The Hard Path to Freedom (2.3)

​In this lesson you will read about important figures in the Underground Railroad. You will understand what people did to escape slavery and fight for freedom.

What do you think "hard path" means?

As you read each text, think about the author's perspective and the author's purpose for writing the text.

What text feature is shown on page 301?

Multiple Choice

What text feature is shown on page 301?

• picture

• timeline

• map

• pie graph

This map shows primary routes on the Underground Railroad. Based on the map's key, what was Florida's stance on slavery?

Multiple Choice

Based on the map's key, what was Florida's stance on slavery?

• Slavery is legal

• Slavery is illegal

Was there more than one route?

Did all the routes go the same direction?

This text feature helps me to understand which states were slave states, which states were free states, and which way people traveled to escape slavery without reading the text.

​We will read to learn about why William Still is considered the father of the Underground Railroad.

The word father in the title refers to someone who played an important part in creating something.

Read the first sentence of paragraph 2. What do you think it means if someone is born into something?

When someone was born into slavery, their parents were enslaved people. William Still's parents were enslaved from their time of their birth until the time they gained their freedom.

Multiple Choice

What happened to family members who did not escape enslavement?

• They were born free.

• They purchased their freedom.

• They were sold to a plantation far away, where their parents could not find the,.

• They were reunited in New Jersey.

The enslaved people were treated as property. People were bought and sold for money. The sum of $5,000 is equivalent to about $150,000 today.
​
Reread paragraph 7. Who didn't make it to freedom?

Multiple Choice

Reread paragraph 7. Who didn't make it to freedom?

• Peter Freedman

• William Still

• William Still's Wife and daughters

• Peter Freedman's Wife and chidlren.

What was the relationship between Freedman and Still?

Word Cloud

What was the relationship between Freedman and Still?

​Authors of informational text show how they feel about the topic through their opinions and word choices. They include specific information and use words to create a tone and convey positive or negative feelings about events.

The paragraphs 4 and 5 are about Still's experience and background. Two important words the author used were dedicated and helped. These words help reveal how the author feels about Still: that he was hard-working and a leader in the fight to end slavery.

Multiple Choice

What is the author's perspective on William Still?

• Horton feels that Still was a bad father.

• Horton feels that Still did not help enough people.

• Horton feels that Still was important due to his help.

• Horton feels that Still should not have shared their stories.

​Now you are going to read to learn about ways people escaped slavery. This text includes two accounts from the book of freedom seekers' stories that Still published.

Reread paragraph 1. Was still an actual train conductor?

Look at paragraph 3. Why did Johnson not go immediately to still when he motioned for her to come with him?

Multiple Choice

Look at paragraph 3. Why did Johnson not go immediately to still when he motioned for her to come with him?

• She was afraid.

• She was tired.

• She was sea sick.

• She was sleeping.

Wheeler was her enslaver and Johnson fears the power he has over her, which made her too afraid to move.

Which sentence from paragraph 3 supports the idea that Johnson feared Wheeler?

Multiple Choice

Which sentence from paragraph 3 supports the idea that Johnson feared Wheeler?

• I saw a colored gentleman come on board.

• He beckoned to me; I nodded my head and could not go.

• Mr. Wheeler was beside me and I was afraid.

• A white gentleman then came and said to Mr. Wheeler, "I want to speak to your servant and tell her of her rights."

​In paragraph 5 it states "he had never promised it before, and I knew he would never give it to me".

What does it refer to in that sentence?

Multiple Choice

​In paragraph 5 it states "he had never promised it before, and I knew he would never give it to me".

What does it refer to in that sentence?

• Money

• Food

• Freedom

• Vacation time

What does my own free will mean?

Raise a hand to share.

Now think, ​why does Johnson repeat the word "nobody" in the last sentence of her account?

Multiple Choice

Why does Johnson repeat the word "nobody" in the last sentence of her account?

• It shows that she was forced to go.

• It shows that no one listened to her.

• It shows that no one helped her.

• It shows it was her decision.

​Richmond is about 250 miles from Philadelphia.

Before we read paragraphs 7-9, what can we learn from the text feature on page 308?

Multiple Select

How does the text feature help to add to the understanding of Brown's journey? Mark all that apply.

• It shows where he traveled.

• It shows how long it took to travel.

• It shows what he ate while traveling.

• It shows how he had to travel in the box.

• It shows who sent the box for him.

Reread paragraph 7.

What was the purpose of the gimlet?

Multiple Choice

What was the purpose of the gimlet?

• To call when he arrived

• To keep himself entertained during the journey

• To drill holes for air

• To eat his food

Why did Brown risk his life by mailing himself in a box? Check the sentence that best supports your answer from paragraph 8.

Multiple Choice

Why did Brown risk his life by mailing himself in a box? Check the sentence that best supports your answer from paragraph 8.

• Satisfied that it would be far better to peril his life for freedom in this way than to remain under the galling yoke of Slavery, he entered his box.

• It was safely nailed up and hooped with five hickory hoops and was then addressed to Wm. H. Johnson, Arch Street, Philadelphia...

• marked, "This side up with care"...

• It was twenty - six hours from the time he left Richmond until his arrival in the City of Brotherly Love.

Galling yoke is a phrase that is used to represent slavery and how the slaves were sometimes held in captivity.

​To identify the author's purpose, we can think about what the author wants us to know or believe about the topic and how the author feels about the topic.

What is William Still's purpose for sharing these stories?

Multiple Choice

What is William Still's purpose for sharing these stories?

• To persuade people that slavery is bad.

• To inform people of the brave and dangerous stories of those who escaped slavery.

• To entertain people with the stories on a difficult topic.

​Now you will read to learn about Harriet Tubman's life and her experiences helping freedom seekers on the Underground Railroad. You will analyze the author's purpose and perspective as you read.

​Reread paragraph 2. This courageous freedom fighter refers to someone already mentioned in the paragraph. Who is it?

What is the person's actual name?

​Reread paragraph 5. What were three things that Tubman's father taught her?

How did these skills help Tubman?

What was the name of the secret system of routes and safe houses that helped freedom seekers escape slavery?

​Reread paragraph 6. What happens when an actual train goes off it tracks?

What would happen if Tubman ran her "train off its tracks?"

Multiple Choice

Part A.

What is the author's perspective on Harriet Tubman in paragraph 2?

• Tubman was a brave person who brought hope to many people.

• Tubman was able to lead people to Canada even though it was hard.

• Tubman was hated by the enslavers because nobody could catch her.

• Tubman was smart because she used the name Moses when she worked.

Multiple Choice

Part B.

Which phrase from paragraph 2 best supports the answer to Part A?

• "conductor code-named Moses"

• "incredibly large sum"

• "courageous freedom fighter"

• "escaped enslaved woman"

Multiple Choice

What is the author's purpose for writing "A Woman Called Moses"?

• to convince readers to learn more about other conductors like Tubman

• to describe for readers what life was like for Tubman during the 1800s

• to persuade reader that Tubman had an adventurous and exciting life

• to inform readers how important Tubman was to freedom seekers

Multiple Choice

Which word is a synonym for the word famous as it used in paragraph 1?

• feared

• well-known

• quiet

• well-liked

Multiple Choice

What do the details in paragraph 5 suggest about the author's perspective on Tubman?

• it was not easy for Tubman to travel because she could not read or write.

• The skills Tubman learned from her father allowed her to go to Philadelphia.

• Tubman risked her life to help other people even though she did not need to.

• Tubman heled her family flee because they did not know where to go.