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Henry's Freedom Box: A True Story from the Underground Railroad,
a Caldecott Honor book, relates the true story of Henry Brown and his
dangerous journey to escape slavery. With the help of abolitionists,
Brown mails himself north to freedom, to a “place where there are no
slaves!”
Henry‟s Freedom Box:
A True Story from the
Underground Railroad
Author:
Illustrator:
Publishing Information:
Ellen Levine
Kadir Nelson
Scholastic Press, New York, 2007
“Mah Nishtana,” composed by Lisa Baydush and performed
by Shir Synergy, (Lisa Baydush, Audrey Katz, and Barry
Atrow) [From Sing a Song, 2009], http://www.ShirSynergy.com
“Miriam‟s Song” by Debbie Friedman [From Songs of the
Spirit, The Debbie Friedman Anthology, 2005], used with per-
mission of Artist Share Music Publishing LLC on behalf of
Debbie Friedman, http://www.debbiefriedman.com
Moses by Margaret Hodges
Harcourt Brace, 2006
104
Judaic Heritage:
Principles, Values,
History, Culture,
Mitzvot
Understandings
Essential Questions
*Connections to The
Leader in Me: Ensuring
Our Jewish Future
FranklinCovey/CAJE Initiative
1. The Exodus from Egypt
2. “Do not oppress a stranger, for you know the feelings of a
stranger, for you were strangers in the land of Egypt” (Exodus
23:9).
3. The celebration of Passover
4. Justice, Justice Shall You Pursue-Tzedek, Tzedek Tirdof
1. 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 for
what is right when they believe the rights of others are being
violated.
3. The message of Passover is to never take our freedoms for
granted.
1. Why is freedom so important in our lives? What rights should
every person have?
2 . Why is it important for us to remember the past and the
challenges our ancestors faced for freedom?
3. What qualities are possessed by those who do what they can to
help others?
Habit 1: Be Proactive
Habit 3: Think Win-Win
רדף צדק צדק ת
105
Introducing the Book
1. Discuss the cover of the book and the title, Henry’s Freedom
Box: A True Story from the Underground Railroad. What do
students know about slavery in the United States and the
Underground Railroad?
Introduce the concept of slavery in the United States and the
work of the Underground Railroad. For more information
Visit PBS at http://www.pbs.org/wgbh/aia/home.html .
Ask, “Is there any such thing as a “freedom box?” Draw a
large 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 the
box.
Ask, “What might be inside a „freedom box‟?” Discuss what
freedoms students have that they would include in a freedom
box and list these on the board. (You may wish to discuss the
freedoms we as Americans enjoy as written in the Declara-
tion of Independence, the U.S. Constitution and the Bill of
Rights-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 and
have each students complete the phrase, “Freedom is…” (A
student 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 Underground
Railroad‟s most famous runaway slaves. And he had
the most ingenious idea...
Take a Picture Walk (see Appendix 1) of the book Henry’s
Freedom Box, and ask students to determine what Henry‟s
brilliant idea was.
106
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 allowed
to 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 risk
their lives to help slaves escape, especially when it was
against 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 to
save the lives of others possess?
4. The Torah says, “Do not oppress a stranger, for you know the
feelings of a stranger, for you were strangers in the land of
Egypt” (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 in
your class learn his/her way around the school, etc.)?
107
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 in
both English and Hebrew.
During your lessons for Henry’s Freedom Box, allow time for
students, 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 others
that will be created) displayed in class throughout the year.
רדף צדק צדק ת
108
Justice, Justice Shall You Pursue
Tzedek,Tzedek Tirdof
רדף צדק צדק ת
Learning
Experiences
1. Henry Brown adopted the name Henry “Box” Brown to celebrate
his journey to freedom. A special picture, “The Resurrection of
Henry 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 Henry
Box Brown at Philadelphia who escaped from Richmond, Va.
in a box 3 ft. long, 2½ feet deep and
2 ft. wide.” Using rulers, help
students cut pieces of yarn and
tape them to the floor to give
them 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 student
write a caption to answer the question, “What do you think were
Henry‟s first words after the box was opened and he discovered
he 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 and
the Exodus do students have? Introduce and read aloud the book
Moses by Margaret Hodges, which focuses on the story of Moses
and 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 be
based on student comments concerning the story and/or book
illustrations, 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 he
help the Hebrews?
What qualities did Moses have that made him a good choice
to be the leader of his people?
After each plague, Pharaoh promised to let the people go
and then broke his promise. Why do you think he didn‟t
keep 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
Learning
Experiences
Only a month and a half after crossing the Red
Sea, the Israelites were frustrated “. . . the whole
Israelite community grumbled against Moses and
Aaron saying, „If only we had died . . . in the land
of Egypt . . . For you have brought us out into this
wilderness to starve . . . to death‟” (Exodus 16: 2-4).
Do you think it would have been better to live in Egypt
as slaves or die in the wilderness as free men and
women?
Use a current world map to locate the countries of Egypt
and Israel. Allow students time to look at the map and help
them find the areas mentioned in the story such as the Red
Sea, 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 Sea
at various points, distances from the United States, etc.
Have pairs or small groups of students create a “tableau” in
which each group selects a specific moment from the book
Moses (as a class, brainstorm and list the major events) and
recreates it, becoming human statues “frozen” in time.
Photograph each “tableau” and add captions to create a class
book about the story of the Exodus from Egypt.
Current map of Israel and Egypt
110
Learning
Experiences
3. With the help of your school‟s music and Judaic studies teachers,
play the following songs, discuss the meaning of each, and teach
the lyrics (see Activity Connections # 2A and 2B for the first two
bulleted 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 Shir
Synergy, is typically recited by the youngest child at a
Passover Seder. “Mah Nishtana” asks the question, “Why is
this night different from all other nights?”
Discuss the ways in which “this night is different from all
other nights.”
Discuss with students the fact that questioning is a sign of
freedom 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 Red
Sea parted and the Hebrews safely crossed, Miriam and the
other women danced and sang a song of thanks. Encourage
students to create a dance to accompany the singing of the
song while others create tumbrels, ancient percussion instru-
ments similar to the tambourine, and play them to accompany
the dance.
Rehearse additional songs you wish to include in the Passover
Seder such as “Dayenu,” which is sung in gratitude for the
many reasons we have to be thankful to G-d, and “Had
Gadya,” the traditional cumulative song that ends the holiday
evening.
Teach students the African-American spiritual “Let My
People Go,” which includes Moses‟ repeated command to
Pharaoh. 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
Learning
Experiences
4. Create a class Seder plate with the tradi-
tional items. Explain what each item is
and what it symbolizes. Involve students
in creating their own Seder plates to be
displayed at their homes during Passover,
using pictures and materials to replicate
the actual items.
5. Create raffia Afikoman Bags. Have students create their own
individual bags to use at their family Seders to hide the “Seder
desserts.” Invite older students to work with younger ones to help
them create these beautiful bags (see Activity Connection # 3).
Art activity taken from Art Ties It All Together by Marilyn
Nachman and Carol Routman.
6. Read the book The Yankee at the Seder by Elka Weber. The book
features a remarkable discussion about what it means to be free, a
topic as relevant today as it was during the Civil War and during
the 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 a
stranger, for you were strangers in the land of Egypt” (Exodus
23:9).
7. Many children‟s books describe the story of the Underground Rail-
road and the “conductors,” such as Harriet Tubman, the “Moses of
her 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 tell
the story; quilts were sewn with secret codes and often placed in
windows to guide slaves to “safe houses” where they would be
protected. 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; and
Jerry Pickney.
112
Learning
Experiences
Discuss the individuals, such as Harriet Tubman, who risked
their 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 from
Egypt and the journey to freedom taken by the slaves in the
1800s? Use the graphic organizer (see Activity Connection # 4)
to help students with this comparison.
Visit the National Geographic website for a simulated journey
on the Underground Railroad and read and discuss this together
with students.
http://www.nationalgeographic.com/railroad/j1.html
8. 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 the
time they leave Egypt. Each pair of students can create one quilt square
to depict one of these events. Use the quilt squares to create a border for
a 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, for
you were strangers in the land of Egypt” (Exodus 23:9). See Activity
Connection # 5 for directions and template.
9. Benjamin Franklin suggested that the $1.00 bill include a picture
representing the Exodus from Egypt. Ask students why they think
Franklin made this suggestion.
Divide students into pairs and give each pair a dollar bill to
examine. (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. What
did they notice? What do they think these represent? For
example, above the eagle are thirteen stars representing the
thirteen original colonies of the United States. (For information
about 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 and
phrases to reflect their ideas about freedom and the importance
of freedom to all people. 113
Learning
Experiences
10. One of the lesser known stories of the Exodus from Egypt, yet
one that inspires us and reminds us about the price of freedom, is
the story of Nachshon. Tell students about Nachshon, who was
terrified of the water, yet was the first to jump into the Red Sea
when Moses told the children of Israel to walk into the sea. Al-
though afraid, Nachshon took a leap of faith, reminding us all
that real freedom means facing your fears and overcoming them.
Read aloud the book Nachshon, Who was Afraid to Swim: A
Passover Story by Deborah Bodin Cohen (Kar-Ben Publish
ing, 2009). Discuss what it must have taken for Nachshon to
do what he did and the importance of overcoming our fears.
The story of Nachshon is retold through
Storahtelling (http://www.storahtelling.org/)
an organization that introduces Jewish
education through the arts and new media.
Partner with other schools to bring
Storahtelling to your area. One of their pro-
ductions, One Giant Leap, is based on Passover and is ideal
for ages 4-10.
“The Red Sea splits open but who will jump first into the
waters of the unknown? ... Featuring actors, giant puppets,
live music and audience interaction, Storahtelling brings
Torah to life and spices up your Seder.”
114
Home and
Community
Connections
1. Create a family Haggadah to use during your Passover Seder.
Include a family tree that traces family ancestry back as far as you
can. Include pictures labeled with family members‟ names and any
other 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 and
bind them together in a Family Holiday Recipe Book. Begin
with collecting Passover recipes.
With your child, select a favorite Passover food, prepare it, and
bring it to class to share. (Be sure to get permission from your
principal 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, and
other artifacts which remind children for all they have to be grate-
ful. Encourage your child to keep adding to the “blessing wall” and
watch it grow as he/she grows!
115
The Baruch
Family
Matzah Ball
Soup
Henry’s Freedom Box Activity Connection # 1
Name: _____________________________________
Reprinted with permission from Virginia Historical Society by Samuel Rowse.
The Resurrection of Henry Box Brown at The Resurrection of Henry Box Brown at
Philadelphia who escaped from Richmond, Va. Philadelphia who escaped from Richmond, Va.
in a box 3ft. long, 2½ft. deep and 2 ft. wide in a box 3ft. long, 2½ft. deep and 2 ft. wide
When the box opened, Henry said,” _________________
__________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________”
116
Henry’s Freedom Box Activity Connection # 2A
Name: _____________________________________
“Mah Nishtana” composed by Lisa Baydush and performed by Shir Synergy (Lisa Baydush, Audrey
Katz and Barry Atrow) [From Sing a Song, 2009],
http://www.ShirSynergy.com
Mah NishtanaMah Nishtana by ShirSynergyby ShirSynergy
Chorus: 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, but
It’s mat-zah tonight, it’s mat-zah tonight!
Chorus
On 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, but
It’s ma-ror tonight, it’s ma-ror tonight!
Chorus
On 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, but
Tonight we dip twice, tonight we dip twice!
Chorus
On 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, but
Tonight we re-cline, tonight we re-cline!
117
Chorus
And the women dancing with their tumbrels,
Followed Miriam as she sang her song,
Sing a song to the One whom we've exalted,
Miriam and the women danced and danced the whole night long.
And Miriam was a weaver of unique variety
The 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.
Chorus
When Miriam stood upon the shores and gazed across the sea
The wonder of this miracle she soon came to believe.
Whoever thought the sea would part with an outstretched hand
And we would pass to freedom and march to the promised land!
Chorus
And 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 might
We’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 Song Miriam’s Song by Debbie Friedman
Henry’s Freedom Box Activity Connection # 2B
Name: _____________________________________
118
Henry’s Freedom Box Activity Connection # 3
Raffia Raffia Afikoman Afikoman BagBag
Everyone will want to find this “Seder dessert.”
106 119
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 the
template on the photocopy machine. Put the transparencies in the by-pass
section 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 order
to make a crisp fold on transparency film, rub a rounded pen or pencil over the
foldline. Press down hard. This will make the fold permanent.)
8 1/2” x 11” transparency sheets
Hole puncher
Colored raffia, available at all craft
stores. Use three different colors.
(Option: use thick, colorful wool)
Hebrew template, included
Hole reinforcement circles
Permanent black marker
Scissors
120
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. Press
down 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 photocopied
for 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 not
punch holes above the flap line. Punch a hole in the center of the flap. Place
reinforcements on the front and back of each hole. Do this on the hole on the
flap as well (see # 1).
4. Put three 12” raffia strings together and fold them in half. Pinch the folded
end to create a point and insert the three strings through a hole. Push it
through 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 strings
tight. 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 hole
from the same side. (Tip: It’s easier to thread from the back of the Afikoman bag to the front.)
6. When all of the fringes have been knotted, cut the extending raffia fringes to
approximately 1½” in length. Spread the raffia apart. They will stand out on the
sides.
7. Take three 24” raffia strings and fold them in half. Repeat Step # 4. Place
them 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 the
bag closed. Separate the strings into two parts, three strings and three strings. Wrap them around the envelope and bring them
together at the hole. Tie the strings in a bow. Keep the string length longer
than the side fringes but trim them to even out the lengths.
121
From Art Ties It All Together: Projects with Pizzazz for the
Jewish Classroom (2000)
Reprinted with permission by Marilyn Nachman and Carol Routman.
Template for the “Raffia” Afikoman Bag ( Cut on the dotted line before photocopying this page onto the
transparency film sheet.)
122
Henry’s Freedom Box Activity Connection # 4
Name: ________________________________________________
Underground Railroad Exodus from Egypt
How are they different?
How are they alike?
123
Henry’s Freedom Box Activity Connection # 5
Directions: Each student completes a 9” x 9” or 12” x 12” quilt square illustrating
an 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 Quilt
EXODUS
Pa
sso
ve
rP
asso
ve
r
Moses in the
bulrushes
“Do not oppress a
stranger, for you
know the feelings of
a stranger, for you
were strangers in the
land of Egypt.” Exodus 23:9
124
Title
Bibliographic
Information
Overview
Nachshon, Who
was Afraid to
Swim: A Passover
Story
Author: Deborah
Bodin Cohen
ISBN: 0822587653
Publisher: Kar-Ben
Publishing ( 2009)
A fictionalized account of Nachshon, who was terri-
fied of the water, yet led the way for the Israelites as
they fled Egypt. Taking a leap of faith, Naschson
stepped into the waters of the Red Sea to make cer-
tain it was safe to cross. As he moved deeper and
deeper into the sea, the waters rose. Finally, when
the waters reached his nostrils, the Red Sea split and
the Jewish people rushed in after him.
Moses Author: Margaret
Hodges
ISBN: 0152009469
Publisher: Harcourt
Brace (2006)
Text and full-paged illustrations retell the salient
events in Moses‟ life from infancy to his final days
as he “looked toward his people‟s freedom in the
promised land.”
Sweet Clara and
the Freedom Quilt
Author: Deborah
Hopkinson
ISBN: 0679874720
Publisher: Dragonfly
Books (1995)
Clara, a young slave, has been separated from her
mother and sent to another plantation where she
works as a seamstress and dreams of freedom. Based
on a true story, Clara uses cloth scraps to create a
patchwork map, stitching in what she overhears
about an escape route to Canada. Ultimately, Clara
does escape, leaving behind the quilt to guide other
slaves to freedom.
Under the Quilt of
Night
Author: Deborah
Hopkinson
ISBN: 0689877005
Publisher: Aladdin
(2005)
Readers journey to freedom with a young runaway
as 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 emotional
and physical hardships faced by those escaping to
freedom.
The Matzah That
Papa Brought
Home
Author: Fran
Manushkin
ISBN: 0590471473
Publisher: Scholastic
(1995)
“A charming rephrasing of the traditional cumula-
tive song „Had Gadya’ that captures all the excite-
ment, magic, inspiration, high jinks, and eventual
exhaustion of a family celebrating a Passover Seder.
Here, instead of a goat, the poem revolves around
the matzah that Papa brings home, which inspires
the feast that Mama makes, the Seder they all
share.” School Library Journal.
Table 5: Literature Connections
125
Title
Bibliographic
Information
Overview
Mrs. Katz and Tush
Author: Patricia
Polacco
ISBN: 0440409365
Publisher: Bantam
(1992)
A story of an intergenerational friendship between
an elderly Jewish woman and her neighbor, a young
African-American boy. On their visits together, they
talk about many things. They share food, holidays
(including a Passover Seder), as well as the history
of their people who have faced both discrimination
and slavery.
Aunt Harriet's Un-
derground Railroad
in the Sky
Author: Faith Ringgold
ISBN: 0517885433
Publisher: Dragonfly
Books (1995)
Cassie and her brother meet Harriet Tubman, one of
the conductors of the Underground Railroad, who
takes 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 reach
the North. Illustrations reflect this profound chapter
in our country‟s history.
Minty, A Story of
Young Harriet Tubman
Author: Alan Schroeder
ISBN: 014056196X
Publisher: Puffin (2000)
“This fictionalized account of Tubman‟s childhood
on a Maryland plantation provides a cruel snapshot
of life as a slave and the horrid circumstances that
fueled the future Underground Railroad leader‟s
passion and determination.” Publishers Weekly
The Yankee at the
Seder
Author: Elka Weber
ISBN: 582462569
Publisher: Tricycle Press
(2009)
Respect for the opinions of others and openness to
learning are important themes of this story about a
Jewish Yankee looking for a place to observe Pass-
over shortly after the end of the Civil War. Keeping
in mind the words from the Passover Haggadah
“All who are hungry, let them come and eat,” a
Confederate family offers him hospitality.
Follow the Drinking
Gourd
Author: Jeannette
Winter
ISBN: 0679819975
Publisher: Dragonfly
Books (1992)
Peg Leg Joe teaches slaves the words to a song,
which are actually the directions for following the
Underground Railroad to freedom. Full-color paint-
ings and a simple text brings history to life and
make it understandable for young readers.
Table 5: Literature Connections (continued)
126