Meet Robert Smalls, a man who was born a slave, but made a daring escape and went on to become a U.S. Congressman.
Grade Range: K-4
Resource Type(s): Reference Materials, Lessons & Activities
Duration: 30 minutes
Date Posted: 3/18/2011
Seven Miles to Freedom is a book about Robert Smalls, a man who was born a slave in South Carolina, but made a daring escape to freedom on the ship CSS Planter and joined the Union in fighting to end slavery in America. Part of an OurStory module entitled Full Steam to Freedom, this activity includes strategies that will help adults and children actively read Full Steam to Freedom together. OurStory is designed to help children and adults enjoy exploring history together through the use of children's literature, everyday objects, and hands-on activities.
Historical Thinking Standards (Grades K-4)
Standards in History (Grades K-4)
United States History Standards (Grades 5-12)
Standards For English Language Arts (Grades K-12)
3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 3-5)
D1.2.3-5. (Compelling Questions): Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.
D1.3.3-5. (Constructing Supporting Questions): Identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation.
D1.4.3-5. (Constructing Supporting Questions): Explain how supporting questions help answer compelling questions in an inquiry.
D1.5.3-5. (Determining Helpful Sources): Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.
D2.Civ.2.3-5. (Civics): Explain how a democracy relies on people's responsible participation, and draw implications for how individuals should participate.
D2.Civ.3.3-5. (Civics): Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions.
D2.Civ.4.3-5. (Civics): Explain how groups of people make rules to create responsibilities and protect freedoms.
D2.Civ.5.3-5. (Civics): Explain the origins, functions, and structure of different systems of government, including those created by the U.S. and state constitutions.
D2.Civ.6.3-5. (Civics): Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
D2.Civ.7.3-5. (Civics): Apply civic virtues and democratic principles in school settings.
D2.Civ.8.3-5. (Civics): Identify core civic virtues and democratic principles that guide government, society, and communities.
D2.Civ.9.3-5. (Civics): Use deliberative processes when making decisions or reaching judgments as a group.
D2.Civ.10.3-5. (Civics): Identify the beliefs, experiences, perspectives, and values that underlie their own and others' points of view about civic issues.
D2.Civ.11.3-5. (Civics): Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society.
D2.Civ.12.3-5. (Civics): Explain how rules and laws change society and how people change rules and laws.
D2.Civ.13.3-5. (Civics): Explain how policies are developed to address public problems.
D2.Civ.14.3-5. (Civics): Illustrate historical and contemporary means of changing society.
D2.Eco.1.3-5. (Economics): Compare the benefits and costs of individual choices.
D2.Eco.2.3-5. (Economics): Identify positive and negative incentives that influence the decisions people make.
D2.Eco.3.3-5. (Economics): Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.
D2.Eco.4.3-5. (Economics): Explain why individuals and businesses specialize and trade.
D2.Eco.5.3-5. (Economics): Explain the role of money in making exchange easier.
D2.Eco.6.3-5. (Economics): Explain the relationship between investment in human capital, productivity, and future incomes.
D2.Eco.7.3-5. (Economics): Explain how profits influence sellers in markets.
D2.Eco.8.3-5. (Economics): Identify examples of external benefits and costs.
D2.Eco.9.3-5.(Economics): Describe the role of other financial institutions in an economy.
D2.Eco.10.3-5. (Economics): Explain what interest rates are.
D2.Eco.11.3-5. (Economics): Explain the meaning of inflation, deflation, and unemployment.
D2.Eco.12.3-5. (Economics): Explain the ways in which the government pays for the goods and services it provides.
D2.Eco.13.3-5.(Economics): Describe ways people can increase productivity by using improved capital goods and improving their human capital.
D2.Eco.14.3-5. (Economics): Explain how trade leads to increasing economic interdependence among nations.
D2.Eco.15.3-5. (Economics): Explain the effects of increasing economic interdependence on different groups within participating nations.
D2.Geo.1.3-5. (Geography): Construct maps and other graphic representations of both familiar and unfamiliar places.
D2.Geo.2.3-5.(Geography): Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
D2.Geo.3.3-5. (Geography): Use maps of different scales to describe the locations of cultural and environmental characteristics.
D2.Geo.4.3-5. (Geography): Explain how culture influences the way people modify and adapt to their environments.
D2.Geo.5.3-5. (Geography): Explain how the cultural and environmental characteristics of places change over time.
D2.Geo.6.3-5. (Geography): Describe how environmental and cultural characteristics influence population distribution in specific places or regions.
D2.Geo.7.3-5. (Geography): Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.
D2.Geo.8.3-5. (Geography): Explain how human settlements and movements relate to the locations and use of various natural resources.
D2.Geo.9.3-5. (Geography): Analyze the effects of catastrophic environmental and technological events on human settlements and migration.
D2.Geo.10.3-5. (Geography): Explain why environmental characteristics vary among different world regions.
D2.Geo.11.3-5. (Geography): Describe how the spatial patterns of economic activities in a place change over time because of interactions with nearby and distant places.
D2.Geo.12.3-5. (Geography): Explain how natural and human-made catastrophic events in one place affect people living in other places.
D2.His.1.3-5. (History): Create and use a chronological sequence of related events to compare developments that happened at the same time.
D2.His.2.3-5. (History): Compare life in specific historical time periods to life today.
D2.His.3.3-5. (History): Generate questions about individuals and groups who have shaped significant historical changes and continuities.
D2.His.4.3-5. (History): Explain why individuals and groups during the same historical period differed in their perspectives.
D2.His.5.3-5. (History): Explain connections among historical contexts and people's perspectives at the time.
D2.His.6.3-5. (History): Describe how people's perspectives shaped the historical sources they created.
D2.His.9.3-5. (History): Summarize how different kinds of historical sources are used to explain events in the past.
D2.His.10.3-5. (History): Compare information provided by different historical sources about the past.
D2.His.11.3-5. (History): Infer the intended audience and purpose of a historical source from information within the source itself.
D2.His.12.3-5. (History): Generate questions about multiple historical sources and their relationships to particular historical events and developments.
D2.His.13.3-5. (History): Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.
D2.His.14.3-5. (History): Explain probable causes and effects of events and developments.
D2.His.16.3-5. (History): Use evidence to develop a claim about the past.
D2.His.17.3-5. (History): Summarize the central claim in a secondary work of history.
D3.2.3-5. (Gathering and Evaluating Sources): Use distinctions among fact and opinion to determine the credibility of multiple sources.
D3.3.3-5. (Developing Claims and Using Evidence): Identify evidence that draws information from multiple sources in response to compelling questions.
D3.4.3-5. (Developing Claims and Using Evidence): Use evidence to develop claims in response to compelling questions.
D4.2.3-5. (Communicating and Critiquing Conclusions): Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
D4.3.3-5. (Communicating and Critiquing Conclusions): Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).
D4.4.3-5. (Communicating and Critiquing Conclusions): Critique arguments.
D4.5.3-5. (Communicating and Critiquing Conclusions): Critique explanations.
D4.6.3-5. (Taking Informed Action): Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.
D4.7.3-5. (Taking Informed Action): Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
D4.8.3-5. (Taking Informed Action): Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.