In this lesson, students will learn about Harriet Tubman’s extraordinary courage in the face of enormous risks. In addition, to learning about how the underground railroad helped Harriet Tubman as well as many other people escape from slavery.

Objectives:
– Describe the life and contributions of Harriet Tubman
– Identify the Underground Railroad as a system of escape for enslaved Africans in the United States
– Demonstrate familiarity with the song “Follow the Drinking Gourd”

Harriet Tubman

was born around 1820 in Maryland on a plantation as a slave. Once she turned 5 years old she began working as a house servant and 7 years later she began working in the fields.

What is a Slave?

A slave is a person who is owned by another person and is forced to obey them against their will.

Escape From Slavery

On September 17, 1849 Harriet escaped her plantation and traveled 90 miles north to Pennsylvania. However, she wanted to free her loved ones and went back home to help bring them to freedom.

The Underground Railroad

Vowing to return to bring her family and friends to freedom, she spent the next ten years making about 13 trips into Maryland to rescue them. She also gave instructions to about 70 more who found their way to freedom independently.

Discussion Questions:

What was Harriet Tubmans original first name.

What state did Harriet go to, to escape slavery?

How did the underground railroad help enslaved people?

Freedom Chart

Create a freedom chart to help students understand why Harriet worked so hard to free herself and others from slavery.

1. Divide a poster-size piece of paper into four columns. Label the first column “Freedom” and have students list simple but important freedoms they enjoy. These may include the freedom to be part of a family; the freedom to make friends; the freedom to go to school and learn; the freedom to read books; and the freedom to eat, sleep, and work when they (and their families) want.
2. Label the second column “Importance” and have the students tell why each freedom is important to them.
3. Label the third column “Slavery” and have students use this space to describe what happened when slaves were deprived of the basic freedoms mentioned in the first two columns (for example, slaves could not leave the plantation, slaves were often sold and separated from their families, etc.).
4. In the last column, labeled “Feelings,” have the students describe how they would feel if each freedom were taken away from them.

https://www.scholastic.com/teachers/lesson-plans/teaching-content/harriet-tubman-road-freedom/

Sources:

https://www.history.com/topics/black-history/harriet-tubman

https://www.nps.gov/people/harriet-tubman.htm

https://www.pbs.org/wgbh/aia/part4/4p1535.html

https://www.youtube.com/watch?v=CAcZ6leUbDA

https://www.scholastic.com/teachers/lesson-plans/teaching-content/teacher-activity-guide-underground-railroad/

https://www.smithsonianmag.com/smithsonian-institution/true-story-harriet-tubman-movie-180973413/

https://www.nationalgeographic.org/maps/undergroundrailroad/