DOCSLIB.ORG

Susie King Taylor Goals (Language Arts and U.S

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Susie King Taylor Goals (Language Arts and U.S TEACHING TOLERANCE EARLY GRADES ACTIVITY WWW.TEACHINGTOLERANCE.ORG K 1 2 3 4 5 6 7 8 9 10 11 12 Before Rosa Parks: Susie King Taylor GOALS (LANGUAGE ARTS AND U.S. HISTORY TOPICS) • Students will read excerpts from an autobiographical work and retell scenes from the book • Students will consider the ways Susie King Taylor's autobiography displays character traits including courage, creativity, compassion and determination • Students will collaborate to convert segments of the text into dialogue, creating a brief play about Susie King Taylor's involvement in the Civil War RATIONALE Susie King Taylor is the only black woman who wrote a narrative about her experiences working with soldiers during the Civil War. While many black women provided food and shelter to Union soldiers, some endangering their lives to do so, only Taylor’s story remains. Although she was officially hired as a “laundress,” Taylor also nursed the sick and wounded. She recounts caring for smallpox patients, declaring that her blood was strong from sassafras tea so she didn’t contract the deadly disease. She also met Clara Barton at an army hospital and commented on her bravery and skill. Of course, Taylor was performing the same work as she cared for and traveled with the first black regiment in the U.S.A rmy. PROCESS • Explain to students that they are going to read and write a play about Susie King Taylor, a girl born into slavery who helped the Union army win the Civil War. • Write the words from the lesson that the students might not be familiar with on the board: rebel, custard, regiment, commissary, furlough, devotions. • If possible, display a map of Charleston as you ask what students know about the Civil War. • Read the summary of Taylor's life from the handout to the class, or ask students to read it aloud. • Assign students to groups of four or five.E ach group will have a segment of Taylor's story. They should read it aloud to one another, then discuss the characters and events. Each group will write a short scene about their excerpt. • If time permits, allow students to perform their sections in sequence for the whole class. • You might also do a "First, next, then and finally" summary that contextualizes the events relayed in the excerpts. Example: First, Taylor was a slave. Next, the Civil War began and she helped the Union fight for her freedom. Then, the U.S. Army decided to pay black soldiers equally. Finally, the “rebels” retreated, and Taylor helped put out the fire in Charleston at the war’s end. This activity meets curriculum standards in Language Arts and U.S. History as outlined by Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education, 4th Edition (www.mcrel.org/standards- benchmarks). TEACHING TOLERANCE EARLY GRADES HANDOUT WWW.TEACHINGTOLERANCE.ORG Before Rosa Parks: Susie King Taylor Story Handout At the age of 13, Susie King Taylor escaped from slavery. TheC ivil War broke out and she went to sea on a gunboat. She wanted to help the soldiers who saved her life. She showed a commander at the army camp that she could write. The camps were on the SeaI slands off SouthC arolina’s coast. An army commander asked her to start a school. Susie taught children who, like her, had escaped slavery with their families. She ran a small school at each army camp. She had 40 students and taught some of the adults at night. Susie traveled with Union soldiers as they moved to new camps. Some of the soldiers formed the first black troops in the U.S. Army. Some of them were hurt in the war. Susie learned how to nurse them back to health. She was a teacher and a nurse, and Susie also worked in the laundry. Susie’s story talks about these black soldiers. They demanded equal pay when the army wanted to pay them less than white soldiers. They pulled cannons for five miles if they didn’t have a horse. Some of them got smallpox. Susie treated the black and white soldiers equally. Black or white, they worked together for freedom and justice. As you read different sections of Susie’s true story, you will see that she was brave and smart. Susie used her intelligence to solve problems. When she was in danger, she took care of herself. When the soldiers ran out of food, she found things for them to eat. Her story tells us about courage, but some parts of it are funny. As you read about her, think of what kind of person she was. Imagine her talking to friends and the soldiers. Use the worksheets to write a class play about Susie King Taylor’s life during the Civil War. TEACHING TOLERANCE EARLY GRADES HANDOUT WWW.TEACHINGTOLERANCE.ORG Before Rosa Parks: Susie King Taylor Activity Handout for Group 1 An excerpt from Susie Taylor King’s autobiography: I was born under the slave law in Georgia, in 1848, and was brought up by my grandmother in Savannah. There were three of us with her, my younger sister and brother. My brother and I being the two eldest, we were sent to a friend of my grandmother, Mrs. Woodhouse, a widow, to learn to read and write. She was a free woman and lived on Bay Lane, between Habersham and Price streets, about half a mile from my house. We went every day about nine o’clock, with our books wrapped in paper to prevent the police or white persons from seeing them. We went in, one at a time, through the gate, into the yard to the kitchen, which was the schoolroom. She had twenty-five or thirty children whom she taught, assisted by her daughter, Mary Jane. The neighbors would see us going in sometimes, but they supposed we were there learning trades, as it was the custom to give children a trade of some kind. After school we left the same way we entered, one by one, when we would go to a square, about a block from the school, and wait for each other. We would gather laurel leaves and pop them on our hands, on our way home. QUESTIONS FOR DISCUSSION AND PREPARATION 1. Why do you think the school children had to hide what they were doing? How did they conceal the fact that they were learning to read from neighbors and police? 2. What did the neighbors think the children did at Mrs. Woodhouse’s? 3. How do you think the children felt about learning to read secretly? 4. If this were a play, who would the characters be? 5. Imagine that a policeman sees Susie and her siblings gather after school. What could she say to keep the secret about the school? Use the prompts below to write a scene for a play about Susie. Fill in the blanks with dialogue. TEACHING TOLERANCE EARLY GRADES HANDOUT WWW.TEACHINGTOLERANCE.ORG A Play about Susie Taylor King: Scene 1 Setting: Sidewalk in front of Mrs. Woodhouse’s school on an autumn day. Susie and her sister leave, one at a time, and run around the corner to meet. They are both carrying school books wrapped in paper. A policeman approaches. Policeman: What are you two doing on this street? Susie: (a little scared, noticing the policeman staring at her book)____________________________________________ _______________________________________________________________________________________________ Policeman: What is that you’re carrying? Susie: A package my mistress asked me to collect for her. Policeman: _________________________________________________________________ (Policeman walks away.) Susie’s sister: (whispering to Susie so the policeman can’t hear) That was ___________________________________ Susie: Well, sister, the most important thing is____________________________________ (The two girls hold hands and start skipping toward home.) TEACHING TOLERANCE EARLY GRADES HANDOUT WWW.TEACHINGTOLERANCE.ORG Before Rosa Parks: Susie King Taylor Activity Handout for Group 2 An excerpt from Susie Taylor King’s autobiography: The first colored troops did not receive any pay for eighteen months, and the men had to depend wholly on what they received from the commissary, established by General Saxton. A great many of these men had large families, and as they had no money to give them, their wives were obliged to support themselves and children by washing for the officers of the gunboats and the soldiers, and making cakes and pies which they sold to the boys in camp. Finally, in 1863, the government decided to give them half pay, but the men would not accept this. They wanted “full pay” or nothing. They preferred rather to give their services to the state, which they did until 1864, when the government granted them full pay, with all the back pay due. I remember hearing Captain Heasley telling his company, one day, “Boys, stand up for your full pay! I am with you, and so are all the officers.” QUESTIONS FOR DISCUSSION AND PREPARATION 1. Why do you think the government only wanted to give the black soldiers half pay? Who do you think got full pay? 2. What did the black soldiers have to sacrifice by demanding full pay or nothing? 3. Why do you think the government decided to pay the soldiers after all? 4. Name the characters who Susie mentions in this story. 5. Imagine that this story was a scene from a play. What would the plot be? What would the characters say to each other? Use the prompts below to write a scene about this story. TEACHING TOLERANCE EARLY GRADES HANDOUT WWW.TEACHINGTOLERANCE.ORG A Play about Susie Taylor King: Scene 2 Setting: The meeting place at the center of the black soldiers’ camp.
Load more

Recommended publications
  • Teacher Notes for the Georgia Standards of Excellence in Social Studies
    Georgia Studies Teacher Notes for the Georgia Standards of Excellence in Social Studies The Teacher Notes were developed to help teachers understand the depth and breadth of the standards. In some cases, information provided in this document goes beyond the scope of the standards and can be used for background and enrichment information. Please remember that the goal of social studies is not to have students memorize laundry lists of facts, but rather to help them understand the world around them so they can analyze issues, solve problems, think critically, and become informed citizens. Children’s Literature: A list of book titles aligned to the 6th-12th Grade Social Studies GSE may be found at the Georgia Council for the Social Studies website: https://www.gcss.net/site/page/view/childrens-literature The glossary is a guide for teachers and not an expectation of terms to be memorized by students. In some cases, information provided in this document goes beyond the scope of the standards and can be used for background and enrichment information. Terms in Red are directly related to the standards. Terms in Black are provided as background and enrichment information. TEACHER NOTES GEORGIA STUDIES Historic Understandings SS8H1 Evaluate the impact of European exploration and settlement on American Indians in Georgia. People inhabited Georgia long before its official “founding” on February 12, 1733. The land that became our state was occupied by several different groups for over 12,000 years. The intent of this standard is for students to recognize the long-standing occupation of the region that became Georgia by American Indians and the ways in which their culture was impacted as the Europeans sought control of the region.
    [Show full text]
  • African American Women Educators North and South: the Life Writings of Charlotte Forten, Suzie King Taylor, Kate Drumgoold and Mary Church Terrell (1861-1900)
    2 | 2014 Elise Vallier African American Women Educators North and South: The life writings of Charlotte Forten, Suzie King Taylor, Kate Drumgoold and Mary Church Terrell (1861-1900) Résumé : Cet article explore les expériences de vie de quatre enseignantes africaines-américaines dans les États du Nord et du Sud des États-Unis entre 1861 et 1900, à travers l’étude de récits de vie tels que des journaux intimes, autobiographies et mémoires. Après avoir expliqué la méthodologie retenue, l’article s’ouvre sur l’analyse des diverses motivations de ces quatre femmes. Ensuite, les expériences quotidiennes de ces enseignantes dans leurs divers lieux d’exercice sont étudiées. Dans une dernière partie est analysée l’importance de la classe sociale et de l’appartenance régionale dans l’expérience de vie et d’enseignement de ces quatre femmes. Il apparaît que certaines d’entre elles pouvaient avoir une image préconçue de l’autre région. Mots-clés : Femmes – Africains-Américains, – Éducation – Guerre de Sécession – Reconstruction – Journaux intimes – Autobiographies Abstract : This article explores the life experiences of four African American women who worked as teachers in both the North and South of the United States between 1861 and 1900, through the study of life narratives such as diaries, autobiographies and memoirs. After a brief explanation of the adopted methodology, the first part shows that the motivations of these four female teachers were quite diverse and often rooted in a strong racial consciousness. Then, the article delves into these women’s everyday experiences in both the North and the South of the country. Lastly, this work examines the importance of social class and region in these four women’s teaching experiences.
    [Show full text]
  • A Case Study on Sanitation Policy, Medical Reform, and Disease
    BearWorks MSU Graduate Theses Spring 2020 Battlefield of Bandages: A Case Study on Sanitation olicyP , Medical Reform, and Disease Prevention During the War of Rebellion Ashley L. Simpson Missouri State University, [email protected] As with any intellectual project, the content and views expressed in this thesis may be considered objectionable by some readers. However, this student-scholar’s work has been judged to have academic value by the student’s thesis committee members trained in the discipline. The content and views expressed in this thesis are those of the student-scholar and are not endorsed by Missouri State University, its Graduate College, or its employees. Follow this and additional works at: https://bearworks.missouristate.edu/theses Part of the History of Gender Commons, History of Science, Technology, and Medicine Commons, Labor History Commons, Military History Commons, Political History Commons, Social History Commons, United States History Commons, Women's History Commons, and the Women's Studies Commons Recommended Citation Simpson, Ashley L., "Battlefield of Bandages: A Case Study on Sanitation olicyP , Medical Reform, and Disease Prevention During the War of Rebellion" (2020). MSU Graduate Theses. 3507. https://bearworks.missouristate.edu/theses/3507 This article or document was made available through BearWorks, the institutional repository of Missouri State University. The work contained in it may be protected by copyright and require permission of the copyright holder for reuse or redistribution. For more information, please contact [email protected]. BATTLEFIELD OF BANDAGES: A CASE STUDY ON SANITATION POLICY, MEDICAL REFORM, AND DISEASE PREVENTION DURING THE WAR OF REBELLION A Master’s Thesis Presented to The Graduate College of Missouri State University TEMPLATE In Partial Fulfillment Of the Requirements for the Degree Master of Arts, History By Ashley L.
    [Show full text]
  • Read an Excerpt
    DO NOT DUPLICATE of WOMEN the BLUE & GRAY FOR REVIEW ONLY DO NOT DUPLICATE FOR REVIEW ONLY DO NOT DUPLICATE of WOMEN the BLUE & GRAY True Civil War Stories of Mothers, Medics, Soldiers, and Spies MARIANNE MONSON s FOR REVIEW ONLY DO NOT DUPLICATE Photo credits: Background: pashabo/shutterstock.com page 1: Harriet Beecher Stowe/public domain page 6: Lydia Child/public domain page 17: White Mountain rangers, ca. 1861/Library of Congress/public domain page 19: Frances Clayton/Library of Congress/public domain page 33: Susie King Taylor/public domain page 47: Belle Boyd/Library of Congress/public domain page 51: Rose Greenhow and Daughter/Library of Congress/public domain page 57: Pauline Cushman/Library of Congress/public domain page 64: Harriet Tubman/Library of Congress/public domain page 69: Anna Ella Carroll/Maryland Historical Society page 81: Sarah Dawson/public domain page 97: Cornelia Peake McDonald/public domain page 109: Harriet Jacobs, ca. 1894/public domain page 123: Mary Ann Shadd Cary/public domain page 131: Clara Barton/public domain page 141: Mary Ann Bickerdyke/Library of Congress/public domain page 145: Two wounded Federal soldiers are cared for by Anne Bell, a nurse during the American Civil War, ca. 1861–1865/public domain page 149: Mary Walker/Library of Congress/public domain page 167: Chipeta/Library of Congress/public domain page 183: Mary E. Schwandt Schmidt (Mrs. William) and Snana Good Thunder (Maggie Brass)/ Minnesota Historical Society page 187: Sarah and William McEntire/family photo courtesy Shauna Gibby page 190: Kady Brownell/Library of Congress/public domain page 203: Harriet Tubman/Library of Congress/public domain page 214: Clara Barton/public domain page 220: Varina Davis/Portrait by John Wood Dodge, 1849/public domain © 2018 Marianne Monson All rights reserved.
    [Show full text]