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									Harriet Tubman Home
“The Moses of Her People”


    Jennie L. Higgins




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Instructor Notes:

The Harriet Tubman Home offers students a firsthand account of a historical icon who took action to
change the political, social, and economic wrongs of slavery. Harriet Tubman was called the “Moses
of her People” as she experienced firsthand how a government that preached life, liberty and the
pursuit of happiness did not treat a certain set of people with the equality that others had demanded for
themselves. This conflict of moral values and tradition led Harriet Tubman on the great path of
becoming a conductor on the Underground Railroad.

This site offers students the opportunity to first view a brief video that illustrates how Harriet Tubman
decided on her destiny of freedom not only for herself, but for many others that were entrenched in the
bonds of slavery. Students will then be invited to explore the artifacts, pictures, and annotations of
Harriet Tubman’s life. The tour concludes with students being taken through the Home for the Aged.

This lesson offers students the opportunity to work as individuals, pairs, or small groups. Also, the
students have the opportunity to visit a historical location that is distinct because of a woman who was
politically, socially, and economically progressive beyond her time. Visiting the Harriet Tubman
Home will give students a vested interest, which will assist them in writing their Thematic and
Document Based Question (DBQ) Essays for the U.S. History and Government Regents Exam, as well
as give them invaluable outside information for those DBQ essays.




Of Special Note:

   •   Home for the Aged was listed on the National Historic Landmark Sites in 1975.
   •   Harriet Tubman residence was listed on the National Historic Landmark Sites in 2001.
   •   Thompson A.M.E. Zion Church was listed on the National Historic Landmark Sites in 2001.

The National Park Service (NPS) is in the process of completing the Harriet Tubman Special
Resources story and recommends the partnership with the NPS to interpret and operate this site.




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Harriet Tubman Home
General Information
The Harriet Tubman Home is the former residence of Harriet Tubman and the Home for the Aged that
has been turned into a museum. The museum offers a video that explains her life prior, during, and
after the Underground Railroad, artifacts and photographs, and a tour through the Home for the Aged.

Hours: Tuesday – Friday        10am-4pm
       Saturday                10 am-3pm
       Last tour starts 1 hour before closing.

Winter Hours: November 1 – January 31 by appointment only.

Fee for admission; group tours by appointment.

180 South Street, Auburn, NY 13021

(315) 252-2081 http://www.harriethouse.org

Contact: Reverend Paul G. and Christine P. Carter

Harriet Tubman Home. (1996.). New York History Net: For historians and students of
        New York history and culture. Retrieved on August 5, 2008
        Web site: http://www.nyhistory.com/harriettubman/




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                                                 HARRIET TUBMAN HOME
                                                  MOSES OF HER PEOPLE

Learning Content:
       Students will learn about:
           1. judge political actions independently
           2. moral values vs. political tradition
           3. nationalism and sectionalism

NYS Standards:
       Social Studies: 1.1, 1.2, 1.3, 1.4, 3.1, 4.1, 5.1, 5.2, 5.3, 5.4 (Commencement Level)
                http://www.emsc.nysed.gov/ciai/socst/socstands/socstand.html

Objectives:
        1. Student will be able to annotate how the issue of slavery went against the Declaration of Independence.
        2. Students will be able analyze the potential for influence one person can have on a society and its government.
        3. Students will be able to determine the role that Harriet Tubman played in U.S. History and Government.

Anticipatory Set:
The following statement is the last slide on the Harriet Tubman Home PowerPoint presentation. Have students identify feelings that the
enslaved Africans may have experienced when reading this passage. Finally – have students hypothesize why Harriet Tubman chose to
escape from slavery and lead other enslaved Africans to freedom?

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable
Rights that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among
Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of
these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles
and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
                                                                                                           ~ The Declaration of Independence
                                                                                                                                   July 4, 1776
Time Needed:
     •    Anticipatory Set – 5 minutes
     •    Tour of Tubman Home – 45 to 60 minutes
     •    Small Group Collaboration – 15-20 minutes
     •    Graffiti Project – 15-20 minutes

Materials:
              •    Alphabetic Data Collection template                           •     Writing utensils
              •    Graffiti poster and markers                                   •     Class notebooks

Activity:
         1.    Day 1
                   a.    While discussing Nationalism and Sectionalism, teacher will ask students to identify the problem of
                         slavery as a large group discussion.
                    b.   After a brief discussion, the teacher hands out the Alphabetic Data Collection templates to the students.
                         Students will need to find artifacts, pictures, or information that aligns with both the alphabetic letter and
                         section of the Tubman Home. Information may include, but is not limited to, the year, person/event, and a
                         brief analysis of the situation for which the artifact/picture represents.
                    c.   Students investigate data on Harriet Tubman’s life and legacy and record their finding in accordance with
                         the worksheets.
                    d.   The teacher will review with students that this is a museum and to treat everyone and everything with
                         respect and appreciation.
                    e.   The teacher will inform the students that there are three main elements to the museum: The preview video
                         that allows for background information, the museum, and the Home for the Aged. The fourth piece on the
                         worksheet, Legacy, will need to be completed in a computer lab, or for homework.
                    f.   The teacher will inform students that they are to gather information from the museum. The may
                         work alone, or with a very small group of two or three.
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                  g.   Teacher guides students through the museum to annotate information that they feel is interesting and/or
                       relates to the abolitionist movement.
                  h.   The teacher will need to walk around and illuminate points of interest to guide students in completing their
                       data collection sheets
                  i.   Chaperones need to make sure every group has made it back to the starting point, and then return to
                       school.
        2.   Day 2
                 a.    Divide students into groups that have matching worksheets from when they attended the Tubman Home.
                       Each group needs to have a facilitator, time keeper, recorder, and information interpreters.
                  b.   Groups reveal their findings from the museum visit to each other. At this point, students may individually
                       decide if they find this information valuable enough to add to their own worksheet. Students should
                       compare and contrast what information to add or remove by what they deem important.
                  c.   Group members determine the most important contribution on their alphabetic list for each section of the
                       video, museum, Home for the Aged, and legacy.
                  d.   Once collaboration is complete, the teacher will hand out a color marker that is distinct for each group.
                       Each group will stand at a different graffiti poster.
                  e.   Students will write with their distinct color marker what they deem to be the most important information
                       they found for that section.
                  f.   Students rotate until each group has contributed to each poster.
                  g.   Students then do a second rotation where they place a letter to categorize the contributions. P=Political,
                       S=Social, E=Economic. Note that each group will categorize one item per graffiti poster.
                  h.   If a group views it as a different issue than what it was categorized as, they may, with their marker identify
                       the different category.
                  i.   Items that have disputed categories should be discussed as a large group, so that groups may defend their
                       answers and students will have the opportunity to witness another’s perception.
                  j.   Afterwards, students go around to each poster and annotate in their class notebooks the different
                       contributions that Harriet Tubman made to this country.

Assessment:
       Informal:
                  1.   Successful completion of Data Collection sheet
                  2.   Task questions during group collaboration
                  3.   regentsprep.org U.S. History and Government, interactive multiple choice questions “2g. Civil War”
        Formal:
                  1.   Completed graffiti project with information written in class notebooks.
                  2.   Thematic Essay (Recommended June 2001), where students must include two pieces of information that they
                       acquired from the museum. .

Enrichment Activities:
        1.   Have students create flashcards that identify and describe
                 •    Amendments 13, 14, and 15                                           •    Fugitive Slave Law
                 •    Compromise of 1850                                                  •    Kansas-Nebraska Act
                 •    Dred Scott v. Sanford (1856)                                        •    Missouri Compromise

        2. Visit Homes/Museums Cayuga County Historian’s Office
                 •  Cayuga Museum of History & Art and                                    •    Ward O’Hara Agricultural Museum
                    Case Research Lab                                                     •    Willard Memorial Chapel
                 •  Fort Hill Cemetery                                                    •    Women’s Rights Museum in Seneca
                 •  Schweinfurth Memorial Art Center                                           Falls, NY
                 •  Seward House

        3. Podcast reading:
                 Declaration of Independence
                 http://www.history.org/media/podcas.cfm

        4. Suggested Readings: Bound for the Promised Land by K. C. Larson, Harriet Tubman: Conductor on the Underground
                 Railroad by A. Petry, Harriet Tubman: The Road to Freedom by C. Clinton

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Thematic Essay Rubric

Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth
• Is more analytical than descriptive (analyzes, evaluates, and/or creates information)
• Richly supports the theme with relevant facts, examples, and details
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme

Score of 4:
• Develops all aspects of the task but may do so somewhat unevenly by discussing one aspect of the task more
thoroughly for both groups or discussing both aspects of the task for one group more thoroughly than for the
second group
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information)
• Supports the theme with relevant facts, examples, and details
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme

Note: At score levels 5 and 4, all components should be developed.

Score of 3:
• Develops all aspects of the task with little depth
• Is more descriptive than analytical (applies, may analyze, and/or evaluate information)
• Includes some relevant facts, examples, and details; may include some minor inaccuracies
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a
restatement of the theme

Score of 2:
• Minimally develops all aspects of the
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Includes few relevant facts, examples, and details; may include some inaccuracies
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion

Score of 1:
• Minimally develops some aspects of the task
• Is descriptive; may lack understanding, application, or analysis
• Includes few relevant facts, examples, or details; may include inaccuracies
• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion

Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts,
examples, or details; OR includes only the theme, task, or suggestions as copied from the test booklet; OR is
illegible; OR is a blank paper


                                                                                                                  Adapted from:
                                                                      http://www.nysedregents.org/testing/socstre/ushg108rg.pdf
                                                                                                  January 2008 Scoring Rubric


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BIBLIOGRAPHY:


Harriet Tubman Home. (1996). New York State Net: For historians and students of New York
        history and culture. Retrieved on June 28, 2008.
        Web site: http://www.nyhistory.com/harriettubman/

Library of Congress. (2002). Section 2: Analysis of Primary Sources. Retrieved on June 28, 2008.
       Web site: http://memory.loc.gov/learn/lessons/psources/pshome.html

National Archives. (n.d.). The Declaration of Independence. Retrieved on July 11, 2008
       Web site: http://www.archives.gov/exhibits/charters/declaration.html

New York State Assessment. (2005). U.S. History and Government: Archived. Retrieved on July 2, 2008.
      Web site: http://www.nysedregents.org/testing/socstre/archist.html

Oswego City School District Regents Exam Prep Center. (1999). U.S. History and Government:
     Regents Multiple Choice Questions and Practice Essays. Retrieved on July 3, 2008.
     Web site: www.regentsprep.org

The New York State Education Department. (n.d.). Problem-Finding/Solving Skills. Pg. 15. Retrieved on July 11,
       2008.
       Web site: http://www.emsc.nysed.gov/ciai/socst/pub/ssovervi.pdf

The University Of The State Of New York: Regents of The University. (1996). Learning
      Standards for Social Studies. pp. 11 – 34. Retrieved on July 3, 2008.
      Web site: http://www.emsc.nysed.gov/ciai/socst/pub/sslearn.pdf




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