LIBRARY OF CONGRESSPATHWAYS ADVENTURES:

Using Historical Documents to Develop Early Literacy

Names of Authors:Ashley Dodson, Jessica Koch, Sarah Schrage,Abby Smith, Danica Thome, and Luke Webster

College of EducationUniversity of Northern Iowa

Book Backdrop Title:

Almost to Freedom: A Journey Through Slavery

Table of Contents

● Introduction......................................................................................................... 2● Lesson Module

○ Lesson 1 - What is Slavery?: Understanding Slavery and Large Related Concepts - Sarah Schrage..................................................................... 3

○ Lesson 2 - The Slave Trade - Abby Smith............................................ 6○ Lesson 3 - The Life of the Slaves - Luke Webster............................... 9○ Lesson 4 - The Underground Railroad: Seeking Freedom - Jessica

Koch......................................................................................................... 13○ Lesson 5 - The Emancipation - Danica Thome..................................... 16

● Appendix I: Library of Congress Resources...................................................... 19● Appendix II: Bibliography and Webliography.................................................... 35

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INTRODUCTION

Book Backdrop Title:Almost to Freedom: A Journey Through Slavery

Focus Book Citation:Nelson, Vaunda Micheaux., and Colin Bootman. Almost to Freedom. Minneapolis, MN: Carolrhoda, 2003. Print. Focus Book Summary:Almost to Freedom, is the story told by a unique character: Sally, a rag doll made by a Lindy’s mother. Lindy is a daughter of a slave. Lindy and her mother work hard in the cotton fields in Virginia, only not by choice; they are enslaved. Her father has been taken from them and sold to another slave owner because, he kept talking about Freedom amongst the slaves. Later in the book, Lindy is whipped for asking the master’s son how to spell her name. This causes Lindy and her mother to make a run for it in the dead of night to Freedom. They meet up with Lindy’s father and take shelter in a white family’s house who are helping the slaves travel north through what is called “the underground railroad.” After Lindy’s family gets some rest, the white family wakes them up and tells them they have to go. In a hurry, Lindy forgets to grab Sally and is forced to leave her in the cellar. Sally stays in the cellar until a new family comes down with a little girl named Willa. Willa renames the doll Belinda and Sally/Belinda is glad to make another little girl happy, on her way to freedom. Book Setting:Almost to Freedom takes place on a plantation in Virginia during the 1800’s, and the family’s travel to freedom in the north through the underground railroad. NCSS Notable Tradebook Theme: History Life & Culture in the Americas Historical Period: National Expansion & Reform Grade Range: 3-5

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LESSON MODULEFive Lesson Primary Source-Based Book Backdrop Lesson Plans

Lesson 1 Title: What is slavery?: Understanding Slavery and Large Related Concepts Learning Goals: Knowledge

● Students will understand the term “slavery”. ● Students will begin to understand what slavery was like in the United States.● Students will develop an understanding of why the United States had slaves.

Skills● Students will begin exploring various types of primary sources.● Students will engage in a drawing activity of what slavery looks like to them.

Dispositions● Students will develop an empathetic understanding of, and compassion for the

experiences of slaves in the United States.● Students will begin to develop an ability to evaluate multiple perspectives, think

critically about the past, and grapple with the complexity of historical issues. Links to National Standards:- Understand the changing nature of society- Understand the influences on individual and group behavior and group decision making- Understand how personality and socialization impact the individual- Understand historical patterns, periods of time, and the relationships among these elements- Understand the role of culture and cultural diffusion on the development and maintenance of societies- Understand the role of individuals and groups within a society as promoters of change or the status quo General Instructional Materials:

● Copy of Almost to Freedom● Paper● Post-it Notes● Writing Utensils● Art Supplies (Markers or Crayons)

LOC Primary Source Materials:

● Appendix # 1.1 Image: Slave/ Free States● Appendix # 1.2 Image of Slave Auction

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Lesson Procedures: Introduction1. Begin by writing the word Slavery on the board, and ask the students to think about what they know about Slavery.2. Pass out sticky notes and have the students write one word on the sticky note that reminds them of Slavery.3. After two minutes, ask the students one by one to come up to the board and post their sticky note, while asking them to expand on that word, such as why they chose that it.4. Next, ask the students to draw and color what they think slavery looks like in their journals. Give them 5 minutes to draw and color their picture. Development1. Introduce the book Almost to Freedom. Inform students that this book is about a doll that travels with a small girl, as she and her family escape to freedom. This book is just one story of what it is like to escape using the Underground Railroad.2. Read Almost to Freedom to the students.3. Explain to the students that Slavery is a system in which people are bought and sold. (Appendix 1.2 Show image of Slave Auction) These people are treated as property and forced to work. Slaves are held against their will and forced to do anything their master wishes. We can find Slavery in American History, and it is most commonly associated with African Americans. Almost 200 years ago, the Southern United States was fighting with the Northern United States over slaves. (Appendix #1.1: Show map of the United States and point to the states of the North and South.)4. The residents of the South wanted to buy and use slaves from Africa to work on their plantations because of the hard and extensive labor their fields required. Many slaves were sent over to the U.S. on giant ships to work for their owners. The people of the North thought that buying people and using them as slaves was morally wrong. They were called Abolitionists, and some of them would help slaves escape to the North, where they could be free. The slaves could not run away in the day light, for fear of being caught. Often, they would run away at night and use the “Underground Railroad” to escape.The “Underground Railroad” was a secret way for slaves to run through the woods and stop at a safe hiding place.5. After the read aloud, give students a new sheet of paper, and ask them to draw what they think slavery looks like, after having read the book.6. Ask a few students to come up, share their pictures, and explain how their view of slavery has changed. Culmination1. Give students a new sheet of paper, and ask them to draw what they think slavery looks like now, after having read the book.2. After 5 minutes, have the students partner up and share their newly developed ideas of slavery.3. After 3 minutes of sharing, have the students create K-W-L Chart about slavery.

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Assessment Strategies Linked to Lesson Goals1. Have the students write one paragraph on what slavery is, and one paragraph about what they have learned and like to learn.

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Lesson 2 Title: The Slave Trade Learning Goals: Knowledge:

● Students will experience how a slave would feel on their journey to the United States.

● Students will be able to describe the physical traits/characteristics the slave owners would look for, when buying slaves.

Skills:● Students will be playing the role of slaves in a boat, on their journey to the United

States.● Students will be pointing out the useful traits, or the useless traits in slaves.

Dispositions:● Students will begin to understand the experiences the slaves had to go through.● Students will begin to gain some perspective of the slave owners and the slaves

themselves. Links to National Standards:

● Understand the influences on individual and group behavior and the group decision making.

● Understanding the role of culture and cultural diffusion on the development and maintenance of societies.

● Understand the role of individuals and groups within a society as promoters of change or the status quo.

General Instructional Materials:

● Duct tape● Pencil● Paper● T-Chart● Almost to Freedom

LOC Primary Source Materials:Appendix # 1.3Appendix # 1.4 Lesson Procedures: Introduction:1. Begin by having a “boat” (duct tape on the floor in the shape of a boat) in the classroom. Guide the students into the boat, while acting rude, as if you were a crew member of a slave ship. Allow the students little room as if they were laying in a plank

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(arms next to side and feet together), students right next to one another.2. Explain that the students are the slaves, in the bottom of the ship, (involved in the triangle trade) on their way to the United States. You notice the other slaves you are being transported with are going to the bathroom, getting sick, and dying in the same spot they are sitting, which is right next to you. Most of the people on your ship to survive, but not all of you will make it alive to the U.S. You are on this ship, for about 2 months. The crew does not remove any of these bodily fluids, or bodies, until they have reached the U.S.3. Ask the students, “How would you feel sitting in that boat for about 2 months?”

Development:1. Refer back to the book Almost to Freedom, when the father had been taken away from their family.2. Ask the students what an auction is, and if they have ever been in the environment of an auction; the sounds, the people, and what they are bidding on. 3. Explain that there are many things that make slaves valuable to the slave owner. Different owners are needing different slaves, to work very different jobs. 4. Point out the physical aspects the slave owners would be looking for in a slave, and explain what makes a slave valuable. Allow students to come up to the picture of a slave, (See Appendix # 1.3) and circle some aspects that they think might be beneficial to the owners and why.

Culmination:1. Students will be writing about the slave auctions. Have the students write about an object, (a favorite toy for example) and explain why the people should buy it. Make the connection to how the auctioneers make some slaves seem more valuable to the slave owners.2. After the students write about it, have them share in groups.

Assessment Strategies Linked to Lesson Goals1. Have students create a T-Chart to write down the strengths and weaknesses a slave holds.2. Have students write a paragraph on the experience they embarked on, while in the slave ship on their voyage to the United States.

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Lesson 3 Title: The Live of the Slaves Learning Goals: Knowledge:

● Students will better understand the struggle in the life of a slave, and the hardships faced by her and her family in Almost to Freedom.

● Students will better understand what it is to be a slave through examining resources provided from The Library of Congress.

● Students will gain a better understanding of what it was like to be a slave through this lesson activities.

Skills:● Students will compose a short story about “their” life as a slave child. ● Students will create a T-CHART comparing the work and living conditions of

a field hand versus a house slave, and to have them think critically about their differences and what it truly was like for the slaves.

Dispositions:● Students will develop a greater understanding for the difference between a slave

and a free person.● Students will develop an understanding of the broad range of slave jobs.● Students will develop an understanding of slave culture, and its place in the past.

Link to National Standards:- Understand the changing nature of society- Understand the influences on individual and group behavior and group decision making- Understand how personality and socialization impact the individual- Understand historical patterns, periods of time, and the relationships among these elements- Understand the role of culture and cultural diffusion on the development and maintenance of societies- Understand the role of individuals and groups within a society as promoters of change or the status quo General Instructional Materials:

● Pictures of slaves and the conditions that they have endured in the past from the LOC (See Appendix)

● Paper ● Pencil● Whiteboard● The book Almost to Freedom ● Matching assessment

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LOC Primary Source Materials:Appendix 1.5 Slave neighborhoodAppendix 1.6 Slave driverAppendix 1.7 Slave in shackles Appendix 1.8 Freed slave in front of slave shack Lesson Procedures: Introduction:1. Divide the students into two groups, and have them construct a T-CHART about their knowledge on slaves and field hands. One side labeled “Slaves”, and the other side will be labeled “Field Hands”.2. After 5 minutes, as a class, draw a T-CHART on the board, and write down everyone’s ideas.3.The teacher will ask if the students see a pattern in the work and conditions of the slaves vs. the field hands. Focus on the fact that slaves could not choose where they were to work, and they always had long grueling hours with little to no time off. 4.The teacher will ask what jobs the slaves in the book Almost to Freedom had. This will get the students to start thinking about other jobs that slaves had to do. 5. Discuss with the students that the field hands were not slaves, but were paid, free, and could go home to their property after the work was finished for the day. 6. Discuss the horrible living conditions that the field slaves were forced to live and work in. 7. Communicate with the students, that the farm hand could work a set about of hours everyday, and they were aloud to have a break. Field slaves could not stop working until the field boss said it was time to stop. The only way most slaves received a break, was to drink water to prevent death by dehydration. Development:1. Show pictures of the slave’s living conditions. Show (Appendix 1.5) to show the students a visual of the neighborhood that slaves lived in. Show single slave in front of shack picture (Appendix 1.7) to show what a single slave shack can look like, and emphasize how many people were forced to live in a small space like this. 2. Show a picture of a slave driver,(Appendix 1.6), then ask if they can identify what job he has, and what is required of him on this job.3. Look at and discuss the picture of the slave in the shackles and bell necklace (Appendix 1. 7). Ask the students why he is wearing this device and what these devices prevent him from doing. Explain that he was forced to work. To prevent him from running away, the would wear the ball and chains. If he did try to run away, the bells would help the owner find him. 4. Discuss what work is needed to be done on the farm to keep it running, and what different jobs the slaves must do on the farm. 5. Ask students what kind of jobs do they think slaves had? As students give out answers, the teacher will write them down on the board. Discuss the the broad spectrum of jobs, as well as, the broad spectrum of treatments to the slaves.

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Culmination:1. Students will write a short story narrating a day in the life of a slave. 2. They will write the story from the point of view of a their toy, from the time period of the book. This will help them get into a mindset of a slave about their age. They will be reminded that the story Almost to Freedom, was written from the same point of view to tie the activity to the book. 3. Students have the freedom to pick what job they work, provided that it is a slave job, on a plantation.4. Once the students are done writing their story, they will read them aloud to the class.5. Debrief the students on their experience and what they think about the life of the slave6. Ask the students what has changed on their views of slave life.

Assessment Strategies Linked to Lesson Goals1. Students will be given a matching worksheet with a list of jobs that run are needed to be completed to properly run a plantation, chores that they may need to do around the house in todays world, tools needed to complete the job, and a list of motivational tools to coerce an individual to complete the task. The students will match these items with a field slave, a house slave, a field hand, or themselves. 2. Students will be graded on correctly matching the task, tool, and worker correctly.3. Students will be commenting on this experience in a class discussion after the assessment is graded to determine retention of content knowledge.

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Lesson 4 Title: The Underground Railroad: Seeking Freedom Learning Goals: Knowledge:

● Students will understand what the Underground Railroad is.● Students will understand the significance of the Underground Railroad, and how

it affected slavery in the United States.● Students will develop a deeper understanding of slavery as a whole in the United

States.Skills:

● Students will respond about the Underground Railroad, by writing a paragraph explaining what they learned.

● Students will illustrate, by drawing a picture, their understanding of the Underground Railroad that will be put together to create a class quilt.

Dispositions:

● Students will be develop a caring and empathetic understanding for those in slavery in the United States, during this time period.

● Student will begin to gain more perspective on the life of slaves and how the Underground Railroad impacted their lives.

Links to National Standards:

● Understand the influences on individual and group behavior and group decision making.

● Understand the role of individuals and groups within a society as promoters of change or the status quo.

● Understand the influences on individual and group behavior and group decision making.

General Instructional Materials:

● Almost to Freedom● Pencils● Art supplies (markers, crayons, colored pencils)● Paper for students to create illustration on● Copy of the lyrics to “Swing Low, Sweet Chariot” for each student● Hole puncher● Yarn or String● Computer with overhead projector

LOC Primary Source Materials:

● Appendix #1.9 - Flyer● Appendix #1.10 - Harriet Tubman

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Lesson Procedures: Introduction:1. To begin, hook students attention by handing out lyrics to the song, “Swing Low, Sweet Chariot”. (Artifact 2.1) 2. Using the link provided, the teacher will play the song “Swing Low, Sweet Chariot” for the students. http://www.youtube.com/watch?v=yyZ128zVEr4 (Artifact 2.2)3. Next, have students collaborate in pairs to share their thoughts on the song, and how it relates to slavery in the United States.4. After discussing in pairs, engage students in a whole classroom discussion about the song’s importance and its relationship to slavery and freedom. Development:1. Using the book, Almost to Freedom, revisit the events that happened during pages 13-20 of the book.2. Flip through the pages so that students can visualize the events that are taking place. This may even include rereading some of the passages to help students remember.3. Discuss as a class, some of the events that are took place in the book, that would help Lindy’s family reach their freedom. These events in the book include: Lindy being woken up to leave, Lindy and Miz Rachel sneaking into the forest, taking a boat across the water, and arriving at the house where they took refuge.4. To further connect the ideas of the book to the Underground Railroad, have students work together in pairs to complete an interactive game that will take them through the journey of the Underground Railroad. This web-based game can be found at: http://education.nationalgeographic.com/education/multimedia/interactive/the-underground-railroad/?ar_a=1 (Artifact 2.3)5. After all students have completed the web-based game, have them engage in a whole class discussion. Students ideas should be recorded on the whiteboard for later reference. Some questions that should be focused on are:

○ What is the Underground Railroad?○ Who were the helpers to those of the Underground Railroad? Talk about

the role that abolitionist played in helping slaves find freedom. (Incorporate the use of artifact 1.10)

○ What new ideas about the Underground Railroad have you gained from this activity?

Culmination:1. After the class discussion, every student will pick one of the ideas listed on the board about the Underground Railroad to illustrate.2. The students will then have time to illustrate their interpretation of the events of the Underground Railroad. These drawings will be hole-punched and strung together to create a class quilt.3. After completing their illustration, students will write a brief 3-5 sentence paragraph explaining what their illustration has to do with the Underground Railroad, and why it is of significance.

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4. To wrap up the lesson, each student will have an opportunity to share their illustrations, and explain why they felt it was significant to the Underground Railroad. Assessment Strategies Linked to Lesson Goals1. In order to check for understanding, students will create an illustration that represents a significant aspect of the Underground Railroad. 2. After completing their illustration, students will write a paragraph (3-5 sentences) about their illustration that explains how it relates to the Underground Railroad.3. Students will engage in class discussions to determine an overall understanding of what the Underground Railroad is and its significance on slavery as a whole in the United States.

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Lesson 5 Title: The Emancipation Learning Goals: Knowledge:

● Students will know what the term “emancipation” means.● Students will know who some of the important people surrounding the slavery

issue and emancipation were.Skills:

● Students will be able to match important people to their contributions to the of slaves emancipation.

● Students will be able to create a story related to the doll’s life after emancipation. (Doll from Almost to Freedom)

Dispositions:● Students will empathize with those people who were against slavery and how

their lives might have changed after the Emancipation Proclamation.● Students will empathize with those people who were for slavery and depended

on it, and how they might have felt following the Emancipation Proclamation. Link to National Standards:

● Understand the role of individuals and groups within a society as promoters of change or the status quo.

● Understand the changing nature of society. General Instructional Materials:

● Almost to Freedom● Paper● Pen or Pencils● 5 sets of matching game● Prentzas, G.S. The Emancipation Proclamation: Cornerstones of Freedom.

Children’s Press, 2011. Print LOC Primary Source Materials:

● Appendix 1.11: Emancipation Proclamation● Appendix 1.12: Abraham Lincoln● Appendix 1.13: George B. McClellan● Appendix 1.14: Robert E. Lee● Appendix 1.15: Booker T. Washington● Appendix 1.10: Harriet Tubman● Appendix 1.16: Thomas “Stonewall” Jackson

Lesson Procedures:

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Introduction:1. Begin lesson by asking students to raise their hand and share what they remember about the Underground Railroad. Students’ answers should lead to a discussion about gaining freedom, and if not, teacher should re-direct to lead to it.2. Explain that freedom did not only come to those slaves who made it through the Underground Railroad, but eventually to all slaves through the Emancipation Proclamation.3. Ask students if anyone knows what the Emancipation Proclamation is. What does “emancipation” mean?4. Define “emancipation” as freedom for slaves. (Artifact 1.11 - Emancipation Proclamation)5. Introduce important people using photos from the Library of Congress.

● Abraham Lincoln: Was the President of the United States and the creator of the Emancipation Proclamation. (Artifact 1.12 - Abraham Lincoln)

● George B. McClellan: Was General-in-Chief for the Union armies during the Civil War from 1861-1862, until he was removed by Abraham Lincoln. He did not agree that the government should interfere with slavery, but still fought for the Union as he believed in keeping the country united as one. (Artifact 1.13 - George B. McClellan)

● Robert E. Lee: Commander of the Confederate Army during the Civil War. He was against the dividing of the nation, but was from the south, so he felt a need to support his home state in the war. He was also for slavery and owned slaves himself. (Artifact 1.14 - Robert E. Lee)

● Booker T. Washington: A young slave at the time of the Emancipation Proclamation, he later became a strong leader in the African-American community of the United States. (Artifact 1.15 - Booker T. Washington)

● Harriet Tubman: An African-American abolitionist who was born into slavery, and later took part in the Underground Railroad and other anti-slavery acts. (Artifact 1.10 - Harriet Tubman)

● Thomas “Stonewall” Jackson: A slave owner and Confederate general during the Civil War. (Artifact 1.16 - Stonewall Jackson)

Development:1. Students will be placed into five groups of four students based on table groups. Each group will get a matching game set. 2. Group will discuss the different viewpoints on emancipation, while playing a matching game. The game includes a group of cards, some with pictures of the men discussed on one side, and the others with information about each man and their stance on slavery on one side. The sets will also include more than one of each person, so that different students will get a chance to match up each person as well. The picture cards will have pink on the back side, while the information cards will be blue on the back side. The cards will be placed upside down, with information and pictures facing down, and mixed up on the table. Students will then take turns picking one pink card and one blue cards in attempt to match the information with the person like in a game of Memory. Students will get one chance to flip, and if they do not have a match, they will turn the cards

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back over and it is the next students turn. Game will continue until all cards have been matched.

Culmination:1. Using the different viewpoints on slavery that each of the people from the matching game would have had, create a role-play speech to present to the class as if you were one of these people. Each student will be portraying a different person, which will be chosen by drawing from a cup. Students will then use their viewpoint to create a speech as if they were that person, explaining how the Emancipation Proclamation made you feel. Obviously, we can’t know exactly what each person was feeling deep inside, but we can use their positions and views to depict how we think they might have felt.2. As an at home writing assignment to be turned in later, students will each write a short, one page story using the point of view of the doll from Almost to Freedom. The story will be somewhat of a sequel from the original story in that they will write about what happens to the doll following the Emancipation Proclamation.

Assessment Strategies Linked to Lesson Goals1. The students will each participate in a matching game requiring them to match important people to their contribution to emancipation2. Students will do a small role play where they put themselves in the place of one of the important people from the emancipation and explain to the class how they feel about emancipation and how it will affect them personally. The important people will be from each side of the issue; people who are for emancipation, and people who are against it.3. Students will write a short story from the doll’s point of view revealing what might have happened to the doll following the Emancipation Proclamation.

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Appendix I:Library of Congress Resources

1. Image/Sketch Image of map of the United States. This map shows the Free states and the Slave states. Used for Lesson 1.

http://1.bp.blogspot.com/_H4ZSJ2s1PQQ/S_Gp00PGPCI/AAAAAAAAASc/1lN-VEBjdp8/s1600/SlaveryMap.jpg

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2. Image/ Sketch This picture depicts what some slave auctions looked like. Used for Lesson 1.

http://historienet.no/files/bonnier-his/imagecache/630x420/pictures/slave_auction.jpg

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3. Image/Sketch Slaves on their way to the United States. Used for Lesson 2.

http://www.loc.gov/pictures/resource/ppmsca.05933/

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4. Image/Sketch The image of the world will show the students the triangular trade between the United States, Africa and South America. Used for Lesson 2.

http://www.loc.gov/pictures/resource/cph.3b36915/

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Artifact 5. Image/Sketch Slave Neighborhood showing conditions that many slaves had lived in used in lesson 3.

http://www.loc.gov/pictures/resource/ppmsca.10966/?co=gld

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Artifact 6. Image/Sketch Slave driver image showing him forcing a slave to work using cruel methods used in lesson 3.

http://www.loc.gov/pictures/resource/cai.2a11636/

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Artifact 7. Image/Sketch Male slave in chains and bell necklace preventing escape and if escape was possible, the bells would give away the slaves’ position at night. Used in Lesson 3.

http://www.loc.gov/pictures/resource/cph.3b36701/

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Artifact 8: Image/Sketch Freed slave in front of a slave shack. Used in Lesson 3.

http://memory.loc.gov/cgi-bin/query/I?mesnbib:1:./temp/~ammem_zoyU::displayType=1:m856sd=ppmsc:m856sf=01256:@@@mdb=mcc,gottscho,detr,nfor,wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,presp,varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,papr,lhbumbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbc,dcm,raelbib,runyon,dukesm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,aasm,denn,relpet,amss,aaeo,mff,afc911bib,mjm,mnwp,rbcmillerbib,molden,ww2map,mfdipbib,afcnyebib,klpmap,hawp,omhbib,rbaapcbib,mal,ncpsbib,ncpm,lhbprbib,ftvbib,afcreed,aipn,cwband,flwpabib,wpapos,cmns,psbib,pin,coplandbib,cola,tccc,curt,mharendt,lhbcbbib,eaa,haybib,mesnbib,fine,cwnyhs,svybib,mmorse,afcwwgbib,mymhiwebib,uncall,afcwip,mtaft,manz,llstbib,fawbib,berl,fmuever,cdn,upboverbib,mussm,cic,afcpearl,awh,awhbib,sgp,wright,lhbtnbib,afcesnbib,hurstonbib,mreynoldsbib,spaldingbib,sgproto,scsmbib,afccalbib,mamcol,

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Artifact 9. Flyer This is a flyer that was posted to help capture runaway slaves. Used in Lesson 4.

http://www.americaslibrary.gov/aa/tubman/aa_tubman_rail_1_e.html

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Artifact 10. Image This is an image of Harriet Tubman, a key person in helping slaves to freedom through the Underground Railroad. Used in Lesson 4.

http://www.loc.gov/pictures/item/2003674596/

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Artifact 11. Image This is a picture of the Emancipation Proclamation. Used in Lesson 5.

http://www.loc.gov/rr/program/bib/ourdocs/EmanProc.html

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Artifact 12. Image This is a picture of Abraham Lincoln. Used in Lesson 5.

http://www.loc.gov/pictures/resource/ppmsca.19301/

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Artifact 13. Image This is an image of Booker T. Washington. Used in Lesson 5.

http://www.loc.gov/rr/program/bib/btwashington/

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Artifact 14. Image/Sketch This is a sketch of George B. McClellan. Used in Lesson 5.

http://www.loc.gov/pictures/resource/cph.3a18627/

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Artifact 15. Image/Sketch This is a sketch of Robert E. Lee. Used for Lesson 5.

http://www.loc.gov/pictures/item/2006677471/

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Artifact 16. Image/Sketch This is a sketch of Thomas “Stonewall” Jackson used for lesson 5.

http://www.loc.gov/pictures/resource/cph.3a05401/

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Appendix II:Bibliography and Webliography

Bibliography of Related Children’s Literature: Fradin, Judith Bloom., and Dennis B. Fradin. Stolen into Slavery: The True Story of Solomon Northup. Washington, D.C.: National Geographic Society, 2012. Print. Grady, Cynthia, and Michele Wood. I Lay My Stitches Down: Poems of American Slavery. Grand Rapids Mich.: Eerdmans for Young Readers, 2012. Print. Greenwood, Barbara, and Heather Collins. The Last Safe House: A Story of the Underground Railroad. Toronto: Kids Can, 1998. Print. Hopkinson, Deborah, and James Ransome. Sweet Clara and the Freedom Quilt. New York: Dragonfly, 1995. Print. Kamma, Anne, and Pamela Johnson. --If You Lived When There Was Slavery in America. New York: Scholastic, 2004. Print. Levine, Ellen, and Larry Johnson. If You Traveled on the Underground Railroad. New York: Scholastic, 1993. Print. McKissack, Pat, and Sanna Stanley. Amistad: The Story of a Slave Ship. New York: Grosset & Dunlap, 2005. Print. Nelson, Vaunda Micheaux., and Colin Bootman. Almost to Freedom. Minneapolis, MN: Carolrhoda, 2003. Print. Rappaport, Doreen, and Charles Lilly. Escape from Slavery: Five Journeys to Freedom. New York, NY: HarperCollins, 1991. Print. Stein, R. C. The Underground Railroad (Cornerstones of Freedom Series). NewYork, NY: Children’s Press, 1997. Print. Stroud, B. The Patchwork Path: A Quilt Map to Freedom. Somerville, MA:Candlewick, 2007. Print. Winter, J. Follow the Drinking Gourd. New York, NY: Knopf, 2008. Print Prentzas, G.S. The Emancipation Proclamation: Cornerstones of Freedom. Children’s Press, 2011. Print

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Webliography of Supporting Online Resources for Students: Artifact 1. LyricsThis is a website that has the lyrics to the song “Swing Low, Sweet Chariot” used in Lesson 4.http://www.osblackhistory.com/swinglow.php Artifact 2. VideoThis is a video of the song “Swing Low, Sweet Chariot” for students to listen to during lesson 4.http://www.youtube.com/watch?v=yyZ128zVEr4 Artifact 3. National Geographic Interactive: Underground RailroadThis is an interactive, web-based game used in lesson 4 that helps students gain a better understanding of the Underground Railroad and the events that took place throughout. It allows students to make decisions while learning and interacting with important parts of the Underground Railroad such as specific historical figures.http://education.nationalgeographic.com/education/multimedia/interactive/the-underground-railroad/?ar_a=1 Artifact 4. Online interactive website used for information in Lesson 3http://classroom.monticello.org/kids/resources/ This website contains many stories from actual slaves that is written at the elementary reading level. This site has many photos, activities, and other resources that give students information in an easy to use format that keeps them learning through technology. Thomas Jefferson's’ Monteciello plantation comes to life in these fully interactive activities as well. This site has resources for teachers as well. Artifact 5. Online website used for information in Lesson 2.http://www.stg.brown.edu/projects/sally/ This website contains stories about the ships voyage Rhode Island to West Africa on a slaving voyage. This site has information about what had happened on their voyage on a daily basis. This website would allow the students to gain perspective on what it is really like for a slave on their voyages across the oceans. Artifact 6. Online website for information on slavery.http://www.history.com/topics/slaveryThis website gives teachers information on what slavery was like in America in the 1700’s and 1800’s. It will help them understand the different aspects of slavery while allowing them to answer some questions students might have on slavery. Artifact 7. Online website for information on slavery. http://www.pbs.org/wnet/slavery/This site is great for teachers who plan on teaching units on slavery. PSB has tons of different information on slavery and how much of an influence slavery had on American.

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There are videos to watch, different historical people to learn about and lives of the slaves back in the day. Very great site! Artifact 8. Online Interactive Activityhttp://teacher.scholastic.com/activities/bhistory/underground_railroad/plantation.htm“Underground Railroad: Escape From Slavery” is an interactive game for children to play on the computer. It gives children an understanding on how life was for a slave on a plantation. Artifact 9. Online Interactive Activityhttp://teacher.scholastic.com/activities/bhistory/underground_railroad/index.htm“Underground Railroad: Escape From Slavery” is an interactive game for children to play on the computer. It gives children an understanding on how difficult it was for slaves to get out of slavery in an escape to freedom. Artifact 10. Underground Railroad Mythshttp://teacher.scholastic.com/activities/bhistory/underground_railroad/myths.htmThis is a website for teachers that shares what some of the myths of the Underground Railroad were. These are very interesting and would be beneficial to share with the students. Artifact 11. Harriet Tubman Reader’s Theaterhttp://www.scholastic.com/browse/article.jsp?id=3751241This website has a great reader’s theater activity that teachers can do with their students. It gives the students to be involved emotionally and physically in understanding the Underground Railroad. Artifact 12: The Emancipation Proclamation: Freedom’s First Stepshttp://edsitement.neh.gov/lesson-plan/emancipation-proclamation-freedoms-first-stepsThis website has information about the Emancipation Proclamation, as well as lesson guides, guiding questions, lesson activities and more to help teachers better teach about the Emancipation Proclamation.

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