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General Tubman

In this module, students view a clip examining how Harriet Tubman used her knowledge of Maryland as a border state to influence decisions that impacted the Civil War, analyze photographs and maps from the era, and consider discussion prompts for more dialogue and deeper reflection.


Essential Question:
How does Tubman contribute to the Union Army efforts to gain control of South Carolina?

Thinking Questions:

  • Why was Tubman convinced the Emancipation Proclamation was not enough to end slavery in the United States?
  • How did Harriet Tubman and her men give the Union Army an advantage in South Carolina?
  • How would you explain Tubman’s successes in the war effort in South Carolina?

Analyze the photograph, Harriet Tubman, full-length portrait.

  • What do you notice first? What people or objects are shown?
  • Look closely at the image and make observations about what you notice, wonder, and feel.
  • What do you learn about Harriet Tubman from this photo and caption that you might not learn anywhere else?
  • Why do you think this photograph was taken? Why do you think a handwritten caption was added to the photograph?
  • Who do you think was the audience for this photograph?

Analyze the photograph, 24th Regiment U.S. Colored Troops.

  • What do you notice first? What people or objects are shown?
  • Look closely at the image and make observations about what you notice, wonder, and feel.
  • Why do you think this photograph was taken? Who does the photograph represent?
  • What is the meaning of the motto, “Let Soldiers in War, Be Citizens in Peace”?
  • Who do you think was the audience for this photograph?

Examine the Map of St. Helena Sound, and the coast between Charleston and Savannah.

  • What do you notice first? What size and shape is the map?
  • Why do you think this map was made?
  • What place or places does the map show?
  • Harriet Tubman led special operations missions for the Union Army along the Combahee River. How were the missions similar or different to her missions to lead enslaved people to freedom on the Underground Railroad?

Standards

  • Students will analyze the impact of antebellum reform movements on American politics and society by:
    • Evaluating the impact of social reform movements on temperance, prison, and educational reform.

    • Tracing the evolution, arguments, and impacts of the antebellum women’s movement.

    • Identifying the methods, arguments, and impacts of the abolitionist movement.

  • D2.Civ.6.6-8. Describe the roles of political, civil, and economic organizations in shaping people’s lives.

  • D2.Civ.10.6-8. Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.

  • D2.Civ.14.6-8. Compare historical and contemporary means of changing societies, and promoting the common good.

  • D2.Geo.4.6-8. Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

  • D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts.

  • D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

  • RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

  • RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

  • RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

  • WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.