ALEX Classroom Resource

  

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):
English Language Arts
ELA2015 (2015)
Grade: 2
7 ) Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. [RL.2.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.7- Use an illustration to identify a character setting, or plot of a story.


English Language Arts
ELA2015 (2015)
Grade: 4
1 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.4.1]


NAEP Framework
Anchor Standard::
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Cognitive Target::
  • Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
  • Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument.

NAEP Descriptor::
Recognize explicitly stated reason for character's statement in a story. (Locate and Recall)

NAEP Descriptor::
Interpret reason for character's statement and explain with support from story. (Integrate and Interpret)

NAEP Descriptor::
Recognize paraphrase of explicit details about a main character in a story. (Locate and Recall)

NAEP Descriptor::
Recognize story detail related to main action. (Locate and Recall)

NAEP Descriptor::
Recognize reason explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Recognize reason for character's action in a story (explicit). (Locate and Recall)

NAEP Descriptor::
Recognize description of character's action explicitly stated in a story. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.1- Answer who, what, when, and where questions to demonstrate understanding of a story.


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

Insight 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 167th Regiment of the Rainbow Division
•  Identifying World War I technologies, including airplanes, machine guns, and chemical warfare
Insight 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 167th 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 167th 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 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.


Tags: Follow the Drinking Gourd, Jeannette Winters, slavery, slaves, songs, underground railroad
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  This resource provided by:  
Author: Ginger Boyd