Harriet Tubman · PDF file · 2015-08-18This reading guide presents lessons to...

Harriet Tubman Conductor on the Underground Railroad

by Ann Petry

Reading Guide

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Harriet Tubman: Conductor on the Underground Railroad is an unusual biography of Harriet Tubman—nonfiction that reads like a novel, capturing the exciting, tragic, and triumphant events of her life in fast-moving narrative and dialogue. Her own daring escape from slavery introduces Harriet to the Underground Railroad—to which she dedicates her life as the legendary conductor known as Moses, facing and outthinking the obstacles and dangers of the journeys north. Harriet personally guided three hundred African Americans to freedom—including her brothers and parents—from the Eastern Shore of Maryland, where she was born, to Canada. As a child Harriet learned to value freedom, and she once took action to aid a fugitive, incurring a severe head injury that led to a lifetime of sleep seizures. As an adult, despite loneliness, illiteracy, and health issues, Harriet used her extraordinary physical strength, guiding visions, knowledge of the natural world, and dedication to nonviolent rebellion to save people she didn’t know but who knew of her. Risking her life, livelihood, and personal freedom, Harriet Tubman worked tirelessly to end slavery in the United States.

With the 1946 novel The Street, Ann Petry became the first African-American female author to sell over one million copies of a book. First published in 1955, Harriet Tubman:

Conductor on the Underground Railroad was met with wide acclaim. “It is my belief,” said Petry, “that the majority of textbooks used in high schools do not give an adequate or accurate picture of the history of slavery in the United States.” Harriet Tubman: Conductor

on the Underground Railroad has gone a long way toward rectifying that imbalance.

Over the course of the unit, ask students to think about the concepts of selflessness and personal sacrifice. What did Harriet give up in order to be free? What did she relinquish so

that others might enjoy those same freedoms?

USING THIS READING GUIDE

This reading guide presents lessons to support the teaching of the novel Harriet Tubman:

Conductor on the Underground Railroad. Organized by sections of grouped chapters, the lessons preview key vocabulary words and include close reading questions tied to the Common Core State Standards. The lessons identify a key passage in each section that

INTRODUCTION

will help you guide students through an exploration of the essential ideas, events, and character development in Harriet Tubman: Conductor on the Underground Railroad. This passage will also serve as the jumping-off point from which students will engage in their own StudySyncTV–style group discussion.

Each section of the reading guide also includes a list of comparative texts—provided in the Harriet Tubman Full-text Unit on StudySync—that go along with that section. For each comparative text, the reading guide includes important contextual notes and ideas for relating the text to Harriet Tubman: Conductor on the Underground Railroad.

INTRODUCTION

TEXT SECTIONS

7 CHAPTERS 1-3: The First Years Harriet is born into slavery and raised on the Brodas Plantation in Chesapeake

Bay, Maryland. The talk of freedom increases as Harriet grows up. By age six, Harriet knows she is a slave. Taught by her father, she develops a deep bond with nature.

10 CHAPTERS 4-5: Testing Her Wings Harriet, age seven, is hired out to a neighbor for the first time. Abused and

neglected, Harriet falls ill and is sent home. Her next mistress, whose baby Harriet looks after, is equally brutal, and Harriet runs away—but returns, starving.

13 CHAPTERS 6-8: Wounded and Renamed Harriet is sent back to the Brodas Plantation, where she is made a field slave.

She hears rumors of daring escapes through an “underground railroad” and suffers a grievous head wound while protecting a runaway slave. Later her master dies and Harriet learns logging from her father.

16 CHAPTERS 9-10: Freedom Calling Harriet marries John Tubman and makes a beautiful quilt as a wedding trousseau.

She shares her dream of freedom with her husband, who is free, but he vows to betray her if she runs. Devastated but determined, Harriet flees for the third time, just ahead of being sent further south. She makes it to Pennsylvania by way of the actual Underground Railroad.

19 CHAPTERS 11-13: Conductor on the Underground Railroad Inspired by the Philadelphia Vigilance Committee, Harriet insists on guiding her

sister and brother-in-law from Baltimore to safety in Philadelphia. She begins her career as a conductor on the Underground Railroad, quickly becoming a legendary “Moses” to slaves on the Eastern Shore.

HARRIET TUBMAN

22 CHAPTERS 14-17: Go On or Die Harriet conducts 11 slaves, her largest group yet, to Canada. When a slave

threatens to turn back, Harriet is forced to turn her rifle on him to prevent him from exposing the whole group. The pattern of her work is set: two trips a year between Ontario and Maryland. She successfully brings her three brothers north in January 1855.

25 CHAPTERS 18-19: Visions and Ventures Between 1851 and 1856, Harriet makes eleven trips on the Underground

Railroad. In many, she is guided by visions she has during her sleeping seizures. One group she brings to Canada includes a slave with a $2000 reward on his head. On another trip, she brings her parents to freedom, settling with them in Auburn, New York, where John Brown seeks her help.

28 CHAPTERS 20-22: The Last Years Harriet becomes a popular antislavery lecturer throughout the North, and John

Brown continues to contact her. She does not join his plot, but she becomes a scout, spy, and nurse for the Union Army. After the Civil War, she benefits from the sales of two books that a friend writes about her. When Harriet dies in 1913, the city of Auburn unveils a tablet honoring “the Moses of her people.”

HARRIET TUBMAN

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StudySync | Harriet Tubman Conductor on the Underground Railroad

CHAPTERS 1–3: The First Years

KEY PASSAGE | Chapter 3, Paragraphs 32–33

This passage foretells the beginning of a new period of toil in the life of young Harriet, or Minta, as she was called. The gruff old woman who supervises the slave children makes it her business to hold Minta’s future labors over her head like a curse. The woman has contempt for Minta’s attraction to the wonders of nature, which she considers wasting time. Spitefully, she warns Minta again and again of the jobs the Overseer has in store for her.

WHY IT’S KEY

Individual: Like most childhoods, Harriet’s sets the stage for the sort of person she will become. Her attention to the details of nature will serve her well when she is a conductor on the Underground Railroad; knowing the ins and outs of the woods will be an important contributing factor to her success as a rescuer. Far from “lookin’ at nothin’,” as the old woman puts it, little Minta is storing valuable information and learning to see, not just look.

The old woman, by contrast, has “been on the job too long,” is likely weary and embittered by her own life of labor and resentful and envious of Minta’s apparent lollygagging, so she directs her spitefulness to Minta in the form of a kind of Doomsday warning.

Tone and Message: The old woman has a menacing tone, threatening Harriet with the coming of the overseer, as with an imminent bogeyman. The tone fits the foreshadowing of the message: that Minta’s childhood as she has known it is indeed about to end, replaced by a kind of premature adulthood, overseen and dictated by forced labor. How Harriet confronts that brutal life and takes control back on her own terms is the guiding theme of the biography. The old woman will not be the last to attempt to squash Harriet’s indomitable spirit, nor the last to fail.

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Discussion Prompt: What does the contrast between Minta’s preoccupation with the trees and sky and the old woman’s warning about the overseer tell you about each person? What does the key passage imply about Harriet’s life so far and what it may be like in the future?

Standards: RI.7.1, RI.7.3; SL.7.1.A, SL.7.1.C, SL.7.1.D



VOCABULARY roughhewnrough•hewn adjectiveCut roughly; lacking a finished surfaceThe treehouse was made from roughhewn logs, hacked with an axe.

recalcitrantre•cal•ci•trant adjectiveHaving a rebellious, uncooperative attitudeThe babysitter was having no luck at all in persuading the recalcitrant toddler to go to bed.

haphazardlyhap•haz•ard•ly adverbIn a careless manner; at randomJacob distributed the candy haphazardly, with some trick-or-treaters getting more than others.

prophecypro•phe•cy verbTo declare or foretell by or as if by divine inspirationThe fortune-teller at the fair only seemed to prophecy “You will meet a tall, dark stranger.” revoltre•volt nounA rebellion or uprising against authorityI led the revolt against the substitute teacher after she refused to let students use the restroom during a test.

CLOSE READ

QUESTION 1: According to Harriet’s mother, what is the worst job for a slave?

Sample Answer: Big Rit, a house slave, worries that Harriet will be made a field slave, which she regards as both a miserable fate and the least respectable assignment.Standards: RI.7.1

QUESTION 2: What are the Big House and the Quarter?

Sample Answer: The “Big House” is what slaves call their master’s house, while they live in the “Quarter,” a group of identical tiny, one-room, windowless log cabins.Standards: RI.7.1

QUESTION 3: Compare and contrast Harriet’s mother and father. What makes them “good” slaves?

Sample Answer: Both Big Rit and Ben are popular with Master Brodas. They are exceptional slaves from their Master’s perspective—smart, well-behaved, with a sense of loyalty to and belief in the honesty and goodness of their master. Both seem content with their lot, although Big Rit holds tightly to Brodas’s promise that Brodas will free the family after he dies.Standards: RI.7.1

QUESTION 4: What does it mean for a slave to be “hired out”?

Sample Answer: Many farmers and householders do not have the means to own slaves, so they “rent” slaves from more-well-to-do plantation owners. Slaves who are hired out are still owned by the master, but they work for the one who uses them.Standards: RI.7.1



QUESTION 5: Author Ann Petry ends each chapter with a summary of national historical events, roughly coinciding with the period of Harriet’s life in the chapter. What is the purpose of these summations?

Sample Answer: The summaries provide a larger context for Harriet’s life, showing how the events of her life were influenced by what was going on in the country as a whole, and also emphasizing the impact Harriet’s life had on national events. One story reflects the other.Standards: RI.7.1

COMPARATIVE TEXTS

Text: “Go Down, Moses” (Anonymous)

Compare to: Preparing to Read Harriet Tubman: Conductor on the Underground Railroad.

Connection: American slavery reminds us all of the terrible costs of inequality. To exploit a growing need for slaves to work New World plantations, African tribesmen sold their captive enemies to American and European traders. As many as 15 million Africans were transported in the Middle Passage, the ocean voyage between Africa and the Americas, and some two million died along the way. Once on American soil, slaves endured brutal treatment. Many slaves found hope in the Old Testament story of the Jews’ escape from slavery in Egypt. Paul Robeson’s version of the spiritual “Go Down, Moses” captures both the hopeful and hopeless vision of release. Harriet Tubman realized that hope for many, earning the name “Moses” for leading slaves to freedom. (Also relevant to Chapters 14 and 15.)

Text: Broadside of a Slave Sale

Compare to: Chapter 2 of Harriet Tubman: Conductor on the Underground Railroad.

Connection: Slave traders advertised their slave sales at the main slave marketplaces, such as Charleston, South Carolina. This broadside, or posted advertisement, of a forthcoming sale in “Charlestown” included an unusual added detail, acknowledging that there had been sickness aboard the ship that had transported these slaves to the New World. Students will fit this primary source document into the context of Harriet Tubman’s childhood.

http://www.college.columbia.edu/core/content/%E2%80%9Cgo-down-moses%E2%80%9D-sung-paul-robeson-lyrics-contrabands-1862



CHAPTERS 4–5: Testing Her Wings


In this passage, Harriet recalls an occasion when she was hired out as a seven-year-old to look after a baby in a neighboring household. In the family room, Harriet sees a bowl of sugar lumps on a table. Never having eaten any sweets before, she gives in to temptation when her mistress is bickering with her husband to help herself to one lump, but before she can take it, the woman sees what she’s up to. Down comes the woman’s dreaded rawhide whip and Harriet, pursued by her mistress and master, flees the house, and keeps on running, trusting no house she passes as a possible refuge.

WHY IT’S KEY

Individual: Earlier in this chapter, Harriet’s mother delivers a lengthy monologue on the “good old days,” when the plantation was wealthy and “everybody had plenty to eat and we all felt safe.” Selective memories or not, these sentiments are in stark contrast with Minta’s experience. By the age of seven, she has already been verbally and physically abused. A whipping for one lump of sugar pushes her over the edge. She runs away for the first time—a brief dash for freedom that ends with a five-day hideout in a pigpen until, starving, she goes back to the abuse. Despite it all, the little girl has shown a spirit of self-assurance and the determination to free herself from the enslavement of cruel idiots, to run away and live in a pigpen if that is what is required.

Language: The use of the verb flew here is significant, for it foreshadows the dreams Harriet will have of flying away, of the lore other slaves will establish in which Harriet has the wings of a bird, soaring over everything to freedom. That she “passed many a house” but did not stop, knowing these were hostile sites, is in stark contrast to the string of welcoming homes that will greet her on the Underground Railroad.

Structure: The author here uses Harriet Tubman’s own words of recollection, a reliance on primary source material that serves to place the incident in sharper focus than the secondary reconstructed events and dialogue that the author relies on elsewhere. It also gives a dual perspective of Harriet: as a young feisty girl and as the elder “Moses” of freedom she would become, looking back.



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Discussion Prompt: What does Harriet’s first flight to freedom reveal about her character and her values at age seven? Discuss the gains and losses resulting from the act of running away from a whipping and enslavement. What counter-argument would the mistress of the house be likely to express?


VOCABULARY qualityqua•li•ty nounHigh social status or standard of excellence From the deep, complex chime of the doorbell, the salesman could tell that a family of quality lived here. timbretim•bre nounThe tone or richness of a voice or musical soundWe listened to the wild, hollow timbre of a distant pack of howling coyotes. huskinesshusk•i•ness nounA hoarse, gravelly vocal tone, as when speaking with a cold or from griefShe was quite young, but her singing voice possessed the huskiness of an adult who’d known some pain.

hankshanks nounCoils or thick, gathered amounts of yarn, hair, or other materialThe weaver picked up two hanks of dyed wool and asked if we’d ever felt anything so soft. wharveswharves nounPlatforms built on the waterfront of an ocean harbor or river for the docking, loading, and unloading of shipsWe walked along the foggy wharves and watched for incoming lobster boats.

CLOSE READ

QUESTION 1: Why did Harriet decide to run away at age seven?

Sample Answer: Her mistress was about to beat her with a rawhide whip to punish her for helping herself to a lump of sugar from a bowl.Standards: RI.7.1

QUESTION 2: What is the “Rolling Road,” and how was it named?

Sample Answer: Harriet travels down the Rolling Road toward her new home at the Cooks’s. The road takes its name from the days when tobacco, the chief crop on the Eastern Shore, was rolled down in barrels to the wharves along this route.Standards: RI.7.1



QUESTION 3: Why did slaves consider being “sold south” to be the worst fate of all?

Sample Answer: A slave who was “sold south” was sold to a large plantation in the Deep South. Due to the excruciating travel conditions (slaves were transported via chain gang) as well as the brutal treatment that awaited them down south, many slaves were driven by that fate into running away.Standards: RI.7.1

QUESTION 4: How does Mrs. Cook respond to Harriet’s illness?

Sample Answer: She says that Harriet is faking, and that all slaves seem born knowing how to do this.Standards: RI.7.1

COMPARATIVE TEXTS

Text: Old Plantation Days by N. B. De Saussure (Nancy Bostick)

Compare to: Chapter 5 of Harriet Tubman: Conductor on the Underground Railroad

Connection: Many Southerners found themselves in reduced circumstances after the Civil War, adjusting to a “New South” very different from the antebellum South they so fondly remembered. Old Plantation Days is a typical memoir that lovingly recalls life on the plantation, a daydream of a privileged existence supported by the labor of grateful, adoring, happy slaves. Students will contrast this comforting vision with the experience of young Harriet Tubman, whipped and reduced to near-starvation in a pigpen.



CHAPTERS 6–8: Wounded and Renamed


In Chapter 7, we learned about Harriet’s serious head wound. She had been blocking an overseer from chasing a fleeing slave, and the heavy weight the overseer hurled at the runaway hit her instead. This passage comes after Harriet’s long recuperation, nursed back to health by Old Rit, her mother. Old Rit disapproved of her teenage daughter’s impulsive actions, but stopped using the childhood names of Minta and Minty. Everyone called her Harriet now, a more serious name for a girl who wore a scar as a badge of courage.

WHY IT’S KEY

Individual: Here, Petry marks Minty’s transformation into Harriet as a coming of age. She bears her wound like a badge of her courage, her willingness to put herself in harm’s way for the cause of freedom. It has overtones of a tribal initiation, but suffering a wound to help another shows a different kind of courage from that of demonstrating mere endurance or skill. In a way, this is the completion of a long rite of passage for Harriet, beginning with her love of nature, extending through her experiences being hired out, and hardened like steel through the strengthening field work outdoors that she preferred to the softer house slavery. The wound at the corn-husking reveals a self-sacrifice for those in need that is the mark of a hero in the making. No wonder her fellow community members sees her with a new respect that has ripened along with Harriet.

Themes: This passage also sheds light on the widening sphere that Harriet feels an obligation to—a chosen obligation, as opposed to the forced obligation to either Edward Brodas or the various renting masters and mistresses. Harriet’s fealty to her family, to Old Rit, and to Ben is still strong and always will be, but it is becoming an inner orbit, enclosed by a new outer orbit: obligation to the community—her people—the slaves of the Maryland Tidewater. With this runs the theme of freedom. Is it possible to be both free and enslaved? No—but free and bound, yes, if the bond is one of duty and responsibility. And in Harriet’s case, that responsibility was to liberate others, as her scar symbolized.



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Discussion Prompt: What does Harriet’s scar symbolize for other slaves? Why does it translate into seeing her with new respect, a Harriet rather than a Minty? Put the scar and its cause into the context of Harriet’s growth and her other character-shaping experiences to this point. Do you think Harriet sees herself differently after the wound? Explain.


VOCABULARY intractablein•tract•a•ble adjectiveNot easily controlled or managedThe governess stormed out of the palace, calling the royal twins completely intractable. desultorydes•ul•to•ry adjectiveMarked by a lack of definite plan, regularity, or purposeMy mother dragged me from store to store on a desultory shopping trip to the mall.

conjurecon•jure verbTo call or bring into existence, as if by magicWith little food in the house, my grandfather still managed to conjure up a delicious meal. emancipatione•man•ci•pa•tion nounThe fact or process of being set free from legal, social, or political restrictions; liberationMy mother loves to talk about the emancipation of feminist ideas in the 1960s.

CLOSE READ

QUESTION 1: What accounts for the new respect Harriet’s fellow slaves show her after her long recuperation from her head wound?

Sample Answer: The other slaves admire Harriet’s courage in putting herself in harm’s way when she blocked the overseer from going after the fugitive slave. They recognize how unusual such courage and integrity are in a teenager.Standards: RI.7.1

QUESTION 2: Who is “The Prophet,” and what did he become famous for?

Sample Answer: Nat Turner of Virginia believed himself to be a holy prophet who would lead his people out of slavery. In 1831, he and six other men gathered an army of 70, who then killed 60 white men, women, and children. The story ends with Turner’s execution, followed by much stricter slave laws.Standards: RI.7.1

QUESTION 3: In the Quarter, what clothing item signifies a child’s transformation into a young woman?

Sample Answer: Young women wear brilliantly colored bandanas as a sign of maturity.Standards: RI.7.1



QUESTION 4: Who was Tice Davids, and what was his legacy?

Sample Answer: Tice Davids was a slave who ran away from a Kentucky plantation. His master was hot on his heels, but Davids nonetheless disappeared into thin air (or deep water?), having crossed the Ohio River. His master was baffled and surmised that he must have “gone on the underground railroad.” The biography suggests that Davids’s master originated the term.Standards: RI.7.1

QUESTION 5: Why is Harriet confused when she hears about the Underground Railroad?

Sample Answer: Harriet wonders if there truly is a train that goes underground, and with good reason. Travelers on the Underground Railroad were called parcels, passengers, or boxes, and those who led the escapes were called conductors, station masters, or brakemen. Adding to the confusion, there was much talk at that time of steam trains.Standards: RI.7.1



CHAPTERS 9–10: Freedom Calling


In this passage, Harriet realizes how deeply she has misjudged her husband, John Tubman. A free man himself, John shocks Harriet with his grim response when she confides her plan to run away. More than unsupportive, he has vowed to thwart her by alerting the master. She wonders what happened to the man she fell in love with. Why has he become so hateful and cruel toward her?

WHY IT’S KEY

Turning Point: This moment marks the division between Harriet the would-be romantic who fantasizes living a normal, happy life with her husband, and the heroic but lonely Harriet who emerges after her heart is broken. Betrayed by a husband who begrudges her the need for freedom and refuses to share either her risk or her goal, Harriet embarks on a life of self-sacrifice to help others trade slavery for a normal, happy life. Her personal life is in a shambles, so she might feel she has less to lose in risking her life to save others. Perhaps, Petry seems to imply, there would be no Harriet Tubman, greatest conductor on the Underground Railroad, had not John Tubman (whose surname she kept) broken her heart and given her a mission. That Harriet at such a young age has heard the most hurtful words she is apt to hear is more painful than a whip, but arguably freeing. What more can hurt her now?

Individual: Petry takes great care to portray Harriet as one of our greatest American heroes—a legend of almost supernatural proportions—and as a real, normal woman, with hopes, dreams, love, and heartbreaks. In this scene, the reader—accustomed to admiring Harriet the hero—cannot help but empathize with Harriet the vulnerable and simply human woman.

John’s cruelty here is at first difficult to understand. Didn’t he just marry Harriet? Doesn’t he appreciate her total devotion? John is free, so why wouldn’t he want his wife to be free as well? One can surmise that this is an issue of power—as a free man, he has complete power. Harriet’s audacity and desire to be free might pose a threat to that power, and perhaps to his manhood as well.



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Discussion Prompt: How does the scene in this passage affect the way you see Harriet Tubman? How does this perception of Harriet match up with the historical Harriet Tubman, the famously daring conductor on the Underground Railroad? Discuss how one view of Harriet relates to the other.


VOCABULARY defiantde•fi•ant adjectiveBoldly resistant or challengingBrett’s defiant attitude with his teachers often lands him in the principal’s office. hoardhoard verbTo gather or accumulate, often in excessive amountsBecause of his tendency to hoard newspapers, towers of them are stacked around his apartment. concealmentcon•ceal•ment nounThe act of hiding or preventing something or someone from being knownThe thief almost escaped notice, but a fit of sneezing gave away his concealment.

handbillhand•bill nounFlier, handout, or posterSomeone had taped a handbill advertising the chess club on everyone’s locker. haycockhay•cock nounA haystackRuth stood on the haycock and announced to the audience of pigs, cows, and chickens that the play was about to begin.

CLOSE READ

QUESTION 1: According to Big Rit, how do men and women each feel about change? How do Big Rit and Harriet each fit this pattern?

Sample Answer: Big Rit tells Harriet that men hate change, while women thrive on it. This strangely contradicts Rit’s own personality, as she continually longs for the old days. Rit’s generalization does, however, describe Harriet and her husband John perfectly.Standards: RI.7.1

QUESTION 2: What are the two recurring dreams that Harriet discusses with her husband?

Sample Answer: In the first dream, Harriet dreams that men on horseback ransack the Quarter and put everyone in the chain gang. In the second, Harriet is flying over everything, until she comes to a barrier she cannot cross. Then a group of ladies dressed in white all stretch out their arms and pull her over. Standards: RI.7.1



QUESTION 3: Who was Thomas Garrett, and what did he do for runaway slaves?

Sample Answer: Thomas Garrett was a Quaker from Delaware who was convicted of harboring runaway slaves. He was fined every penny he had, and his personal effects were seized. During the operation of the Underground Railroad, 2,500 slaves passed through Garrett’s “station.” Standards: RI.7.1

QUESTION 4: Harriet’s second escape is thwarted when her brothers force her to turn back. Why is she reluctant to travel alone?

Sample Answer: Ever since Harriet received her head wound, she has been plagued by sudden fits of sleeping—what we now call narcolepsy. She fears that if she suddenly falls asleep during her escape, she will be found quickly.Standards: RI.7.1

QUESTION 5: What does the white lady in the faded sunbonnet ask Harriet when she passes her in the fields? What offer does the lady make later, and how does she fulfill it?

Sample Answer: One day in 1849, this lady stops her carriage to ask Harriet how she came to have the scar on her head. Harriet tells her how the overseer did it. Later on, the woman offers to help Harriet if she is ever in need. When Harriet runs away from the plantation, she gains shelter in the woman’s cabin and learns the names of two other station masters.Standards: RI.7.1



CHAPTERS 11–13: Conductor on the Underground Railroad

KEY PASSAGE | Chapter 12, Paragraph 15

This passage eloquently reveals how Harriet Tubman became a larger-than-life, legendary figure among the slaves of Maryland’s Eastern Shore. The elements of her iconic status include her courage, her physical strength, and her apparent ability to see into the future when under the influence of her sleeping spells. As with all legends, the facts about Harriet merged with fictional narratives about her powers. The resulting tales, even if half-invented, gave hope to all who told and heard them.

WHY IT’S KEY

Context: The rise of Harriet Tubman to the status of a legend says as much about slavery in the border states in the 1850s as it does about Harriet. The slaves needed a Moses, a symbol of hope and deliverance. The depressed price of cotton was causing many Maryland farmers to sell off their slaves to Southern agents who brought the slaves in chain gangs to the Deep South, where they were sold again to plantations and suffered the most brutal treatment imaginable. Such a fate led to an increase in fugitive slaves—which led in turn to the Fugitive Slave Law, making the act of running away an even greater risk for the runaways, putting a posted price on their heads. Many were willing to take that risk, or were better able to endure, if they could find an inspiration, an exemplar of courage. Harriet Tubman filled that role.

Individual: Ann Petry’s biography paints a very human portrait of Harriet, following her growth from inquisitive Minta to a courageous teenager to a freedom-loving woman who married an unsupportive, vindictive man. It is a life that both contradicts and supports the larger-than-life identity of a legend. We know Harriet as an ordinary person who achieved extraordinary things. The ordinary makes the extraordinary more believable. But it’s tempting to build up the everyday heroism to the level of legend, for the sake of defiance and storytelling,

Author’s Purpose: The author intends to show how an individual is sometimes just what the times demand. Harriet Tubman was a normal woman, but she needed to be amplified to legendary dimensions to spark the courage of other slaves and conductors; to unnerve



the slaveowners by making their lives uneasy and insecure; to help galvanize in the North and even among the border states a growing moral opposition to the treatment of slaves and to slavery itself, culminating in the Civil War. Becoming a legend is sometimes what it takes to bring about change.

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Discussion Prompt: Do you think the transformation of Harriet Tubman into a legend was useful? Problematic? Inevitable? Examine the making of Harriet’s legend from different points of view. How did it serve the slaves who passed along the stories? How might Harriet have felt about it? What about other conductors and station masters on the Underground Railroad? Refer to details in Harriet Tubman: Conductor on the Underground Railroad.


VOCABULARY abolitionistsab•o•li•tion•ists nounPeople who advocated or supported the ending of slavery in the U.S. prior to the Civil WarAfter talking it over with his cousins, who were abolitionists, the overseer understood the evils of slavery. intuitionin•tu•i•tion nounInstinctive knowledge gained by neither reason nor perceptionMy intuition told me not to go to the movie, which is how I avoided the rancid popcorn. ingenuityin•ge•nu•i•ty nounThe quality of being clever, original, and inventive, often in solving problems She showed admirable ingenuity in fashioning a sling from old slacks and strips of cardboard.

jouncyjoun•cy adjectiveMoving in a bouncing, up-and-down mannerThe horse ride was a bit too jouncy for my taste. talismantal•is•man nounAn object thought to have magical or protective powersJonathan held out the bouquet of daisies like a talisman, hoping it would defuse his mother’s anger.

CLOSE READ

QUESTION 1: Why does Harriet’s excitement about having finally secured her freedom pass so quickly?

Sample Answer: There is no one to welcome her into Pennsylvania; she is utterly alone. Harriet misses her family, and decides to go back to Maryland to rescue them.Standards: RI.7.1



QUESTION 2: What is the Underground Railroad, and why is Harriet well-suited to be a conductor on it?

Sample Answer: The Underground Railroad is a network of homes and supporters offering encouragement, food, lodging, and other assistance to slaves seeking refuge in the northern United States or in Canada. Harriet’s knowledge of the Maryland woods, her fearless nature, and her guiding visions will make her an excellent “conductor.”Standards: RI.7.1

QUESTION 3: How does Harriet decide to be a conductor on the Underground Railroad?

Sample Answer: Harriet visits the Philadelphia Vigilance Committee on a regular basis. One night, William Still, the secretary, hears about a man and woman in Baltimore who need help in getting their family to Philadelphia. Harriet realizes that Still is talking about her sister and brother-in-law, and she promptly volunteers to lead them to safety. Standards: RI.7.1

QUESTION 4: What is the Fugitive Slave Law, and how did it affect Northerners?

Sample Answer: The Fugitive Slave Law was one of the concessions made to the South in the Compromise of 1850. It required that all escaped slaves were, upon capture, to be returned to their masters and that officials and citizens of free states had to cooperate in this law. Northerners resented being forced to act as slave catchers, and they were skeptical of slavery apologists who argued that their slaves were quite happy where they were. If slaves were so content, Northerners asked, why were they running away?Standards: RI.7.1

QUESTION 5: What is John Bowley’s “bold and desperate plan” to save his wife and children from auction?

Sample Answer: John bravely enters the courthouse and hands the guard an envelope holding a forged letter claiming that his master, the auctioneer, wants the family brought to the inn to be sold. They calmly walk down the street until they reach the Quaker’s house, where they hide for a time in the attic.Standards: RI.7.1

COMPARATIVE TEXTS

Text: Twelve Years a Slave by Solomon Northup

Compare to: Chapters 11 and 13 of Harriet Tubman: Conductor on the Underground Railroad

Connection: Once the Fugitive Slave Law was enacted in 1850, the number of bounty hunters multiplied as they responded to notices of runaway slaves. The danger loomed for all African Americans, not just fugitive slaves. As depicted in the Oscar-winning film Twelve Years a Slave, free African Americans in northern cities faced the real risk of being kidnapped and shipped south for sale. The peril was just as great, if not greater, for anyone who aided in their escape, including Harriet Tubman, both a fugitive and a conductor. Students will write an opinion essay about the dangers faced by Harriet Tubman and those she guided in the 1850s.

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CHAPTERS 14–17: Go On or Die


In this passage, Harriet is conducting a group of six fugitives (including her three brothers) to safety and freedom in St. Catharines, Ontario, Canada. Faced with complaints about the wintry cold of the North, Harriet has just asked if any of the six would choose slavery in a warmer clime over freedom in a colder one. They admitted they would not make that choice. Harriet tells them no fugitive has, and reflects that freedom requires a total commitment of every part of a person, and once found, freedom must be held in the highest esteem. Harriet reaffirms her own commitment to helping this group get settled, and then going back to guide a new group of slaves to freedom.

WHY IT’S KEY

Central Idea: In this scene, Harriet has challenged her six shivering, griping but now free passengers to have the courage of their convictions: would they rather return to warmth and enslavement? Harriet muses about what freedom is worth and reflects that it’s worth as much as one is willing to give for it. Freedom isn’t bought merely with inconvenient “dust,” but with “all of oneself.” Freedom comes with sacrifice and loss. Harriet has given up her family, romantic love, money, safety, and a sense of home, not only for her own freedom but for the freedom of everyone she has led out of the slaveholders’ land.

Individual: Imbued with unusual determination, Harriet has a sense of mission, as if ordained by a higher power, to keep returning to the territory of her enemies and to guide the willing and courageous to freedom. Her certainty can be contrasted in this scene with the doubt and fear of those whom she has just brought to freedom. They are like infants taking their first steps, never having known freedom. Harriet knows it is so valuable that it’s not enough to savor it oneself, or even with a loved one. She was prepared to do that with John Tubman, but despite being free, he was too selfish to share that freedom with Harriet. Poking the fire, Harriet is like a lonely guardian spirit, her fate and desire almost mythically dedicated to going back to rescue more and more people, as if daring to be caught again.

Comparing Events: As a child, Harriet went back to her cruel mistress’s home after spending the greater part of a week in a pigpen. Clearly, starvation and cold were far too high a price for a child of seven to pay. But hiding for five days in a pigpen is still an impressive show



of endurance or stubbornness, whatever the age. One could see it as early training for the life of endurance and survival that Harriet would model to her passengers in cold Ontario, three decades later. Through Ann Petry, we can see young Harriet as a kind of ascetic-to-be, and by comparison her mature self experiences freedom as a kind of spiritual necessity; for her, being free means freeing others.

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Discussion Prompt: Think about Harriet’s reflection: Freedom’s a hard-bought thing, not bought with dust, but bought with all of oneself—-the bones, the spirit, the flesh—and once obtained it had to be cherished, no matter what the cost. What does this statement mean? Do you agree that freedom is “bought with all of oneself”? Or is freedom not bought at all, but free of cost? Bring into your discussion examples from your own life as well as details from the text.

Standards: RI.7.1, RI.7.3, RI.7.4; SL.7.1.A, SL.7.1.C, SL.7.1.D

VOCABULARY fastidiousfas•tid•i•ous adjectivePaying attention to tiny details; particularThe butler was very fastidious about his appearance, not tolerating so much as a speck of dust. mutinousmu•tin•ous adjectiveInvolving revolt against control; rebelliousI tried to calm them down with a movie, but after the pizza fiasco, the children were mutinous. sullensull•en adjectiveShowing irritation or ill humor by a gloomy silenceShe sat at the dinner table with a sullen face and slumped shoulders, not touching a thing.

incalculablein•cal•cu•la•ble adjectiveToo great to be measured or calculatedThe odds that the two childhood friends would both become astronauts and meet on Mars were incalculable. devoidde•void adjectiveEntirely lacking or free fromJulia is technically an expert pianist, but her playing is devoid of emotion.

CLOSE READ

QUESTION 1: Where does the Quaker Thomas Garrett hide runaway slaves?

Sample Answer: Garrett is a cobbler. When fugitives arrive, he gives each of them a new pair of shoes and opens the secret door in his shop—a whole wall on hinges—to a hidden room.Standards: RI.7.1



QUESTION 2: In Chapter 15, why does Harriet aim her shotgun at the fugitive who wants to turn back?

Sample Answer: Harriet is forced to threaten the runaway with the gun and the words “go on with us or die” because of the problems his desertion would cause not only for the other members of the group but for everyone involved in the Underground Railroad. If he returned to the plantation, his master would force him to divulge all of the information he has on Railroad operations, putting those who offer shelter and support for runaways in grave danger.Standards: RI.7.1

QUESTION 3: In William Still’s record book, what is the reason for Harriet’s unprecedented success as a conductor?

Sample Answer: Still attributes Harriet’s many triumphs to her “adventurous spirit and utter disregard for consequences.” He describes her as one of a kind.Standards: RI.7.1

QUESTION 4: What does Ben say when the master asks whether or not he has seen his two missing sons, bound for the chain gang?

Sample Answer: Honest and truthful, Ben tells him that he hasn’t seen either of them this Christmas, which is quite right: he slipped food under the door to the fodder house for them and walked them to the road, but he did this without looking inside the cabin, and he wore a blindfold when he escorted them out of the plantation.Standards: RI.7.1

COMPARATIVE TEXTS

Text: The Underground Railroad by William Still

Compare to: Chapters 14–15 of Harriet Tubman: Conductor on the Underground

Connection: William Still helped thousands of slaves to freedom as the Philadelphia station master on the Underground Railroad. Based on his detailed notes taken during his years of service, Still later wrote a book about the Railroad and how it worked. The book also confirmed everything that Harriet said she had done to free slaves. Still’s account of her actions, spelled out in “‘Moses’ Arrives with Six Passengers,” affirmed Harriet’s role as a modern-day Moses and, later, as advocate for freemen and women after the Civil War.



CHAPTERS 18–19: Visions and Ventures


This passage offers blunt evidence of Harriet’s all-in attitude toward the effort and sacrifice and commitment required in the pursuit of freedom. She has led a large group to a river apparently too deep to safely get across. Harriet insists she has seen this river in a dream and in her vision, God showed her the one safe place to cross. One man, calling her crazy, refuses to enter the freezing water and heads for the woods. Harriet points a rifle at the man and threatens to kill him if he leaves. The threat works, even though Harriet hates being driven to it, and doesn’t trust her own sense of direction, and the whole group follows Harriet.

WHY IT’S KEY

Motif: Water is an important motif in Ann Petry’s biography. The first three paragraphs of Chapter 1 set the scene of Tidewater Maryland’s abundant “coves and creeks, rivers and small streams.” Water offers navigation, escape, routes, and impasses. It suggests cleansing as well as drowning. As a child, hired out to a muskrat trapper, Harriet almost dies after standing in freezing water, whereas water saves the slave Tice Davis when he “disappeared before his master’s very eyes” after crossing the Ohio River. In its many moods, both reliable and unpredictable, water is an old symbol of life—and freedom. “Follow the river,” Harriet was told earlier when she fled Brodas’s plantation.

One of the spirituals that Harriet knew well was “Wade in the Water,” whose verses refer to the exodus of the Israelites; whose chorus refers to John in the New Testament; and which is said to contain coded instructions for runaway slaves. This passage is a kind of reenactment of the song, with Harriet urging her reluctant passengers to do just as the song says. Later, privately plagued by uncertainty, she goads herself, “Wade in the water just like John,” and a feeling of confidence returned. With Harriet, trust is a matter of faith, reinforced in this case by a dream image of a river crossing that will not betray them. Their faith holds, although barely, and they are rewarded for keeping it.

Individual: The Harriet of this biography is both human and larger than life. In this passage we see another Harriet: the “crazy woman” as Peter calls her, and the deeply religious believer in her own visions and dreams. When she pulls a gun on Peter and threatens to kill him if he goes back, it seems as if she really is the crazy woman. But there is a method to her madness. A deserter, forced to divulge information about the Underground Railroad, could



sign a death warrant for hundreds of good people. For Harriet’s passengers, trust was the key, both trusting the process and the “crazy woman.” Interestingly, after declaring that the Lord was leading her, Harriet adds the Native American maxim “running water leaves no trail.” Perhaps this is a subtle nod to Harriet’s other trusted guide, the natural world.

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Discussion Prompt: Harriet urges her charges to wade across a deep river, risking death by drowning, because she had a vision in a dream that it would be okay. Then she threatens to shoot someone who loses heart. How would you feel if you were expected to trust Harriet Tubman? On what would you base your confidence in her?


VOCABULARY inauspiciousin•aus•pi•cious adjectiveUnfavorable; ill-omenedIt was an inauspicious day for a wedding, gloomy and threatening to rain. imbuedim•bued verbInspired by or filled with a quality or feelingAfter a long swim in the lake, I was imbued with a tingling energy. earmarksear•marks nounIdentifying features or attributesIt had all the earmarks of another robbery by Lucky Charms, the cereal thief.

nostalgiano•stal•gia nounA wistful desire to return in thought or in fact to a former time in one’s lifeLooking through her old photo albums filled her with an almost unbearable nostalgia.

strongholdstrong•hold nounA fortress; a place that is well-protected from harmThe emperor spent his final years in his island stronghold, counting his money.

CLOSE READ

QUESTION 1: In Chapter 18, what does Harriet do when she sees the handbill calling for her capture?

Sample Answer: She laughs, telling the fugitives that nobody will ever catch her. After all, she just had a vision that saved them all.Standards: RI.7.1

QUESTION 2: Why does Eliza Nokey cry out in terror when she and Harriet are stowed in the bricklayer’s wagon?



Sample Answer: Eliza whispers that being buried underneath wood planks and bricks is like “being in a coffin.”Standards: RI.7.1

QUESTION 3: How does Harriet feel about John Brown as she learns more about him?

Sample Answer: Harriet has great admiration for John Brown’s ideals, but she condemns his violent ways. Though she at first promises to help him, she eventually retracts her offer, quite possibly because in her eyes the end did not justify the means.Standards: RI.7.1

QUESTION 4: How does Harriet disguise herself when she arrives in her hometown on her quest to save her parents?

Sample Answer: She bends over, affecting the hunched look of an old woman, and buys a pair of chickens from a free Negro family. Walking through town, she looks like an old woman going home from market.Standards: RI.7.1

QUESTION 5: In 1857, Harriet is troubled by “a dream that had no meaning.” Describe it, and explain what it turns out to refer to.

Sample Answer: Harriet dreams of being visited in the wilderness by a snake whose head turns into a man with dazzling eyes and a long white beard. He seems to want to say something to Harriet but is unable. One day, sitting in the woods, Harriet sees the man from the dream. It is John Brown. Although she admires Brown as a fellow abolitionist, the snake is usually a bad omen—perhaps a warning that Harriet should divorce herself from Brown’s violent plans.Standards: RI.7.1

COMPARATIVE TEXTS

Text: “John Brown’s Body” by Stephen Vincent Benét

Compare to: Chapters 19–20 of Harriet Tubman: Conductor on the Underground Railroad

Connection: As the country moved closer to civil war in the late 1850s, abolitionists disagreed on how to end slavery. Some, like John Brown, believed that only violence could end the even greater violence of slavery. Others felt that violence would solve nothing. After his failed attempt to break into the federal armory in Harpers Ferry, Virginia, to seize weapons for a slave revolution, John Brown was tried and hanged. But in death, he remained a powerful symbol of going to extremes for a cause. In the epic poem “John Brown’s Body,” Stephen Vincent Benét analyzes the complex motivations behind Brown’s desire to end slavery. Students will compare the John Brown of “John Brown’s Prayer” with Harriet Tubman, whose help Brown actively sought before the failed raid.



CHAPTERS 20–22: The Last Years


In this passage we see Harriet Tubman in old age, living quietly in Auburn, New York. She has become a local storyteller and minor celebrity in her neighborhood. She goes from house to house, ostensibly selling fresh vegetables, but always the housewife who answers the door invites her in to tell another memorable story of her daring adventures, of America before the Civil War, of slaves and slave masters and the Underground Railroad. Though she can’t read or write, she has a vivid and accurate memory for a lifetime of details.

WHY IT’S KEY

Context/Author’s Purpose: This passage begins a summation of Harriet Tubman’s life, and the struggle against slavery, through Harriet’s spellbinding storytelling. It is a fitting framework for a recap and shows a Harriet Tubman who is in reduced circumstances, selling vegetables, but feeling pride and connectedness, not self-pity. There may be another reason why Ann Petry describes Harriet telling her stories house to house to an audience of housewives. She is spreading a message of feminism and freedom to a new generation of women with much to learn about the past—a number of them, like Ann Petry, African American. It is similar to Longfellow writing “Paul Revere’s Ride” just before the start of the Civil War—to inspire a contemporary audience by reminding them of former heroes who defended American ideals.

Ann Petry published her biography of Harriet Tubman in 1955. It was an important time for the civil rights movement. The year before, the U.S. Supreme Court had ruled that the “separate but equal” doctrine that justified segregating schools was unconstitutional. In January 1955, a sit-in at a drug store lunch counter in Baltimore, Maryland, convinced the store to end its policy of discrimination against African Americans. In April, a black teenager named Claudette Colvin was arrested in Montgomery, Alabama, for refusing to give up her seat on a city bus. When the same thing happened in December to Rosa Parks, the black community of Montgomery responded with a year-long boycott of the city buses, resulting in an end to the segregated seating in 1956. Change was very much in the air in 1955.

Ann Petry wrote her biography for that contemporary audience freshly sensitized to the issues of racial justice, just as Harriet spread her stories among the households of Auburn, New York, at the end of her life. Petry and Harriet Tubman are both seeking to inspire and



educate. Petry has said, “It is my belief that the majority of textbooks used in high schools do not give an adequate or accurate picture of the history of slavery in the United States.” In this passage, Harriet is speaking factually to her neighbors, but she is also inspiring Ann Petry’s audience of 1955 and us as readers in 2015.

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Discussion Prompt: Suppose you were one of Harriet Tubman’s neighbors in Auburn, New York, and Harriet is seated in your living room, sipping buttered tea, and in the mood to reminisce. With Ann Petry’s biography in mind, which event or events from Harriet Tubman’s past would you want to hear her retell and why? Cite textual details in explaining what about that event moves you or appeals to you.

Standards: RI.7.1, 7.3; SL.7.1.A, SL.7.1.C, SL.7.1.D

VOCABULARY grievancesgrie•vanc•es nounComplaints about real or imagined unfair actsThe students presented the principal with a long list of their grievances, beginning with “Not enough time for lunch!”

indomitablein•dom•i•ta•ble adjectiveUnable to be beaten or overcomeDespite her grave injury, the gymnast showed indomitable spirit. agitationag•i•ta•tion nounA state of anxiety or nervous excitementMy mother puttered around the kitchen, wringing her hands in agitation.

haversackhav•er•sack nounA small pack with a single strapPerfect for the man or woman on the go, this haversack features a thermos holder and an insulated lining. remunerationre•mun•er•a•tion nounReward; money paid for work or a serviceI cleaned the house as best I could and received my remuneration.

CLOSE READ

QUESTION 1: What strange warning sensation did Harriet have, and to what event did it seem to correspond?

Sample Answer: In October 1859, in New York, Harriet felt a wild fluttering sensation in her heart which signaled that something bad had happened. Closing her eyes, she felt that it concerned John Brown. Later she learned that Brown had been seized in his ill-fated raid on the Harpers Ferry arsenal. He would later be hanged. Standards: RI.7.1



QUESTION 2: How did Harriet rescue Charles Nalle in Troy, New York?

Sample Answer: In April 1860, during a stopover in Troy, Harriet came upon a crowd at the courthouse where Nalle, a fugitive slave, was about to be tried. Harriet managed to stand next to Nalle and told a boy to yell Fire!, which increased the size of the crowd. She yelled “Don’t let them take him!”, knocked down a policeman, and pulled Nalle away. She disguised him with her bonnet, and people helped them escape. One man gave them his horse and wagon.Standards: RI.7.1

QUESTION 3: Who were the “contrabands,” and how did Harriet help them?

Sample Answer: The “contrabands” were slaves who had taken refuge in Union forts on some of the Sea Islands off the coast of South Carolina. The Union soldiers avoided returning them, through the Fugitive Slave Law, by holding the slaves as contraband or seized property. Many of the slaves were ill or starving, and Harriet, stationed on Port Royal island, helped feed and nurse them back to health.Standards: RI.7.1

QUESTION 4: To whom does Harriet turn over her home and land, and for what purpose?

Sample Answer: Harriet transfers stewardship of her house and 25 acres to the African Methodist Episcopal Zion Church of Auburn. Although she continued to live there until her death, the home was intended to serve the poor, the sick, and the homeless. Standards: RI.7.1

QUESTION 5: How does Harriet benefit from a book in her old age?

Sample Answer: In order to raise funds for the nearly destitute Tubman, her friend Sarah Bradford wrote Scenes in the Life of Harriet Tubman, which was published in 1869. The book was successful, and Harriet was given the total proceeds of $1,200.Standards: RI.7.1

COMPARATIVE TEXTS

Text: Sundown Towns by James Loewen

Compare to: Conclusion of Harriet Tubman: Conductor on the Underground Railroad

Connection: James Loewen’s detailed history of America’s “Sundown Towns” tells the story of communities where African Americans have been excluded as residents, and were officially unwelcome after dark. The exclusionary rules have been in place in some towns since Harriet Tubman’s day. Even after federal laws made it illegal, many towns found other ways to keep their populations “whites-only.” Students will write about the bitter irony of former slaves and slave descendants denied freedom of movement by communities that won’t let them in.



WRITE TO REVISIT

NARRATIVE WRITING

Harriet Tubman’s courageous work feeds our appetite for stories of dangerous escape. For a recent example, watch the trailer for the movie Argo, directed by and starring Ben Affleck, about his character’s efforts to free six Americans trapped in Iran after the 1979 revolution. What comparisons can you see between Affleck’s CIA agent and Harriet Tubman? What other situations or characters, real or imaginary, do these examples call to mind? Choose another example of a modern-day Harriet Tubman helping people escape to freedom or create your own example from a current news story of modern peril, or one based on a fantasy setting and situation of your own. Write a story, narrative poem, or trailer for a movie about your “Moses” and his or her dangerous arranged exodus.

Standards: RI.7.7, RL7.7, W.7.3.A, W.7.3.B, W.7.3.C, W.7.3.D, W.7.3.E

PERSUASIVE WRITING

Prompt: Think about Harriet Tubman in the context of the different figures and points of view in this unit. How would you define her in comparison to Joan of Arc or to her contemporaries, John Brown and Frederick Douglass? How did the advertisements for the slave sale and the runaway slaves, as well as “Morsie’s” reminiscence of life on the plantation help you see her work? What about William Sill’s firsthand report of Tubman in action? Take these readings and your own ideas about slavery, racism, civil rights and civil wrongs, and use them to write a 500-word (or more) essay about the legacy of Harriet Tubman. Is her life and work still relevant today? Why or why not? How does her example still matter? Do you see her times—19th and early 20th-century America—in a different way now? What is your personal response to what you learned about her world and what she stood for?

Standards: RI.7.1, RL.7.1, W.7.1.A, W.7.1.B, W.7.1.C, W.7.1.D, W.7.1.E, W.7.4, W.7.5, W.7.9.A, W.7.9.B.

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Harriet Tubman · PDF file · 2015-08-18This reading guide presents lessons to...

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Transcript of Harriet Tubman · PDF file · 2015-08-18This reading guide presents lessons to...