Harriet Tubman: Hero and Champion Of the Anti-Slavery Movement
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1 Harriet Tubman: Hero and Champion Of the Anti-Slavery Movement Jeanne Topic FALL 2016 CIEP 475 Workshop-Teaching With Primary Sources Course Introduction
2 Students are fortunate to arrive in the eighth grade American history class with background on Harriet Tubman. The fifth grade curriculum in our district features an overview of the Civil War era, its causes and the aftermath of the conflict. The examination of Tubman s life is embedded in the second quarter of the eighth grade school year with the Unit of Study entitled Every Perspective Tells a Story. Featured this quarter are opportunities for the development of argument writing, a trial of abolitionist John Brown defended as either hero or villain, the work of Frederick Douglass and the life of Solomon Northup. In addition, the social studies unit aligns with this historical era and includes references and readings from The Boys War, Killer Angels and To Be A Slave. Research includes key historical figures of the Civil War. The following activities related to the life of Harriet Tubman offer all students opportunities to learn using various modalities: the use of visuals, small and large group discussion and purposeful writing as parts of the continuum that support learning standards and move students forward in their understanding of Harriet Tubman as an American hero. The Primary Source Tool, Venn Diagram and Developing Reading Skills are designed to check for understanding as the unit is implemented Table of Contents: DAY TOPIC AND ASSESSMENT PAGE Day 1 - Slave Map and Primary Source Analysis Tool 2 Day 2 - Slave Poster and Venn Diagram 6 Day 3 - Harriet Tubman: Conductor on the Underground Railroad, Douglass letter to Tubman and Developing Reading Skills 10 Day 4 - Understanding our Currency, Informative Writing and Informative Writing Rubric 17 1
3 Lesson Plan (Day 1) Why is Harriet Tubman s likeness placed on the American $20.00 bill effective this year? Students in the 8th grade will gather information, draw conclusions, discuss and write an essay citing evidence that supports the nation s decision to create a Tubman currency. Objectives: A. To examine the life of Harriet Tubman within the context of a difficult time in America s history B. To define a hero and heroic behavior C. To develop a thesis statement and support the thesis with facts D. To engage in meaningful discourse leading to new understandings Standards for this lesson: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text RI.8.5 Analyze how a text makes connections among and distinctions between individuals, ideas or events SL.8.1 Engage effectively in a range of collaborative discussions with diverse partners on Grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly SS.H.1.6-8MC Use questions generated about individuals and groups to analyze why they and the developments they shaped, are seen as historically significant. Time Required for Lesson 1-45 minutes Recommended Grade Range - this lesson will be used with an eighth grade general education language arts class. Subject/Topic Range - this lesson is intended for an eighth grade language arts block class but can be adapted for an eighth grade American history class. 2
4 Materials needed Day 1 - Primary Source Analysis Tool Resource Used Title: Map showing the distribution of slaves in the Southern State Map URL: Contributor Name: Steinwehr, A. von (Adolph), Created/Published: Philadelphia, P? 186-? Procedure: Students will be divided into small groups and each group will receive a copy of the slave map. Students will begin to think like historians as they examine the title of the map along with its features. Students will identify the geographic locations with the highest concentrations of slaves and later compare this map to the route Harriet Tubman will follow to free them. Students will use the Primary Source Analysis Tool as they discuss their findings. We will come together as a large group to discuss observations, reflect and attempt to answer questions, paying particular attention to commonalities among groups. A workable time frame within this 45 minutes would allow for a few minutes for the group to assemble and the placement of a map at each table along with the Primary Source Assessment Tool. A few general questions may be posed before the group begins that will guide the investigation including the date of the map and its creator. Students will use the key along with background knowledge to record their findings and generate further questions (15-20 minutes). The large group should then assemble to discuss findings, checking for commonalities among groups and answering questions posed (15 minutes). The Smartboard or other device can be used to record findings and list questions. 5-7 minutes can be used at the end of the time frame for reflection by the same small groups. 3
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6 Lesson Plan (Day 2) Why is Harriet Tubman s likeness placed on the American $20.00 bill effective this year? Students in the 8th grade will gather 5
7 information, draw conclusions, discuss and write an essay citing evidence that supports the nation s decision to create a Tubman currency. Objectives: E. To examine the life of Harriet Tubman within the context of a difficult time in America s history F. To define a hero and heroic behavior G. To develop a thesis statement and support the thesis with facts H. To engage in meaningful discourse leading to new understandings Standards for this Lesson: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas or events RI.8.5 Analyze in detail the structure of specific words and phrases in a text in developing and refining a key concept RI 8.6 Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence and viewpoints. SS.IS.5-6-8MC Develop claims and counterclaims while pointing out the strengths and limitations of both. Time Required for Lesson 2-45 minutes Recommended Grade Range - this lesson will be used with an eighth grade general education language arts class. Subject/Topic Range - this lesson is intended for an eighth grade language arts block class but can be adapted for an eighth grade American history class. Materials needed Day 2 -Venn Diagram Resource Used Title: A reward poster for runaway slaves from
8 URL: URL: Created: 1847 Creator: W.M. Russell Procedure: Students will move to an examination of the slave poster and attempt to analyze different perspectives. Who is positively affected by this poster (pro-slavery citizens,slaveholders). Who is negatively affected by this poster? (slaves, abolitionists). The students will complete a compare/contrast chart using the language of the poster to examine the power of language and its effect on both sides of the slavery issue. The text of the poster should be presented as a close read activity to aid in comprehension. This activity will require higher-level thinking skills such as inferencing as students will contemplate the difficult vocabulary (i.e., mulatto, swelling at the navel and good address. A first read should be done silently, followed by a teacher read-aloud and the annotation of the text by the students. Students should make use of reference materials at their disposal for deconstructing the text (i.e., dictionary, dictionary.com). This activity may take more time than planned for as students not only must make meaning from the text, but must also evaluate the text based on the language used. This is a quality text to use for a close read because students can only complete the activity by using the words of the poster. 7
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10 Lesson Plan (Day 3) Why is Harriet Tubman s likeness placed on the American $20.00 bill effective this year? Students in the 8th grade will gather information, draw conclusions, discuss and write an essay citing evidence that supports the nation s decision to create a Tubman currency. 9
11 Objectives: I. To examine the life of Harriet Tubman within the context of a difficult time in America s history J. To define a hero and heroic behavior K. To develop a thesis statement and support the thesis with facts L. To engage in meaningful discourse leading to new understandings Standards for this Lesson: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas or events RI.8.5 Analyze in detail the structure of specific words and phrases in a text in developing and refining a key concept RI 8.6 Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence and viewpoints. RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting and plot RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Time Required for Lesson 2-90 minutes Recommended Grade Range - this lesson will be used with an eighth grade general education language arts class. Subject/Topic Range - this lesson is intended for an eighth grade language arts block class but can be adapted for an eighth grade American history class. 10
12 Materials needed Day 3 Petry, Ann. Harriet Tubman: Conductor on the Underground Railroad. Literature. McDougal Littell P.258. Douglass, Frederick. Letter to Harriet Tubman. Literature. McDougal Littell P Developing Reading Skills. Adapted from Literature. McDougal Littell 2008 by Jeanne Topic Procedure: Students will continue to develop reading and interpreting skills as they read an excerpt from Harriet Tubman: Conductor On the Underground Railroad which will be accomplished as a read-aloud with students following from their textbooks and annotating with post-it notes during a close read. Of particular relevance will be the ideas of Moses as the leader of the people, the changes of attitude of those who left with Tubman, her dedication to the safety of all by forbidding anyone to leave the group, and the use of the slave map from Day 1 and the map in Developing Reading Skills which demonstrate to the students the distance a slave must have had to travel before reaching Maryland and Tubman. Students will also read the letter from Frederick Douglass to Harriet Tubman and form a written response to the question in Developing Reading Skills Why does Douglass believe that Harriet Tubman is superior to him? Name Cause and Effect Runaway slaves faced overwhelming problems and stress. To understand the roots of these negative impacts, examine the statements on the left; to the right add the consequences. It is very helpful if you read the statement to the left, insert the word so and complete the sentence on the right. The first one is done for you, so examine it closely. 11
13 CAUSES EFFECTS On the plantation, Tubman had to announce her presence very quietly so that the slave Owners would not discover the plan 1. Tubman knew that traveling during the day was too dangerous as the slaves might be seen 2. Tubman had to identify herself in a secret way to each station on the railway 3..The runaway s spirit sagged from fear and exhaustion 4. One slave suddenly wanted to go back 5. The slaves needed shelter, food and jobs when they arrived in Canada Comprehension Check 1. What was Harriet Tubman s code name? She sang Go down, Moses very quietly outside the slave cabins late at night; she also would make the sound of a whipporwill or hoot owl Words to Know and Use borne (v) disheveled (adj) 12
14 2. How did Harriet Tubman signal to the slaves? dispel (v) 3. To what country did Tubman lead the runaways? _ instill (v) vain (adj) 4. What is meant by A friend with friends? 5, How did people help the runaways along the way? Incentive (n) disclose (v) eloquence (n) Why does Douglass feel that Harriet Tubman is superior to him? Explain your answer using evidence from his letter to Tubman. 13
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17 Lesson Plan (Day 4) 16
18 Why is Harriet Tubman s likeness placed on the American $20.00 bill effective this year? Students in the 8th grade will gather information, draw conclusions, discuss and write an essay citing evidence that supports the nation s decision to create a Tubman currency. Objectives: M. To examine the life of Harriet Tubman within the context of a difficult time in America s history N. To define a hero and heroic behavior O. To develop a thesis statement and support the thesis with facts P. To engage in meaningful discourse leading to new understandings Standards for this Lesson: W.8.7 Conduct short research to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Time Required for Lesson 2-90 minutes Recommended Grade Range - this lesson will be used with an eighth grade general education language arts class. Subject/Topic Range - this lesson is intended for an eighth grade language arts block class but can be adapted for an eighth grade American history class. Materials needed Day 4 Resource Used Title: Educational Games & Resources URL: Creator: U. S. Currency Education Program 7th/8th Grade Elk Grove United School District Writing Rubric Informational/Explanatory found at 17
19 Procedure: offering resources to all Illinois teachers Day 4 will feature the students using Chromebooks to examine the Library of Congress s U. S. Currency Education Program which invites students to learn about the history of currency in our country. Following this activity, students will use the informational/explanatory writing rubric to construct an essay answering the Essential Question Why is Harriet Tubman likeness placed on the American $20.00 bill effective this year? Using information from this unit of study, the students will offer sound reasoning on the choice to place Harriet Tubman on the currency. Extensions to the Lessons An extension idea is to read the picture book Moses written and illustrated by Kadir Nelson. A short study of the work of Kadir Nelson would lead to future discussion in history class with the Negro baseball league. Evaluation Evaluation of student learning includes the completion of the Primary Source Evaluation Tool, the Venn Diagram, Developing Reading Skills activities, written response to the Douglass letter to Tubman and written essay answering the Essential Question using the Informational/Explanatory Writing Rubric included. The essay will be focused, organized, include facts from the study of Harriet Tubman, reference the sources used in this study, use the conventions of English and draw a conclusion about Harriet Tubman as a representative hero on the American $20.00 bill. ~The Primary Source Tool, Venn Diagram and Developing Reading Skills are designed to check for understanding as the unit is implemented Designer of the Unit Jeanne Topic M.A., NBCT 18
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