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: 4-6
Resource Type(s): Reference Materials, Primary Sources, Lessons & Activities
Duration: 40 minutes
Date Posted: 3/18/2011
Take a close look at two newspaper articles and a children's book telling the story of an escaped slave-compare the stories they tell to uncover the perspectives they represent. Part of an OurStory module entitled Full Steam to Freedom, this activity includes transcripts of two Civil War-era newspaper articles (one from the North and one from the South)and a recommended children's book, along with a ThinkAbout worksheet with strategies for analyzing. 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)
Historical Thinking 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).
7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Common Core State Standards (Grades 11-12)
CCSS.ELA-Literacy.RH.11-12.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.3 (Key Ideas and Details): Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.4 (Craft and Structure): Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.5 (Craft and Structure): Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.6 (Craft and Structure): Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.7 (Integration of Knowledge and Ideas): Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.8 (Integration of Knowledge and Ideas): Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
CCSS.ELA-Literacy.RH.11-12.9 (Integration of Knowledge and Ideas): Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.RH.11-12.10 (Range of Reading and Level of Text Complexity): By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades K-2)
D1.2.K-2. (Compelling Questions): Identify disciplinary ideas associated with a compelling question.
D1.3.K-2. (Constructing Supporting Questions): Identify facts and concepts associated with a supporting question.
D1.4.K-2. (Constructing Supporting Questions): Make connections between supporting questions and compelling questions.
D1.5.K-2. (Determining Helpful Sources): Determine the kind of sources that will be helpful in answering compelling and supporting questions.
D2.Civ.2.K-2. (Civics): Explain how all people, not just official leaders, play important roles in a community.
D2.Civ.3.K-2. (Civics): Explain the need for and purposes of rules in various settings inside and outside of school.
D2.Civ.5.K-2. (Civics): Explain what governments are and some of their functions.
D2.Civ.6.K-2. (Civics): Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
D2.Civ.7.K-2. (Civics): Apply civic virtues when participating in school settings.
D2.Civ.8.K-2. (Civics): Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.
D2.Civ.9.K-2 (Civics): Follow agreed-upon rules for discussions while responding attentively to others when addressing ideas and making decisions as a group.
D2.Civ.10.K-2. (Civics): Compare their own point of view with others' perspectives.
D2.Civ.11.K-2. (Civics): Explain how people can work together to make decisions in the classroom.
D2.Civ.12.K-2. (Civics): Identify and explain how rules function in public (classroom and school) settings.
D2.Civ.14.K-2. (Civics): Describe how people have tried to improve their communities over time.
D2.Eco.1.K-2. (Economics): Explain how scarcity necessitates decision making.
D2.Eco.2.K-2. (Economics): Identify the benefits and costs of making various personal decisions.
D2.Eco.3.K-2. (Economics): Describe the skills and knowledge required to produce certain goods and services.
D2.Eco.4.K-2. (Economics): Describe the goods and services that people in the local community produce and those that are produced in other communities.
D2.Eco.5.K-2. (Economics): Identify prices of products in a local market.
D2.Eco.6.K-2. (Economics): Explain how people earn income.
D2.Eco.7.K-2. (Economics): Describe examples of costs of production.
D2.Eco.9.K-2. (Economics): Describe the role of banks in an economy.
D2.Eco.10.K-2. (Economics): Explain why people save.
D2.Eco.12.K-2. (Economics): Describe examples of the goods and services that governments provide.
D2.Eco.13.K-2. (Economics): Describe examples of capital goods and human capital.
D2.Eco.14.K-2. (Economics): Describe why people in one country trade goods and services with people in other countries.
D2.Eco.15.K-2. (Economics): Describe products that are produced abroad and sold domestically and products that are produced domestically and sold abroad.
D2.Geo.1.K-2. (Geography): Construct maps, graphs, and other representations of familiar places.
D2.Geo.2.K-2. (Geography): Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
D2.Geo.3.K-2. (Geography): Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
D2.Geo.4.K-2. (Geography): Explain how weather, climate, and other environmental characteristics affect people's lives in a place or region.
D2.Geo.5.K-2. (Geography): Describe how human activities affect the cultural and environmental characteristics of places or regions.
D2.Geo.6.K-2. (Geography): Identify some cultural and environmental characteristics of specific places.
D2.Geo.7.K-2. (Geography): Explain why and how people, goods, and ideas move from place to place.
D2.Geo.8.K-2. (Geography): Compare how people in different types of communities use local and distant environments to meet their daily needs.
D2.Geo.9.K-2. (Geography): Describe the connections between the physical environment of a place and the economic activities found there.
D2.Geo.10.K-2.(Geography): Describe changes in the physical and cultural characteristics of various world regions.
D2.Geo.11.K-2. (Geography): Explain how the consumption of products connects people to distant places.
D2.Geo.12.K-2. (Geography): Identify ways that a catastrophic disaster may affect people living in a place.
D2.His.1.K-2. (History): Create a chronological sequence of multiple events.
D2.His.2.K-2.(History): Compare life in the past to life today.
D2.His.3.K-2. (History): Generate questions about individuals and groups who have shaped a significant historical change.
D2.His.4.K-2. (History): Compare perspectives of people in the past to those of people in the present.
D2.His.6.K-2 (History): Compare different accounts of the same historical event.
D2.His.9.K-2. (History): Identify different kinds of historical sources.
D2.His.10.K-2. (History): Explain how historical sources can be used to study the past.
D2.His.11.K-2. (History): Identify the maker, date, and place of origin for a historical source from information within the source itself.
D2.His.12.K-2. (History): Generate questions about a particular historical source as it relates to a particular historical event or development.
D2.His.14.K-2. (History): Generate possible reasons for an event or development in the past.
D2.His.16.K-2. (History): Select which reasons might be more likely than others to explain a historical event or development.
D4.2.K-2. (Communicating and Critiquing Conclusions): Construct explanations using correct sequence and relevant information.
D4.3.K-2. (Communicating and Critiquing Conclusions): Present a summary of an argument using print, oral, and digital technologies.
D4.4.K-2. (Communicating and Critiquing Conclusions): Ask and answer questions about arguments.
D4.5.K-2. (Communicating and Critiquing Conclusions): Ask and answer questions about explanations.
D4.6.K-2. (Taking Informed Action): Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.
D4.7.K-2. (Taking Informed Action): Identify ways to take action to help address local, regional, and global problems.
D4.8.K-2. (Taking Informed Action): Use listening, consensus-building, and voting procedures to decide on and take action in their classrooms.