Assignment #2

1. Assignment #2 by Steve Anichowski Press the “Page Down” Key to advance slides Press the “Page Up” key (twice) to go back Press your browsers “back” key to exit

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

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

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

5. Follow the Drinking Gourd Sample Illustrations :

6. For a RealAudio Multimedia Presentation visit NASA’s Quest Project Educator’s Guide http://quest.arc.nasa.gov/ltc/special/mlk/drink.html Follow the Drinking Gourd:

7. Lesson: Follow the Drinking Gourd • Ask students if they have ever noticed the shapes that the stars can make • Ask them if they noticed the Big Dipper and the Little Dipper • Show the shape of the Big Dipper (on the inside of the front cover of the book)

8. Lesson Continued • Discuss what a drinking gourd is • Point out that “the drinking gourd” was used by slaves as a code for the Big Dipper

9. Lesson Continued • Point out that the Big Dipper points to the Little Dipper which contains the North Star. • Point out that for slaves, north meant freedom, so 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.

10. Lesson Continued • Tell students that we will look back in history, to a time before the Civil War in the U.S.A., to see how the stars were important to the slaves in their quest for freedom. • Discuss new vocabulary with the students • Read the story

11. Lesson Continued • Sing the song: • An explanation of the lyrics to the song can be found at: • http://quest.arc.nasa.gov/ltc/special/mlk/gourd2.html • Discuss why the slaves would want to be free and the dangers they might face on their journey

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

13. Don’t Wanna Slave No More • This is an interactive field trip that puts the user in the situation of being a slave in Virginia 1775. The user has decided to run away from Master George Pennington. Pennington House Williamsburg, VA November 1775

14. Don’t Wanna Slave No More • The user will run away to find Lord Dunmore who has promised freedom to any slave who will run away from a patriot owner to fight for the British. The user can ask preset questions prior to escaping then choose various options on their way to freedom or capture.

15. Lesson: Don’t Wanna Slave No More • Tell Students that they have just heard news that could change their life • Tell them to imagine they are a slave in Virginia in the year 1775 • As this slave, you would risk everything to be free • That is why today’s news is so exciting • You have heard that the governor, Lord Dunmore, has promised freedom to any slave who will run away from a patriot owner

16. Lesson Continued • You have decided to run away to fight for the British • However, running away is dangerous and you could get caught • You need to know: • Where the governor is • How to avoid the slave patrols • How to get a pass to leave your area

17. Lesson Continued • To help you with your plan you can ask questions to: Johnny: a slave owned by the sheriff of Williamsburg. 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. Nan: A slave in a neighboring household who can read and write.

18. Lesson Continued • Discuss new vocabulary with students • Direct students to the online electronic game site start area • At the www.history.org site click “Teach” • Click “Electronic Field Trips” • Click “Sample Electronic Field Trip Site” • Click “No Password Needed!” • Click “Runaway Game” • Have students “ask” questions to plan their escape

19. Lesson Continued • Tell students that once they have a good plan they may try to escape • Tell students that they will either escape or be captured

20. Lesson Continued • Be available for assistance to the students as they play • As students escape or get captured discuss what their routes were and what might happen to them now

21. Presentation: Follow the Drinking Gourd • Combination of Symbols and Visuals in a Picture Book Medium • A symbolic experience • Appropriate for individual use and small groups • Picture book medium facilitates equal access for all

22. Presentation: Don’t Wanna Slave No More • Combination of Symbols and Visuals in a Games/Models Medium • Overall a symbolic experience but more direct than the picture book • Most appropriate for individual use • Providing equal access requires necessary hardware/software

23. Basic Qualities: Follow the Drinking Gourd • Varying balance required between language and visual skills • Motivational song • Inside of the front and back cover there is supporting information/extensions • Illustrations enhance interest

24. Basic Qualities: Don’t Wanna Slave No More • Varying balance require between language, visual and motor skills • Representation of reality is heightened through interaction • Quick access to links with supporting information/extensions • Interaction allows user to choose what information is revealed which directs the user towards a conclusion

25. Rational/Strategy for Use: Follow the Drinking Gourd • Enhances literature appreciation • Curriculum correlation with Science and Social Studies

26. Rational/Strategy for Use: Don’t Wanna Slave No More • Allows the user a personal glimpse of how it “feels” to be in the “situation” • Competitive aspects creates a motivational learning situation • Curriculum correlation with Social Studies

27. Equipment: Follow the Drinking Gourd • Picture book • No specific operation training required • Portable resource

28. Equipment: Don’t Wanna Slave No More • Computers with access to Internet required • Specific operational training required • Stationary resource

29. Thoughts for Discussion • What other resources could be used for this topic? • Will electronic books be “here” sooner, rather than later? • Should teacher librarians develop policies for collecting electronic resources?

30. References: • Branscome, F.R., & Newsome, H.E. (Eds.). (1977). Resource Services for Canadian Schools (pp.58-73). Toronto: McGraw-Hill Ryerson, for the Association for Media and Technology education in Canada & the Canadian School Library Association. • “Colonial Williamsburg Foundation.” Sample electronic Field Trip. http://www.history.org (7 Oct. 1999). • "Madison Metropolitan School District Planetarium.” Educator's Guide to...Follow the Drinking Gourd. http://www.madison.k12.wi.us/planetarium/ftdg1.htm (9 Oct. 1999). • “NASA's Quest Project.” Educator's Guide for Follow the Drinking Gourd. http://quest.arc.nasa.gov/ltc/special/mlk/mlkarchive.html (9 Oct. 1999).

31. References Continued: • Roach, Catharyn, & Moore, JoAnne. (1993). Teaching Library Skills in Grades K Through 6 (pp. 66). New York: Neal-Schuman. • “South Florida Science Museum.” Follow the Drinking Gourd. http://www.sfsm.org/gourd.htm (9 Oct. 1999). • “The FIAR Archives.” Follow the Drinking Gourd by Jeanette Winter Message Index. http://www.fiveinarow.com/archives/fiarv2-18/ (9 Oct. 1999). • Winter, Jeanette. (1988). Follow the Drinking Gourd. New York: Alfred A Knopf.