Lesson Plan - Journey to Freedom

About the Article

Learning Objective

Students will read about the Mariel boatlift from Cuba to the United States in 1980 and analyze a primary source interview of a young refugee who took part.

Curriculum Connections

• Cuba 

• Mariel Boatlift 

• Refugees 

• Communism 

• Diplomacy 

• Eyewitness Account

Key Skills

Social Studies:

• Identify causes and consequences of events 

• Analyze a primary source interview 

• Examine how experiences shape individual development

English Language Arts:

• Identify sequence of events 

• Analyze key details 

• Summarize text

Key CCSS Standards

RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7, RH.6-8.8, RH.6-8.9, WHST.6-8.4, RI.6-8.1, RI.6-8.2, RI.6-8.3, RI.6-8.4, RI.6-8.5, RI.6-8.6, RI.6-8.7, RI.6-8.9, W.6-8.4

1. Preparing to Read

Build Knowledge and Vocabulary 

Before reading the article, direct students to the skill builder Charting Your Knowledge. Invite students to record what they know about Cuba (K column), what they want to know about Cuba (W column), and, after reading the article, some facts they learned about Cuba (L column). Then use the skill builder Words to Know to preteach domain-specific terms from the article.

2. Reading and Discussing

Read the Article

Read the article aloud or have students read it independently or in pairs. As students read, direct them to circle or highlight any words whose meanings they are unsure of. 

Answer Close-Reading Questions

Have students write their responses, or use the Close-Reading Questions to guide a discussion.

• Identify events that led to the Mariel boatlift. (Sequence) 
Under Fidel Castro’s Communist government, people couldn’t own land or businesses and faced constant food shortages and high prices on goods. People who spoke out against Castro could be jailed or even killed. After Peru granted asylum to several Cubans who had reached the grounds of its embassy in Cuba, thousands of other Cubans flocked to that embassy, also seeking asylum. Multiple nations, including the United States, offered to take in asylum seekers. After Castro said Cubans could go to the U.S., and U.S. President Jimmy Carter said they were allowed to come, more than 100,000 people boarded boats to Florida. 

• Why did Anabel Ginns and her family have to go to a refugee camp before leaving Cuba? (Key Details) 
Anabel and her family had to go to a refugee camp before they could depart from Cuba because so many people were trying to leave and they couldn’t go all at once. 

• Summarize how Anabel’s life in the U.S. differed from her life in Cuba. (Summarizing) 
Anabel’s life in the U.S. was different from her life in Cuba because in the U.S. she had more opportunities and more access to food and clothing. However, unlike in Cuba, she didn’t have friends to play with outside and her parents didn’t get home from work until 9 or 10 p.m. 

• What are two other questions you would have asked Anabel? Why? (Asking Questions)
Responses will vary.

3. Skill Building

Scale Maps 

Direct students to the skill builder Scale Maps. Students will read about small- and large-scale maps. Then they will use maps of Cuba and neighboring countries to respond to the questions that follow. 

Assess Comprehension

Assign the 10-question Know the News quiz, available in PDF and interactive forms. You can also use the Quiz Wizard to assess comprehension of this article and others.

Printable Lesson Plan

Text-to-Speech