Lesson Plan - A Historic Home Found

About the Article

Learning Objective

Students will integrate information from a video, an article, images, a map, and a primary source to learn about Harriet Tubman and the Underground Railroad.

Curriculum Connections

• Slavery and Abolition

• Harriet Tubman and Frederick Douglass

• The Underground Railroad

• The Civil War

• Archaeology and Research

Key Skills

Social Studies:

• Analyze the causes and consequences of events and developments

• Use multiple sources to build interpretations of past events and eras

• Study individual development and identity

English Language Arts:

• Cite textual evidence to support analysis

• Integrate information presented in multiple formats

• Analyze how two texts address similar topics

Key CCSS Standards

RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.7, WHST.6-8.4, RI.6-8.1, RI.6-8.2, RI.6-8.4, RI.6-8.7, W.6-8.4, SL.6-8.1

1. Preparing to Read

Build Knowledge and Vocabulary

Provide these questions for students to think about as they watch the video “The Underground Railroad”: What was the Underground Railroad? How was Harriet Tubman involved with it? Discuss responses. Then use the Skill Builder Words to Know to preteach domain-specific terms in the article.

2. Reading and Discussing

Read the Article

Read the article aloud or have students read it independently or in pairs. As students read, direct them to underline or highlight three key details.

Answer Close-Reading Questions

Have students write their responses, or use the Close-Reading Questions to guide a discussion.

• Who was Harriet Tubman? What details support the idea that she was “the most successful Underground Railroad agent”? (Text Evidence)
Harriet Tubman was a famous abolitionist who was born into slavery in Maryland in the early 1820s. In 1849, she fled Maryland by way of the Underground Railroad. Over the years, she returned as a “conductor,” helping about 70 other Black people escape to freedom. The skills Tubman learned from her father, such as how to navigate the woods and search for food, helped her succeed in her mission.

• How did archaeologists find the site of Tubman’s father’s home? What artifacts did they find there? (Key Details)
Archaeologists used land records to determine where Ben Ross’s cabin once stood. They had been digging for two weeks when Julie Schablitsky, using a metal detector, found a coin from 1808—the year Tubman’s parents were married. Since then, she and her team have found pieces of pottery, bricks, glass, and buttons.

• How does the map support the article? (Text Features)
The map shows which states did and did not allow slavery in 1860. It also shows the major routes of the Underground Railroad. Most of the routes went north to free states and Canada, while some went south to Mexico, Cuba, and the Bahamas.

3. Skill Building

Analyze a Primary Source

Use the Skill Builder Primary Source: “Dear Harriet . . .” to have students read part of an 1868 letter that Tubman asked Frederick Douglass to write in support of her soon-to-be-published biography. Guide students to answer the questions and discuss responses.

Assess Comprehension

Assign the 10-question Know the News quiz, available in PDF and interactive forms. You can also use Quiz Wizard to assess comprehension of this article and three others from the issue.

Printable Lesson Plan

Interactive Slide Deck

Text-to-Speech