An Interdisciplinary Investigation of Freedom: Cause and Effect Relationships in Social Studies

Third graders at HSA-DE kicked off the third Interdisciplinary Unit of Study, "Cause and Effect", with an investigation of government.    As part of this investigation, students began the unit exploring the concept of freedom.  Students were shown paintings by William H. Johnson to get them thinking about freedom and how citizens can participate in social change.

The first painting shown to students was titled "Underground Railroad."

The heroes of the Underground Railroad—both black and white—are celebrated in this painting. The Underground Railroad was not a real railroad, but a secret route used by slaves to escape to freedom during the nineteenth century. Slaves used many means to escape. Some fled at night through the woods on foot or horseback, others moved from house to house hiding in cellars, while others traveled in boats, wagons, even trains. Many brave men and women sneaked into slave territory to guide runaways out of bondage. The most famous—Harriet Tubman—is probably represented in this painting as the black woman with the white headdress.  In 1945 and 1946, Johnson began a series of paintings depicting famous men and women in African American history—Nat Turner, Frederick Douglass, John Brown, Harriet Tubman, and others who struggled for racial equality in America.Underground Railroad is among these history paintings that Johnson called his "Fighters for Freedom." These paintings express colorful images created in a sign-like manner.

When asked by a critic why he had moved in this more narrative, two-dimensional, and documentary direction, he replied:

It was not a change but a development. In all my years of painting, I have had one absorbing and inspiring idea, and have worked towards it with unyielding zeal: to give—in simple and stark form—the story of the Negro as he has existed.

As we examined this painting, students were asked to identify three methods depicted in the painting that slaves used to escape.

Next, students were shown another painting by Johnson called "Soldiers' Morning Bath".  

Following Japan's surprise attack on Pearl Harbor on December 7, 1941, Johnson began to explore the role of African American recruits in the war effort. Johnson, along with over one thousand fellow American painters and graphic artists, responded to a call by the U.S. Office of Emergency Management for art that could "inform the public about war and defense activities." Johnson's paintings—images of black soldiers engaged in infantry training, ammunition drills, actual battle, and war-related support services—rise above the standard war imagery, if only because they refer to the segregationist policies of the U.S. military. For example, in a work called K.P., Johnson commented on the demeaning chores often assigned to black enlisted men. Johnson did not create blatant, visual propaganda, however, to protest injustice. He frequently captured the humorous aspects of war. In Soldiers' Morning Bath, eight underwear-clad soldiers walk single file into a makeshift bathing facility. Johnson pokes honest fun at the army's regimentation and discipline.

Following the viewing and discussions about these paintings, students considered how African Americans have been fighting for freedoms for themselves and for America throughout history.  Students were then given an assignment to research famous African Americans or other important freedom fighters.  Students created posters to demonstrate their learning.  Here are just a few examples: 

Darren researched Martin Luther King, Jr.

Da'Marieon researched Abraham Lincoln.

Angel researched Jackie Robinson.

Sharnetta researched Coretta Scott King.

Following this, third graders spent some time exploring another famous painter, Norman Rockwell.  Students watched a prezi about Norman Rockwell with a particular focus on his Four Freedoms paintings.

Top left:  Freedom of Speech; Top right:  Freedom of Worship
Bottom left:  Freedom from Fear; Bottom right:  Freedom from Want

Students discussed how each painting represented its title and how the paintings were connected to the freedoms granted us in the Bill of Rights.  We discussed how citizens played a role in the creation of those freedoms as part of our Constitution and how they are still relevant today.  Afterwards, students worked in groups to generate ideas for a "fifth freedom".  Students were asked "If Norman Rockwell was to create a new painting for a fifth freedom today, what freedoms would you like considered?"  Some student ideas included freedom from bullying, freedom of privacy, freedom of education, and freedom from fighting.  Students then created a Saturday Evening Post magazine cover similar to those in which Norman Rockwell's paintings appeared.

Jayda's "Freedom to be Kind"

Lavon's "Freedom from Bullying"

Finally, studied the branches of government and how laws are made.  As part of this investigation, students wrote letters to the President to request that he initiate a bill for the creation of their chosen freedom.  This helped students to understand the role of a citizen in making changes.

Khadijah's letter to the President.