Activities for Teaching the Movie Harriet about Harriet Tubman

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File Size: 23 MB



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The movie Harriet is a great way to teach about important Black History and the contributions of Harriet Tubman to the United States. But, you don’t want to have your students just watch the movie! Engage them with higher level thinking activities before and after the movie.

This easy to read manual includes teacher directions, a choice boardtemplates for ease of use, and even photographs showing student examples.

Strategies Include:

BioPoem – A poem that describes a historical figure in 11 lines in order to summarize key ideas and events related to that person and their achievements.

Character Map – This is a processing activity in which students create visuals to represent key figures and their importance to history.

Character Quotes – Character Quotes can be used to examine Harriet’s character and personality traits prior to watching the movie.

Famous Person’s Desk – This is a summarization strategy that allows students to tie key ideas to William Still.

Rap Song – Allow your students to write a rap song to summarize a key event in Harriet’s life.

Color by Number – Check for student comprehension and knowledge through a series of questions where student’s color an image of Harriet Tubman to answer the questions.

I Am Poem – This is a structured format for students to use to guide their descriptive writing about Harriet Tubman.

Somebody Wanted – Write a summary of the movie through this structured writing assignment.

and more!

Download the preview for a sample of these fun activities!

2019 TEKS for 8th Grade US History

(7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to:

(B) compare the effects of political, economic, and social factors on slaves and free blacks;

(C) analyze the impact of slavery on different sections of the United States; and

(22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

(B) describe the contributions of significant political, social, and military leaders of the United States

(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:

(E) identify the political, social, and economic contributions of women to American society.

(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;


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