Textos relacionados > The Underground Railroad
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In this interview from NPR, a reporter speaks to the woman who helped to hide Anne Frank's family, risking her own life in the process.Pair “The Underground Railroad” with “Woman Who Helped Anne Frank Dies at 100” and ask students to discuss to discuss the differences and similarities between the Underground Railroad and people like Miep Gies, who helped hide Jews from German authorities during the Holocaust.
The informational text "Rosa Parks and the Montgomery Bus Boycott" explores one moment of resistance that inspired countless others and resulted in breakthrough changes in the United States.Pair “The Underground Railroad” with “Rosa Parks and the Montgomery Bus Boycott” and ask students to compare and contrast the actions of the “conductors” and civil rights activists like Rosa Parks. How were their responses to racism and discrimination similar? How were they different?
In the informational text "Trailblazing surgeon Mary Walker still one of a kind," Marylou Tousignant discusses the accomplishments of a female surgeon during the Civil War.Pair “Trailblazing surgeon Mary Walker still one of a kind” with “The Underground Railroad” and ask students to discuss how women were able to contribute to the Civil War in unconventional ways. How did Walker and Tubman’s disregard for traditional expectations of women benefit the Union? If Walker and Tubman could discuss their experiences, what would they agree on? What would they disagree about? Why?
In the informational text "Justice for All," Lynn Rymarz discusses Ida B. Wells' fight for justice against the Chesapeake and Ohio Railroad.Pair “the Underground Railroad” with “Justice for All” and ask students to discuss how Harriet Tubman and Ida B. Wells were heroes. How did Tubman’s work as a “conductor” compare to Wells’ work as a civil rights activist? How did both women’s work help others?
In "Spies in Petticoats," the authors describe the efforts of women spies to help the Union and Confederacy during the Civil War.Pair “The Underground Railroad” with “Spies in Petticoats” to provide students more context about the Abolitionist efforts before and during the Civil War. In “The Underground Railroad,” what were the Abolitionists trying to achieve? What obstacles did they face? What do you learn about Harriet Tubman’s work in “The Underground Railroad”? How does the information in “Spies in Petticoats” deepen your understanding of Tubman’s important contributions to the Abolitionist movement?
In "Elizabeth Jennings Takes a Stand," a Black woman living in New York City in 1854 stands up for her rights and goes on a whites-only trolley.Pair “The Underground Railroad” with “Elizabeth Jennings Takes a Stand” and ask students to discuss how Black people chose to fight back against racism in both texts. According to “The Underground Railroad,” what was the purpose of the Underground Railroad? What was the purpose of Elizabeth Jennings’ protest in “Elizabeth Jennings Takes a Stand”? How did Elizabeth Jennings and the Underground Railroad conductors both try to advance freedom for Black people?
In "Ida B. Wells," the author explains how Wells, an activist and journalist, helped change laws and fight for equality.Pair “The Underground Railroad” with “Ida B. Wells” and ask students to discuss the common themes between the two pieces. How did Harriet Tubman from “The Underground Railroad” pave the way for Wells-Barnett? Compare Tubman’s fight to help enslaved people that is discussed in “The Underground Railraod”with Wells-Barnett’s fight against lynching and for equality.