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Book Summary Support Resources Henry's Freedom Box: A True Story from the Underground Railroad, a Caldecott Honor book, relates the true story of Henry Brown and his dangerous journey to escape slavery. With the help of abolitionists, Brown mails himself north to freedom, to a “place where there are no slaves!” Henry‟s Freedom Box: A True Story from the Underground Railroad Author: Illustrator: Publishing Information: Ellen Levine Kadir Nelson Scholastic Press, New York, 2007 “Mah Nishtana,” composed by Lisa Baydush and performed by Shir Synergy, (Lisa Baydush, Audrey Katz, and Barry Atrow) [From Sing a Song, 2009], http://www.ShirSynergy.com “Miriam‟s Song” by Debbie Friedman [From Songs of the Spirit, The Debbie Friedman Anthology, 2005], used with per- mission of Artist Share Music Publishing LLC on behalf of Debbie Friedman, http://www.debbiefriedman.com Moses by Margaret Hodges Harcourt Brace, 2006 104

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Page 1: Henrys Freedom Box A True Underground Railroad Story

Book Summary

Support

Resources

Henry's Freedom Box: A True Story from the Underground Railroad,

a Caldecott Honor book, relates the true story of Henry Brown and his

dangerous journey to escape slavery. With the help of abolitionists,

Brown mails himself north to freedom, to a “place where there are no

slaves!”

Henry‟s Freedom Box:

A True Story from the

Underground Railroad

Author:

Illustrator:

Publishing Information:

Ellen Levine

Kadir Nelson

Scholastic Press, New York, 2007

“Mah Nishtana,” composed by Lisa Baydush and performed

by Shir Synergy, (Lisa Baydush, Audrey Katz, and Barry

Atrow) [From Sing a Song, 2009], http://www.ShirSynergy.com

“Miriam‟s Song” by Debbie Friedman [From Songs of the

Spirit, The Debbie Friedman Anthology, 2005], used with per-

mission of Artist Share Music Publishing LLC on behalf of

Debbie Friedman, http://www.debbiefriedman.com

Moses by Margaret Hodges

Harcourt Brace, 2006

104

Page 2: Henrys Freedom Box A True Underground Railroad Story

Judaic Heritage:

Principles, Values,

History, Culture,

Mitzvot

Understandings

Essential Questions

*Connections to The

Leader in Me: Ensuring

Our Jewish Future

FranklinCovey/CAJE Initiative

1. The Exodus from Egypt

2. “Do not oppress a stranger, for you know the feelings of a

stranger, for you were strangers in the land of Egypt” (Exodus

23:9).

3. The celebration of Passover

4. Justice, Justice Shall You Pursue-Tzedek, Tzedek Tirdof

1. Human beings cannot thrive without freedom and will risk al-

most anything in the pursuit of freedom.

2. Individuals have a responsibility to take action and stand up for

what is right when they believe the rights of others are being

violated.

3. The message of Passover is to never take our freedoms for

granted.

1. Why is freedom so important in our lives? What rights should

every person have?

2 . Why is it important for us to remember the past and the

challenges our ancestors faced for freedom?

3. What qualities are possessed by those who do what they can to

help others?

Habit 1: Be Proactive

Habit 3: Think Win-Win

רדף צדק צדק ת

105

Page 3: Henrys Freedom Box A True Underground Railroad Story

Introducing the Book

1. Discuss the cover of the book and the title, Henry’s Freedom

Box: A True Story from the Underground Railroad. What do

students know about slavery in the United States and the

Underground Railroad?

Introduce the concept of slavery in the United States and the

work of the Underground Railroad. For more information

Visit PBS at http://www.pbs.org/wgbh/aia/home.html .

Ask, “Is there any such thing as a “freedom box?” Draw a

large box on the board. Have students describe what a

„freedom box‟ might look like. As they make these sugges-

tions, have them come to the board and make additions to the

box.

Ask, “What might be inside a „freedom box‟?” Discuss what

freedoms students have that they would include in a freedom

box and list these on the board. (You may wish to discuss the

freedoms we as Americans enjoy as written in the Declara-

tion of Independence, the U.S. Constitution and the Bill of

Rights-e.g., freedom of the press, freedom of speech, free-

dom to worship as we wish, etc.)

Do a “whip around” by going around the room quickly and

have each students complete the phrase, “Freedom is…” (A

student may say “pass,” but remember to go back to that stu-

dent when all the others have responded.)

Ask students to share stories of relatives who came to Amer-

ica in search of freedom.

2. On the back cover of the book, the author writes,

Henry „Box‟ Brown was one of the Underground

Railroad‟s most famous runaway slaves. And he had

the most ingenious idea...

Take a Picture Walk (see Appendix 1) of the book Henry’s

Freedom Box, and ask students to determine what Henry‟s

brilliant idea was.

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Page 4: Henrys Freedom Box A True Underground Railroad Story

Introducing the Book

3. Explain that Henry’s Freedom Box is based on a true story.

Read the book aloud and discuss the following questions:

What is slavery? What does it mean to be a slave?

What were some of the things that slaves were not allowed

to do?

Why do you think slaves weren‟t allowed to learn to read?

What do you think is the worst thing about being a slave?

Why would Henry risk his life to get to the North?

Who helped Henry in his escape? Why would people risk

their lives to help slaves escape, especially when it was

against the law?

What would you like to say to the men who helped Henry?

Would you consider them to be heroes?

What character qualities do those who risk their lives to

save the lives of others possess?

4. The Torah says, “Do not oppress a stranger, for you know the

feelings of a stranger, for you were strangers in the land of

Egypt” (Exodus 23:9). What does this mean?

Where do you see an example of this in the book?

What can you do in school to “not oppress a stranger” (e.g.,

stand up for someone being bullied, help a new student in

your class learn his/her way around the school, etc.)?

107

Page 5: Henrys Freedom Box A True Underground Railroad Story

Introducing the Book

5. Discuss the Judaic principle, “Justice, Justice Shall You Pur-

sue”-Tzedek, Tzedek Tirdof.

Give examples from Henry and the Freedom Box that de-

monstrate this principle.

Place the words Justice, Justice Shall You Pursue-Tzedek,

Tzedek Tirdof-in the middle of a large poster or banner in

both English and Hebrew.

During your lessons for Henry’s Freedom Box, allow time for

students, parents, and teachers to add words, phrases, pictures,

photos, etc., to express their ideas, reflections, and feelings con-

cerning this principle. Keep this poster or banner (and others

that will be created) displayed in class throughout the year.

רדף צדק צדק ת

108

Justice, Justice Shall You Pursue

Tzedek,Tzedek Tirdof

רדף צדק צדק ת

Page 6: Henrys Freedom Box A True Underground Railroad Story

Learning

Experiences

1. Henry Brown adopted the name Henry “Box” Brown to celebrate

his journey to freedom. A special picture, “The Resurrection of

Henry Box Brown at Philadelphia” by Samuel Rowse (1850), recre-

ates the moment when the box was opened and Henry was free.

Distribute a copy of this picture (see Activity Connection #1).

Under the picture are the words “The Resurrection of Henry

Box Brown at Philadelphia who escaped from Richmond, Va.

in a box 3 ft. long, 2½ feet deep and

2 ft. wide.” Using rulers, help

students cut pieces of yarn and

tape them to the floor to give

them a sense of the size of the box.

.

Have students use the Visual Thinking Strategy (see Appendix 1)

and discuss the picture. Below the picture, have each student

write a caption to answer the question, “What do you think were

Henry‟s first words after the box was opened and he discovered

he had made it safely to Philadelphia?”

2. Explain to students that the Jewish people were enslaved in Egypt.

What background knowledge and understandings about Moses and

the Exodus do students have? Introduce and read aloud the book

Moses by Margaret Hodges, which focuses on the story of Moses

and the Exodus of Jews from slavery in Egypt.

At various times during the reading, involve students in re-

sponding to the story either using a “Dialogue Journal” (see Ap-

pendix 1) or an oral response. Topics for the responses can be

based on student comments concerning the story and/or book

illustrations, or you may wish to suggest a topic such as the fol-

lowing:

How were the Hebrews treated by Pharaoh and his men?

Moses was brought up as a prince of Egypt. Why did he

help the Hebrews?

What qualities did Moses have that made him a good choice

to be the leader of his people?

After each plague, Pharaoh promised to let the people go

and then broke his promise. Why do you think he didn‟t

keep his promise?

What do you think is the most important lesson of the Exo-

dus that you learned from this book (e.g., lessons of hope,

faith in G-d, courage, etc.)?

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Learning

Experiences

Only a month and a half after crossing the Red

Sea, the Israelites were frustrated “. . . the whole

Israelite community grumbled against Moses and

Aaron saying, „If only we had died . . . in the land

of Egypt . . . For you have brought us out into this

wilderness to starve . . . to death‟” (Exodus 16: 2-4).

Do you think it would have been better to live in Egypt

as slaves or die in the wilderness as free men and

women?

Use a current world map to locate the countries of Egypt

and Israel. Allow students time to look at the map and help

them find the areas mentioned in the story such as the Red

Sea, the Nile River, Egypt, and the Promised Land. (See ref-

erence to boundaries of the Promised Land in Genesis 15:

18-21.) Let students make their own observations and infer-

ences in terms of size of the countries, width of the Red Sea

at various points, distances from the United States, etc.

Have pairs or small groups of students create a “tableau” in

which each group selects a specific moment from the book

Moses (as a class, brainstorm and list the major events) and

recreates it, becoming human statues “frozen” in time.

Photograph each “tableau” and add captions to create a class

book about the story of the Exodus from Egypt.

Current map of Israel and Egypt

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Page 8: Henrys Freedom Box A True Underground Railroad Story

Learning

Experiences

3. With the help of your school‟s music and Judaic studies teachers,

play the following songs, discuss the meaning of each, and teach

the lyrics (see Activity Connections # 2A and 2B for the first two

bulleted songs). The performance of these songs would be a per-

fect addition to your class or school-wide Passover Seder.

“Mah Nishtana” (“The Four Questions”), sung by Shir

Synergy, is typically recited by the youngest child at a

Passover Seder. “Mah Nishtana” asks the question, “Why is

this night different from all other nights?”

Discuss the ways in which “this night is different from all

other nights.”

Discuss with students the fact that questioning is a sign of

freedom as well as the fact that Judaism gives great import-

ance to questioning so we can learn and grow.

Play “Miriam‟s Song” by Debbie Friedman. After the Red

Sea parted and the Hebrews safely crossed, Miriam and the

other women danced and sang a song of thanks. Encourage

students to create a dance to accompany the singing of the

song while others create tumbrels, ancient percussion instru-

ments similar to the tambourine, and play them to accompany

the dance.

Rehearse additional songs you wish to include in the Passover

Seder such as “Dayenu,” which is sung in gratitude for the

many reasons we have to be thankful to G-d, and “Had

Gadya,” the traditional cumulative song that ends the holiday

evening.

Teach students the African-American spiritual “Let My

People Go,” which includes Moses‟ repeated command to

Pharaoh. Explain to students that in this song, “Israel” repre-

sents the African-American slaves and that “Pharaoh” and

“Egypt” represent the slave master.

.

“When Israel was in Egypt‟s land,

Let My people go!

Oppressed so hard they could not stand,

Let My people go.

Go down, Moses, Way down in Egypt‟s land,

Tell old Pharaoh, To let My people go!”

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Page 9: Henrys Freedom Box A True Underground Railroad Story

Learning

Experiences

4. Create a class Seder plate with the tradi-

tional items. Explain what each item is

and what it symbolizes. Involve students

in creating their own Seder plates to be

displayed at their homes during Passover,

using pictures and materials to replicate

the actual items.

5. Create raffia Afikoman Bags. Have students create their own

individual bags to use at their family Seders to hide the “Seder

desserts.” Invite older students to work with younger ones to help

them create these beautiful bags (see Activity Connection # 3).

Art activity taken from Art Ties It All Together by Marilyn

Nachman and Carol Routman.

6. Read the book The Yankee at the Seder by Elka Weber. The book

features a remarkable discussion about what it means to be free, a

topic as relevant today as it was during the Civil War and during

the Exodus. Allow time for students to discuss the story, its illus-

trations, the issues of freedom, slavery, as well as the Torah refer-

ence “Do not oppress a stranger, for you know the feelings of a

stranger, for you were strangers in the land of Egypt” (Exodus

23:9).

7. Many children‟s books describe the story of the Underground Rail-

road and the “conductors,” such as Harriet Tubman, the “Moses of

her People,” who risked their lives to help lead the slaves to free-

dom. Some of these books also use the motif of quilts to help tell

the story; quilts were sewn with secret codes and often placed in

windows to guide slaves to “safe houses” where they would be

protected. Read one or more of the following:

Sweet Clara and the Freedom Quilt by Deborah Hopkinson;

Aunt Harriet and the Underground Railroad by Faith Ringgold;

Patchwork Path: A Quilt Map to Freedom by Bettye Stroud;

Minty: A Story of Young Harriet Tubman by Alan Schroeder; and

Jerry Pickney.

112

Page 10: Henrys Freedom Box A True Underground Railroad Story

Learning

Experiences

Discuss the individuals, such as Harriet Tubman, who risked

their lives to help others find freedom. What words would stu-

dents use to describe these men and women? Why would Har-

riet Tubman be popularly called “The Moses of her People”?

What similarities can students find between the Exodus from

Egypt and the journey to freedom taken by the slaves in the

1800s? Use the graphic organizer (see Activity Connection # 4)

to help students with this comparison.

Visit the National Geographic website for a simulated journey

on the Underground Railroad and read and discuss this together

with students.

http://www.nationalgeographic.com/railroad/j1.html

8. Create a “freedom quilt” of the Exodus from Egypt. With students cre-

ate a list of the events of the Exodus, beginning with Moses‟ birth to the

time they leave Egypt. Each pair of students can create one quilt square

to depict one of these events. Use the quilt squares to create a border for

a large class quilt. In the center of the quilt include the Biblical quote

“Do not oppress a stranger, for you know the feelings of a stranger, for

you were strangers in the land of Egypt” (Exodus 23:9). See Activity

Connection # 5 for directions and template.

9. Benjamin Franklin suggested that the $1.00 bill include a picture

representing the Exodus from Egypt. Ask students why they think

Franklin made this suggestion.

Divide students into pairs and give each pair a dollar bill to

examine. (If you prefer to reproduce the dollar bill, the follow-

ing website provides government guidelines:

http://www.trackdollarbills.com/blog/2008/07/05/government-

laws-about-copying-dollars/ ).

Involve students in a Think-Pair-Share (see Appendix 1)

concerning the pictures, symbols, and words on the bill. What

did they notice? What do they think these represent? For

example, above the eagle are thirteen stars representing the

thirteen original colonies of the United States. (For information

about the $1.00 bill, visit the National Institute of Environ-

mental Health Sciences - NIEHS Kids' Pages:

http://kids.niehs.nih.gov/triviadollar.htm).

Have students design their own $1.00 using symbols and

phrases to reflect their ideas about freedom and the importance

of freedom to all people. 113

Page 11: Henrys Freedom Box A True Underground Railroad Story

Learning

Experiences

10. One of the lesser known stories of the Exodus from Egypt, yet

one that inspires us and reminds us about the price of freedom, is

the story of Nachshon. Tell students about Nachshon, who was

terrified of the water, yet was the first to jump into the Red Sea

when Moses told the children of Israel to walk into the sea. Al-

though afraid, Nachshon took a leap of faith, reminding us all

that real freedom means facing your fears and overcoming them.

Read aloud the book Nachshon, Who was Afraid to Swim: A

Passover Story by Deborah Bodin Cohen (Kar-Ben Publish

ing, 2009). Discuss what it must have taken for Nachshon to

do what he did and the importance of overcoming our fears.

The story of Nachshon is retold through

Storahtelling (http://www.storahtelling.org/)

an organization that introduces Jewish

education through the arts and new media.

Partner with other schools to bring

Storahtelling to your area. One of their pro-

ductions, One Giant Leap, is based on Passover and is ideal

for ages 4-10.

“The Red Sea splits open but who will jump first into the

waters of the unknown? ... Featuring actors, giant puppets,

live music and audience interaction, Storahtelling brings

Torah to life and spices up your Seder.”

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Home and

Community

Connections

1. Create a family Haggadah to use during your Passover Seder.

Include a family tree that traces family ancestry back as far as you

can. Include pictures labeled with family members‟ names and any

other information you wish to include.

2. Families often have recipes that have been handed down from gen-

eration to generation.

Collect family holiday recipes from members of your family and

bind them together in a Family Holiday Recipe Book. Begin

with collecting Passover recipes.

With your child, select a favorite Passover food, prepare it, and

bring it to class to share. (Be sure to get permission from your

principal before bringing food into the school!)

3. Help your child create a “blessings wall” in your home. A

“blessings wall” can contain photographs, cards, drawings, and

other artifacts which remind children for all they have to be grate-

ful. Encourage your child to keep adding to the “blessing wall” and

watch it grow as he/she grows!

115

The Baruch

Family

Matzah Ball

Soup

Page 13: Henrys Freedom Box A True Underground Railroad Story

Henry’s Freedom Box Activity Connection # 1

Name: _____________________________________

Reprinted with permission from Virginia Historical Society by Samuel Rowse.

The Resurrection of Henry Box Brown at The Resurrection of Henry Box Brown at

Philadelphia who escaped from Richmond, Va. Philadelphia who escaped from Richmond, Va.

in a box 3ft. long, 2½ft. deep and 2 ft. wide in a box 3ft. long, 2½ft. deep and 2 ft. wide

When the box opened, Henry said,” _________________

__________________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

__________________________________________________________________________”

116

Page 14: Henrys Freedom Box A True Underground Railroad Story

Henry’s Freedom Box Activity Connection # 2A

Name: _____________________________________

“Mah Nishtana” composed by Lisa Baydush and performed by Shir Synergy (Lisa Baydush, Audrey

Katz and Barry Atrow) [From Sing a Song, 2009],

http://www.ShirSynergy.com

Mah NishtanaMah Nishtana by ShirSynergyby ShirSynergy

Chorus: Mah nish-tan-a ha-li-lah ha-zeh!

Mah nish-tan-a ha-li-lah ha-zeh!

Why is this night different from other nights?

Mah nish-tan-a ha-li-lah ha-zeh!

On other nights, we eat all kinds of bread,

On other nights, we eat cha-metz u’mat-zah!

On other nights, we eat whatever we like, but

It’s mat-zah tonight, it’s mat-zah tonight!

Chorus

On other nights, we eat all kinds of greens,

On other nights, we eat she-ar yir-a-kot!

On other nights, we eat whatever we like, but

It’s ma-ror tonight, it’s ma-ror tonight!

Chorus

On other nights, we eat and never dip once,

On other nights, not even pa-am echat!

On other nights, we eat, no dipping at all, but

Tonight we dip twice, tonight we dip twice!

Chorus

On other nights, we sit any which way,

On other nights, bein yosh-vein u’-ven mis-u-bin!

On other nights, we sit however we like, but

Tonight we re-cline, tonight we re-cline!

117

Page 15: Henrys Freedom Box A True Underground Railroad Story

Chorus

And the women dancing with their tumbrels,

Followed Miriam as she sang her song,

Sing a song to the One whom we've exalted,

Miriam and the women danced and danced the whole night long.

And Miriam was a weaver of unique variety

The tapestry she wove was one which sang our history.

With every thread and every strand she crafted her delight!

A woman touched with spirit, she dances toward the light.

Chorus

When Miriam stood upon the shores and gazed across the sea

The wonder of this miracle she soon came to believe.

Whoever thought the sea would part with an outstretched hand

And we would pass to freedom and march to the promised land!

Chorus

And Miriam the prophet took her tumbrel in her hand,

And all the women followed her just as she had planned,

And Miriam raised her voice in song—

She sang with praise and might

We’ve just lived through a miracle (yelled):

We’re going to dance tonight!

Chorus

“Miriam‟s Song” by Debbie Friedman [From Songs of the Spirit, The Debbie Friedman Anthology, 2005],

used with permission of Artist Share Music Publishing LLC on behalf of Debbie Friedman.

Miriam’s Song Miriam’s Song by Debbie Friedman

Henry’s Freedom Box Activity Connection # 2B

Name: _____________________________________

118

Page 16: Henrys Freedom Box A True Underground Railroad Story

Henry’s Freedom Box Activity Connection # 3

Raffia Raffia Afikoman Afikoman BagBag

Everyone will want to find this “Seder dessert.”

106 119

Page 17: Henrys Freedom Box A True Underground Railroad Story

Henry’s Freedom Box Activity Connection # 3 (continued)

Bring art to your Seder experience . . .

wait „til you “see-through” this one!

Materials per bag:

Directions:

Teacher preparation in advance:

Option 1: Reproduce the Hebrew template onto a transparency film sheet. Place the

template on the photocopy machine. Put the transparencies in the by-pass

section of the photocopy machine. Photocopy.

Option 2: If you are not photocopying directly onto the transparency, make one photo-

copy of the template for each student. Your students can then trace the word.

Directions at Step 4.

Preparing the raffia strips: Cut ten 12” raffia strings, per color, per student.

Cut three 24” raffia strings per student for the “tie.”

Working on the project: Using a photocopy transparency: 1. Place the transparency wording facing down, on a desk in front of you.

Note: It is important to read the next steps through completely.

2. Take the bottom edge of the transparency paper and fold it up extending 1½”

above the top edge of the transparency. Fold and press in place. (Tip: in order

to make a crisp fold on transparency film, rub a rounded pen or pencil over the

foldline. Press down hard. This will make the fold permanent.)

8 1/2” x 11” transparency sheets

Hole puncher

Colored raffia, available at all craft

stores. Use three different colors.

(Option: use thick, colorful wool)

Hebrew template, included

Hole reinforcement circles

Permanent black marker

Scissors

120

Page 18: Henrys Freedom Box A True Underground Railroad Story

Henry’s Freedom Box Activity Connection # 3 (continued)

To create the envelope shape: Turn the transparency over so that the wording faces you.

Fold the extending transparency sheet to create a flap for the envelope. Press

down hard on the fold line.

You should now see the word on the front of your Afikoman Bag.

If you are not photocopying the template onto the transparencies: Make the Afikoman bag as described in Steps 2 and 4.

Use the template for tracing. Insert the template, which you have photocopied

for your students, inside the envelope. Trace over the lettering with perma-

nent black marker.

Continued Afikoman bag directions for both options: 3. Keeping the envelope folded, punch five holes up each side. Important: Do not

punch holes above the flap line. Punch a hole in the center of the flap. Place

reinforcements on the front and back of each hole. Do this on the hole on the

flap as well (see # 1).

4. Put three 12” raffia strings together and fold them in half. Pinch the folded

end to create a point and insert the three strings through a hole. Push it

through about 2”. Open the folded strings to create a loop. Create a slip knot.

Grab the ends of the raffia and thread them into the loop. Pull the strings

tight. You have just made a “knotted fringe” by making this slip knot (see # 2).

5. Repeat the above in each side holes. Always put the folded raffia in the hole

from the same side. (Tip: It’s easier to thread from the back of the Afikoman bag to the front.)

6. When all of the fringes have been knotted, cut the extending raffia fringes to

approximately 1½” in length. Spread the raffia apart. They will stand out on the

sides.

7. Take three 24” raffia strings and fold them in half. Repeat Step # 4. Place

them into the hole on the flap of the Afikoman bag.

8. The raffia strings in the center hole of the flap are needed to tie the

bag closed. Separate the strings into two parts, three strings and three strings. Wrap them around the envelope and bring them

together at the hole. Tie the strings in a bow. Keep the string length longer

than the side fringes but trim them to even out the lengths.

121

Page 19: Henrys Freedom Box A True Underground Railroad Story

From Art Ties It All Together: Projects with Pizzazz for the

Jewish Classroom (2000)

Reprinted with permission by Marilyn Nachman and Carol Routman.

Template for the “Raffia” Afikoman Bag ( Cut on the dotted line before photocopying this page onto the

transparency film sheet.)

122

Page 20: Henrys Freedom Box A True Underground Railroad Story

Henry’s Freedom Box Activity Connection # 4

Name: ________________________________________________

Underground Railroad Exodus from Egypt

How are they different?

How are they alike?

123

Page 21: Henrys Freedom Box A True Underground Railroad Story

Henry’s Freedom Box Activity Connection # 5

Directions: Each student completes a 9” x 9” or 12” x 12” quilt square illustrating

an event of the Exodus. Leave a 1” border around the edge of the square. Stu-

dents can write a sentence or two explaining the significance of the illustration.

Mount squares on construction paper that has been taped together. Strips of col-

ored construction paper can be used to cover the tape and create colorful bor-

ders around the quilt squares. Finish with a 3” border around the completed quilt.

The following is a sample.

Exodus QuiltExodus Quilt

EXODUS

Pa

sso

ve

rP

asso

ve

r

Moses in the

bulrushes

“Do not oppress a

stranger, for you

know the feelings of

a stranger, for you

were strangers in the

land of Egypt.” Exodus 23:9

124

Page 22: Henrys Freedom Box A True Underground Railroad Story

Title

Bibliographic

Information

Overview

Nachshon, Who

was Afraid to

Swim: A Passover

Story

Author: Deborah

Bodin Cohen

ISBN: 0822587653

Publisher: Kar-Ben

Publishing ( 2009)

A fictionalized account of Nachshon, who was terri-

fied of the water, yet led the way for the Israelites as

they fled Egypt. Taking a leap of faith, Naschson

stepped into the waters of the Red Sea to make cer-

tain it was safe to cross. As he moved deeper and

deeper into the sea, the waters rose. Finally, when

the waters reached his nostrils, the Red Sea split and

the Jewish people rushed in after him.

Moses Author: Margaret

Hodges

ISBN: 0152009469

Publisher: Harcourt

Brace (2006)

Text and full-paged illustrations retell the salient

events in Moses‟ life from infancy to his final days

as he “looked toward his people‟s freedom in the

promised land.”

Sweet Clara and

the Freedom Quilt

Author: Deborah

Hopkinson

ISBN: 0679874720

Publisher: Dragonfly

Books (1995)

Clara, a young slave, has been separated from her

mother and sent to another plantation where she

works as a seamstress and dreams of freedom. Based

on a true story, Clara uses cloth scraps to create a

patchwork map, stitching in what she overhears

about an escape route to Canada. Ultimately, Clara

does escape, leaving behind the quilt to guide other

slaves to freedom.

Under the Quilt of

Night

Author: Deborah

Hopkinson

ISBN: 0689877005

Publisher: Aladdin

(2005)

Readers journey to freedom with a young runaway

as she escapes to Canada via the Underground Rail-

road. Both the moving oil paintings and verse com-

bine to make readers more aware of the emotional

and physical hardships faced by those escaping to

freedom.

The Matzah That

Papa Brought

Home

Author: Fran

Manushkin

ISBN: 0590471473

Publisher: Scholastic

(1995)

“A charming rephrasing of the traditional cumula-

tive song „Had Gadya’ that captures all the excite-

ment, magic, inspiration, high jinks, and eventual

exhaustion of a family celebrating a Passover Seder.

Here, instead of a goat, the poem revolves around

the matzah that Papa brings home, which inspires

the feast that Mama makes, the Seder they all

share.” School Library Journal.

Table 5: Literature Connections

125

Page 23: Henrys Freedom Box A True Underground Railroad Story

Title

Bibliographic

Information

Overview

Mrs. Katz and Tush

Author: Patricia

Polacco

ISBN: 0440409365

Publisher: Bantam

(1992)

A story of an intergenerational friendship between

an elderly Jewish woman and her neighbor, a young

African-American boy. On their visits together, they

talk about many things. They share food, holidays

(including a Passover Seder), as well as the history

of their people who have faced both discrimination

and slavery.

Aunt Harriet's Un-

derground Railroad

in the Sky

Author: Faith Ringgold

ISBN: 0517885433

Publisher: Dragonfly

Books (1995)

Cassie and her brother meet Harriet Tubman, one of

the conductors of the Underground Railroad, who

takes them on a journey to retrace the route to free-

dom. The story integrates fantasy and history to re-

flect the danger of the journey slaves took to reach

the North. Illustrations reflect this profound chapter

in our country‟s history.

Minty, A Story of

Young Harriet Tubman

Author: Alan Schroeder

ISBN: 014056196X

Publisher: Puffin (2000)

“This fictionalized account of Tubman‟s childhood

on a Maryland plantation provides a cruel snapshot

of life as a slave and the horrid circumstances that

fueled the future Underground Railroad leader‟s

passion and determination.” Publishers Weekly

The Yankee at the

Seder

Author: Elka Weber

ISBN: 582462569

Publisher: Tricycle Press

(2009)

Respect for the opinions of others and openness to

learning are important themes of this story about a

Jewish Yankee looking for a place to observe Pass-

over shortly after the end of the Civil War. Keeping

in mind the words from the Passover Haggadah

“All who are hungry, let them come and eat,” a

Confederate family offers him hospitality.

Follow the Drinking

Gourd

Author: Jeannette

Winter

ISBN: 0679819975

Publisher: Dragonfly

Books (1992)

Peg Leg Joe teaches slaves the words to a song,

which are actually the directions for following the

Underground Railroad to freedom. Full-color paint-

ings and a simple text brings history to life and

make it understandable for young readers.

Table 5: Literature Connections (continued)

126