When Harriet Met Sojourner - Teaching American History

Sojourner Truth
Harriet Tubman
When Harriet Met Sojourner
By Catherine Clinton
ISBN 978-0-06-050425-0
Teacher: Joyce Hoehn-Parish
Unit Topic: Civil War
Grade: 4
History Essential Question:
What are some of the conflicts that developed between the northern and southern states in the
years following the American Revolution and led to the Civil War?
Standards of Learning:
History SOL: The student will:
VS.7 Demonstrate knowledge of the issues that divided our nation and led to the Civil War by:
a) Identifying the events and differences between northern and southern states that
divided Virginians and led to secession, war, and the creation of West Virginia.
English SOL: The student will:
4.1 Use effective oral communication skills in a variety of settings.
b) The student will contribute to a group discussion.
4.5 Read and demonstrate comprehension of nonfiction.
b) Formulate questions that might be answered in the selection.
d) Make simple inferences, using information from the text.
e) Draw conclusions, using information from the text.
i) Identify new information gained from reading.
Lesson Objectives
Content: The student will:
1. Describe key events that divided Virginians and led to secession from the Union and
eventually, the Civil War.
2. Explain key concepts, individuals, and events: abolitionists, Harriet Tubman, the
Underground Railroad, John Brown, and Harper’s Ferry, Virginia.
Process: The student will:
1. Examine text and archival documents that provide details of events leading up to
secession and the Civil War.
2. Use a K-W-L chart to access students’ prior knowledge of people and events regarding
secession and the Civil War.
3. Create a Venn diagram to draw conclusions about the commonalities between Harriet
Tubman, John Brown, and Nat Turner.
4. Write an acrostic poem to summarize Harriet Tubman’s activities that contributed to the
Civil War.
5. Summarize the impact that Harriet Tubman, John Brown, and other abolitionists had on
secession and the commencement of the Civil War.
Materials:
Trade book: Clinton, Catherine, When Harriet Met Sojourner, New York, HarperCollins
Children’s Books, 2007, ISBN 978-0-06-050425-0.
Ibooks with Internet access or Computer Lab.
Access to United Streaming Video Clips (download these):
o The Underground Railroad: Escape from Slavery. The Abolitionists (3:19)
o The American Civil War, Causes of the War. Abolitionists (1:06), The
Underground Railroad (5:45)
o Discovering Language Arts: Reading. The Underground Railroad (1:27)
o Animated Hero Classics: Harriet Tubman (27:44)
LCD cart or Aver Key access
Copies for every 2-3 students:
Handout #1 – K-W-L Chart
Handout #2 – Illustrations of the American Anti-Slavery Almanac for 1840
Handout #3 – Reward Poster for Runaway Slaves from 1847
Handout #4 – Poster of Anthony Burns – depicting his escape and recapture
Handout #5 – Poster Announcing Anti-Slavery Fair
Handout #6 – Photograph of Harriet Tubman
Handout #7 – Photograph of Winder Station – a station on the Underground Railroad
Handout #8 - John Brown in 1859
Handout #9 - Picture of Harper’s Ferry wood engraving
Handout #10 – “The Last Moments of John Brown” etching
Handout #11 - Letter from Susan B. Anthony to a friend, heralding Harriet Tubman
Handout #12 – HARRIET TUBMAN Acrostic Poem Template - transparency
One copy per student:
Handout #13 – Pre-Civil War People and Events Chart
Handout #14 – People against Slavery Venn Diagram
Assessment/Evaluation: The student will:
1. Be observed during discussions of text and supplemental information.
2. Be observed during the composition of the ABOLISH acrostic poem.
3. Be evaluated on the responses provided on the “Pre-Civil War People and Events Chart”
and K-W-L chart.
4. Be evaluated on the accurate responses provided on the Venn Diagram.
Lesson Procedure
Background Knowledge/Purpose Setting: The teacher will:
1. Review the events leading up to Nat Turner’s Revolt and the reactions of the Virginia
General Assembly. Ask students to recall that Nat Turner was a save in Virginia in the
early 1800’s and that in 1831 he revolted against his master. Recall the Virginia General
Assembly lawmakers conducted a meeting where Turner’s actions were discussed. This
resulted in a division regarding slavery. Wealthy Virginian plantation owners in favor of
slavery instituted Slave Codes. These prohibited slaves from being taught to read or
write, and restricted communication and congregation among the slaves. This
legislative split created tension between eastern and western Virginians.
2. Evaluate the students’ existing knowledge of Harriet Tubman and the Underground
Railroad. Each student is to receive a K-W-L chart (Handout #1). Students should list
any knowledge they have of Tubman and the Underground Railroad. Students should
generate one question each about Tubman and the Underground Railroad, which will be
answered by the end of the lesson.
3. Introduce the terms abolish and abolitionist. Ask students how these words might relate
to Harriet Tubman and the Underground Railroad. Show students either one (or both) of
the video clips entitled, Abolitionists.
4. Explain the pre-reading activity. The teacher will show pictures, asking students to
describe them. Have students draw conclusions about the feelings and attitudes of the
characters. Students should predict what they think might happen in the story.
Before Reading: The teacher will:
1. Explain that this book is to provide information about Harriet Tubman’s life. The book
explains her motivations to not only personally escape slavery, but to also assist other
enslaved people in gaining freedom. (Note: While Sojourner Truth is not addressed in
the fourth grade Virginia SOL, her contributions to the Anti-Slavery movement can be
used to understand what escaped slaves and abolitionists were doing to fight slavery.)
2. Explain that as the story is read, several primary sources will be explored to understand
the sentiments of pre-Civil War America.
During Reading: The teacher will:
1. Read the title. Ask students if they know who “Sojourner” is. Allow students to share
their thoughts. Explain more about Sojourner as the story is read.
2. Read the first page. Have students draw conclusions from what the author has written.
3. Discuss why she is called Sojourner Truth when her parents named her Isabella
Bomefree. Inquire about the illustrations. (Who are the people? What are they doing?
What do their facial expressions tell you? Why do you think the illustrator showed so
few faces? Why does the young girl stand out?) Remind students that slavery existed at
this time in America, not just in the South.
4. Discuss why Harriet Tubman is called by two different names. Ask students to compare
Araminta and Sojourner. (Were they born near the same time or place? How were they
5.
6.
7.
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alike?) Have students look at the illustrations. Note the differences in how the girls’
youths are different. (Which girl looks happier? In what ways do their lives appear to be
different or similar?) Pass out Handout #2. Have students look at the scenes.
Continue to the next page and read more about Isabella’s childhood. Encourage students
to consider why Isabella was sent from farm to farm. Encourage students to share their
ideas about why Isabella was beaten. Have students explain what it means to “vow.”
Ask students why Sojourner would make the vow she did? Ask students to look at the
illustrations and describe them and have them predict what Sojourner will do when she
grows up. Encourage students to share their thoughts on the picture.
Read the following page about Araminta. Retell what happened to her as a child. Ask
them why she was not taken to a hospital. Explain that Araminta’s injury affected her.
(Tubman would often fall asleep suddenly and unexpectedly throughout the rest of her
life. She suffered from severe bouts of fatigue. Today, doctors would probably call this
condition epilepsy. Tubman had visions that guided her to do things in her life.) Allow
students to compare the injuries in Sojourner’s and Harriet’s lives and to consider the
impact the injuries had on the women’s futures.
Read the following page about Isabella. Discuss her strong desire to gain freedom. New
York passed a law outlawing slavery in 1827. Ask why northern states wanted to end
slavery. Also explain that northern states were industrialized. (Why didn’t northern
states need slaves? Were workers in northern state industries paid? How is that different
than slavery? Were paid workers more productive than people who were forced to work
for a master with no pay?) Ask students what effect ending slavery had on other states.
Students should consider if Sojourner will really be freed.
Read the next page about Araminta. Explain “auction block.” Ask why Araminta wants
to run off to the North. (Why does she have to make a plan to run off? What will
happen to a slave who leaves? Why would she risk running off and being caught?)
Show students Handout #3. Have students read over the poster and share what they have
read. (What does it say? Who made it? How will it help Mr. Allen? Why would
anyone want to return the slaves to Mr. Allen? Is this a primary source?) Note the
poster date. Point out the date the slaves ran away. Ask about the time between when
the slaves ran away and when the poster was made. (How long did it take to report the
missing slaves? Why would the owner be in such a hurry to print the poster? Where
would the reward poster be posted? Why would masters use a newspaper? Were
newspapers widely read? How often are newspapers printed today compared to how
often they were published in the 1800s? When would be a good time for slaves to
runaway if there newspapers were not published on weekends?)
Provide small groups with Handout #4. Lead a discussion about the poster. [A Stafford
County elementary school is named after Anthony Burns. Burns was born in Stafford
County in 1834.] (According to the poster, what did he do? What happened to him?)
Explain that Anthony Burns’ arrest caused a huge uprising in Boston, where he was
imprisoned. (Thousands of abolitionists protested outside the prison. They wanted
Burns to be free since he was in the free North. Burns was returned to his owner.
Abolitionists tried to buy him from his owner, but he later sold him to another slaver.
This second owner sold him to abolitionists and Burns was eventually freed and moved
to Boston.) Ask students why this poster would be a primary resource.
9. Read the next page about Isabella. Discuss what Isabella’s master did. Point out that she
has now changed her name to Sojourner. Ask students why she did this. Reread the last
sentence and discuss Sojourner’s commitment to help “others find freedom.”
10. Read the next page about Araminta. Ask students to compare what Araminta did that
was like what Sojourner did. Have students compare the fact that both women escaped
to freedom, both changed their names, and both women were committed to helping
others find freedom. Ask students what time of day Harriet chose to run away. (Why
would she leave at night? How did she know where she was going?) Tell students that
other explorers such as Columbus used stars as their guide. Explain that stars are similar
to a map because people use the location of constellations as a directional guide for
traveling. Mention the song “Follow the Drinking Gourd. “ Describe how the drinking
gourd refers to a hollowed out gourd that enslaved people used as a water dipper. Ask
students what “Follow the Drinking Gourd” means.
11. Read the following page about Sojourner. Point out that she spoke to people about
emancipating slaves (and women). Show Handout #5. Have students look over the
poster. How is the poster related to what Sojourner was doing? (What was the AntiSlavery Fair? What would you call the people who were putting on the fair? Why did
people have to pay? Why did the fair also mention a “Social Dancing Party?” Why did
they charge money for the dance?) Explain why this is a primary document.
12. Read the next page about Harriet Tubman. Show Handout #6. Ask students to recall the
Underground Railroad. (What was it? Why was it used? Who helped the escaping
slaves? Why was it dangerous? What did Harriet do to help people on the Underground
Railroad? Why was Harriet the “most famous Underground Railroad conductor”?)
Distribute copies of Handout #7. Allow students to examine the photograph and share
their observations of Winder Station.
13. Show the United Streaming clips entitled “The American Civil War, Causes of the War –
The Underground Railroad” and “Discovering Language Arts: Reading – The
Underground Railroad.” Discuss with students. (How do you think southern slave
owners felt about the Underground Railroad? How did they feel about people in the
north who helped slaves escape? What effect did the Underground Railroad and Harriet
Tubman have on North-South relations? What happened as people in the North and
South started feeling more tension toward one another?)
14. Have students access the website, www.nationalgeographic.com/railroad/. Show
students how to begin the interactive Underground Railroad activity. Students will be
guided through a simulation, offering choices for escaping slaves. This activity could
also be completed as a group, using an LCD cart.
15. Explain that Harriet Tubman was helped slaves gain their freedom, and she met many
other people who were trying to do the same thing. Indicate that some people she met
were people who helped free slaves by donating money. Other abolitionists helped hide
slaves as they traveled on the Underground Railroad. Tell students that some
abolitionists were ready to fight for emancipation. Harriet Tubman met with abolitionist
John Brown on several occasions. Distribute Handout #8. Explain that Brown
contributed a great deal to the Anti-Slavery Movement and that he wanted Tubman to
assist him with the upcoming raid. Detail John Brown’s attack on the U.S. Armory at
Harper’s Ferry. (Brown wanted to capture the Armory and use the weapons for covert
battles in the fight for slave emancipation. His plan was to carry out secret attacks on
southern slave owners. Brown rented a farmhouse in Maryland and he spent weeks
collecting supplies for the surprise revolt. Brown and his small army attacked the
Armory on October 16, 1859. Within three days, Marines led by Robert E. Lee and
J.E.B. Stuart, overpowered Brown and his militia. Brown found guilty of treason,
conspiring with slaves, and murder. He was hanged on December 2, 1859.) Share
Handouts #9 and #10. Explain the etching, “The Last Moments of John Brown,” was
made several years AFTER Brown was hanged. Ask students to examine it and
conclude what the artist wants people to remember about John Brown. Have students
share their thoughts about the effect John Brown’s raid had on the already-fragile
relations between the North and South. (How would this event make people in the South
feel about abolitionists? How would slave owners feel about people trying to give
weapons to escaped slaves and encouraging the slaves to revolt? How would people in
the North feel about what happened at Harper’s Ferry or about what happened to John
Brown?) Ask students what the photo of Brown, wood carving of the engine house, and
etching of Brown are examples of. (Primary sources).
16. Read the remainder of the book. Mention that Harriet Tubman was a spy for the North.
Add that she was quite familiar with the terrain of the land in the South, having been on
many Underground Railroad missions. She also served as a nurse to injured Civil War
soldiers.
17. Distribute Handout #11. Ask students to read as much of the letter as possible. Talk
about Susan B. Anthony. Provide a short biography if needed. Point out that Susan B.
Anthony had great admiration for Tubman. Reinforce the idea that Harriet Tubman’s
work had two important effects: (1) fueled the fire of division of the Northern and
Southern states and (2) helped to emancipate many enslaved people.
After Reading: The teacher will:
1. Show the United Streaming clip, “American Hero Classics: Harriet Tubman.”
2. Scribe for students as they offer input in writing an acrostic poem using Handout #12.
3. Redistribute the K-W-L chart and have students add information regarding what they
have learned about Harriet Tubman and the Underground Railroad.
Closure: The student will:
1. Work individually to complete Handout #13.
2. Create diagrams or pictures to accompany the acrostic poem written as a class. These
will be used to create a collage with the poem. It will be displayed outside the
classroom for other students.
3. Work in small groups to compare and contrast Nat Turner, Harriet Tubman, and John
Brown using Handout #14.
4. Write a letter to Harriet Tubman, expressing their sentiments about her contributions to
the emancipation of enslaved African American people.
Extension/Differentiation: The student could:
1. Research Nat Turner or John Brown and locate information about their lives and
contributes to the freeing of enslaved people.
2. Write and act out a skit about Harriet Tubman, focusing on key events in her life.
3. Create a comic book-style story of Harriet Tubman’s life.
4. Research known Underground Railroad routes and map them.
5. Be given word/phrase boxes to use in the completion of Handouts #13 and #14.
Students could match information rather than recall challenging concepts from memory.
6. Provide a verbal account of abolitionists, Harriet Tubman, the Underground Railroad,
John Brown, and Harper’s Ferry; to be scribed by a teacher. Prompting questions could
also be used.
K-W-L: Harriet Tubman/Underground Railroad
Name
________________________________________________
K- What I already know:
Handout #1
W – What I want to know:
L – What I learned:
Illustrations of the American Anti-Slavery Almanac for 1840
Handout #2
Library of Congress
Portfolio 248, Folder 1
A reward poster for runaway slaves from 1847
Library of Congress
Rare Book and Special Collections Division, African American Odyssey
Printed Ephemera Collection; Portfolio 86, Folder 2
Handout #3
Poster showing the escape and recapture of slave,
Anthony Burns, 1855
Library of Congress
Reproduction Number: LC-USZ62-90750 DLC
Handout #4
Anti-Slavery Fair Poster
Library of Congress
Portfolio 62, Folder 35
Handout #5
Harriet Tubman, full-length portrait
Library of Congress
Reproduction Number: LC-USZ62-7816
Handout #6
Winder Station
Photograph of one of the houses used as a stop on the Underground
Railroad by the Winder brothers of North Lewisburg, Champaign County,
Ohio
Ohio Historical Center Archives Library
Call Number: SC1338
Handout #7
John Brown, 1859
Library of Congress
Reproduction Number: LC-USZ62-2472
Handout #8
The Harper's Ferry insurrection--The U.S. Marines storming the engine
house--Insurgents firing through holes in the doors
Wood engraving
Library of Congress
Reproduction Number: LC-USZ62-126970
Handout #9
The Last Moments of John Brown, etching
Library of Congress
Reproduction Number: LC-DIG-01629
Handout #10
In a handwritten note, Susan B. Anthony, who was an abolitionist as well as
a suffragist, referred to Tubman as a “most wonderful woman”
Library of Congress
Digital ID: rbcmis ody0321
Handout #11
H _____________________
A _____________________
R _____________________
R _____________________
I ______________________
E _____________________
T _____________________
T _____________________
U _____________________
B _____________________
M _____________________
A _____________________
N _____________________
Handout # 12
Name
Nat Turner
Who or what was
this?
Slave
What did this person do or
what happened here?
How did this cause the Civil
War?
Led a slave revolt against
plantation owners in
Virginia
Virginia General Assembly
met to discuss this revolt.
Some wanted to end slavery.
Others did not. The split was
one of the things that led to
Virginia’s secession & the
Civil War.
Harriet Tubman helped many
slaves escape to freedom.
This angered southern
plantation owners. It made
them want to break away from
the free North.
Harriet Tubman
John Brown
Abolitionist
The money, rallies, and
assistance with freeing slaves
that this group provided made
southern plantation owners
very angry with this group of
northern people.
Abolitionist
Underground
Railroad
Harper’s Ferry
Handout #13
Slaves escaped to freedom
The Armory at
Harper’s Ferry, VA,
was attacked by
John Brown
The armory arsenal was
attacked. Brown hoped to
use the weapons for
revolts against southern
slave owners.
Name _________________________________
Handout #14
Name _____________________________
People against Slavery Venn Diagram