to make a difference in her own life and the lives of many others. Focus on individuals, groups, and institutions, for example, how slavery was a practice in certain states and how conflicts that slavery produced in the nation led to civil war and CCSS ELA-Literacy RI 3.2 and CCSS ELA-Literacy RI 3,5 and CCSS ELA-Literacy S&L CCSS ELA-Literacy S&L 3.1 and CCSS ELA-Literacy National Curriculum Standards for Social Studies : Chapter 2 The Themes of Social Studies; S&L 3.1 Biography Series Teacher s Guide: Harriet Tubman 4

5 2. Decide on the best organization and approach to meet these learning goals. Choices might include the following: Whole-class instruction and discussion Small-group instruction and discussion Independent free-choice reading and study Close reading to complete research projects Close reading to assist with other curriculum areas such as social studies. 3. Introduce the book: Use discussion to make a connection with the students own experiences. 10 Examine the book cover and title carefully. Examine the cover photograph of Harriet Tubman. What can you learn about her from the photograph? Read the blurb on the back cover. What are your first impressions? As you read, consider whether your first impressions are confirmed or change. 11 Have the students quickly skim through the book, starting with the table of contents. For this book, the photographs and related text features such as captions help convey an overall impression of the person and the era Read the text. Here are some suggestions for discussion and reflection: Chapter 1: Harriet Tubman s Life and Times Examine the text box on page six and the map on page seven and discuss how it helps the reader to understand the author s description of the times Harriet Tubman lived in. 13 Cross-textual connections: have the students go to to learn more about this remarkable woman and how she led so many slaves to freedom. 14 If students are keeping a Reader s Response Notebook, have them record their own thoughts and responses as they read through this and subsequent chapters. 15 Chapter 2: A Life of Pain Harriet (called Minty when she was young) had a harsh life. Using evidence from the text, talk about her challenging childhood experiences. 16 Talk about what the writer meant when she stated that Minty learned to fight back in her own quiet way. 17 Chapter 3: A Blow to the Head Minty s mother stood up to the slave owners so her young brother would not be taken. Discuss how this incident may have led Minty s desire to lead others through the Underground Railroad when she CCSS ELA-Literacy RI 3,5 and CCSS ELA-Literacy W 4.1, 4.2 and CCSS ELA-Literacy RI 3.2 and CCSS ELA-Literacy RI 3.3 and 3.8 Biography Series Teacher s Guide: Harriet Tubman 5

6 was older. Return to this section to reread after you read about the Underground Railroad later in the text. 18 Talk about the character traits that Minty already possessed when she yelled no to the slave owner chasing a slave with a whip. 19 Chapter 4: A New Name, a New Life The text tells us that Tubman recovered from a serious head injury but it still affected her daily life, and she often couldn t work. Discuss how the experiences she was having during this time helped her realize that she had to fight to be free. 20 Reflect on the title of this chapter. Harriet Tubman changed her name, but did she go about getting a new life? Use evidence from the text to support your answer. 21 I had reasoned this out in my mind, there was one of two things I had a right to, liberty or death; if I could not have one, I would have the other. Talk about what Harriet believed at this point in her life. Use evidence from previous chapters to justify your response. 22 Chapter 5: Escape from Captivity Tubman s second escape to freedom was alone. Discuss the character traits she possessed that drove her to make the journey alone. 23 Using evidence from the text, talk about safe houses and their critical role in the Underground Railroad. 24 Chapter 6: The Slave Sale Even though Tubman was now a free woman in Philadelphia, she thought constantly about her family. Using evidence from the text, discuss the incident that began Harriet s life as a conductor on the Underground Railroad. 25 Examine the poster on page twenty-three. Talk about how the Fugitive Slave Law of 1850 made it so dangerous for anyone associated with helping slaves to freedom. 26 Chapter 7: The Conductor From reading this section of the text, discuss how Tubman evaded slave owners and slave catchers during her many trips from the south to the north to free slaves. 27 Discuss what you think Tubman meant when she said, I was the conductor of the Underground Railroad for eight years, and I can say what most conductors can t say; I never ran my train off the track and I never lost a passenger. Think about her character traits using evidence from the text as you discuss this quote. 28 Chapter 8: Nurse and Union Spy Tubman believed that slavery might end if the north won the Civil War. Talk about how she continued to support people during this time. Find evidence in the text to support your thinking , 3.3 and CCSS ELA-Literacy RI CCSS ELA-Literacy RI 3,2 22 CCSS ELA-Literacy RI 3.8, S&L and CCSS ELA-Literacy RI Biography Series Teacher s Guide: Harriet Tubman 6

7 The thirteenth amendment made slavery illegal. Discuss how you think Tubman felt when this happened. Write a short opinion piece using text evidence. 30 Chapter 9: Fighting for the Right to Vote Discuss how Tubman supported the movement to give women the right to vote using specifics from the text. 31 Discuss why you think Harriet Tubman was respected when she was alive but revered after she died. Gather your evidence from across the entire text After the Reading: Analysis, Reflections and Responses Use the timeline to help you reflect on Harriet Tubman s life. Discuss and reflect on her experiences first as a slave and then as a conductor on the Underground Railroad. What can we all learn from her? Go back to the chapters that correspond to these two parts and reread relevant portions of those two chapters to gather additional evidence for your response. 33 Use the Learn More section to find out more about Harriet Tubman s life. In particular, look at and talk about the images and information on the various websites and do further research on her tireless years of leading slaves to freedom. 34 Use the Learn More section to gather information about the Underground Railroad and its routes and safe stations. Have students work as a group to prepare a map showing these aspects of the Underground Railroad. Share these with the class and use this as an opportunity to reflect on the reading and the text CCSS ELA-Literacy RI 3.2 and W CCSS ELA-Literacy RI 3.2, 3.3 and CCSS ELA-Literacy RI 3,1, 3.2, 3.3 and CCSS ELA-Literacy 3.5, 3.7 and S&L 3.1, 3.2 Biography Series Teacher s Guide: Harriet Tubman 7

8 Titles in the Hameray Biography Series Muhammad Ali Alexander Graham Bell Cesar Chavez Winston Churchill Jacques Cousteau Davy Crockett Princess Diana Walt Disney Amelia Earhart Henry Ford Anne Frank Benjamin Franklin Mahatma Gandhi Bill Gates Jane Goodall Edmund Hillary Harry Houdini Steve Jobs Martin Luther King Jr. Nelson Mandela Barack Obama Ronald Reagan Jackie Robinson Eleanor Roosevelt Sacagawea Arnold Schwarzenegger Sitting Bull Mother Teresa Harriet Tubman George Washington