NCSS notable trade book lesson plan Before She Was Harriet

Abstract

Purpose

The purpose of this paper is to allow students to explore the accomplishments of Harriet Tubman at various stages of her life through a guided research investigation. Students will be able to identify Harriet Tubman as a human hero by creating biographical story boards to display first in the classroom and later moved to a local cultural museum. The lesson plan is based on the trade book Before She Was Harriet. This short biography of Harriet Tubman is written in a free verse style to introduce young readers to the several roles she held throughout her impressive life span.

Design/methodology/approach

Social constructivist principles are integrated throughout the lesson; that is, meaningful interactions with peers and the teacher influence student learning. Students participate in a scaffolded research project with the support of teacher modeling and graphic organizers. They expand their knowledge by creating an original interdisciplinary project, a story board biography. Throughout all phases of the learning experience, students engage in critical thinking and challenging activities that include drawing connections among ideas, evaluating group work, arguing positions and applying research skills. Additionally, a variety of resources, including technology, are incorporated to promote active student engagement.

Findings

This is a National Council for the Social Studies (NCSS) Notable Tradebook Lesson Plan.

Originality/value

Young learners need the opportunity to engage in scaffolded research activities in a social studies classroom. This innovative instructional plan provides PreK-3 teachers a guide to introducing students to Harriet Tubman by reading aloud Before She Was Harriet, a 2018 Notable Trade book, and allowing students to gather a deep understanding of this historical figure through guided research over the course of two to three sessions.

Citation

Moore, D.D. (2019), "NCSS notable trade book lesson plan Before She Was Harriet", Social Studies Research and Practice, Vol. 14 No. 3, pp. 349-360. https://doi.org/10.1108/SSRP-12-2018-0047