Study Guide

How To Use This Study GuideBook-It All Over closely aligns its performances and learning materials with research-based reading

instruction. The purpose of this study guide is to engage students in reading strategies and action-oriented exercises that support comprehension of Henry’s Freedom Box.

Literacy & Theatre Alignment by Gail SehlhorstActivities by Gail Sehlhorst and Jessica BalounDesign by Jessica Baloun

Written by Ellen LevineIllustrated by Kadir Nelson

Adapted and Directed by Annie Lareau

Reading Strategies EmphasizedActivating Prior Knowledge

Making Self-to-Text Connections Building Background Knowledge

Reflecting and Evaluating

Themes and Concepts Explored The Underground Railroad

Slavery Freedom and Oppression

Helping Others

Some activities are designed for teachers to lead students through an interactive process – directions and support materials are included for successful facilitation. Others are handouts for independent student work or to be used for whole class discussions – these pages do not have directions for the teacher. Feel free to

select one or all activities and adjust them to fit your classroom needs and the level of your students.

EALRs for the study guide and performance include:Reading: 1.2, 1.3, 2.1, 2.3, 2.4 Communication: 1.1, 1.2, 2.2 Theatre: 1.1, 1.4, 3.1, 4.3

Illustrations from Henry’s Freedom Box copyright © 2007 by Kadir NelsonText from Henry’s Freedom Box copyright © 2007 by Ellen LevinePermission arranged with Scholastic Inc. New York, NY 2007

Study Guide © 2010 Book-It All Over. No parts of this guide may be reproduced without express permission.

Introduction to Book-It All OverBook-It All Over, the arts education program of Book-It Repertory Theatre, is dedicated to inspiring people of all ages to read. We tour a diverse range of stories to schools, libraries, and community centers throughout the Pacific Northwest, conduct long-term residencies in schools, offer teacher professional development for school staff, and present low-cost student matinées of our mainstage shows. What you will see and hear at a Book-It All Over performance is literature spoken by the characters as if it were dialogue in a play. The unique Book-It Style™ preserves the author’s voice by speaking both narrative and character dialogue—including the “he said’s” and “she said’s.” Book-It takes the written word back to its roots—storytelling!

Arthur Allen in La Mariposa, 2008.Photo by Chris Bennion.

Our MissionTo provide an interactive relationship between youth and literature through theatrical productions and educational programs that promote the joy of reading, embrace diversity, enhance student and teacher learning, and inspire the imagination.

Introduction to the StoryHenry’s Freedom Box by Ellen Levine and illustrated by Kadir Nelson is the true story of Henry Brown, a slave who mailed himself to freedom through the Underground Railroad. In the beginning, Henry is a small boy and is separated from his family to work for a new master in a tobacco factory. When he is older, he meets and marries another slave with whom he has three children. Again, he is separated from his family when they are suddenly sold at the slave market. Henry is devastated. He has nothing to lose and decides to risk his life for freedom. He seeks the help of a friend and an abolitionist doctor to mail him in a wooden crate to the north – where there are no slaves. He travels by horse-drawn cart, steamboat, and train, upside down, sideways, and breathing through small air holes. He arrives in Philadelphia twenty-seven hours later on March 30, 1849 – finally a free man.

Author BackgroundEllen Levine’s books have won many awards and honors, including the Jane Addams Peace Award. Although she enjoys writing both fiction and nonfiction, most of Ellen’s books for young readers have been nonfiction. “Writing nonfiction lets me in behind the scenes of the story. I enjoy learning new things and meeting new people, even if they lived 200 years ago.” Ellen Levine was born in New York City. She received her B.A. degree in Politics from Brandeis University, graduating Magna cum laude. She has a Master’s degree in political science from the University of Chicago and a Juris Doctor degree from New York University School of Law. She has worked in film and television, taught adults and immigrant teenagers in special education and ESL programs. A former staff attorney with a public interest law group, Levine now devotes her time to writing, lecturing, and teaching. She is on the faculty of Vermont College’s MFA program in writing for Children and Young Adults.

Resources: http://www.scholastic.com/browse/contributor.jsp?id=3318

Table of Contents

Page 2

Information on Book-It All Over, the story, and the author Page 2Stand Up If Activate Prior Knowledge – Activity Page 3My Story: Helping Others Make Self-to-Text Connections – Worksheet Page 4Power Build Background Knowledge – Activity Page 5Passing Codes Build Background Knowledge – Activity Page 6Codes into Action Build Background Knowledge – Activity Page 7Codes from the Underground Railroad – Support Material for Activities Page 8My Journey Reflect and Evaluate – Worksheet Page 9

Page 3

Activate Prior Knowledge

Henry Brown wasn’t sure how old he was. Henry was a slave. And slaves weren’t allowed to know their birthdays.

- Henry “Box” Brown

PurPose: To activate prior knowledge for the characters, events, and concepts in the reading – specifically, the Underground Railroad, slavery, freedom, oppression, and helping others.

Time: 10 minutes

PreParaTion: Read through the directions and dialogue before leading the activity. Pre-select, adjust, or create statements that are appropriate for the level, age, and background of students.

DirecTions:Students sit at their desks. Tell students they will activate prior knowledge around themes and history to prepare for a performance they will see. Tell students they will hear a series of statements and if the statement applies, they should stand-up, scan the room, then sit for the next statement. Begin with simple statements to get everyone moving, then transition to statements related to the content that gradually get more sensitive as the activity progresses. After the activity, engage in reflection on selected statements – relate students’ experiences to the story.

Dialogue: Just like good readers think about what they already know about a topic before reading, we’re going to think about what we already know about slavery and the Underground Railroad before seeing “Henry’s Freedom Box” in an activity called “Stand Up If...” I will say a series of statements starting with “Stand up if this statement is true for you...” and if the statement is true you will stand, look around the room to see who else is standing, and then sit down and listen for the next statement. You can choose not to stand, even if the statement is true for you – that’s okay. No one comments or is allowed to say whether something is or isn’t true for another person – this is a silent activity. Let’s begin.

• I have risked getting in trouble to help a friend• I know what it feels like to be bossed around• I have been treated as an outsider – been left out• It’s ok if people are different from me• I want to treat others the way I want to be treated• I have secret codes with my friends or siblings that only we understand• I know something about slavery• I know how to spell “emancipation proclamation”• I can imagine what life was like in 1849 – the way people dressed, ate and lived• I think slaves were treated as property or objects like tables or cows or wagons• I know what a “conductor” is• I know what a “station master” is• I could live in a small box for 24 hours without getting out

Stand up if this statement is true for you...

• I like chocolate• I read a book this weekend• I like sports• I am wearing shoes

(Transition into content statements)

• I know the date of my birth• I have a brother or sister• I am close to my siblings• I have been separated from my family for more than a week (3 weeks, 1 month, 1 year, etc.)• I have been separated from my family and I didn’t want to go• I have felt afraid before• I have a close friend or family member who has helped me through a hard time

Stand Up If...Take a stand for what you know to be true

Page 4

My Story: Helping OthersHe asked James and Dr. Smith to help him.

Dr. Smith was a white man who thought slavery was wrong. – Henry to James and Dr. Smith

Everyone needs help – Henry needed help to free himself from slavery. In each circle, write or draw, about times in your life when help was needed.

A time when

someone helped me...

A time when I helped someone...

A time when someone needed help,

but I didn’t do anything...

Make Self-to-Text Connections

Page 5

Make Self-to-Text Connections

If you made a mistake, the boss would beat you.– Henry, about the factory boss

PurPose: To experience the concepts of freedom and oppression – what’s equal and fair?

Time: 10 minutes PreParaTion: Read through directions and dialogue before leading the activity. Do not explain what will happen in the activity – just begin. Take the activity as far as needed for students to get the concepts of freedom, oppression, equality, and fairness. Then, discuss what they experienced and how it connects to the performance they will see, which takes place during a time in our country when slavery was legal.

DirecTions & Dialogue:

1. Tell students to line up by birth date.

2. Tell the January through July birthdays to come to the front of the classroom and have August through December birthdays sit at their desks. The students at the front are the powerful, privileged group. The students remaining at their desks are the powerless, oppressed group. These distinctions are not explicit, but will become clear to the students as the activity progresses.

3. Deliver the following statements, as many as needed, until the students protest that it’s not fair.

• To the privileged group at the front, say, “You are going to play really fun games today.” • To the oppressed group at desks, say, “Sit still at your desks and be quiet.”

• To the privileged group, whisper a secret, “I’ve got a really good story to share with this group.” • To the oppressed group, say, “No talking. Be quiet.”

• To the privileged group, say, “Come to the reading area for this great story and game.” • To the oppressed group, say, “While I’m reading, pick up the pieces of paper and trash on the floor.”

• Ask the privileged group, “What do you think about this story? Look at the cover, doesn’t it look good?” • To the oppressed group, say, “Keep your eyes down. Don’t look over here.”

4. Continue with other prompts, until the students say that it’s not fair, at which point the activity ends.

5. Discuss how it feels to be in both groups. Why should things be fair and equal?

6. Use the following dialogue to discuss the role of power during a time in our country when slavery, violence, and cruelty toward African Americans was legal and commonplace. Factors that affected this relationship include race, education, property, and money. Connect the activity to the story they will see performed.

The story we are going to see performed is called, “Henry’s Freedom Box: A True Story from the Underground Railroad.” The main character, Henry Brown, is a slave who has no freedom. Everything he can and can’t do is decided by his masters. When he was a little boy, he was taken away from his mother and when he was older his family was taken away from him. You might wonder, “Why didn’t he just run away?” It was dangerous to escape – it had to be carefully planned – the Underground Railroad was part of this planning. In this activity you experienced some of the feelings of people who have privileges and people who don’t. Think about these things as you watch the play.

Activity based on: Seattle Children’s Theatre Mainstage Curriculum Addy: An American Girl Story (2007).

PowerExperience the injustice

Page 6

Build Background Knowledge

Henry would be delivered to friends in Philadelphia. – Dr. Smith, an abolitionist

PurPose: To learn codes of the Underground Railroad.

Time: 30 minutes

PreParaTion: Read through the directions and dialogue before leading the activity. Pre-select, adjust, or create code slips that are appropriate for the level, age, and background of students – see page 8 for 32 codes.

DirecTions & Dialogue:1. Introduce the activity: We are going to do an activity that explores the secret codes of the Underground Railroad. The Underground Railroad was not a real railroad. It was all the secret ways slaves made their way from the South to the North to be free. 2. Pass out the code slips.3. Tell students they have 15 seconds to silently get in a shoulder to shoulder line or circle. Count down out loud from 15 to 1 as they move.4. Tell students the following series of dialogue prompts to get them used to speaking out loud and to familiarize themselves with their code word and secret definition – clarify the codes as needed. When I count to three, say your code word and secret definition: • Out loud and at the same time, on three, 1-2-3 • To the floor, 1-2-3 • To the ceiling, 1-2-3 • To me, 1-2-35. The next phase of the activity may be led with students sitting, standing, or moving through space, depending the students’ energy and level of focus. Use the following series of dialogue prompts to give students a chance to speak and hear the codes multiple times and from multiple perspectives. Do as many versions as interest allows. The Underground Railroad was a network of abolitionists that helped escaping slaves to freedom. Abolitionists were people, both Black and White, who stood up against slavery. The codes we’ve been saying were used as a secret language so no one would get caught or hurt. Let’s hear everyone’s codes. • One at a time, out loud, say your code word only. Listen to the different codes. • One at a time, out loud, say your code word and the secret definition. Listen to their meanings. Now we’ll get into character by saying our codes with different actions and emotions that abolitionists and escaping slaves might have experienced. • This time, when I count to three, all at the same time, say your code word and secret definition as if you are a powerful leader. All together, 1-2-3. • At the same time, say your code word and secret definition as if you are afraid, 1-2-3. • At the same time, say your code word and secret definition as if you are in a hurry, 1-2-3. • At the same time, say your code word and secret definition as if you are protecting someone, 1-2-3. • At the same time, say your code word and secret definition as if you are tired, 1-2-3. • At the same time, say your code word and secret definition as if you got caught, 1-2-3. • At the same time, say your code word and secret definition as if you are free, 1-2-3. • Pick your favorite action or emotion that we just acted out. One at a time, out loud, with expression, say your code word and definition.

Passing CodesSpeak the secret language of the Underground Railroad

PurPose: To apply codes of the Underground Railroad for real purposes.

Time: 30 minutes

PreParaTion: After facilitating “Passing Codes,” follow the suggested directions and dialogue for this activity. Have paper, pens, or pencils available for brainstorming and writing.

DirecTions & Dialogue:

1. Introduce the activity of creating a secret message to Mr. Still. Model a message using the Underground Railroad codes and definitions. Now that each of you have learned your own code word that was used on the Underground Railroad, we are going to put those codes together so we can send messages to Mr. William Still. Mr. Still was born a free Black man and was an important station master of the Underground Railroad. He was also one of the people who received Henry Brown in Philadelphia. A “station master” was someone who ran a safe house and a “safe house” was a safe place for escaped slaves to find food, shelter, and help. By putting secret code words together, we can tell Mr. Still what’s happening for Henry and other escaping slaves. It’s very important that the message is only understood by Mr. Still – people’s lives depend on it.

I’ll model what this might look like. If my group had “cargo,” “promised land,” “when the train came off the track,” and “terminal,” we might write:

This means, “Runaway slaves were headed North when trouble happened at a stop in Reston.”

2. Divide the class into groups of 2 to 4 students.

3. Give groups time to share their code words and write a message using all of them. The message should begin: “Dear Mr. Still...” Below the message, students write out the translation. Tell students they will present their message as a group. This might mean reading or speaking together or taking turns.

4. Guide groups to present their secret message. They can read or share from memory – they should each say something.

Codes Into ActionWork Together to Send a Letter of Freedom

Build Background Knowledge

When Henry Brown climbed into his Freedom Box, he hoped he’d be carried to a safe world.– Author’s Note

Page 7

BackgrounD on mr. sTill:

William Still was born a free Black in New Jersey. At age 20 he left home and moved to Philadelphia, Pennsylvania to find work. Still eventually landed a job as a clerk at the Pennsylvania Anti-Slavery Society. Philadelphia was a major stop on the eastern route of the Underground Railroad. Still and his wife, Letitia, soon became stationmasters, and they sheltered many runaways in their home.

Henry and some of the station masters who received him, including William Still (second from the left).

Background on Mr. Still from: Carson, M. (2005). The underground railroad for kids from slavery to freedom with 21 activities. Chicago, IL: Chicago Review Press, Inc.

Page 8

AgentA person who plans the

course and makes arrangements

for escaping slaves

BaggageRunaway slave

BrakemanA person who helps slaves find work and homes once

they are in free states

CargoOne or more runaway

slaves

Conductor A person who guides

slaves on their journey to freedom

Drinking GourdThe Big Dipper, which points to the North Star

ForwardingTransporting slaves from

station to station

Freedom LineA slaves route of travel

Freedom TrainThe Underground

Railroad

MosesHarriet Tubman

OperatorAn Underground Railroad worker

PackageA slave travelling on the Underground Railroad

PassengerA slave travelling on the Underground Railroad

Promised LandCanada or the North

RouteThe escape route used by

one or more slaves

ShepherdA person who escorts

slaves

ShipmentArriving slaves

StationA safe place, or house,

where slaves stay

StationmasterA person who runs a safe

house

StockholderA person who donates

money, clothes, or food to the Underground Rail-

road

TerminalA stop in a town or city

Traveler An escaping slave

The Wind Blows from the South

Today An alert that runaway slaves are in the area

The Riverbank Makes a Mighty

Good RoadA reminder that blood-

hounds can’t follow scent through the water

The Dead Trees Will Show You the Way

Moss grows on the north side of dead trees and can

guide a slave north

Lost a PassengerA term used to signal that a runaway slave has been

recaptured

The Train is Off the Track

An alert that trouble hap-pened while transporting

a runaway

It’s a Friend with Friends

A password used by a conductor arriving at a safe house with a group

of slaves

coDes from The unDergrounD railroaD

Codes & Definitions from: Carson, M. (2005). The underground railroad for kids from slavery to freedom with 21 activities. Chicago, IL: Chicago Review Press, Inc.

Page 9

Reflect and Evaluate

At last, Henry had a birthday - March 30, 1849, his first day of freedom! – Henry “Box” Brown

Pair share

my ThoughTs

1. Pair-share your favorite part of the play.2. Pair-share the saddest part of the play.3. Pair-share something you didn’t understand or have a question about.4. Pair-share something you learned about slavery.

In the circles below, write what you remember most about the play. This could be something you talked about with your partner, an event in the story, how the play was acted, the set, the question and answer session – whatever you remember most. Write or draw your answers.

My JourneyWhat Henry Has Taught me

I learned...

I remember...

Henry taught me...