Aunt+Harriet's+Underground+Railroad+in+the+Sky+Reinforcing+Activity

Robin Beavers

Objective: For students to learn about the underground railroad and its effect on American History.

A. Interpret relationships between events shown on multiple-tier time lines.

B. Describe the political and social characteristics of early civilizations and their enduring impact on later civilizations.

Procedures for Activity: A. Did you ever dream about flying? Close your eyes and pretend you are high up in the sky, looking down. What do you see? Cassie is so high that she sees mountains and oceans. But to her they are not huge; s he sees them as small pieces of rock candy and tiny cups of tea. Where or what are you flying over? B The Underground Railroad is a simile for the escape route that slaves left the south. Cassie has Aunt Harriet (Harriet Tubman) to guide her along the Underground Railroad. Indeed Harriet assisted over 300 slaves to freedom. How did other slaves find the route north especially when most of them were not allowed to learn reading or writing?
 * 1) Read Aunt Harriet’s Underground Railroad in the Sky.
 * 2) After the reading, ask questions.

Read The Drinking Gourd and ask the following questions.
 * 1) Remember slaves traveled at night what could you have used to help you in your journey? Drinking gourd –big dipper Go down Moses song- Moses (Harriet)
 * 2) How would people know which houses were safe? Light on, special knocks, quilt on door, sing a special song


 * 1) As a class, fill out a Venn Diagram comparing and contrasting the two stories.
 * 2) Students will then return to their seat for the individual assessment activity.
 * 3) Each student has previously colored a quilt pattern.
 * 4) Students will answer the 3 essential questions in complete sentences. When they are finished they will cut and then glue their responses onto the top of their quilt. Assemble these into one large classroom quilt for display.
 * 5) Students can read one of the stories again when they finish.
 * 6) Students will present one key fact they found in their stories.


 * Great idea to mix in the drinking gourd with your book allows for many connections.


 * Student Assessment **

Using the rubric, explained in class students will listen attentively to the stories. They will volunteer appropriate answers during the discussion/completion of the Venn Diagram. Students will use complete sentences to answer the 3 essential questions. Students will glue their answers onto their completed quilt pattern for display.


 * Great Idea to have the rubric here for display
 * Need standard met on the abstract page
 * Needs other standards it might meet here on the page.


 * Rubric for Response Activity **

Other Standards:
 * 4 || 3 || 2 || 1 ||
 * Listens attentively to stories and volunteers specific answers during discussion || Listens attentively and answers any questions asked || Listens but does not share any answers during discussion || Has trouble listening and does not share any answers during discussion ||
 * Writes 3 complete sentences to answer questions, using a capital letter and correct punctuation. || Writes 3 complete sentences, which answers the questions. || Write 2 sentences that lack either a capital letter or punctuation. || Writes 2 or fewer sentences that are not complete. ||
 * Students complete quilt pattern as specified and glues answers onto quilt pattern. || Students complete the quilt pattern and writing activity. || Students complete either the quilt pattern or writing activity. || Student does not complete activities, the quilt or the writing. ||