ALEX | Alabama Learning Exchange

Read "Follow the Drinking Gourd"

Classroom Resource Information

Title:

Read "Follow the Drinking Gourd"

URL:

https://amhistory.si.edu/ourstory/pdf/slavelife/slave_readgourd.pdf

Content Source:

Smithsonian

Type:

Learning Activity

Overview:

In this activity, students will increase their knowledge about slaves, slavery, and the underground railroad by reading Follow the Drinking Gourd by Jeannette Winters. Students will write and illustrate a poem or letter playing the role of a conductor, agent, or passenger on the underground railroad.

Content Standard(s):

Social Studies SS2010 (2010) Grade: 2 Living and Working Together in State and Nation	11 ) Interpret legends, stories, and songs that contributed to the development of the cultural history of the United States. Examples: American Indian legends, African-American stories, tall tales, stories of folk heroes Unpacked Content Strand: History Course Title: Living and Working Together in State and Nation Evidence Of Student Attainment: Students: Interpret legends, stories, and songs to identify the contributions each made to the development of the cultural history of the United States. Teacher Vocabulary: interpret legends stories songs contributed development cultural history tall tales folk heroes Knowledge: Students know: The purpose and essential elements of legends, stories, and songs. Examples of legends, stories, and songs that contributed to United States' cultural history including American Indian Legends, African American Stories, Tall Tales and stories of Folk Heroes. Vocabulary: legends, stories, songs, cultural history. Skills: Students are able to: Interpret legends, stories, and songs. Identify the purpose and essential elements of legends, stories, and songs. Identify the contribution that specific legends, stories, and songs had on the development of cultural history of the United States. Understanding: Students understand that: There are legends, stories, and songs that have contributed to the development of the cultural history of the United States. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.2.11- Identify that the cultural history of the United States has many influences; identify songs and stories that play a role in defining culture.
Social Studies SS2010 (2010) Grade: 4 Alabama Studies	11 ) Describe the impact of World War I on Alabamians, including the migration of African Americans from Alabama to the North and West, utilization of Alabama's military installations and training facilities, and increased production of goods for the war effort. • Recognizing Alabama participants in World War I, including Alabama's 167^th Regiment of the Rainbow Division • Identifying World War I technologies, including airplanes, machine guns, and chemical warfare Unpacked Content Strand: Economics, Geography, History Course Title: Alabama Studies (Alabama) Evidence Of Student Attainment: Students: Analyze the impact of World War I on Alabamians. Describe the causes that led to the migration of African Americans from Alabama to the North and West. Analyze the purpose of the utilization of Alabama's military installations and training facilities. Analyze the causes and effects of the increased production of goods for the war effort. Assess the importance of Alabama's participation in World War I, including Alabama's 167^th Regiment of the Rainbow Division. Analyze the impact of World War I technologies, including airplanes, machine guns, and chemical warfare on the end result of the war and on Alabama's economy. Teacher Vocabulary: analyze infer assess home front propaganda installation utilization technology WWI Great Migration Knowledge: Students know: How Alabamians were impacted by WWI. The factors that led to the migration of African Americans from Alabama to the North and West. Alabama was home to many military installations and training facilities. The production of many goods increased greatly as a result of the war. Many Alabamians participated in the war including Alabama's 167^th Regiment of the Rainbow Division. New technologies, including airplanes, machine guns, and chemical warfare, greatly impacted the outcome of the war. Skills: Students are able to: Recognize the impact of World War I on Alabamians. Trace on a map the migration of African Americans from Alabama to the North and West. Identify Alabama's military installations and training facilities. Analyze graphs to determine increased production of specific goods during WWI. Identify World War I technologies, including airplanes, machine guns, and chemical warfare. Understanding: Students understand that: World War I had a significant impact on Alabama. Alabama Archives Resources: Click below to access all Alabama Archives resources aligned to this standard. Alabama Archive Records Alabama Alternate Achievement Standards AAS Standard: SS.AAS.4.11- Identify the important role Alabama played during World War I and the impact World War I had on the lives of Alabamians.
English Language Arts ELA2021 (2021) Grade: 2	23. Identify the main story elements in a literary text. a. Explain the plot of a narrative, using textual evidence to list the major events in sequence. b. Describe the characters' traits, feelings, and behaviors in a story. c. Describe the setting of a narrative, using textual evidence. d. Identify the central message or moral of a story. e. Identify the theme in myths, fables, and folktales. Unpacked Content Teacher Vocabulary: 23. Story elements Literary text 23a. Plot Narrative Textual evidence Major events Sequence 23b. Describe Character Traits Feelings Behaviors 23c. Setting Narrative Textual evidence 23d. Central message Moral 23e. Theme Myths Fables Folktales Knowledge: 23. Students know: Literary text is a story that contains story elements, like a plot and characters. 23a. Plot is the main events of a story (often referred to as the beginning, middle, and end of a story). The sequence of events is the order in which the story takes place. 23b. A story author provides descriptions of the characters' traits, feelings, and behaviors. 23c. Setting is when and where a story takes place. 23d. A central message or moral is the lesson that is learned through the story or the one big idea of the story. 23e. Theme is the main, recurring idea in a text. Myths, fables, and folktales are fictional pieces of text. Skills: 23. Students are able to: Identify the main story elements in a literary text, such as characters, settings, and plot. 23a. Explain the major events of a story in order by using text evidence. 23b. Describe characters' traits, feelings, and behaviors by using information from the text. 23c. Describe the setting of a story by using evidence from the text. 23d. Identify the central message or moral of a story using information from the text. 23e. Identify the theme of a myth, fable, or folktale. Understanding: 23. Students understand that: Literary texts include story elements, and they can identify the various elements to better understand the text. 23a. The plot is the main events of the story that happen in a particular sequence. The plot can be explained by using words or phrases from the text. 23b. Understanding each character's traits, feelings, and behaviors will help them better understand a story's plot. They can learn about characters by carefully reading the story and describing the characters' traits, feelings, and behaviors. 23c. They can use information from the text to learn when and where the story takes place. They can use the text to describe attributes of the setting. 23d. Stories will often have a central message or moral that the author intended to share with readers. 23e. Myths, fables, and folktales are often written to convey a particular theme or main message.
English Language Arts ELA2021 (2021) Grade: 4	15. Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text. a. Identify and explain attitudes and influences of multiple characters within a text. b. Explain how the main character changes throughout the story, using explicit evidence from the text. c. Make an inference about a character's behavior, the setting, and/or specific events, using explicit details from the story. Unpacked Content Teacher Vocabulary: 15. Analyze Character Setting Event Story Drama Specific details 15a. Attitude Influence Characters 15b. Main character Explicit evidence 15c. Inference Character Behavior Setting Specific events Explicit details Knowledge: 15. Students know: Characters are any person, animal, or figure that affect the events of the story. Setting is when and where a story takes place. Events are situations that are described in the story. A drama is a story with dialogue that can be read by different people. Details in the text provide information about the characters, setting, and events. 15a. Characters are any person, animal, or figure that affect the events of the story. Characters in text are described as having certain attributes, like attitude. Characters in text can be influenced by other characters or events in the text. 15b. The main character is the focus of the plot and often displays changes in attitude or beliefs during the story. Explicit evidence refers to direct quotations from the text. 15c. Making an inference requires using observation and background knowledge to reach a logical conclusion. Inferences can be drawn by using information from the text. Skills: 15. Students are able to: Use specific details from the text to explain attributes of the characters, setting, or event in a story or drama. 15a. Identify attitudes and influences of multiple characters within a text. Explain the reasoning behind characters' attitudes and influences. 15b. Identify the main character in a story. Use explicit evidence from text to explain how the main character changed in the story. 15c. Use explicit details from a story to support inferences about a character's behavior, the story's setting, and/or specific events. Understanding: 15. Students understand that: They can explain details about characters, settings, and events in a story or drama by using evidence from the text. 15a. There are influences that affect characters' behavior and attitude in a text. 15b. A story usually focuses on one main character who changes throughout the text. Their explanations can be supported with direct quotations from the text. 15c. Making an inference requires them to use information from the text and their background knowledge to draw conclusions about characters, settings, and events in a story.

Tags:

Follow the Drinking Gourd, Jeannette Winters, slavery, slaves, songs, underground railroad

License Type:

Custom Permission Type
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Author:

Ginger Boyd

ALEX Classroom Resource

Read "Follow the Drinking Gourd"