Article
MARCEL JANCOVIC/SHUTTERSTOCK.COM (DOGS)
Nonfiction,

Frozen Dreams

Matthew Henson helped discover the North Pole. It would take many years for the world to discover him. 

By Lauren Tarshis
From the February 2021 Issue

Learning Objective: Students will identify the main idea and supporting details as they read this narrative nonfiction article about Matthew Henson, co-discoverer of the North Pole

 

Lexiles: Starter, 500L-600L, 600L-700L
Guided Reading Level: Q
DRA Level: 40
Featured Skill: Main Idea and Supporting Details,
Common Core Standards
  • R.1, R.2, R.3, R.4, R.5, R.7, W.2, SL.1, SL.2, SL.6, L.1, L.2
TEKS Standards
  • TEKS Grade 3:
    1a, 1c, 3a, 3b, 6a, 6c, 6e, 6g, 7a, 7b, 7c, 7f, 7g, 9d, 10d, 12b

Presentation View
See Student View

Lexile® measure

  • On Level
  • Starter
  • Lower Level
Download and Print
Starter
Lower Level
Think and Read: Main Idea

As you read, think about what Matthew Henson accomplished and what he had to overcome. 

It was April 3, 1909. An American explorer named Matthew Henson was moving across the ice-covered Arctic Ocean. This was an area so cold even polar bears stayed away.

But Henson felt excited. He wanted to be one of the first people to reach the North Pole. He was sure that he was days away from achieving his dream.

Suddenly, the ice beneath his feet broke. He fell into the frigid ocean.

Henson had spent 20 years trying to get to the North Pole. Now it seemed his life would end here, in the icy waters of the Arctic Ocean. 


It was April 3, 1909. An American explorer named Matthew Henson was moving across the Arctic Ocean. This was an area so cold even polar bears stayed away.

But Henson felt excited. He wanted to be one of the first people to reach the North Pole. He was sure that he was close to achieving his dream.

Suddenly, the ice under his feet broke. He fell into the frigid water. Henson had spent 20 years trying to get to the North Pole. Now it seemed his life would end here, in the Arctic Ocean.

PAUSE AND THINK: What was Matthew Henson trying to do on April 3, 1909? 

PAUSE AND THINK: What was Matthew Henson trying to do on April 3, 1909? 

Impossible to Reach 


Impossible to Reach 

ILLUSTRATIONS BY STEVE STANKIEWICZ

Matthew Henson was born in 1866. At the time, most people didn’t travel far from their homes. There were no airplanes. No cars. Parts of the world were still unknown to most people. One place that seemed impossible to reach was the North Pole.

The North Pole sits in the middle of the Arctic Ocean. It’s mostly covered in floating ice. The weather there is colder and stormier than almost anywhere else on Earth.

Matthew Henson probably didn’t hear much about the Arctic as a boy. Henson grew up in Washington, D.C. He had a difficult childhood. As a Black American, he faced racism and unfair treatment because of his skin color.

When he was 13, he got a job as a cabin boy on a ship. It was the worst job on the ship. But it allowed him to travel around the world.

It was April 3, 1909. An American explorer was trying to reach the North Pole. His name was Matthew Henson. He was only days away from achieving his dream. 

The North Pole is in the middle of the Arctic Ocean. This ocean is mostly covered in ice. The weather there is colder than almost anywhere else on Earth.

Suddenly, the ice under Henson’s feet broke. He fell into the frigid water. 

Matthew Henson was born in 1866. At the time, most people didn’t travel far. There were no airplanes or cars. Parts of the world were still unknown to most people. One place that seemed impossible to reach was the North Pole.

The North Pole sits in the middle of the Arctic Ocean. It’s mostly covered in floating ice. The weather there is colder than almost anywhere else on Earth.

Henson probably didn’t learn much about the Arctic as a boy. He grew up in Washington, D.C. He had a difficult childhood. As a Black American, he faced racism and unfair treatment.

When he was 13, he got a job as a cabin boy on a ship. It was the worst job on the ship. But he got to travel around the world. 

PAUSE AND THINK: Where is the North Pole? 

PAUSE AND THINK: Where is the North Pole? 

Cabin Boy

Around the World 

Cabin Boy 

AP IMAGES

Robert Peary

Henson became a skilled sailor. He returned home when he was 18 and looked for a new job. But like many Black Americans, Henson faced discrimination, a widespread problem in America.

Most white business owners wouldn’t hire Black Americans. After many months, Henson finally found a job at a clothing store.

One day, a man named Robert Peary came into the store. Peary was going on an expedition to a jungle in Central America. And he was looking for a cabin boy to help him.

Peary spoke with Henson. He was impressed with Henson’s skills at sea. He offered Henson the job. Henson was capable of much more. But he accepted the offer. Henson didn’t realize it at the time, but this decision would change his life­—and history.

Peary had many dreams. Unlike Henson, he had many chances to make his dreams come true. Explorers at the time were racing to be the first person to reach the North Pole. The winner of this race would become famous. Peary decided that man should be him.

Matthew Henson was born in 1866. Back then, most people didn’t travel around the world. The North Pole was especially hard to reach.

As a Black American, Henson faced racism and unfair treatment. Henson got a job as a cabin boy when he was 13. That’s the worst job on a ship. But he got to travel around the world. And he became a skilled sailor.

When Henson was 18, he met Robert Peary. Peary was an explorer and also a white man. Peary dreamed of being the first person to reach the North Pole.

In 1888, Peary began planning a trip to Greenland, the closest land to the North Pole. He had Henson come as his servant.

Peary knew that Henson was very skilled. But he never treated Henson as an equal. This is another example of the racism that Henson faced. 

Henson became a skilled sailor. He went back home when he was 18. He looked for a new job. But like many Black Americans, Henson was not treated fairly. He faced discrimination, a common problem in America.

Most white business owners wouldn’t hire Black Americans. Henson looked for many months. Finally, he found a job at a clothing store.

One day, a man named Robert Peary came into the store. Peary was an explorer. He was going on an expedition to Central America. And he was looking for a cabin boy to help him. 

Peary spoke with Henson. He could tell that Henson was a skilled sailor. Peary offered him the job.

Henson was capable of much more. But he accepted the job offer. This decision would change his life—and history. But Henson didn’t realize that at the time.

Peary had many dreams. He was also a white man. So Peary had many chances to make his dreams come true. Explorers at the time were racing to be the first person to reach the North Pole. The winner of this race would become famous. Peary wanted to be this person.

PAUSE AND THINK: What did Robert Peary hire Matthew Henson to do?

PAUSE AND THINK: What did Robert Peary hire Matthew Henson to do?

Killing Cold


Killing Cold 

ILLUSTRATIONS BY STEVE STANKIEWICZ

Peary and Henson returned from Central America in 1888. Peary began planning a trip to Greenland. This is the closest land to the North Pole­. He wanted Henson to come as his servant.

Peary knew how much Henson could do. But he still never treated Henson as his equal. This was another example of the racism that Henson faced. Even though he had proven himself over and over again, Henson would never be given the opportunities that he deserved.

Henson and Peary set sail for Greenland in June 1891. One month later, they made it to the Arctic. But they were still hundreds of miles from the North Pole. Getting there would mean weeks of traveling through killing cold and harsh blizzards.

Peary’s team spent their first few months in Greenland preparing food and other supplies. To survive, they needed help from Arctic experts: the Inuit [IN-yoo-it] people.

The Inuit are the native people of Greenland. They are skilled fishermen and hunters.

Peary and Henson didn’t achieve their dream of reaching the North Pole on their first trip. But unlike Peary, Henson made friends with the Inuit people during this time. He learned their language and joined their celebrations. They taught him how to hunt, ice fish, and drive a dogsled.


Peary and Henson returned from Central America in 1888. Peary began planning a trip to Greenland. This is the closest land to the North Pole. He wanted Henson to come as his servant.

Peary knew how much Henson could do. But he never treated Henson as his equal. This was another example of the racism that Henson faced. He had proved himself over and over again. But he would never be given the opportunities that he deserved.

Henson and Peary left for Greenland in June 1891. One month later, they made it to the Arctic. But they were still hundreds of miles from the North Pole. They needed to travel through killing cold and harsh blizzards. It was going to take weeks. 

Peary’s team spent their first few months in Greenland. They prepared food and other supplies. They needed help from Arctic experts: the Inuit [IN- yoo-it] people. The Inuit are the native people of Greenland. They are skilled fishermen and hunters. 

Peary and Henson didn’t reach the North Pole on their first trip. But Henson made friends with the Inuit people. He learned their language and joined their celebrations. They taught him how to hunt, ice fish, and drive a dogsled. 

PAUSE AND THINK: What did Henson learn from the Inuit people?

PAUSE AND THINK: What did Henson learn from the Inuit people?

If you’d been an Arctic explorer . .

SHUTTERSTOCK.COM

You would’ve eaten meals of hard biscuits and pemmican. This was a food invented by Native people. It was made of dried and mashed meat, berries, and melted fat.

You would’ve eaten meals of hard biscuits and pemmican. This was a food invented by Native people. It was made of dried and mashed meat, berries, and melted fat.

You would’ve eaten meals of hard biscuits and pemmican. This was a food invented by Native people. It was made of dried and mashed meat, berries, and melted fat.

ISTOCKPHOTO/GETTY IMAGES

You would’ve slept in igloos. These are shelters made from blocks of snow. The Inuit taught explorers how to build igloos. They’re not very warm. But they protect you from the wind.

You would’ve slept in igloos. These are shelters made from blocks of snow. The Inuit taught explorers how to build igloos. They’re not very warm. But they protect you from the wind.

You would’ve slept in igloos. These are shelters made from blocks of snow. The Inuit taught explorers how to build igloos. They’re not very warm. But they protect you from the wind.

ISTOCKPHOTO/GETTY IMAGES

You would’ve been very thirsty. The Arctic is covered in snow and ice. But melting these in your mouth would’ve made you dangerously cold. For the whole trip, you would’ve drunk warm tea.

You would’ve been very thirsty. The Arctic is covered in snow and ice. But melting these in your mouth would’ve made you dangerously cold. For the whole trip, you would’ve drunk warm tea.

You would’ve been very thirsty. The Arctic is covered in snow and ice. But melting these in your mouth would’ve made you dangerously cold. For the whole trip, you would’ve drunk warm tea.

BERKSHIRE MUSEUM/ART EVANS

You would’ve traveled using sledges, extra-sturdy sleds. They would have been loaded with hundreds of pounds of supplies. Each sledge was pulled by strong dogs.

You would’ve traveled using sledges, extra-sturdy sleds. They would have been loaded with hundreds of pounds of supplies. Each sledge was pulled by strong dogs.

You would’ve traveled using sledges, extra-sturdy sleds. They would have been loaded with hundreds of pounds of supplies. Each sledge was pulled by strong dogs.

BERKSHIRE MUSEUM/ART EVANS

You would’ve worn clothes hand sewn by Inuit women. A fur jacket with a thick hood, polar bearskin pants, and sealskin boots stuffed with grass would have  kept you warm.

You would’ve worn clothes hand sewn by Inuit women. A fur jacket with a thick hood, polar bearskin pants, and sealskin boots stuffed with grass would have  kept you warm.

You would’ve worn clothes hand sewn by Inuit women. A fur jacket with a thick hood, polar bearskin pants, and sealskin boots stuffed with grass would have  kept you warm.

Minutes From Death

The North Pole 

Minutes From Death

In the coming years, Peary and Henson made several more trips to the Arctic. On April 3, 1909, it seemed their dream of reaching the North Pole was about to come true.

Henson and Peary were traveling across the ice. Four Inuit men were with them: Seegloo, Egingwah, Ooqueah, and Ootah. The group was just days away from the North Pole. But then disaster struck.

Henson slipped and fell into the water. He thought he might die. Death comes in minutes in water that cold. But then, with a sudden whoosh!, he flew back out of the water. Ootah, one of the Inuit men, had grabbed Henson and saved his life.

Three days later, the men reached the North Pole. Henson and Peary planted an American flag in the snow.

But as a white explorer, Peary was the one who got credit for “discovering” the North Pole. He became known as one of history’s famous explorers.

Henson and Peary went to Greenland in 1891. They got help from Arctic experts: the Inuit [IN-yoo-it] people. The Inuit are excellent fishermen and hunters. The group didn’t reach the North Pole during this trip. But Henson made friends with the Inuit. He learned a lot from them.

Peary and Henson took more trips to the Arctic. On April 3, 1909, they were days away from the North Pole. Four Inuit men were with them. But then: Disaster struck!

Henson slipped and fell into the water. People die quickly in water that cold. Then there was a whoosh! One of the Inuit men pulled Henson out of the water.

Three days later, they all reached the North Pole. Henson and Peary placed an American flag in the snow. But only Peary got credit for “discovering” the North Pole.

It took many years for Henson to get credit for his achievements. Years after he died, his body was moved to Arlington National Cemetery. This is where many American heroes are buried. Henson’s grave says:


Matthew Alexander Henson

Co-Discoverer of the North Pole. 

In the coming years, Peary and Henson made several more trips to the Arctic. On April 3, 1909, they were only days away from the North Pole. Their dream seemed about to come true.

Henson and Peary were traveling across the ice. Four Inuit men were with them: Seegloo, Egingwah, Ooqueah, and Ootah. But then disaster struck. 

Henson slipped and fell into the water. He thought he might die. Death comes in minutes in water that cold. But then Henson flew back out of the water. Ootah, one of the Inuit men, had grabbed him. Ootah saved Henson’s life.

Three days later, the men reached the North Pole. Henson and Peary placed an American flag in the snow.

But Peary was a white explorer. So only he got credit for “discovering” the North Pole. Peary became known as one of history’s famous explorers. 

PAUSE AND THINK: What happened days before Henson reached the North Pole?

PAUSE AND THINK: What happened days before Henson reached the North Pole?

ILLUSTRATIONS BY STEVE STANKIEWICZ

Henson and Peary’s Final Polar Expedition (1908-1909)

Finally Recognized


Finally Recognized

In the following years, Henson was deeply admired by many Black Americans. But history books mostly ignored the achievements of Henson and the four Inuit men.

Henson died in 1955. By that time, America was changing. In the 1960s, new laws made it illegal to treat someone differently based on race. The achievements of Black Americans were finally getting recognized.

In 1988, Matthew Henson’s body was moved to Arlington National Cemetery. This is the burial ground of many of America’s heroes. The gravestone says:

Matthew Alexander Henson

Co-Discoverer of the

North Pole.  


In the following years, Henson was admired by many Black Americans. But history books mostly ignored the achievements of Henson and the four Inuit men.

Henson died in 1955. By that time, America was changing. New laws were passed in the 1960s. These laws made it illegal to treat someone differently based on race. The achievements of Black Americans were finally getting recognized.

In 1988, Matthew Henson’s body was moved to Arlington National Cemetery. This is where many American heroes are buried. The gravestone says: 

Matthew Alexander Henson

Co-Discoverer of the North Pole. 

PJF MILITARY COLLECTION/ALAMY STOCK PHOTO

Remembering Henson

Henson is buried at Arlington National Cemetery.

THINK AND WRITE

Imagine your town is building a statue of Matthew Henson. Write a sign for the statue that explains what Henson did as an explorer and why he didn’t get the credit he deserved. Five winners will each receive a Scholastic Book Store e-gift card. See our Contest Page for details.


THINK AND WRITE

Imagine your town is building a statue of Matthew Henson. Write a sign for the statue that explains what Henson did as an explorer and why he didn’t get the credit he deserved. Five winners will each receive a Scholastic Book Store e-gift card. See our Contest Page for details.


THINK AND WRITE

Imagine your town is building a statue of Matthew Henson. Write a sign for the statue that explains what Henson did as an explorer and why he didn’t get the credit he deserved. Five winners will each receive a Scholastic Book Store e-gift card. See our Contest Page for details.

video (2)
video (2)
Slideshows (2)
Slideshows (2)
Audio ()
Activities (9)
Skills Activities
Quizzes (1)
Answer Key (1)
video (2)
video (2)
Slideshows (2)
Slideshows (2)
Audio ()
Activities (9) Download All Quizzes and Activities
Skills Activities
Quizzes (1)
Answer Key (1)
Can't Miss Teaching Extras
Watch a Video About the North Pole

Take a trip to the stunning icy scenery of the Arctic and introduce students to some of the people who have sought to explore it in this 2.5 minute video from National Geographic.

Learn More About the Inuit

Learn about the lives and homes of the Inuit with this DK FindOut webpage. Continue the learning with this collection of artifacts from the National Museum of the American Indian.

Arctic Animals in the Winter

This four-minute video from SciShow Kids! explains how three different animals manage during the Arctic’s frigid and snowy winters.

 

Polar Bear Facts

Visit the San Diego Zoo Kids polar bear webpage to learn more about these amazing animals.

More About the Article

Content-Area Connections

Social Studies: history, civil rights, Inuit culture, geography, Arctic climate

Social-Emotional Learning: self-management (self-discipline and self-motivation, setting goals); social awareness (recognizing strengths, noting diverse social norms); relationship skills (cultural competency, teamwork)

Key Skills

text features, vocabulary, author’s craft, interpreting text, theme, problem and solution,  summarizing,  supporting details, compare and contrast, explanatory writing

Step-by-Step Lesson Plan
Download the Lesson Plan

A Special Note About Capitalizing B in Black

In recent months, there has been much discussion in the publishing industry about capitalizing the word Black. We’ve decided to join other newspapers and publishers in doing so to signify when we are referring to people who share an experience of underrepresentation and marginalization in history, literature, and society. We will not capitalize black when using the term generally to describe color (e.g., objects, animals). 

We will continue to use a lowercase “w” when discussing white people or culture. Why the different approach? White people do not share the legacy of being discriminated against because of their skin color. In addition, capitalizing the “w” in white risks validating an approach championed in white supremacist literature and propaganda.  

For more details, please read our official statement.

Tools for Teaching About Racism

This is an article about Matthew Henson and discovering the North Pole. But it’s also about how people are sometimes overlooked by history because of prejudice. We want to give you some tools to lead your students through the topics of racism and discrimination while you explore together this amazing story of adventure and perseverance.

We include the words racism and discrimination in the story but are placing the definitions here in the Lesson Plan, along with a definition for prejudice. (For our nonfiction articles, we usually use bold type for vocabulary terms within the story and include their definitions at the bottom of the page.) It is our belief that young people will benefit more from learning about these concepts within the framework of a discussion with a trusted adult who can provide context and support, as needed—rather than by reading brief definitions provided in the story or the glossary.  

In addition, we want to make you aware of some resources designed to support educators in teaching these important topics. You will want to choose the materials that work best  for you and your students. We hope these tools are helpful as you work with your students on developing a meaningful understanding of these critical concepts.

 

Vocabulary Terms

racism: the unjust treatment of—or untrue beliefs about—people based on physical characteristics, such as skin color

discrimination: unfair behavior toward others based on differences in such things as age, race, or gender

prejudice: the dislike or poor treatment of a person or group based on false beliefs about their race, religion, or other  characteristic

Scholastic’s Teaching Our World site:

https://classroommagazines.scholastic.com/support/teaching-our-world.html

“It’s Not So Black and White: Discussing Race and Racism in the Classroom” from Scholastic’s Teacher magazine:

https://www.scholastic.com/teachers/articles/teaching-content/its-not-so-black-and
-white/

Teaching Tolerance’s resources for teaching about race and ethnicity:

https://www.tolerance.org/topics/race-ethnicity

 

1. PREPARING TO READ

Watch a Video/Preview Text Features 

(20 minutes)

  • Help students prepare to read the article by showing the Background Builder Slideshow.

  • We offer several reading experiences for this article. As a first read, have students either watch the Video Read-Aloud, in which author Lauren Tarshis introduces and narrates the article as it comes to life with images; or listen to the Author Read-Aloud; or read the article in the magazine or digitally.

  • Look at pages 4-5 with the class. Read aloud the title and subtitle with students. What does the illustration show? 

  • Based on the title, subtitle, and illustration, ask students to predict what this article will be about. Have them review their predictions after they finish reading.

  • Explain that the map, photos, and captions on pages 4-9 provide information that will help them better understand the events of the story. Point out the sidebar on pages 6-7 and ask students to read it after finishing the rest of the article.

 

Introduce Vocabulary

(15 minutes)

  • We have highlighted in bold eight words that may be challenging and defined them on the page: achieving, frigid, expedition, capable, admired, and achievements.

  • Preview these words by projecting or distributing our Vocabulary Skill Builder (available in your Resources tab) and completing it as a class. You may also play our Vocabulary Slideshow, in which audio and images help students with pronunciation and comprehension.

 

Set a Purpose for Reading

(5 minutes)
Call on volunteers to read aloud the Think and Read box on page 5 and the Think and Write box on page 9. These support the story’s featured skill, main idea. Remind students to keep in mind the Think and Read prompt as they read the article.

 

2. CLOSE READING

Reading and Unpacking the Text

  • First read: Read the story as a class. Use the Pause and Think questions at the end of each section to check comprehension. 

  • Second read: Project, distribute, or assign the Close-Reading and Critical-Thinking Questions (available in your Resources tab) to the class. Preview them together. Ask students to read the article again and answer the questions as a class or in small groups. (Alternatively, assign all or part of the Learning Journey Slide Deck, which contains the questions—along with other activities from this lesson plan and links to the story and Video Read-Aloud. You can find it in your Resources tab)

Close-Reading Questions (30 minutes

  1. Who do you meet in the first section of the article? What is his goal? (main idea) You meet Matthew Henson, an American explorer. His goal is to be one of the first people ever to reach the North Pole.

  2. In the first two sections, what details does the author use to describe the Arctic? (author’s craft) The author uses several details to describe the Arctic. She explains that it is extremely cold by using words like “ice-covered,” “frigid,” and “icy.” She also notes that even polar bears stay away from the Arctic because it is so cold and explains that it is “colder and stormier than almost anywhere else on Earth.”

  3. Reread the section “Cabin Boy.” What does the author mean in the sentence “Henson was capable of much more”? (interpreting text) Matthew Henson was talented and smart. He was a skilled sailor. However, because he was Black, Henson was forced to work as a cabin boy, the lowest position on the ship.

  4. Reread the section “Killing Cold,” which describes some of the racism that Henson had to deal with. What are some examples of this racism? (theme) Answers will vary but should be similar to: Robert Peary wanted Henson to come to Greenland as his servant instead of hiring him for a better position. Peary knew how much Henson could do, but he never treated Henson as his equal. Even though Henson proved himself to Peary many times, he was never given the opportunities that he deserved.

  5. How did Henson and Peary learn to survive during their first few months in Greenland? (problem and solution) They received help from the Inuit people. Because of Henson’s friendship with the Inuit, he learned how to hunt, ice fish, and drive a dogsled.

  6. Reread the section “Minutes From Death.” How does the section title help you understand what happens to Henson in this section? (text features/summarizing) The section title explains how close Henson came to dying when he fell into the frigid ocean. It is very dangerous to be in water that cold. He would have died within minutes if Ootah had not pulled him out of the water. 

  7. According to the article, both Peary and Henson planted the American flag in the snow. Did both men receive credit for reaching their goal? (main idea) No, both men did not receive credit for this action. Only Peary became one of history’s most famous explorers because of this discovery.

  8. What is one way that Henson’s contributions were finally recognized by America? (main idea/supporting details) Henson’s body was moved to Arlington National Cemetery in 1988. Many American heroes are buried there. This shows that Henson’s contributions were finally being recognized.

Critical-Thinking Questions (10 minutes)

  1. How were Henson and Peary similar to each other? In what ways were the men’s lives different? (compare and contrast) Both men dreamed of being successful explorers and becoming one of the first people to reach the North Pole. As a white man, Peary had many chances to make that dream come true. Henson only had the chance to accompany Peary on his trip.

  2. Why do you think the article has the title “Frozen Dreams”? (text features) Answers may vary. Sample answer: This title was probably chosen for a couple of reasons. It can refer to Henson’s dream of reaching a frozen place—the North Pole. It can also refer to the idea that his dream was almost frozen, or blocked, by the racism that Henson faced.

3. SEL FOCUS

Overcoming Obstacles

In this article, you learn about many obstacles that Matthew Henson had to overcome in order to achieve his dream of reaching the North Pole. Think about a time in your life
when something was standing in the way of you achieving your goal. What did you do to get through that challenge? How has it helped you overcome other obstacles you’ve faced?

4. SKILL BUILDING AND WRITING

Featured Skill: Main Idea

  • Distribute or assign our Main Idea and Supporting Details Skill Builder (available in your Resources tab) and have students complete it in class or for homework.  

  • Discuss the writing assignment in the Think and Write box on page 9. Students should sum up the main idea of their paragraph in the first or last sentence. They can complete their paragraphs in class or as homework.

GREAT IDEAS FOR REMOTE LEARNING

  • Our new Learning Journey Slide Deck (available in your Resources tab) is designed to make your life easier. Have students move through it at their own pace or assign smaller chunks for different days. You can also customize the Slide Deck to your liking.

  • Have kids listen to the Author Read-Aloud. Then convene your virtual classroom, choose the Presentation View of the article, and share your screen. Students can take turns reading aloud as they would if together in the physical classroom.

  • Have students complete the close-reading and critical-thinking questions together in a video chat or on a shared Google Doc.

Differentiate and Customize
For Struggling Readers

Have students read the lower-Lexile version of the article. As they read, ask them to look for important dates in Matthew Henson’s story. Work with students to create a timeline of these events. Include the following dates on the timeline: 1866 (Henson was born), 1888 (Henson and Peary returned from Central America, and Peary began planning his trip to Greenland), 1891 (Henson and Peary set sail for Greenland), 1909 (Henson and Peary reached the North Pole), 1955 (Henson died), and 1988 (Henson’s body was moved to Arlington National Cemetery). Ask students for details that describe what happened on each date. Which event do they think is the most interesting?

For ELL Students

Read the lower-Lexile version of the article while students follow along. As they read, ask them to highlight, underline, or otherwise take note of any details that show what Matthew Henson accomplished. What skills did he gain? What was he capable of? What important discovery was he a part of? Have students read through the article again, this time marking the details that show what obstacles Henson had to overcome.
Remote-learning tip: When students read the articles online in Presentation View, they can use the highlighter tool to mark the text. 

For Advanced Readers

Invite students to rewrite the section “Minutes From Death” from the perspective of Matthew Henson. Include details about what happened three days before you reached the North Pole, what it was like to plant the American flag in the snow, and how you felt when only Peary got credit for discovering the North Pole.

For School or at Home

Ask students to imagine they were alive in 1909. Robert Peary is getting all the credit for discovering the North Pole. Have students write a letter to their local newspaper explaining why Matthew Henson deserves to be recognized as much as Peary is. Have students share their letters with each other.

Text-to-Speech