Acts of Defiance Teacher Guide Acts of Defiance
Teacher Facilitation Guide
Lesson 1
Objective
Students will define "resistance" and identify various forms of defiance used by enslaved people to maintain their dignity and seek freedom.
Essential Question
How did enslaved people and their allies resist the institution of slavery?
Key Vocabulary
Resistance: Refusing to comply with something; acting against a force.
Enslavement: The state of being kept in slavery.
Defiance: Open resistance or bold disobedience.
Agency: The ability to take action or make choices.
The Hook (10 mins)
Ask students: "Have you ever said 'no' or found a way to not do something you felt was deeply unfair or wrong?"
Facilitate a short discussion about how it feels to have your choices taken away and why people might choose to act against unfair rules, even when it is dangerous.
Instructional Sequence
1
Defining the Context
Briefly explain the legal system of slavery (people treated as property) while emphasizing that enslaved people were humans with feelings, families, and a desire for freedom.
2
Forms of Resistance
Introduce the two main types: Daily Resistance (slowing work, breaking tools, learning to read) and Overt Resistance (escaping, legal suits, organized revolts).
3
Activity: The Resistance Web
Hand out the "Daily Resistance Log" worksheet. Students brainstorm why someone might choose a "quiet" form of resistance versus a "loud" one.
Sensitive Topic Note
When teaching about enslavement, avoid focusing solely on trauma. Focus on the agency and resilience of the people. Use humanizing language (e.g., "enslaved person" instead of "slave"). Ensure students understand that resistance was a dangerous but vital way to maintain human dignity.
Daily Resistance Log Worksheet Daily Resistance Log
What does it mean to resist?
Name:
Date:
Part 1: Defining Resistance
In your own words, what does it mean to resist something that is unfair?
Part 2: Forms of Defiance
Enslaved people used many creative ways to resist their situation. Look at the categories below and brainstorm 2 examples for each based on our discussion.
Secret Resistance
Acts that were hard to see or catch.
Community Resistance
Helping others or sharing traditions.
Mental Resistance
Keeping one's mind and dignity free.
Bold Resistance
Directly challenging the system.
Part 3: Reflection
Why might someone choose Secret Resistance instead of Bold Resistance? What are the risks of each?
Acts of Defiance Slides Acts of Defiance
Resistance and Resiliance
Essential Question
How did enslaved people and their allies resist the institution of slavery?
What is Resistance?
Resistance means refusing to accept something that is wrong or unfair. It is finding a way to act against a system of control.
Saying "No"
Keeping your identity
Helping others
Everyday Acts of Defiance
Learning
Secretly learning to read and write when it was forbidden by law.
Slowing Down
Working slowly, breaking tools, or pretending to be sick to slow production.
Culture
Keeping traditions, names, and songs alive even when they were discouraged.
Escaping to Freedom
The most dangerous act of resistance was self-emancipation—running away from enslavement to reach places where slavery was illegal.
"I had crossed the line. I was free; but there was no one to welcome me to the land of freedom. I was a stranger in a strange land."
— Harriet Tubman
Secret Songs Teacher Guide Secret Songs of Freedom
Teacher Facilitation Guide
Lesson 2
Objective
Students will analyze the lyrics of spirituals to identify coded instructions for escape and understand how music served as a tool for communication and hope.
Hidden Meanings
Explain that because enslaved people were often forbidden from learning to read, songs became "audible maps."
Song Selection
Follow the Drinking Gourd: Instructions for using the Big Dipper to find North.
Wade in the Water: Advice to walk in water to hide scents from tracking dogs.
Steal Away to Jesus: A signal for a secret meeting or escape.
Instructional Sequence
1. The Hook (5 mins)
Play a recording of "Wade in the Water." Ask students: "If you were trying to hide your trail from someone following you, why would you want to walk through a river?"
2. Guided Analysis (15 mins)
Introduce the term Spiritual. Display the lyrics to "Follow the Drinking Gourd" (Slide 4). Work as a class to "crack the code" of the first verse. What is the "drinking gourd"? (The Big Dipper pointing to the North Star).
3. Activity: The Song Cipher (25 mins)
Students complete the "Song Cipher" worksheet. They will look at specific lines and match them to their secret meanings. Encourage students to think about how it would feel to sing these songs in front of an overseer who didn't know the code.
Historical Context Note
Music was not just a tool for escape; it was a way to maintain community, express grief, and find spiritual strength. These songs were acts of cultural resistance—maintaining an identity that the system of slavery tried to erase.
Song Cipher Worksheet The Song Cipher
Cracking the secret code of spirituals
Name:
Date:
Part 1: Match the Code
Read the lyric on the left. Match it to the secret meaning on the right by writing the correct letter in the box.
"Follow the Drinking Gourd"
A. Walk in the river so the dogs can't smell your trail.
"Wade in the Water"
B. Use the Big Dipper constellation to find North.
"The river ends between two hills"
C. Travel in the spring when the flowers start to bloom.
"When the sun comes back and the first quail calls"
D. A specific landmark on the journey to freedom.
Part 2: Lyric Analysis
"I looked over Jordan, and what did I see?
In this song, "Jordan" represents a river people had to cross to be free (often the Ohio River). Who do you think the "band of angels" might represent in real life?
Why was music a better way to share a map than a piece of paper?
Secret Songs Slides Secret Songs
Coded Messages of Freedom
What were Spirituals?
Spirituals were songs created by enslaved African Americans. They combined religious themes with the harsh realities of their lives.
Many of these songs were double-meaning songs. They sounded like church music, but they contained secret maps and signals.
1
Instructions for escape
2
Warnings about danger
3
Signs of hope & community
Code: The Drinking Gourd
"Follow the drinking gourd!
The Secret Meaning
The "Drinking Gourd" is the Big Dipper. Two stars in the Big Dipper point directly to the North Star.
Finding the North Star was the only way to ensure they were traveling toward free states and Canada.
Code: Wade in the Water
"Wade in the water, wade in the water children,
Survival Strategy
This song reminded escapees to leave the dry path and walk through streams or rivers.
Tracking dogs used to hunt escapees could not follow a scent through water.
Why Music?
Impossible to Steal
You can't take away a song that someone carries in their head and heart.
No Paper Needed
Owning a map was evidence of a crime. Singing a song was just "worship."
Shared Strength
Music helped people feel less alone and part of a brave community.
Easy to Memorize
Rhythm and melody make complex directions much easier to remember.
Secret Network Teacher Guide The Secret Network
Teacher Facilitation Guide
Lesson 3
Objective
Students will identify the Underground Railroad as a metaphorical railroad—a network of safe houses and allies—and map the general routes taken toward freedom.
The Hook: The Classroom Maze
Before class, place a few "Station" signs (a lantern icon) under desks. Tell students the classroom is a dangerous path. They must move from one side to the other. If they reach a "Station," they are safe for 30 seconds. If they are caught "traveling" in the open by you (the "Patrol"), they must return to the start.
Railroad Vocabulary
Conductor: A person who guided escapees between stations.
Station: A safe house where travelers could hide and rest.
Station Master: The person who owned/ran the safe house.
Passengers/Cargo: The people seeking freedom.
Terminal: The final destination (Canada, Mexico, Caribbean).
Instructional Sequence
1. Debunking the Myth
Ensure students understand there were no actual tracks or trains. It was a network of people . Use the Railroad Vocabulary to show how they used code words to protect themselves.
2. Geography of Freedom
Show a map of the US in 1850. Point out the "Free States" and "Slave States." Highlight that because of the Fugitive Slave Act , people often had to reach Canada to be truly safe.
3. Activity: Secret Routes Map
Students will use the "Secret Routes Map" worksheet to label major destinations and draw general arrows for the "Railroad" routes.
North to Canada (most common)
South to Mexico (from Texas/Louisiana)
South to the Caribbean/Florida (from the deep south)
Fact Check
Remind students that allies were not just white abolitionists. Free Black communities and Indigenous groups (like the Seminoles) were crucial parts of the network, often taking the greatest risks.
Secret Routes Map Worksheet Secret Routes Map
Tracing the paths to freedom
Name:
Date:
Part 1: The Secret Language
Match the railroad term to its secret meaning.
Conductor
Station
Passengers
... people seeking freedom
... a safe house to hide in
... a guide who leads the way
Part 2: Visualizing the Routes
Imagine you are looking at a map of the United States in 1850. Below is a simplified diagram of the routes people took. Follow the instructions to label it.
CANADA
Slave States
MEXICO
1. Draw a big STAR over the North Star on the map.
2. Color the "Safe Terminals" (Canada & Mexico) Green.
3. Label the Ohio River between the North and South.
4. Trace one path toward the Atlantic Ocean.
Part 3: The Journey
Most people traveled on foot, at night. What are two natural obstacles they might have faced? (Think about mountains, rivers, or weather).
Secret Network Slides The Secret Network
Mapping the Underground Railroad
Myth vs. Reality
The Myth
A train with metal tracks that ran underground through secret tunnels.
The Reality
A secret network of people helping others escape to freedom.
The Code Words
Conductors
Brave guides who led people from one safe place to the next.
Stations
Secret safe houses where travelers could hide, eat, and rest.
Station Masters
Ordinary people who risked their lives to turn their homes into "stations."
The Promised Land
The code name for Canada, where slavery was illegal and bounty hunters couldn't follow.
Pathways to Freedom
North
Most traveled toward "Free States" like Pennsylvania, Ohio, or New York, then into Canada.
TO CANADA
South
From places like Texas, many sought freedom in Mexico, which had abolished slavery in 1829.
TO MEXICO
Sea
Some escaped by boat from coastal areas to the Caribbean or the Bahamas.
BY SEA
The Light in the Window
"A candle or lantern placed in a specific window of a farmhouse often signaled to weary travelers that the home was a safe station."
A network of quiet courage.
Heroes Freedom Teacher Guide Heroes of the Road
Teacher Facilitation Guide
Lesson 4
Objective
Students will research and summarize the contributions of key figures in the Underground Railroad and abolitionist movement.
The Hook: Henry's Box
Show a medium-sized wooden box (or represent one with tape on the floor). Ask: "If this box was only 3 feet long and 2 feet wide, could you fit inside it for 27 hours to escape to freedom?" Introduce Henry 'Box' Brown.
Featured Figures
Harriet Tubman: The most famous conductor; never lost a passenger.
Frederick Douglass: Escaped enslavement and became a powerful writer/speaker.
Henry 'Box' Brown: Mailed himself to freedom in a wooden crate.
William Still: The "Father of the U.R."; kept meticulous records of travelers.
Instructional Sequence
1. Profile Spotlights (15 mins)
Use Slides 3-5 to introduce Harriet Tubman and Henry Brown. Focus on the risks they took. Tubman returned to the South 19 times! Brown risked suffocation in a small box.
2. Research Workshop (25 mins)
Provide short biographies or access to safe research sites. Students will choose one figure to focus on for their "Hero Trading Card."
3. Activity: Hero Trading Cards
Students create a physical trading card (using the worksheet template). One side should have a drawing/portrait; the back should have their "Hero Stats" (Risks, Accomplishments, Quote).
Critical Thinking
Ask students: "Why was it important for people like William Still to keep records, even though it was dangerous? How does it help us today?"
Hero Trading Cards Worksheet Hero Trading Cards
Commemorating the champions of freedom
Name:
Front
Illustration of Hero
Name of Hero
Legendary Freedom Fighter
Back
Biggest Risk
Major Accomplishment
Famous Quote or Fact
Heritage Series #01
Instructions
Research one person from our list (Harriet Tubman, Frederick Douglass, etc.).
Draw a careful portrait of them on the FRONT of the card.
On the BACK, summarize their bravest actions and a key fact.
Cut out both rectangles and glue them back-to-back!
Heroes Freedom Slides Heroes of Freedom
Profiles in Courage
Harriet Tubman
The "Moses" of her People
Escaped in 1849, but she didn't just stay safe. She returned to the South 19 times to lead her family and dozens of others to freedom.
Carried a pistol for protection
Used bird calls to signal hidden groups
"I never ran my train off the track, and I never lost a passenger."
"I was the conductor of the Underground Railroad for eight years, and I can say what most conductors can't say..."
The Impossible Escape
Henry 'Box' Brown
In 1849, Henry had a desperate idea. He would mail himself in a wooden crate from Virginia to Philadelphia.
"The box was only 3 feet long, 2 feet 8 inches deep, and 2 feet wide."
27
Hours spent inside the box during transport.
Travelled by wagon, railroad, and steamboat.
Safely arrived in Philadelphia as a free man.
The Keeper of Stories
William Still
Known as the "Father of the Underground Railroad." He was a free Black man who worked at the Anti-Slavery Office in Philadelphia.
His Secret Weapon: Pen and Paper
He interviewed every person who came through and kept detailed records so families could find each other later.
"The Underground Railroad had no tracks... it had no engines... But it was a reality."
What makes them heroes?
Sacrifice
Leaving behind safety to help others achieve what they already had.
Ingenuity
Using everyday objects (boxes, songs, stars) to outsmart a powerful system.
They didn't just wait for freedom; they took it.
Freedom Quilt Teacher Guide The Freedom Quilt
Teacher Facilitation Guide
Lesson 5
Objective
Students will synthesize their knowledge by creating symbolic quilt squares that represent methods of resistance, heroes, or symbols of freedom, contributing to a collaborative "Freedom Quilt."
The Hook: Quilt Codes
Show images of traditional quilt patterns (Monkey Wrench, North Star, Crossroads). Explain that while historians debate if quilts were actual "maps," they were certainly powerful tools for storytelling and cultural resistance.
Materials Needed
- Square pieces of paper (8x8 or 10x10)
- Colored pencils, markers, or fabric scraps
- Glue and scissors
- "Quilt Square Plan" worksheet
- Large butcher paper (for mounting the final quilt)
Instructional Sequence
1. Symbolism Workshop (15 mins)
Discuss what a symbol is.
2. The Planning Phase (15 mins)
Students use the "Quilt Square Plan" worksheet to sketch their design. They must be able to explain the meaning behind their colors and symbols.
3. Construction & Assembly (30-40 mins)
Students create their final squares. As they finish, they can glue them onto a large collective piece of butcher paper to form the class quilt.
Conclusion
Ask each student to share one "thread" of their story. Emphasize that just as a quilt is made of many pieces, the movement for freedom was made of many different people and many different acts of resistance.
Quilt Square Plan Worksheet Quilt Square Plan
Designing your story of courage
Name:
Step 1: Choose Your Theme
What story or idea from our unit will your square represent? Circle one or write your own.
A Hero's Journey
The North Star
Secret Coded Songs
A Safe Station
Everyday Resistance
Other: ___________
Step 2: The Sketch
Draw a rough draft of your design inside the square below. Remember to use symbols and simple shapes.
Sketch Area
Step 3: The Meaning
Symbol & Meaning
"I used a ____________ to represent ____________ because ____________."
Color Choice
"I chose the color ____________ to show ____________."
"Each stitch is a story, each patch is a memory, and together they make a map of our past."
Freedom Quilt Slides The Freedom Quilt
Stitching Our Stories Together
Can a quilt be a map?
For many years, stories have been told about "Quilt Codes." While we don't know for sure if they were used for maps, we know that quilts were:
Art is a form of Resistance.
It keeps culture alive when someone tries to take it away.
Traditional Quilt Codes
The North Star
A reminder to follow the Big Dipper to freedom in the North.
The Monkey Wrench
A signal to gather tools and prepare for a long journey.
The Crossroads
Represents a place where paths meet and a choice must be made.
Our Freedom Quilt
Today, you will create a single square for our classroom's Freedom Quilt. It must tell a story of resistance or courage.
Think:
What person, act, or song inspired you the most in this unit?
Create:
Use shapes, colors, and symbols to represent that idea.
Stronger Together
Just like the Underground Railroad, our quilt is a network. No square stands alone.
What part of the story will you tell?
