Henrys Freedom Box A True Underground Railroad Story


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Henrys Freedom Box A True Underground Railroad Story

  1. 1. Book SummarySupportResourcesHenrys Freedom Box: A True Story from the Underground Railroad,a Caldecott Honor book, relates the true story of Henry Brown and hisdangerous journey to escape slavery. With the help of abolitionists,Brown mails himself north to freedom, to a “place where there are noslaves!”Henry‟s Freedom Box:A True Story from theUnderground RailroadAuthor:Illustrator:Publishing Information:Ellen LevineKadir NelsonScholastic Press, New York, 2007“Mah Nishtana,” composed by Lisa Baydush and performedby Shir Synergy, (Lisa Baydush, Audrey Katz, and BarryAtrow) [From Sing a Song, 2009], http://www.ShirSynergy.com“Miriam‟s Song” by Debbie Friedman [From Songs of theSpirit, The Debbie Friedman Anthology, 2005], used with per-mission of Artist Share Music Publishing LLC on behalf ofDebbie Friedman, http://www.debbiefriedman.comMoses by Margaret HodgesHarcourt Brace, 2006104
  2. 2. Judaic Heritage:Principles, Values,History, Culture,MitzvotUnderstandingsEssential Questions*Connections to TheLeader in Me: EnsuringOur Jewish FutureFranklinCovey/CAJE Initiative1. The Exodus from Egypt2. “Do not oppress a stranger, for you know the feelings of astranger, for you were strangers in the land of Egypt” (Exodus23:9).3. The celebration of Passover4. Justice, Justice Shall You Pursue-Tzedek, Tzedek Tirdof1. Human beings cannot thrive without freedom and will risk al-most anything in the pursuit of freedom.2. Individuals have a responsibility to take action and stand up forwhat is right when they believe the rights of others are beingviolated.3. The message of Passover is to never take our freedoms forgranted.1. Why is freedom so important in our lives? What rights shouldevery person have?2. Why is it important for us to remember the past and thechallenges our ancestors faced for freedom?3. What qualities are possessed by those who do what they can tohelp others?Habit 1: Be ProactiveHabit 3: Think Win-Win‫ֹּף‬‫ד‬ ְ‫ר‬ ִּ‫ת‬ ‫ק‬ ֶ‫ד‬ ֶ‫צ‬ ‫ק‬ ֶ‫ד‬ ֶ‫צ‬105
  3. 3. Introducing the Book 1. Discuss the cover of the book and the title, Henry’s FreedomBox: A True Story from the Underground Railroad. What dostudents know about slavery in the United States and theUnderground Railroad? Introduce the concept of slavery in the United States and thework of the Underground Railroad. For more informationVisit PBS at http://www.pbs.org/wgbh/aia/home.html . Ask, “Is there any such thing as a “freedom box?” Draw alarge box on the board. Have students describe what a„freedom box‟ might look like. As they make these sugges-tions, have them come to the board and make additions to thebox. Ask, “What might be inside a „freedom box‟?” Discuss whatfreedoms students have that they would include in a freedombox and list these on the board. (You may wish to discuss thefreedoms we as Americans enjoy as written in the Declara-tion of Independence, the U.S. Constitution and the Bill ofRights-e.g., freedom of the press, freedom of speech, free-dom to worship as we wish, etc.) Do a “whip around” by going around the room quickly andhave each students complete the phrase, “Freedom is…” (Astudent may say “pass,” but remember to go back to that stu-dent when all the others have responded.) Ask students to share stories of relatives who came to Amer-ica in search of freedom.2. On the back cover of the book, the author writes,Henry „Box‟ Brown was one of the UndergroundRailroad‟s most famous runaway slaves. And he hadthe most ingenious idea...Take a Picture Walk (see Appendix 1) of the book Henry’sFreedom Box, and ask students to determine what Henry‟sbrilliant idea was.106
  4. 4. Introducing the Book 3. Explain that Henry’s Freedom Box is based on a true story.Read the book aloud and discuss the following questions: What is slavery? What does it mean to be a slave? What were some of the things that slaves were not allowedto do? Why do you think slaves weren‟t allowed to learn to read? What do you think is the worst thing about being a slave? Why would Henry risk his life to get to the North? Who helped Henry in his escape? Why would people risktheir lives to help slaves escape, especially when it wasagainst the law? What would you like to say to the men who helped Henry?Would you consider them to be heroes? What character qualities do those who risk their lives tosave the lives of others possess?4. The Torah says, “Do not oppress a stranger, for you know thefeelings of a stranger, for you were strangers in the land ofEgypt” (Exodus 23:9). What does this mean? Where do you see an example of this in the book? What can you do in school to “not oppress a stranger” (e.g.,stand up for someone being bullied, help a new student inyour class learn his/her way around the school, etc.)?107
  5. 5. Introducing the Book 5. Discuss the Judaic principle, “Justice, Justice Shall You Pur-sue”-Tzedek, Tzedek Tirdof. Give examples from Henry and the Freedom Box that de-monstrate this principle. Place the words Justice, Justice Shall You Pursue-Tzedek,Tzedek Tirdof-in the middle of a large poster or banner inboth English and Hebrew.During your lessons for Henry’s Freedom Box, allow time forstudents, parents, and teachers to add words, phrases, pictures,photos, etc., to express their ideas, reflections, and feelings con-cerning this principle. Keep this poster or banner (and othersthat will be created) displayed in class throughout the year.‫ֹּף‬‫ד‬ ְ‫ר‬ ִּ‫ת‬ ‫ק‬ ֶ‫ד‬ ֶ‫צ‬ ‫ק‬ ֶ‫ד‬ ֶ‫צ‬108Justice, Justice Shall You PursueTzedek,Tzedek Tirdof‫ֹּף‬‫ד‬ ְ‫ר‬ ִּ‫ת‬ ‫ק‬ ֶ‫ד‬ ֶ‫צ‬ ‫ק‬ ֶ‫ד‬ ֶ‫צ‬
  6. 6. LearningExperiences1. Henry Brown adopted the name Henry “Box” Brown to celebratehis journey to freedom. A special picture, “The Resurrection ofHenry Box Brown at Philadelphia” by Samuel Rowse (1850), recre-ates the moment when the box was opened and Henry was free.Distribute a copy of this picture (see Activity Connection #1). Under the picture are the words “The Resurrection of HenryBox Brown at Philadelphia who escaped from Richmond, Va.in a box 3 ft. long, 2½ feet deep and2 ft. wide.” Using rulers, helpstudents cut pieces of yarn andtape them to the floor to givethem a sense of the size of the box.. Have students use the Visual Thinking Strategy (see Appendix 1)and discuss the picture. Below the picture, have each studentwrite a caption to answer the question, “What do you think wereHenry‟s first words after the box was opened and he discoveredhe had made it safely to Philadelphia?”2. Explain to students that the Jewish people were enslaved in Egypt.What background knowledge and understandings about Moses andthe Exodus do students have? Introduce and read aloud the bookMoses by Margaret Hodges, which focuses on the story of Mosesand the Exodus of Jews from slavery in Egypt. At various times during the reading, involve students in re-sponding to the story either using a “Dialogue Journal” (see Ap-pendix 1) or an oral response. Topics for the responses can bebased on student comments concerning the story and/or bookillustrations, or you may wish to suggest a topic such as the fol-lowing: How were the Hebrews treated by Pharaoh and his men? Moses was brought up as a prince of Egypt. Why did hehelp the Hebrews? What qualities did Moses have that made him a good choiceto be the leader of his people? After each plague, Pharaoh promised to let the people goand then broke his promise. Why do you think he didn‟tkeep his promise? What do you think is the most important lesson of the Exo-dus that you learned from this book (e.g., lessons of hope,faith in G-d, courage, etc.)? 109
  7. 7. LearningExperiences Only a month and a half after crossing the RedSea, the Israelites were frustrated “. . . the wholeIsraelite community grumbled against Moses andAaron saying, „If only we had died . . . in the landof Egypt . . . For you have brought us out into thiswilderness to starve . . . to death‟” (Exodus 16: 2-4). Do you think it would have been better to live in Egyptas slaves or die in the wilderness as free men andwomen? Use a current world map to locate the countries of Egyptand Israel. Allow students time to look at the map and helpthem find the areas mentioned in the story such as the RedSea, the Nile River, Egypt, and the Promised Land. (See ref-erence to boundaries of the Promised Land in Genesis 15:18-21.) Let students make their own observations and infer-ences in terms of size of the countries, width of the Red Seaat various points, distances from the United States, etc. Have pairs or small groups of students create a “tableau” inwhich each group selects a specific moment from the bookMoses (as a class, brainstorm and list the major events) andrecreates it, becoming human statues “frozen” in time.Photograph each “tableau” and add captions to create a classbook about the story of the Exodus from Egypt.Current map of Israel and Egypt110
  8. 8. LearningExperiences3. With the help of your school‟s music and Judaic studies teachers,play the following songs, discuss the meaning of each, and teachthe lyrics (see Activity Connections # 2A and 2B for the first twobulleted songs). The performance of these songs would be a per-fect addition to your class or school-wide Passover Seder. “Mah Nishtana” (“The Four Questions”), sung by ShirSynergy, is typically recited by the youngest child at aPassover Seder. “Mah Nishtana” asks the question, “Why isthis night different from all other nights?” Discuss the ways in which “this night is different from allother nights.” Discuss with students the fact that questioning is a sign offreedom as well as the fact that Judaism gives great import-ance to questioning so we can learn and grow. Play “Miriam‟s Song” by Debbie Friedman. After the RedSea parted and the Hebrews safely crossed, Miriam and theother women danced and sang a song of thanks. Encouragestudents to create a dance to accompany the singing of thesong while others create tumbrels, ancient percussion instru-ments similar to the tambourine, and play them to accompanythe dance. Rehearse additional songs you wish to include in the PassoverSeder such as “Dayenu,” which is sung in gratitude for themany reasons we have to be thankful to G-d, and “HadGadya,” the traditional cumulative song that ends the holidayevening. Teach students the African-American spiritual “Let MyPeople Go,” which includes Moses‟ repeated command toPharaoh. Explain to students that in this song, “Israel” repre-sents the African-American slaves and that “Pharaoh” and“Egypt” represent the slave master..“When Israel was in Egypt‟s land,Let My people go!Oppressed so hard they could not stand,Let My people go.Go down, Moses, Way down in Egypt‟s land,Tell old Pharaoh, To let My people go!”111
  9. 9. LearningExperiences4. Create a class Seder plate with the tradi-tional items. Explain what each item isand what it symbolizes. Involve studentsin creating their own Seder plates to bedisplayed at their homes during Passover,using pictures and materials to replicatethe actual items.5. Create raffia Afikoman Bags. Have students create their ownindividual bags to use at their family Seders to hide the “Sederdesserts.” Invite older students to work with younger ones to helpthem create these beautiful bags (see Activity Connection # 3).Art activity taken from Art Ties It All Together by MarilynNachman and Carol Routman.6. Read the book The Yankee at the Seder by Elka Weber. The bookfeatures a remarkable discussion about what it means to be free, atopic as relevant today as it was during the Civil War and duringthe Exodus. Allow time for students to discuss the story, its illus-trations, the issues of freedom, slavery, as well as the Torah refer-ence “Do not oppress a stranger, for you know the feelings of astranger, for you were strangers in the land of Egypt” (Exodus23:9).7. Many children‟s books describe the story of the Underground Rail-road and the “conductors,” such as Harriet Tubman, the “Moses ofher People,” who risked their lives to help lead the slaves to free-dom. Some of these books also use the motif of quilts to help tellthe story; quilts were sewn with secret codes and often placed inwindows to guide slaves to “safe houses” where they would beprotected. Read one or more of the following:Sweet Clara and the Freedom Quilt by Deborah Hopkinson;Aunt Harriet and the Underground Railroad by Faith Ringgold;Patchwork Path: A Quilt Map to Freedom by Bettye Stroud;Minty: A Story of Young Harriet Tubman by Alan Schroeder; andJerry Pickney.112
  10. 10. LearningExperiences Discuss the individuals, such as Harriet Tubman, who riskedtheir lives to help others find freedom. What words would stu-dents use to describe these men and women? Why would Har-riet Tubman be popularly called “The Moses of her People”?What similarities can students find between the Exodus fromEgypt and the journey to freedom taken by the slaves in the1800s? Use the graphic organizer (see Activity Connection # 4)to help students with this comparison. Visit the National Geographic website for a simulated journeyon the Underground Railroad and read and discuss this togetherwith students.http://www.nationalgeographic.com/railroad/j1.html8. Create a “freedom quilt” of the Exodus from Egypt. With students cre-ate a list of the events of the Exodus, beginning with Moses‟ birth to thetime they leave Egypt. Each pair of students can create one quilt squareto depict one of these events. Use the quilt squares to create a border fora large class quilt. In the center of the quilt include the Biblical quote“Do not oppress a stranger, for you know the feelings of a stranger, foryou were strangers in the land of Egypt” (Exodus 23:9). See ActivityConnection # 5 for directions and template.9. Benjamin Franklin suggested that the $1.00 bill include a picturerepresenting the Exodus from Egypt. Ask students why they thinkFranklin made this suggestion. Divide students into pairs and give each pair a dollar bill toexamine. (If you prefer to reproduce the dollar bill, the follow-ing website provides government guidelines:http://www.trackdollarbills.com/blog/2008/07/05/government-laws-about-copying-dollars/ ).Involve students in a Think-Pair-Share (see Appendix 1)concerning the pictures, symbols, and words on the bill. Whatdid they notice? What do they think these represent? Forexample, above the eagle are thirteen stars representing thethirteen original colonies of the United States. (For informationabout the $1.00 bill, visit the National Institute of Environ-mental Health Sciences - NIEHS Kids Pages:http://kids.niehs.nih.gov/triviadollar.htm). Have students design their own $1.00 using symbols andphrases to reflect their ideas about freedom and the importanceof freedom to all people.113
  11. 11. LearningExperiences10. One of the lesser known stories of the Exodus from Egypt, yetone that inspires us and reminds us about the price of freedom, isthe story of Nachshon. Tell students about Nachshon, who wasterrified of the water, yet was the first to jump into the Red Seawhen Moses told the children of Israel to walk into the sea. Al-though afraid, Nachshon took a leap of faith, reminding us allthat real freedom means facing your fears and overcoming them. Read aloud the book Nachshon, Who was Afraid to Swim: APassover Story by Deborah Bodin Cohen (Kar-Ben Publishing, 2009). Discuss what it must have taken for Nachshon todo what he did and the importance of overcoming our fears. The story of Nachshon is retold throughStorahtelling (http://www.storahtelling.org/)an organization that introduces Jewisheducation through the arts and new media.Partner with other schools to bringStorahtelling to your area. One of their pro-ductions, One Giant Leap, is based on Passover and is idealfor ages 4-10.“The Red Sea splits open but who will jump first into thewaters of the unknown? ... Featuring actors, giant puppets,live music and audience interaction, Storahtelling bringsTorah to life and spices up your Seder.”114
  12. 12. Home andCommunityConnections1. Create a family Haggadah to use during your Passover Seder.Include a family tree that traces family ancestry back as far as youcan. Include pictures labeled with family members‟ names and anyother information you wish to include.2. Families often have recipes that have been handed down from gen-eration to generation. Collect family holiday recipes from members of your family andbind them together in a Family Holiday Recipe Book. Beginwith collecting Passover recipes. With your child, select a favorite Passover food, prepare it, andbring it to class to share. (Be sure to get permission from yourprincipal before bringing food into the school!)3. Help your child create a “blessings wall” in your home. A“blessings wall” can contain photographs, cards, drawings, andother artifacts which remind children for all they have to be grate-ful. Encourage your child to keep adding to the “blessing wall” andwatch it grow as he/she grows!115The BaruchFamilyMatzah BallSoup
  13. 13. Henry’s Freedom Box Activity Connection # 1Name: _____________________________________Reprinted with permission from Virginia Historical Society by Samuel Rowse.The Resurrection of Henry Box Brown atThe Resurrection of Henry Box Brown atPhiladelphia who escaped from Richmond, Va.Philadelphia who escaped from Richmond, Va.in a box 3ft. long, 2½ft. deep and 2 ft. widein a box 3ft. long, 2½ft. deep and 2 ft. wideWhen the box opened, Henry said,”___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________”116
  14. 14. Henry’s Freedom Box Activity Connection # 2AName: _____________________________________“Mah Nishtana” composed by Lisa Baydush and performed by Shir Synergy (Lisa Baydush, AudreyKatz and Barry Atrow) [From Sing a Song, 2009],http://www.ShirSynergy.comMah NishtanaMah Nishtanaby ShirSynergyby ShirSynergyChorus:Mah nish-tan-a ha-li-lah ha-zeh!Mah nish-tan-a ha-li-lah ha-zeh!Why is this night different from other nights?Mah nish-tan-a ha-li-lah ha-zeh!On other nights, we eat all kinds of bread,On other nights, we eat cha-metz u’mat-zah!On other nights, we eat whatever we like, butIt’s mat-zah tonight, it’s mat-zah tonight!ChorusOn other nights, we eat all kinds of greens,On other nights, we eat she-ar yir-a-kot!On other nights, we eat whatever we like, butIt’s ma-ror tonight, it’s ma-ror tonight!ChorusOn other nights, we eat and never dip once,On other nights, not even pa-am echat!On other nights, we eat, no dipping at all, butTonight we dip twice, tonight we dip twice!ChorusOn other nights, we sit any which way,On other nights, bein yosh-vein u’-ven mis-u-bin!On other nights, we sit however we like, butTonight we re-cline, tonight we re-cline!117
  15. 15. ChorusAnd the women dancing with their tumbrels,Followed Miriam as she sang her song,Sing a song to the One whom weve exalted,Miriam and the women danced and danced the whole night long.And Miriam was a weaver of unique varietyThe tapestry she wove was one which sang our history.With every thread and every strand she crafted her delight!A woman touched with spirit, she dances toward the light.ChorusWhen Miriam stood upon the shores and gazed across the seaThe wonder of this miracle she soon came to believe.Whoever thought the sea would part with an outstretched handAnd we would pass to freedom and march to the promised land!ChorusAnd Miriam the prophet took her tumbrel in her hand,And all the women followed her just as she had planned,And Miriam raised her voice in song—She sang with praise and mightWe’ve just lived through a miracle (yelled):We’re going to dance tonight!Chorus“Miriam‟s Song” by Debbie Friedman [From Songs of the Spirit, The Debbie Friedman Anthology, 2005],used with permission of Artist Share Music Publishing LLC on behalf of Debbie Friedman.Miriam’s SongMiriam’s Songby Debbie FriedmanHenry’s Freedom Box Activity Connection # 2BName: _____________________________________118
  16. 16. Henry’s Freedom Box Activity Connection # 3RaffiaRaffia AfikomanAfikoman BagBagEveryone will want to find this “Seder dessert.”106119
  17. 17. Henry’s Freedom Box Activity Connection # 3 (continued)Bring art to your Seder experience . . .wait „til you “see-through” this one!Materials per bag:Directions:Teacher preparation in advance:Option 1: Reproduce the Hebrew template onto a transparency film sheet. Place thetemplate on the photocopy machine. Put the transparencies in the by-passsection of the photocopy machine. Photocopy.Option 2: If you are not photocopying directly onto the transparency, make one photo-copy of the template for each student. Your students can then trace the word.Directions at Step 4.Preparing the raffia strips: Cut ten 12” raffia strings, per color, per student. Cut three 24” raffia strings per student for the “tie.”Working on the project:Using a photocopy transparency:1. Place the transparency wording facing down, on a desk in front of you.Note: It is important to read the next steps through completely.2. Take the bottom edge of the transparency paper and fold it up extending 1½”above the top edge of the transparency. Fold and press in place. (Tip: in orderto make a crisp fold on transparency film, rub a rounded pen or pencil over thefoldline. Press down hard. This will make the fold permanent.) 8 1/2” x 11” transparency sheets Hole puncher Colored raffia, available at all craftstores. Use three different colors.(Option: use thick, colorful wool) Hebrew template, included Hole reinforcement circles Permanent black marker Scissors120
  18. 18. Henry’s Freedom Box Activity Connection # 3 (continued)To create the envelope shape: Turn the transparency over so that the wording faces you. Fold the extending transparency sheet to create a flap for the envelope. Pressdown hard on the fold line. You should now see the word on the front of your Afikoman Bag.If you are not photocopying the template onto the transparencies: Make the Afikoman bag as described in Steps 2 and 4. Use the template for tracing. Insert the template, which you have photocopiedfor your students, inside the envelope. Trace over the lettering with perma-nent black marker.Continued Afikoman bag directions for both options:3. Keeping the envelope folded, punch five holes up each side. Important: Do notpunch holes above the flap line. Punch a hole in the center of the flap. Placereinforcements on the front and back of each hole. Do this on the hole on theflap as well (see # 1).4. Put three 12” raffia strings together and fold them in half. Pinch the foldedend to create a point and insert the three strings through a hole. Push itthrough about 2”. Open the folded strings to create a loop. Create a slip knot.Grab the ends of the raffia and thread them into the loop. Pull the stringstight. You have just made a “knotted fringe” by making this slip knot (see # 2).5. Repeat the above in each side holes. Always put the folded raffia in the holefrom the same side. (Tip: It’s easier to thread from the back of the Afikomanbag to the front.)6. When all of the fringes have been knotted, cut the extending raffia fringes toapproximately 1½” in length. Spread the raffia apart. They will stand out on thesides.7. Take three 24” raffia strings and fold them in half. Repeat Step # 4. Placethem into the hole on the flap of the Afikoman bag.8. The raffia strings in the center hole of the flap are needed to tie thebag closed. Separate the strings into two parts, three strings andthree strings. Wrap them around the envelope and bring themtogether at the hole. Tie the strings in a bow. Keep the string length longerthan the side fringes but trim them to even out the lengths.121
  19. 19. From Art Ties It All Together: Projects with Pizzazz for theJewish Classroom (2000)Reprinted with permission byMarilyn Nachman and Carol Routman.Template for the “Raffia” Afikoman Bag( Cut on the dotted line before photocopying this page onto thetransparency film sheet.)122
  20. 20. Henry’s Freedom Box Activity Connection # 4Name: ________________________________________________Underground Railroad Exodus from EgyptHow are they different?How are they alike?123
  21. 21. Henry’s Freedom Box Activity Connection # 5Directions: Each student completes a 9” x 9” or 12” x 12” quilt square illustratingan event of the Exodus. Leave a 1” border around the edge of the square. Stu-dents can write a sentence or two explaining the significance of the illustration.Mount squares on construction paper that has been taped together. Strips of col-ored construction paper can be used to cover the tape and create colorful bor-ders around the quilt squares. Finish with a 3” border around the completed quilt.The following is a sample.Exodus QuiltExodus QuiltEXODUSPassoverPassoverMoses in thebulrushes“Do not oppress astranger, for youknow the feelings ofa stranger, for youwere strangers in theland of Egypt.”Exodus 23:9124
  22. 22. Title BibliographicInformationOverviewNachshon, Whowas Afraid toSwim: A PassoverStoryAuthor: DeborahBodin CohenISBN: 0822587653Publisher: Kar-BenPublishing ( 2009)A fictionalized account of Nachshon, who was terri-fied of the water, yet led the way for the Israelites asthey fled Egypt. Taking a leap of faith, Naschsonstepped into the waters of the Red Sea to make cer-tain it was safe to cross. As he moved deeper anddeeper into the sea, the waters rose. Finally, whenthe waters reached his nostrils, the Red Sea split andthe Jewish people rushed in after him.Moses Author: MargaretHodgesISBN: 0152009469Publisher: HarcourtBrace (2006)Text and full-paged illustrations retell the salientevents in Moses‟ life from infancy to his final daysas he “looked toward his people‟s freedom in thepromised land.”Sweet Clara andthe Freedom QuiltAuthor: DeborahHopkinsonISBN: 0679874720Publisher: DragonflyBooks (1995)Clara, a young slave, has been separated from hermother and sent to another plantation where sheworks as a seamstress and dreams of freedom. Basedon a true story, Clara uses cloth scraps to create apatchwork map, stitching in what she overhearsabout an escape route to Canada. Ultimately, Claradoes escape, leaving behind the quilt to guide otherslaves to freedom.Under the Quilt ofNightAuthor: DeborahHopkinsonISBN: 0689877005Publisher: Aladdin(2005)Readers journey to freedom with a young runawayas she escapes to Canada via the Underground Rail-road. Both the moving oil paintings and verse com-bine to make readers more aware of the emotionaland physical hardships faced by those escaping tofreedom.The Matzah ThatPapa BroughtHomeAuthor: FranManushkinISBN: 0590471473Publisher: Scholastic(1995)“A charming rephrasing of the traditional cumula-tive song „Had Gadya’ that captures all the excite-ment, magic, inspiration, high jinks, and eventualexhaustion of a family celebrating a Passover Seder.Here, instead of a goat, the poem revolves aroundthe matzah that Papa brings home, which inspiresthe feast that Mama makes, the Seder they allshare.” School Library Journal.Table 5: Literature Connections125
  23. 23. Title BibliographicInformationOverviewMrs. Katz and Tush Author: PatriciaPolaccoISBN: 0440409365Publisher: Bantam(1992)A story of an intergenerational friendship betweenan elderly Jewish woman and her neighbor, a youngAfrican-American boy. On their visits together, theytalk about many things. They share food, holidays(including a Passover Seder), as well as the historyof their people who have faced both discriminationand slavery.Aunt Harriets Un-derground Railroadin the SkyAuthor: Faith RinggoldISBN: 0517885433Publisher: DragonflyBooks (1995)Cassie and her brother meet Harriet Tubman, one ofthe conductors of the Underground Railroad, whotakes them on a journey to retrace the route to free-dom. The story integrates fantasy and history to re-flect the danger of the journey slaves took to reachthe North. Illustrations reflect this profound chapterin our country‟s history.Minty, A Story ofYoungHarrietTubmanAuthor: Alan SchroederISBN: 014056196XPublisher: Puffin (2000)“This fictionalized account of Tubman‟s childhoodon a Maryland plantation provides a cruel snapshotof life as a slave and the horrid circumstances thatfueled the future Underground Railroad leader‟spassion and determination.” Publishers WeeklyThe Yankee at theSederAuthor: Elka WeberISBN: 582462569Publisher: Tricycle Press(2009)Respect for the opinions of others and openness tolearning are important themes of this story about aJewish Yankee looking for a place to observe Pass-over shortly after the end of the Civil War. Keepingin mind the words from the Passover Haggadah“All who are hungry, let them come and eat,” aConfederate family offers him hospitality.Follow the DrinkingGourdAuthor: JeannetteWinterISBN: 0679819975Publisher: DragonflyBooks (1992)Peg Leg Joe teaches slaves the words to a song,which are actually the directions for following theUnderground Railroad to freedom. Full-color paint-ings and a simple text brings history to life andmake it understandable for young readers.Table 5: Literature Connections (continued)126