A SOCIAL STUDIES LESSON

1. A SOCIAL STUDIES LESSON ANDREA SMITH ED 629

2. HARRIET TUBMAN RELATED TOPICS: CIVAL WAR & SLAVERY GRADE LEVEL: 4TH/5TH

3. 1. Students will be able to identify famous people and events of the Civil War era. 2. Students will be able to identify hardships Tubman encountered by giving an explanation of what they would do in a similar situation. 3. Students will be able to list as a group 2 positive and 2 negatives effects of slavery. 4. Students will be able to create a time line with 10 historical events that occurred during Tubman's lifetime. 5. Students will explain in writing, 3 historical facts about Harriet Tubman. Objectives

4. Materials Needed: • Video - Follow the Drinking Gourd. (1994). Reading Rainbow. Lincoln, NE: GPN Distributors. • Book- The Value of Helping • Map of the United States • Handouts for Jigsaw

5. Think-Pair-Share • Have students individually think of what they know about slavery, Harriet Tubman, the Civil War, Underground Railroad, and any famous people during this time period in the 1800s. In pairs, have students share what they remember and write it down. Then have the whole class create a class list on the board of everything that was shared. • Share with students background information about Harriet Tubman. • http://americancivilwar.com/women/harriet_tubman.html

6. Harriet Tubman The Life of Harriet Tubman • Harriet Ross was born into slavery in 1819 or 1820, in Dorchester County, Maryland. Given the names of her two parents, both held in slavery, she was of purely African ancestry. She was raised under harsh conditions, and subjected to whippings even as a small child. At the age of 12 she was seriously injured by a blow to the head, inflicted by a white overseer for refusing to assist in tying up a man who had attempted escape.

7. Harriet Tubman con’t • Tubman married a free black named John Tubman and took his last name. (She was born Araminta Ross; she later changed her first name to Harriet, after her mother.) • In 1849, in fear that she, along with the other slaves on the plantation, was to be sold, Tubman decided to run away. She set out one night on foot. With some assistance from a friendly white woman, Tubman was on her way. She followed the North Star by night, making her way to Pennsylvania and soon after to Philadelphia, where she found work and saved her money. • The following year she returned to Maryland and escorted her sister and her sister's two children to freedom. She made the dangerous trip back to the South soon after to rescue her brother and two other men.

8. Fugitive African Americans Fording the Rappahannock River. Rappahannock, Virginia, August 1862

9. Harriet Tubman with slaves she helped during Civil War

10. The Value of Helping

11. The story takes place in Maryland and other locations within the United States

12. At the conclusion of the story, write an explanation answering: "If I were a slave, I would...." • Explain how you would feel about being a slave, explain what you would do, and explain why/how you would carry out this plan.

13. Inside of a slave cabin

17. Interior of slave pen in Alexandria, Virginia

18. Slave Auction Block

19. Video/Discussion. • The video "Follow the Drinking Gourd" gives an explanation of why slavery existed and why others opposed it.

20. Following the video, group students (4 to a group). Each group must list 2 negative effects and 2 positive effects of slavery. Each group share will share their results with the class. Ask: Was the issue of slavery alone a good enough reason to start the "War Between the States."

21. Time Line of Harriet Tubman’s Life • 1819 Birth • 1844 1ST Marriage • 1849 Escape -http://www.math.buffalo.edu/~sww/0history/hwny-ugrr.html (Underground Railroad) • 1850 Conductor-http://www.math.buffalo.edu/~sww/0history/hwny-ugrr.html (Fugitive Slave Act) • 1851 Canada • 1857 Auburn • 1861 Civil War • 1869 2nd Marriage • 1913 Death

22. Time Line • Using the following resources (story, video notes, history text, and encyclopedia), create a time line. • Time line dates will begin at Tubman's birth (1820) and end with her death (March 10, 1913). • Make your own time line and include at least 10 historical dates. These dates may include events relating to famous people and their accomplishments, political events, battles, or other historical facts. Include dates from United States history only.

23. Jigsaw • Place students in groups of 4. • Each student will get one of the four short biographies previously prepared by the teacher. • The biographies will be of William Still, Sojourner Truth, Frederick A. Douglass, and James Forten • Each student will read the assigned material of their famous person. • Each student then prepares a short presentation of their persons life and accomplishment. This is a verbal summary, not a written paper. • Each student teaches other classmates about their person. (Students may take notes as each person shares their summary. • Students must include in their summary the movement or organization he/she was involved in, and at least one major accomplishment towards their goal. • Conclude with a class discussion about what they found most interesting about these people.

24. (1818–1895), orator, journalist, editor, and autobiographer. Frederick Douglass, author of the most influential African American text of his era, rose through the ranks of the antislavery movement in the 1840s and 1850s to become the most electrifying speaker and commanding writer produced by black America in the nineteenth century. From the outbreak of the Civil War until his death, Douglass was generally recognized as the premier African American leader and spokesman for his people. Douglass's writing was devoted primarily to the creation of a heroic image of himself that would inspire in African Americans the belief that color need not be a permanent bar to their achievement of the American dream, while reminding whites of their obligation as Americans to support free and equal access to that dream for Americans of all races. Fredrick Douglas

25. Sojourner Truth began life as a slave and ended it as a celebrated anti-slavery activist. She was born in New York and was sold several times before escaping to freedom with an infant daughter in 1827. She worked as a housekeeper, lived in a religious commune, and eventually became a traveling speaker and preacher. Although she could not read or write, Truth was a captivating speaker: she reportedly stood nearly six feet tall and was a spirited evangelist who spoke out for women's rights and against slavery. Prompted by religious feelings, she changed her name to Sojourner Truth in 1843. Sojourner Truth

26. (1821–1902), abolitionist and historian. Born of free black parents in New Jersey, William Still grew up on a farm, with little opportunity for formal schooling. He moved to Philadelphia in 1844, married in 1847, and in the same year went to work for the Pennsylvania Society for the Abolition of Slavery. In 1851 he became chairman of the society. Later in the decade he campaigned to end racial discrimination on Philadelphia railroad cars. Until the end of the Civil War, Still was involved in aiding fugitives from slavery, an activity that allowed him to meet and interview hundreds of runaways. The records he kept of these interviews along with numerous other documents, such as biographical sketches of prominent activists and letters from abolitionists and escaped slaves, became the source material for his book, The Underground Railroad. William Still

27. An African American abolitionist and businessman. Forten was born a free black in Philadelphia and attended the African School, run by abolitionist Anthony Benezt ... which had been established by Quakers for free black children, until 1773, when his father died of an unknown illness. Needing to support his mother and his sister, Abigail, James worked as a chimney sweep and a grocery-store clerk. (1) At the age of 7, he worked hard to help himself and the family who depended on him after his father died. By age nine he left school to work full time. Forten used the early experience in the workforce as a measuring stick for the rest of his career and life. James Forten

28. Learning Journal • In a learning journal, each student will write an entry telling 3 historical facts they have learned in studying Harriet Tubman's life. Explain why these facts are important.

29. Assessment • Contributions to Think-Pair-Share and class list will be assessed informally through observation. • After story reading, students will write how they feel about being a slave, what they would do in that situation, and why/how they would carry out their plan, and then assessed by the teacher. • Observations of group discussion and a group list of 2 positive and 2 negative effects of slavery will be assessed. • Assessment of time lines will be handed in and checked for 10 correct historical events. • Observation of student responsibility of taking part in learning and teaching. • Papers on three important ideas they have learned from the mini-unit will be assessed for correctness.

30. Additional Resources • http://www.nationalgeographic.com/railroad/j1.html • http://www.cr.nps.gov/nr/travel/underground/ • http://www.cr.nps.gov/aahistory/ugrr/ugrr.htm • http://www.freedomcenter.org/learn/underground-railroad/timeline/timeline.html • http://www.freedomcenter.org/learn/underground-railroad/places/places.html • http://www.freedomcenter.org/learn/underground-railroad/people/people.html • http://www.pbs.org/wgbh/aia/part4/4h2961.html • http://www.worldbook.com/fun/aajourny/html/bh019.html • http://www.sunsite.utk.edu/civil-war/