Ritchie 1 Rationale: Content Knowledge The questions children ask are legendary.

Children do not tend to filter their curiosity; they simply ask whatever is on their minds. Though this can cause some potentially embarrassing situations for parents or teachers, it can also create some valuable teachable moments if the questionee is prepared. In The Long Path to Freedom, students read about Harriet Tubman and her brave escape North to freedom. Since children in the 21st century America are so far removed from cultures associated with slavery, this was a new concept to them. Also, this story was designed to be a preview of what they would eventually learn in Social Studies about the Civil War. Thus, they had very little background knowledge on which to draw. Some of the major plot points in the story include Harriet and her brothers being sold to a chain gang, Quaker friends being integral to Harriets escape, and the introduction of the Underground Railroad. None of my students were familiar with these ideas, and so our class discussion of the text as we read had to include explanations. Why would being sold to a chain gang be awful enough to make Harriet and her brothers run away? Who are Quakers and why were they against slavery? What in the world is an Underground Railroad if it isnt a train? When did slavery begin? Why would someone ever want to own a slave? How did it go on for so long if it was wrong? All of these questions became part of the lively discussion of the text. The students eager curiosity about the broader context of the story, as well as the details of Harriets life (did she come back for more slaves? Did all of her family make it to freedom? What did she do when she wasnt rescuing slaves? How long does it take to go from the South to the free North?) offered me the opportunity to whet their appetite to find more information.

Ritchie 2 Though these students are generally engaged in shared reading time, this was a whole new level of interest. Thus, I was able to take them to a new level of thinking. They discussed why slavery was morally wrong, and what they would be willing to do if they had lived back in that tumultuous time in history. Though children are concrete thinkers for the most part, such a rich subject had them digging into abstract concepts such as morality, justice, heroism, and risk. I was grateful for a rich background in history and philosophical discussions during this time, as it prepared me to field their questions and steer the discussion in a spontaneous on-topic learning experience. Sadly, this wonderful conversation had to end, long before we had finished exploring. I hope it intrigued them enough that they keep searching out information. In a larger sense, I hope that a search for truth has started to become compelling for them, as that journey will never end. Oh, the depth of the riches of the wisdom and knowledge of God! How unsearchable his judgments, and his paths beyond tracing out! (Rom. 11:33 New International Version). The Lord is delighted to respond to their questions. Call to me and I will answer you and tell you great and unsearchable things you do not know(Jer. 33:3 NIV).