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Assignment #2Assignment #2

by Steve Anichowskiby Steve Anichowski

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Virtual SeminarVirtual Seminar

I have selected two resources in I have selected two resources in different formats on the same topic. I different formats on the same topic. I will compare and contrast how these will compare and contrast how these resources present the topic and/or how resources present the topic and/or how they might enhance or limit the user's they might enhance or limit the user's

understanding of the topic.understanding of the topic.

IntroductionIntroduction

The two resources I chose are a book: The two resources I chose are a book: Follow the Drinking Gourd by Jeanette Follow the Drinking Gourd by Jeanette Winter & an electronic field trip: Don't Winter & an electronic field trip: Don't Wanna Slave No More from the Wanna Slave No More from the www.history.orgwww.history.org Web site (this is a free, Web site (this is a free, sample field trip.) The topic is: what it was like sample field trip.) The topic is: what it was like for slaves, before the Civil War in the U.S.A., for slaves, before the Civil War in the U.S.A., when they tried to escape to freedom. The when they tried to escape to freedom. The lessons would be suitable for 5th graders.lessons would be suitable for 5th graders.

Follow the Drinking GourdFollow the Drinking Gourd

• This is a fictionalized story, based on This is a fictionalized story, based on historical fact, describing how when historical fact, describing how when slaves tried to escape by fleeing north slaves tried to escape by fleeing north they would use the stars as their guide. they would use the stars as their guide. The Drinking Gourd is the Big Dipper The Drinking Gourd is the Big Dipper which points to the North Star. Slaves which points to the North Star. Slaves would learn the song “Follow the would learn the song “Follow the Drinking Gourd” which had directions Drinking Gourd” which had directions for following the “Underground for following the “Underground Railroad” hidden in the lyrics.Railroad” hidden in the lyrics.

Follow the Drinking Gourd Follow the Drinking Gourd Sample Illustrations :Sample Illustrations :

Follow the Drinking Gourd:Follow the Drinking Gourd:

• For a RealAudio Multimedia For a RealAudio Multimedia Presentation visit NASA’s Quest Project Presentation visit NASA’s Quest Project Educator’s GuideEducator’s Guide

• http://quest.arc.nasa.gov/ltc/special/mlk/drinkhttp://quest.arc.nasa.gov/ltc/special/mlk/drink.html.html

Lesson: Follow the Drinking Lesson: Follow the Drinking GourdGourd

• Ask students if they have ever noticed Ask students if they have ever noticed the shapes that the stars can makethe shapes that the stars can make

• Ask them if they noticed the Big Dipper Ask them if they noticed the Big Dipper and the Little Dipperand the Little Dipper

• Show the shape of the Big Dipper (on Show the shape of the Big Dipper (on the inside of the front cover of the the inside of the front cover of the book)book)

Lesson ContinuedLesson Continued

• Discuss what a drinking gourd isDiscuss what a drinking gourd is

• Point out that “the drinking gourd” was Point out that “the drinking gourd” was used by slaves as a code for the Big Dipperused by slaves as a code for the Big Dipper

Lesson ContinuedLesson Continued

• Point out that the Big Dipper points to the Point out that the Big Dipper points to the Little Dipper which contains the North Star.Little Dipper which contains the North Star.

• Point out that for slaves, north meant freedom, Point out that for slaves, north meant freedom, so they followed the North Star to escapeso they followed the North Star to escape

The two stars at the end of the bowl of the Big Dipper

point over to Polaris, the North Star, which is the end

of the handle of the Little Dipper.

Lesson ContinuedLesson Continued

• Tell students that we will look back in Tell students that we will look back in history, to a time before the Civil War in history, to a time before the Civil War in the U.S.A., to see how the stars were the U.S.A., to see how the stars were important to the slaves in their quest important to the slaves in their quest for freedom.for freedom.

• Discuss new vocabulary with the Discuss new vocabulary with the studentsstudents

• Read the storyRead the story

Lesson ContinuedLesson Continued

• Sing the song:Sing the song:– An explanation of the lyrics to the song can An explanation of the lyrics to the song can

be found at:be found at:

– http://quest.arc.nasa.gov/ltc/special/mlk/gourdhttp://quest.arc.nasa.gov/ltc/special/mlk/gourd2.html2.html

• Discuss why the slaves would want to Discuss why the slaves would want to be free and the dangers they might face be free and the dangers they might face on their journeyon their journey

Don’t Wanna Slave No More Don’t Wanna Slave No More Web Site: Web Site: www.history.orgwww.history.org (sample electronic field trip)(sample electronic field trip)

Don’t Wanna Slave No MoreDon’t Wanna Slave No More

• This is an interactive field trip that puts This is an interactive field trip that puts the user in the situation of being a slave the user in the situation of being a slave in Virginia 1775. The user has decided in Virginia 1775. The user has decided to run away from Master George to run away from Master George Pennington. Pennington.

Pennington HouseWilliamsburg, VANovember 1775

Don’t Wanna Slave No MoreDon’t Wanna Slave No More

• The user will run away to find Lord The user will run away to find Lord Dunmore who has promised freedom to Dunmore who has promised freedom to any slave who will run away from a any slave who will run away from a patriot owner to fight for the British. patriot owner to fight for the British. The user can ask preset questions prior The user can ask preset questions prior to escaping then choose various options to escaping then choose various options

on their way to freedom or captureon their way to freedom or capture..

Lesson: Don’t Wanna Slave No Lesson: Don’t Wanna Slave No MoreMore

• Tell Students that they have just heard news that Tell Students that they have just heard news that could change their lifecould change their life

• Tell them to imagine they are a slave in Virginia Tell them to imagine they are a slave in Virginia in the year 1775in the year 1775

• As this slave, you would risk everything to be freeAs this slave, you would risk everything to be free

• That is why today’s news is so exciting That is why today’s news is so exciting

• You have heard that the governor, Lord Dunmore, You have heard that the governor, Lord Dunmore, has promised freedom to any slave who will run has promised freedom to any slave who will run away from a patriot owneraway from a patriot owner

Lesson ContinuedLesson Continued

• You have decided to run away to fight You have decided to run away to fight for the Britishfor the British

• However, running away is dangerous However, running away is dangerous and you could get caughtand you could get caught

• You need to know: You need to know: – Where the governor isWhere the governor is

– How to avoid the slave patrolsHow to avoid the slave patrols

– How to get a pass to leave your areaHow to get a pass to leave your area

Lesson ContinuedLesson Continued

• To help you with your plan you can ask To help you with your plan you can ask questions to:questions to:

Johnny: a slave

owned by the sheriff

of Williamsburg.

Nan: A slave in a

neighboring household

who can read and write.

Pete: A free black peddler

who travels around southern

Virginia selling his wares.

Master Pennington: The man who

owns you and would like to keep you

from running away. You must be very

careful when talking to him.

Lesson ContinuedLesson Continued

• Discuss new vocabulary with studentsDiscuss new vocabulary with students

• Direct students to the online electronic game site Direct students to the online electronic game site start areastart area– At the At the www.history.orgwww.history.org site click “Teach” site click “Teach”

– Click “Electronic Field Trips”Click “Electronic Field Trips”

– Click “Sample Electronic Field Trip Site”Click “Sample Electronic Field Trip Site”

– Click “No Password Needed!”Click “No Password Needed!”

– Click “Runaway Game”Click “Runaway Game”

• Have students “ask” questions to plan their Have students “ask” questions to plan their escapeescape

Lesson ContinuedLesson Continued

• Tell students that once they have a Tell students that once they have a good plan they may try to escapegood plan they may try to escape

• Tell students that they will either Tell students that they will either escape or be capturedescape or be captured

Lesson ContinuedLesson Continued

• Be available for assistance to the Be available for assistance to the students as they playstudents as they play

• As students escape or get captured As students escape or get captured discuss what their routes were and discuss what their routes were and what might happen to them nowwhat might happen to them now

Presentation: Follow the Presentation: Follow the Drinking GourdDrinking Gourd

• Combination of Symbols and Combination of Symbols and Visuals in a Picture Book MediumVisuals in a Picture Book Medium– A symbolic experienceA symbolic experience

– Appropriate for individual use and Appropriate for individual use and small groupssmall groups

– Picture book medium facilitates Picture book medium facilitates equal access for allequal access for all

Presentation: Don’t Wanna Presentation: Don’t Wanna Slave No MoreSlave No More

• Combination of Symbols and Combination of Symbols and Visuals in a Games/Models Visuals in a Games/Models MediumMedium– Overall a symbolic experience but Overall a symbolic experience but

more direct than the picture bookmore direct than the picture book

– Most appropriate for individual use Most appropriate for individual use

– Providing equal access requires Providing equal access requires necessary hardware/softwarenecessary hardware/software

Basic Qualities: Follow the Basic Qualities: Follow the Drinking GourdDrinking Gourd

• Varying balance required Varying balance required between language and visual between language and visual skillsskills– Motivational songMotivational song

– Inside of the front and back cover Inside of the front and back cover there is supporting there is supporting information/extensionsinformation/extensions

– Illustrations enhance interestIllustrations enhance interest

Basic Qualities: Don’t Wanna Basic Qualities: Don’t Wanna Slave No MoreSlave No More

• Varying balance require between Varying balance require between language, visual and motor skillslanguage, visual and motor skills– Representation of reality is heightened Representation of reality is heightened

through interactionthrough interaction

– Quick access to links with supporting Quick access to links with supporting information/extensionsinformation/extensions

– Interaction allows user to choose what Interaction allows user to choose what information is revealed which directs the information is revealed which directs the user towards a conclusionuser towards a conclusion

Rational/Strategy for Use: Rational/Strategy for Use: Follow the Drinking GourdFollow the Drinking Gourd

• Enhances literature Enhances literature appreciationappreciation

• Curriculum correlation with Curriculum correlation with Science and Social StudiesScience and Social Studies

Rational/Strategy for Use: Rational/Strategy for Use: Don’t Wanna Slave No MoreDon’t Wanna Slave No More

• Allows the user a personal Allows the user a personal glimpse of how it “feels” to be glimpse of how it “feels” to be in the “situation” in the “situation”

• Competitive aspects creates a Competitive aspects creates a motivational learning situationmotivational learning situation

• Curriculum correlation with Curriculum correlation with Social StudiesSocial Studies

Equipment: Follow the Equipment: Follow the Drinking GourdDrinking Gourd

• Picture bookPicture book

• No specific operation training No specific operation training required required

• Portable resourcePortable resource

Equipment: Don’t Wanna Equipment: Don’t Wanna Slave No MoreSlave No More

• Computers with access to Internet Computers with access to Internet requiredrequired

• Specific operational training Specific operational training requiredrequired

• Stationary resourceStationary resource

Thoughts for DiscussionThoughts for Discussion

• What other resources could be What other resources could be used for this topic?used for this topic?

• Will electronic books be “here” Will electronic books be “here” sooner, rather than later?sooner, rather than later?

• Should teacher librarians Should teacher librarians develop policies for collecting develop policies for collecting electronic resources?electronic resources?

References:References:

• Branscome, F.R., & Newsome, H.E. (Eds.). (1977). Branscome, F.R., & Newsome, H.E. (Eds.). (1977). Resource Resource Services for Canadian SchoolsServices for Canadian Schools (pp.58-73). Toronto: McGraw-Hill (pp.58-73). Toronto: McGraw-Hill Ryerson, for the Association for Media and Technology Ryerson, for the Association for Media and Technology education in Canada & the Canadian School Library education in Canada & the Canadian School Library Association. Association.

• ““Colonial Williamsburg Foundation.” Sample electronic Field Colonial Williamsburg Foundation.” Sample electronic Field Trip. Trip. http://www.history.orghttp://www.history.org (7 Oct. 1999). (7 Oct. 1999).

• "Madison Metropolitan School District Planetarium.” Educator's "Madison Metropolitan School District Planetarium.” Educator's Guide to...Follow the Drinking Gourd. Guide to...Follow the Drinking Gourd. http://www.madison.k12.wi.us/planetarium/ftdg1.htmhttp://www.madison.k12.wi.us/planetarium/ftdg1.htm (9 Oct. 1999). (9 Oct. 1999).

• ““NASA's Quest Project.” Educator's Guide for Follow the NASA's Quest Project.” Educator's Guide for Follow the Drinking Gourd. Drinking Gourd. http://quest.arc.nasa.gov/ltc/special/mlk/mlkarchive.htmlhttp://quest.arc.nasa.gov/ltc/special/mlk/mlkarchive.html (9 Oct. 1999). (9 Oct. 1999).

References Continued:References Continued:

• Roach, Catharyn, & Moore, JoAnne. (1993). Roach, Catharyn, & Moore, JoAnne. (1993). Teaching Teaching Library Skills in Grades K Through 6 (pp. 66)Library Skills in Grades K Through 6 (pp. 66). New . New York: Neal-Schuman.York: Neal-Schuman.

• ““South Florida Science Museum.” Follow the Drinking South Florida Science Museum.” Follow the Drinking Gourd. Gourd. http://www.sfsm.org/gourd.htmhttp://www.sfsm.org/gourd.htm (9 Oct. 1999). (9 Oct. 1999).

• ““The FIAR Archives.” Follow the Drinking Gourd by The FIAR Archives.” Follow the Drinking Gourd by Jeanette Winter Message Index. Jeanette Winter Message Index. http://www.fiveinarow.com/archives/fiarv2-18/http://www.fiveinarow.com/archives/fiarv2-18/ (9 Oct. 1999). (9 Oct. 1999).

• Winter, Jeanette. (1988). Winter, Jeanette. (1988). Follow the Drinking GourdFollow the Drinking Gourd. . New York: Alfred A Knopf.New York: Alfred A Knopf.