nIc Foundation-Winter, Follow the Drinking Gourd

Writing Connection: Extended Response Question (essay)—Removal of Historical Event

Positive Character Traits & Values: Freedom, faith, diversity, human dignity, empathy, rights / respect, and self-preservation

Follow the Drinking Gourd tells of the journey of slaves fleeing northward to freedom using a network of people and places that is known as the Underground Railroad. Hidden messages, signs, and symbols aided slaves as they escaped their bondage heading to free states and

Canada

. “Follow the Drinking Gourd” is a folk song with hidden messages. The drinking gourd refers to the Big Dipper which points to the North Star. As runaway slaves followed the stars north, they would find markings, signs, and symbols indicating they were following the right trail to freedom. This literature selection may be read aloud or sung. Children enjoy the song / story but will require interpretation of some words, phrases, and references.

Vocab Alert is designed to make students aware of important terms prior to reading a selection. This vocabulary acquisition exercise assists students with the interpretation of words, phrases, and references found in Follow the Drinking Gourd. It is also a self-assessment for students in helping them to set a purpose for their reading. It also may function as an assessment tool for teachers in helping them determine how much vocabulary instruction and practice will be needed.

1. The teacher selects the most important terms from the reading selection limiting terms to a manageable number {5-9}. Prepare Vocab Alert! form.

2. The teacher writes the terms on the board and students assess their familiarity with each term using the prepared form.

3. Next, the teacher introduces the significance of the terms on the form within the context of the current topic and prepares the students for the reading selection.

4. As students read the selection, they pay special attention to the Vocab Alert! terms and record information on the form.

5. Then, using the Vocab Alert! organizer, the teacher engages the class in a discussion to further clarify and develop their understanding of the terms.

Source: Stephens, Elaine and Brown, Jean. (2000). A Handbook of Content Literacy

Strategies: 75 Practical Reading and Writing Ideas. Norwood, Massachusetts: Christopher-Gordon Publishers.

In addition to singing the song /story “Follow the Drinking Gourd,” students are invited to read about and listen to other songs about slavery. Two songs found on the Ballad of America website are “Oh Freedom!” and “Many Thousand Gone.” These ballads have repetitive phrases just like “Follow the Drinking Gourd” and are simple messages in song format. (www.balladofamerica.com/music/lyrics/volume%201)

Children are encouraged to write and compose their own ballads (poems) focusing on one of the positive character traits and values found in “Follow the Drinking Gourd.” Character traits and values to choose from include: freedom, faith, diversity, empathy, human dignity, rights / respect, and self-preservation.

For example, a student may choose the character trait of “empathy.” ( a very difficult concept for children to understand) Empathy may best be described as trying to imagine yourself “walking in another person’s shoes.” Related to the song / story, students try to imagine themselves as slaves. How would it feel to be taken away from your family? What if you could not go to school and had to work all day outside on a farm? What if you had to sleep on a dirt floor? What if you could not say what you wanted to say? If you did something wrong, how would you be disciplined? What if you had to hide and be very quiet for several days so nobody would find you? Students record their thoughts, feelings, and ideas in a ballad format. Remind students to use repetitive phrases giving emphasis and focus to their ballads.

As a possible social studies / history connection, a field trip for students to a historic landmark associated with the Underground Railroad makes learning come alive! Historic landmarks / sites associated with the Underground Railroad are located at this web address: www.cr.nps.gov/travel/underground. In Milton, Wisconsin, visit the Milton House built by Joseph Goodrich known as a “conductor” in the Underground Railroad. Students may read more about the Milton House and Joseph Goodrich’s involvement in the Underground Railroad at the above website. If a field trip is not possible, students can “visit” the Underground Railroad historical sites via the stated website. Detailed routes of the Underground Railroad and accompanying maps are found at the site as well: www.cr.nps.gov/nr/travel/underground/detailedroutes.htm.

Utilizing computer technology, students gain knowledge, information, insights, and understandings of slavery and the Underground Railroad through a web quest. The web quest may be simple to complex; take a variety of formats; may be used as an individual or small group activity; and may address numerous content standards. No matter what, web quests are active learning adventures for children and a challenge for teachers to create!

You are invited on an adventure to visit and explore web sites gathering information, knowledge, and understandings about slavery and the Underground Railroad. By following a series of guiding questions and responses, you will record your answers in your note taking journal. You may add more interesting and new information to your journal by entering other areas on the websites.

Step 1: Enter the National Geographic site of the Underground Railroad. The site is www.nationalgeographic.com/railroad. Take the “Journey to Freedom.” In this journey, you play the role of a slave using the Underground Railroad to get to Canada. Answer “yes” to all decisions. Begin at “You are a slave.”

Question: Who is “Moses?”

You make a fearful choice. Question: What does a lantern on a hitching post mean?

Approach the house. Read about secret things. Follow along to the safe station. Write your response: Runaway slaves are called _____________________.

It is a strange new world. Tell 3 important facts about Thomas Garrett.

You are now “breathing free.” Questions: Is William Still for or against slavery? Why?

Enter the frightening frontier. Question: How do slaves get across Lake Erie?

You have arrived at the promised land. You have been waiting to hear the words to the song played on this page. What words do you hear in the music?

You are invited to search this website for other information. Record your notes to use for the writing essay.

Step 2: Enter the website at www.whitehousekids.gov. (1831 Underground Railroad.) List 5 interesting words found in this article.

Write a paragraph showing understanding and usage of these 5 interesting words.

Step 3: Read more about Harriet Tubman at http://www.greatwomen.org/wormen.php?action=viewone&id=159. State 5 important facts about Harriet Tubman.

Step 4: Take a journey of historical sites by visiting the Underground Railroad in Ohio. Enter the site www.cr.nps.gov/nr/travel/underground. Click on “list of sites.” Choose 5-8 historical landmark sites in the state of Ohio to explore. Name the landmark site and tell why it is considered a historical landmark.

Name the Site Why is this a historical landmark?

Step 5: From PBS visit the website at www.psb.org/wgbh/amex/lincolns/slavery/as_underground.html. Read the article and respond to these questions.

Question: Name 3 reason African Americans fled slavery in the south.

Response: Describe how slaves would escape. Be specific.

Question: What might happen to runaway slaves? Reread paragraphs # 3, 6, and 8. Write a clearly defined response.

Question: Why did the passage of the 2^nd Fugitive Slave Act in 1850 make escape even harder for the slaves?

Expectations:

____You will refer to your information, knowledge, and understandings you gained from the web quest in Task 1.

____You may include your own art work, organizers, and ballads/poems.

____Your essay must be typed or computer generated.

____You will schedule a private conference with the teacher within one week to check progress, share ideas, and discuss changes in the essay.

____Your essay is due in two weeks. No exceptions.

____You will present your information in a 5 minute speech to the class.

Two other recommended websites for teachers to visit for information are as follows: