Lesson Plans Incidents in the Life of a Slave Girl
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Ask the student what they would have to be offered to spend an entire year in the box. What would have to be at stake? Ask the class to brainstorm what the physical and emotional challenges would be if spending a year in the box. Ask your students if they can think of any time in history when people might have had to suffer conditions similar to spending a year in such a close and confined space. Explain to your students that you will first be examining a primary source document related to this event.
If you do not have access to computers print out the notice and prepare it as a handout for your students. Instruct your students to read the primary source document and identify the key events and individuals it describes. Give them approximately five minutes to complete this task.
Ask the following questions: What does the document appear to be? Answer: A notice about a runaway slave named Harriet Jacobs. When do they think this document was written? Answer: It was published on June 30, but there is no specific year listed. It can be assumed from its content that it was written prior to and the end of the Civil War.http://objectifcoaching.com/components/anchorage/escort-a-domicile.php
Incidents in the Life of a Slave Girl Lesson Plan
Where was the document written? Answer: In Edenton, North Carolina. Can they give a physical description of Harriet Jacobs? Answer: She was a light-skinned mixed-race woman, 21 years old, who was solidly built and possibly overweight, with thick black hair that could be either curly or straight. She wore fairly fashionable clothes. Who was looking for Harriet, and what was his relationship to her?
Answer: James Norcom, who was her owner and master. Where did Norcom think Harriet was trying to go? Answer: Norcom thought Harriet was trying to go North. What might have happened to Harriet if she was captured? Ask your students where they think Harriet went when she ran away. Ask your students if they have any ideas on how a small space like the rectangle on the floor of your classroom could have figured into Harriet's story. Give your students five to ten minutes to complete this task. Ask a few students to share their rewritten versions of the notice with the class.
If you wish, collect the rewritten notices for assessment purposes. Photographs, documents, and other artifacts that individuals leave behind can provide key information and insights into historical events. Tell your students that they will be examining what happened to Harriet Jacobs, why she ran away, and what important artifacts she left behind. CUE the video to approximately 2 minutes, where you see the camera moving over a forest of autumnal trees shrouded in fog, and you hear the narrator, Morgan Freeman, say, "Her story begins in the coastal town of Edenton, North Carolina.
PLAY the video.
Incidents in the Life of a Slave Girl Lesson Plans for Teachers | themguguchafor.ml
PAUSE the video, at approximately 3. Norcom seated at a dining table with Harriet polishing a sideboard behind them, and you hear Morgan Freeman say, "a girl forty years his junior. Answer: Harriet felt that being attractive was a curse for female slaves because it meant that their masters would always be "after them" sexually. How old was Harriet Jacobs when she went to work in Dr.
Norcom's house? Answer: Twelve. How much older was Dr. Norcom than Harriet Jacobs?
Answer: Approximately forty years older. Would this sort of relationship between Dr. Guide discussion to an awareness that seeing people in terms of a racial or gender and racial stereotypes LIMIT their human potential. Transition to how Frances Ellen Watkins Harper was stereotyped in her own lifetime, i.
Why did they think this? Have you ever been stereotyped? How did that make you feel? Have you stereotyped someone else? Motivate students to self-examine when they catch themselves in the act of stereotyping themselves or others. Please be sure to read the What to Contribute and Posting Your Contribution sections above before adding your ideas.
Have students read poems selected from "Forest Leaves". Ask them to describe who they think the writer of the poems looked like and why.
Introduce Frances E. Harper and describe her orphan slave background. Stress the fact of her not knowing her mother and father. Then ask students to write poems in the sentiment as if they were slave orphans. This will help the students connect to the feelings of what is was like to be a slave and also introduce the significance of poetry as a powerful tool to overcome oppression.
Contributed by Stephanie Perry.
Incidents in the Life of a Slave Girl | Documents
The objective of this lesson is for students to understand the process used by slaveowners to locate and have runaway slaves returned to the condition of slavery. Flint's reaction to it, including his efforts to locate her. Use the Internet to locate examples of slave runaway posters. Copy and distribute runaway posters to the class. Instruct the students to examine the posters and discuss their findings. Flint uses in his add.
Have the students make a sketch of Linda based on Dr. Flint description. Have the students share their posters, then have the posters laminated and display in the classroom. Contributed by Christine Williams. Instruct each group to select someone to act as recorder with the duty of writing for the group, and reporter who will read the groups description to the class. Have each group's reporter read their description to the class and lead the class in a discussion of their topic.
Post the descriptions around the classroom. This idea could be used with all of the target grade levels. Edmonia Lewis was highly successful in manipulating her image to secure support from her patrons and the larger community. Compare her successful attempts to set herself apart from other female artists of her time to those of a modern artist. A performer like Beyonce, who is highly successful in creating an image which allows her to succeed in many areas, may be a good modern parallel.
Male examples of skillful branding include 50 Cent and Sean Combs. Contributed by Beverly J. It was very difficult for women to be recognized and appreciated for their talent as visual artists in the 19th century. It was especially difficult for African American women artists to be recognized and accepted.
This lesson provides students an introduction to the sculptor, Edmonia Lewis, and places her in context with several other 19th century American women artists. William Hayes Ackland, the collector and museum benefactor, once saw Lewis dusting off one of her masterpieces, Cleopatra, and described her in his memoir as looking like a "Southern cook" Later crossed out and replaced with "housemaid".
This stereotypical and demeening view of black women is illustrative of the kind racial and gender bias Lewis had to contend with in America, which contributed to her expatriation to Europe where she lived most of her life. Lewis' achievements as an artist are all the more extraordinary given the extraordinary social obstacles she was up against. Sally Thomas and other enslaved women and men developed strong character, self-confidence and keen business as well as "life" management skills in spite of their enslavement.
One important skill Sally Thomas had was the ability to make wise choices, aka good decisions.
For her, this was a question of survival. They can also help you determine which concepts and ideas your class grasps and which they need more guidance on. By pulling from the different sections of the lesson plan, quizzes and homework assignments offer a comprehensive review of Incidents in the Life of a Slave Girl in manageable increments that are less substantial than a full blown test.