DOCSLIB.ORG

Journey on the Underground Railroad Teacher Resources

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

“Journey on the Underground Railroad” Teacher Resource Packet Program Overview. Location The Jackson Homestead & Museum, 527 Washington Street, Newton, MA 02458 Audience Students in 1st through 12th grades Run time 1 hour Essential Question How do you respond to injustice? Objectives After completing this program, students will be better able to… 1. Use evidence to articulate multiple perspectives within the discussed historical period. 2. Discuss the complexities of the institution of slavery and the variety of ways people battled against it. 3. Define slavery and the experience of enslaved people. 4. Identify the Underground Railroad as a loose network of people of all races. 5. Identify the Jackson Homestead a stop on the Underground Railroad & Jackson family in the 19thcentury as abolitionists. 6. Express the direct and indirect consequences the 1850 Fugitive Slave Act created for people who assisted freedom seekers, and distinguish the risks for freedom seekers were much greater than the risks for white abolitionists Overview After taking part in this program, students will appreciate the complexity of the institution of slavery and the variety of ways people battled against it. Students will explore the topic of slavery in the United States (with a specific focus on Newton and Massachusetts) and the roles of both blacks and whites in the struggle for freedom and equality. Students will hear and consider three stories of enslaved people and then learn about the Jackson family’s role in the Underground Railroad. Students will then discuss direct and indirect consequences of the 1850 Fugitive Slave Act. Through primary documents and cooperative learning approaches, they will draw connections between local and national historical events to consider how individuals respond to injustice. About your visit Parking is available on Washington Street and Jackson Road. Groups arriving in buses may be dropped off at the museum’s driveway, but please do not park there. The “Journey on the Underground Railroad” program is held in the original kitchen and in the Confronting Our Legacy gallery of the museum. If you wish to conclude your program with a snack, please notify the staff in advance and plan for an additional 15 minutes. You must bring all snack supplies. In order to preserve the artifacts and documents on display, flash photography is not allowed in the museum. 1 ©Historic Newton, February 2018 527 Washington St., Newton, MA 02458 617-796-1450 ● historicnewton.org Contents. 1 . Program overview. 2 . Contents. 3 . Notes for Educators. 4 . Suggested Pre-visit Vocabulary and Activities. 5 . Suggested Post-visit Activities. 6 . Suggested reading list by grade level, Early Learners. 8 . Suggested reading list by grade level, Elementary Students. 12 . Suggested reading list by grade level, Middle School Students. 14 . Suggested reading list by grade level, High School Students. 15 . Background Information for educators. The Jackson family and the Jackson Homestead. The Jacksons as Abolitionists. Northern Slavery, Abolition, and the Underground Railroad. Studying Primary Sources and the Underground Railroad. 17 . MA History & Social Studies Curriculum Framework supported by the Journey on the Underground Railroad program. 21 . Selected Bibliography. 2 ©Historic Newton, February 2018 527 Washington St., Newton, MA 02458 617-796-1450 ● historicnewton.org Notes for Educators. Slavery, race and systems of oppression are difficult, and even uncomfortable, topics to teach. Use these tips to feel comfortable leading students in discussion about these tough topics. Be aware of your privilege and responsibility to be more knowledgeable and have professional preparation for students so they feel supported in their learning. 1. Model for students that slavery an upsetting topic. Express that it is hard for you as an adult to understand how people did this to one-another, and validate student’s responses and/or feelings of discomfort. While you normalize that it is okay to be upset about this topic, also set a serious tone. 2. Communicate that horrible things happened to people only because of the color of their skin, but that some of them overcame extreme obstacles to free themselves. Slavery is a sign of resilience for African- American communities, not shame. 3. Model for students that we cannot expect any one individual to be a spokesperson for their entire group; this is especially important if white students look to black students in the discussion to speak on behalf of all of those of African descent. Would you expect to be able to speak on behalf of all of those of from whom you are descended? 4. Make sure students understand that slavery is all of our history, and is thus important for everyone to learn. “I also own this history and therefore have to own responsibility for the past.” 5. Get away from simplifications; encourage students to think about the complex nature of relationships. 6. Be empathic and respectful to students. Treat their questions with respect, students are trying to understand how these systems worked, and may genuinely not have received education on these topics. Think about the point of view of the student- what experiences and/or background are they bringing to the discussion? 3 ©Historic Newton, February 2018 527 Washington St., Newton, MA 02458 617-796-1450 ● historicnewton.org Suggested pre-visit vocabulary. Abolitionist- a person who advocates or supports the end of slavery Slavery- the practice and systems of owning people Enslaved person- one who has been forced into slavery and, as a result, lost their freedom and choice Fugitive- a person who has escaped from a place or is in hiding, especially to avoid arrest or persecution Underground Railroad- a loose network of black and white people that assisted those freeing themselves from slavery, neither underground nor a railroad Evidence- the available facts or information indicating whether a belief or proposition is true Suggested pre-visit activities. 1. Learn about the work enslaved people did as craftspeople, house servants, sailors, as well as in the fields. Research the many aspects of the life of enslaved people including work, recreation, family life, religion, punishment, food, clothes, and housing. Use the bibliography for some suggested resources. Write essays that emphasize both the differences and the similarities in the lives of enslaved people throughout the United States. 2. To help students understand the concept of “the past” have them create a timeline to share with the class. This exercise will also help students to understand the existence of slavery during the founding of our nation, and the persistence of discriminatory practices in our nation’s history. 3. Use the internet to search for primary document accounts of enslaved life and abolitionist activity. Read them and discuss the value each has for the historical study of this period of American history. Have students record what they know from the documents, what the documents do not tell them and what they can infer from the documents. Suggested sites: • http://digital.nypl.org/schomburg/images_aa19/ New York Public Library database of images of African Americans in the 19th century • http://docsouth.unc.edu/neh/ University of North Carolina/Chapel Hill Libraries Documenting the American South project; includes a searchable collection of e-texts of the narratives of enslaved people • http://memory.loc.gov/ammem/aaohtml/aohome.html The Library of Congress African American Odyssey; has links to related Library of Congress web sites and digitized collections • http://xroads.virginia.edu/~HYPER/wpa/wpahome.html University of Virginia American Slave Narratives: An Online Anthology • http://www.pbs.org/wgbh/aia/home.html PBS Africans in America site, with a Resource Bank of annotated historical documents and images 4 ©Historic Newton, February 2018 527 Washington St., Newton, MA 02458 617-796-1450 ● historicnewton.org Suggested post-visit activities. 1. Most abolitionists did not record their activities because it was against the law to help people freeing themselves from slavery. Students can discuss what injustices today they might be willing to protest in order to create change. Have students then try out their social-justice skills- research who your local, states and national representatives are and write them letters, draft protest signs, or work to draft new laws as a class. 2. Have your students test their knowledge with Historic Newton’s online quiz: https://c5b79c92fd8faba266ee62f17ee66af27982e3cf.googledrive.com/host/0B56ubSyCOiAtelNXOVU5Y nI5WVU/index.html 3. After his escape, Henry “Box” Brown wrote a memoir titled The Narrative of the Life of Henry “Box” Brown, Written by Himself. A man named Samuel Smith helped Henry Brown get to freedom. Students can write letter as either Brown or Smith as they planned the escape. What might they have planned? What risks did each of them face? How did they avoid getting caught? Unfortunately Smith was later convicted of helping to free two enslaved people and was sentenced to six and a half years in jail. Students can also read passages from this primary source. Download the full book here: https://books.google.com/books?id=630IAAAAQAAJ&dq=the%20narrative%20of%20henry%20box%20b rown&pg=PP5#v=onepage&q&f=false 4. When Captain Jonathan Walker was caught sailing freedom seekers in his boat his hand was branded. Students can present the facts as well as their opinions from an abolitionist point of view in a New York newspaper and from a slave owner’s point of view in a Florida newspaper. Older students may write a poem after reading and discussing The Branded Hand by John Greenleaf Whittier. Students may tell a narrative or explore broader themes. Information about Captain John Walker: • Berger, Martin. "White Suffering and the Branded Hand." Mirror of Race. Accessed January 26, 2016. http://mirrorofrace.org/show_interp.php?photo_id=18. • "The Branded Hand of Captain Jonathan Walker." Massachusetts Historical Society. Accessed January 26, 2016.
Recommended publications
  • Daguerreian Annual 1990-2015: a Complete Index of Subjects

    Daguerreian Annual 1990-2015: a Complete Index of Subjects

    Daguerreian Annual 1990–2015: A Complete Index of Subjects & Daguerreotypes Illustrated Subject / Year:Page Version 75 Mark S. Johnson Editor of The Daguerreian Annual, 1997–2015 © 2018 Mark S. Johnson Mark Johnson’s contact: [email protected] This index is a work in progress, and I’m certain there are errors. Updated versions will be released so user feedback is encouraged. If you would like to suggest possible additions or corrections, send the text in the body of an email, formatted as “Subject / year:page” To Use A) Using Adobe Reader, this PDF can be quickly scrolled alphabetically by sliding the small box in the window’s vertical scroll bar. - or - B) PDF’s can also be word-searched, as shown in Figure 1. Many index citations contain keywords so trying a word search will often find other instances. Then, clicking these icons Figure 1 Type the word(s) to will take you to another in- be searched in this Adobe Reader Window stance of that word, either box. before or after. If you do not own the Daguerreian Annual this index refers you to, we may be able to help. Contact us at: [email protected] A Acuna, Patricia 2013: 281 1996: 183 Adams, Soloman; microscopic a’Beckett, Mr. Justice (judge) Adam, Hans Christian d’types 1995: 176 1995: 194 2002/2003: 287 [J. A. Whipple] Abbot, Charles G.; Sec. of Smithso- Adams & Co. Express Banking; 2015: 259 [ltr. in Boston Daily nian Institution deposit slip w/ d’type engraving Evening Transcript, 1/7/1847] 2015: 149–151 [letters re Fitz] 2014: 50–51 Adams, Zabdiel Boylston Abbott, J.
  • From African to African American: the Creolization of African Culture

    From African to African American: the Creolization of African Culture

    From African to African American: The Creolization of African Culture Melvin A. Obey Community Services So long So far away Is Africa Not even memories alive Save those that songs Beat back into the blood... Beat out of blood with words sad-sung In strange un-Negro tongue So long So far away Is Africa -Langston Hughes, Free in a White Society INTRODUCTION When I started working in HISD’s Community Services my first assignment was working with inner city students that came to us straight from TYC (Texas Youth Commission). Many of these young secondary students had committed serious crimes, but at that time they were not treated as adults in the courts. Teaching these young students was a rewarding and enriching experience. You really had to be up close and personal with these students when dealing with emotional problems that would arise each day. Problems of anguish, sadness, low self-esteem, disappointment, loneliness, and of not being wanted or loved, were always present. The teacher had to administer to all of these needs, and in so doing got to know and understand the students. Each personality had to be addressed individually. Many of these students came from one parent homes, where the parent had to work and the student went unsupervised most of the time. In many instances, students were the victims of circumstances beyond their control, the problems of their homes and communities spilled over into academics. The teachers have to do all they can to advise and console, without getting involved to the extent that they lose their effectiveness.
  • Publishing Blackness: Textual Constructions of Race Since 1850

    Publishing Blackness: Textual Constructions of Race Since 1850

    0/-*/&4637&: *ODPMMBCPSBUJPOXJUI6OHMVFJU XFIBWFTFUVQBTVSWFZ POMZUFORVFTUJPOT UP MFBSONPSFBCPVUIPXPQFOBDDFTTFCPPLTBSFEJTDPWFSFEBOEVTFE 8FSFBMMZWBMVFZPVSQBSUJDJQBUJPOQMFBTFUBLFQBSU $-*$,)&3& "OFMFDUSPOJDWFSTJPOPGUIJTCPPLJTGSFFMZBWBJMBCMF UIBOLTUP UIFTVQQPSUPGMJCSBSJFTXPSLJOHXJUI,OPXMFEHF6OMBUDIFE ,6JTBDPMMBCPSBUJWFJOJUJBUJWFEFTJHOFEUPNBLFIJHIRVBMJUZ CPPLT0QFO"DDFTTGPSUIFQVCMJDHPPE publishing blackness publishing blackness Textual Constructions of Race Since 1850 George Hutchinson and John K. Young, editors The University of Michigan Press Ann Arbor Copyright © by the University of Michigan 2013 All rights reserved This book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press), without written permission from the publisher. Published in the United States of America by The University of Michigan Press Manufactured in the United States of America c Printed on acid- free paper 2016 2015 2014 2013 4 3 2 1 A CIP catalog record for this book is available from the British Library. Library of Congress Cataloging- in- Publication Data Publishing blackness : textual constructions of race since 1850 / George Hutchinson and John Young, editiors. pages cm — (Editorial theory and literary criticism) Includes bibliographical references and index. ISBN 978- 0- 472- 11863- 2 (hardback) — ISBN (invalid) 978- 0- 472- 02892- 4 (e- book) 1. American literature— African American authors— History and criticism— Theory, etc. 2. Criticism, Textual. 3. American literature— African American authors— Publishing— History. 4. Literature publishing— Political aspects— United States— History. 5. African Americans— Intellectual life. 6. African Americans in literature. I. Hutchinson, George, 1953– editor of compilation. II. Young, John K. (John Kevin), 1968– editor of compilation PS153.N5P83 2012 810.9'896073— dc23 2012042607 acknowledgments Publishing Blackness has passed through several potential versions before settling in its current form.
  • National Register of Historic Places Multiple Property Documentation Form

    National Register of Historic Places Multiple Property Documentation Form

    NPSForm10-900-b OMB No. 1024-0018 (Revised March 1992) . ^ ;- j> United States Department of the Interior National Park Service National Register of Historic Places Multiple Property Documentation Form This form is used for documenting multiple property groups relating to one or several historic contexts. See instructions in How to Complete the Multiple Property Documentation Form (National Register Bulletin 16B). Complete each item by entering the requested information. For additional space, use continuation sheets (Form 10-900-a). Use a typewriter, word processor, or computer, to complete all items. _X_New Submission _ Amended Submission A. Name of Multiple Property Listing__________________________________ The Underground Railroad in Massachusetts 1783-1865______________________________ B. Associated Historic Contexts (Name each associated historic context, identifying theme, geographical area, and chronological period for each.) C. Form Prepared by_________________________________________ name/title Kathrvn Grover and Neil Larson. Preservation Consultants, with Betsy Friedberg and Michael Steinitz. MHC. Paul Weinbaum and Tara Morrison. NFS organization Massachusetts Historical Commission________ date July 2005 street & number 220 Morhssey Boulevard________ telephone 617-727-8470_____________ city or town Boston____ state MA______ zip code 02125___________________________ D. Certification As the designated authority under the National Historic Preservation Act of 1966, I hereby certify that this documentation form meets the National
  • RIVERFRONT CIRCULATING MATERIALS (Can Be Checked Out)

    RIVERFRONT CIRCULATING MATERIALS (Can Be Checked Out)

    SLAVERY BIBLIOGRAPHY TOPICS ABOLITION AMERICAN REVOLUTION & SLAVERY AUDIO-VISUAL BIOGRAPHIES CANADIAN SLAVERY CIVIL WAR & LINCOLN FREE AFRICAN AMERICANS GENERAL HISTORY HOME LIFE LATIN AMERICAN & CARIBBEAN SLAVERY LAW & SLAVERY LITERATURE/POETRY NORTHERN SLAVERY PSYCHOLOGICAL ASPECTS OF SLAVERY/POST-SLAVERY RELIGION RESISTANCE SLAVE NARRATIVES SLAVE SHIPS SLAVE TRADE SOUTHERN SLAVERY UNDERGROUND RAILROAD WOMEN ABOLITION Abolition and Antislavery: A historical encyclopedia of the American mosaic Hinks, Peter. Greenwood Pub Group, c2015. 447 p. R 326.8 A (YRI) Abolition! : the struggle to abolish slavery in the British Colonies Reddie, Richard S. Oxford : Lion, c2007. 254 p. 326.09 R (YRI) The abolitionist movement : ending slavery McNeese, Tim. New York : Chelsea House, c2008. 142 p. 973.71 M (YRI) 1 The abolitionist legacy: from Reconstruction to the NAACP McPherson, James M. Princeton, NJ: Princeton University Press, c1975. 438 p. 322.44 M (YRI) All on fire : William Lloyd Garrison and the abolition of slavery Mayer, Henry, 1941- New York : St. Martin's Press, c1998. 707 p. B GARRISON (YWI) Amazing Grace: William Wilberforce and the heroic campaign to end slavery Metaxas, Eric New York, NY : Harper, c2007. 281p. B WILBERFORCE (YRI, YWI) American to the backbone : the life of James W.C. Pennington, the fugitive slave who became one of the first black abolitionists Webber, Christopher. New York : Pegasus Books, c2011. 493 p. B PENNINGTON (YRI) The Amistad slave revolt and American abolition. Zeinert, Karen. North Haven, CT : Linnet Books, c1997. 101p. 326.09 Z (YRI, YWI) Angelina Grimke : voice of abolition. Todras, Ellen H., 1947- North Haven, Conn. : Linnet Books, c1999. 178p. YA B GRIMKE (YWI) The antislavery movement Rogers, James T.
  • Reflections on the Slave Trade and Impact on Latin American Culture

    Reflections on the Slave Trade and Impact on Latin American Culture

    Unit Title: Reflections on the Slave Trade and Impact on Latin American Culture Author: Colleen Devine Atlanta Charter Middle School 6th grade Humanities 2-week unit Unit Summary: In this mini-unit, students will research and teach each other about European conquest and colonization in Latin America. They will learn about and reflect on the trans- Atlantic slave trade. They will analyze primary source documents from the slave trade by conducting research using the online Slave Voyages Database, reading slave narratives and viewing primary source paintings and photographs. They will reflect on the influence of African culture in Latin America as a result of the slave trade. Finally, they will write a slave perspective narrative, applying their knowledge of all of the above. Established Goals: Georgia Performance Standards: GA SS6H1: The student will describe the impact of European contact on Latin America. a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma, Pizarro, and Atahualpa. b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse. GA SS6H2: The student will describe the influence of African slavery on the development of the Americas. Enduring Understandings: Students will be able to describe the impact of European contact on Latin America. Students will be able to define the African slave trade and describe the impact it had on Latin America. Students will reflect on the experiences of slaves in the trans-Atlantic slave trade.
  • Historic House Museums

    Historic House Museums

    HISTORIC HOUSE MUSEUMS Alabama • Arlington Antebellum Home & Gardens (Birmingham; www.birminghamal.gov/arlington/index.htm) • Bellingrath Gardens and Home (Theodore; www.bellingrath.org) • Gaineswood (Gaineswood; www.preserveala.org/gaineswood.aspx?sm=g_i) • Oakleigh Historic Complex (Mobile; http://hmps.publishpath.com) • Sturdivant Hall (Selma; https://sturdivanthall.com) Alaska • House of Wickersham House (Fairbanks; http://dnr.alaska.gov/parks/units/wickrshm.htm) • Oscar Anderson House Museum (Anchorage; www.anchorage.net/museums-culture-heritage-centers/oscar-anderson-house-museum) Arizona • Douglas Family House Museum (Jerome; http://azstateparks.com/parks/jero/index.html) • Muheim Heritage House Museum (Bisbee; www.bisbeemuseum.org/bmmuheim.html) • Rosson House Museum (Phoenix; www.rossonhousemuseum.org/visit/the-rosson-house) • Sanguinetti House Museum (Yuma; www.arizonahistoricalsociety.org/museums/welcome-to-sanguinetti-house-museum-yuma/) • Sharlot Hall Museum (Prescott; www.sharlot.org) • Sosa-Carrillo-Fremont House Museum (Tucson; www.arizonahistoricalsociety.org/welcome-to-the-arizona-history-museum-tucson) • Taliesin West (Scottsdale; www.franklloydwright.org/about/taliesinwesttours.html) Arkansas • Allen House (Monticello; http://allenhousetours.com) • Clayton House (Fort Smith; www.claytonhouse.org) • Historic Arkansas Museum - Conway House, Hinderliter House, Noland House, and Woodruff House (Little Rock; www.historicarkansas.org) • McCollum-Chidester House (Camden; www.ouachitacountyhistoricalsociety.org) • Miss Laura’s
  • Stewart Dissertation 20126.Pdf

    Stewart Dissertation 20126.Pdf

    Copyright by Anna Rebecca Stewart 2012 The Dissertation Committee for Anna Rebecca Stewart certifies that this is the approved version of the following dissertation: Beyond Obsolescence: The Reconstruction of Abolitionist Texts Committee: Coleman Hutchison, Co-Supervisor Michael Winship, Co-Supervisor Evan Carton Gretchen Murphy Jacqueline Jones Beyond Obsolescence: The Reconstruction of Abolitionist Texts by Anna Rebecca Stewart, B.A., M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August 2012 Dedication For Sam, with love and gratitude. Acknowledgements As an avid reader of acknowledgements sections, I am always curious about the conversations that sparked and enlivened projects as well as the relationships that sustained their writers. As I turn to write my own for this dissertation project, I realize just how impossible it is to sum up those intellectual and personal debts—the many kindnesses, questions, and encouragements that have helped me navigate this dissertation process and my own development as a thinker and writer. Coleman Hutchison and Michael Winship have been staunch supporters and careful readers, modeling the kind of mentor-teacher-scholars that we all aspire to be but can often only hope to become through the gift of such examples. Early in my graduate school career, Michael taught me a valuable lesson about not committing to projects, even short semester papers, that did not capture my imagination and interest. Our conversations kept me engaged and deep in the archive, where my project first began to take shape and where I found my footing as a researcher.
  • Annual Report of the Librarian of Congress

    Annual Report of the Librarian of Congress

    ANNUAL REPO R T O F THE LIBR ARIAN OF CONGRESS ANNUAL REPORT OF T HE L IBRARIAN OF CONGRESS For the Fiscal Year Ending September , Washington Library of Congress Independence Avenue, S.E. Washington, DC For the Library of Congress on the World Wide Web visit: <www.loc.gov>. The annual report is published through the Public Affairs Office, Office of the Librarian, Library of Congress, Washington, DC -, and the Publishing Office, Library Services, Library of Congress, Washington, DC -. Telephone () - (Public Affairs) or () - (Publishing). Managing Editor: Audrey Fischer Copyediting: Publications Professionals LLC Indexer: Victoria Agee, Agee Indexing Design and Composition: Anne Theilgard, Kachergis Book Design Production Manager: Gloria Baskerville-Holmes Assistant Production Manager: Clarke Allen Library of Congress Catalog Card Number - - Key title: Annual Report of the Librarian of Congress For sale by the U.S. Government Printing Office Superintendent of Documents, Mail Stop: SSOP Washington, DC - A Letter from the Librarian of Congress / vii Library of Congress Officers and Consultants / ix Organization Chart / x Library of Congress Committees / xiii Highlights of / Library of Congress Bicentennial / Bicentennial Chronology / Congressional Research Service / Copyright Office / Law Library of Congress / Library Services / National Digital Library Program / Office of the Librarian / A. Bicentennial / . Steering Committee / . Local Legacies / . Exhibitions / . Publications / . Symposia / . Concerts: I Hear America Singing / . Living Legends / . Commemorative Coins / . Commemorative Stamp: Second-Day Issue Sites / . Gifts to the Nation / . International Gifts to the Nation / v vi Contents B. Major Events at the Library / C. The Librarian’s Testimony / D. Advisory Bodies / E. Honors / F. Selected Acquisitions / G. Exhibitions / H. Online Collections and Exhibitions / I.
  • Supplement to the History and Social Science Curriculum Framework

    Supplement to the History and Social Science Curriculum Framework

    Resources for History and Social Science Draft Supplement to the 2018 Massachusetts History and Social Science Curriculum Framework Massachusetts Department of Elementary and Secondary Education May 15, 2018 Copyediting incomplete This document was prepared by the Massachusetts Department of Elementary and Secondary Education Board of Elementary and Secondary Education Members Mr. Paul Sagan, Chair, Cambridge Mr. Michael Moriarty, Holyoke Mr. James Morton, Vice Chair, Boston Mr. James Peyser, Secretary of Education, Milton Ms. Katherine Craven, Brookline Ms. Mary Ann Stewart, Lexington Dr. Edward Doherty, Hyde Park Dr. Martin West, Newton Ms. Amanda Fernandez, Belmont Ms. Hannah Trimarchi, Chair, Student Advisory Ms. Margaret McKenna, Boston Council, Marblehead Jeffrey C. Riley, Commissioner and Secretary to the Board The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex, or sexual orientation. Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the Human Resources Director, 75 Pleasant St., Malden, MA, 02148, 781-338-6105. © 2018 Massachusetts Department of Elementary and Secondary Education. Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.” Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, Massachusetts 02148-4906 Telephone: (781) 338-3000 TTY: N.E.T.
  • The House Nigger in Black American Literature Black American Literature

    The House Nigger in Black American Literature Black American Literature

    UNIVERSITY OF NAIROBI \ 4 / The House Nigger in Black Amer/ican Literature A Thesis presented in partial fulfillment of the requirements for the degree of MASTERS OF ARTS in Literature by Margeretta wa Gacheru NOVEMBER, 1985 This Thesis has been submitted for examination .. with our approval as supervisors: - • ,ees> r . Signed: { ^ \ r' c°v Dr Kimani Gecau5 VSS*vN S igned: Dr. Henry Indangasi UNIVERSITY OF NAIROBI LIBRARY This dissertation is my original work and has not been submitted for a degree in any other University. This dissertation has been submitted for examination with my approval as University supervisors: Signed: ■f-* DR. KIMANI GECAU Signed: DR. HENRY INDANGASI LIST O F CONTENTS Page Acknowledgements ... (iv) Abstract (v) 1 Introduction 2. The House Nigger in Black American Literature Black American Literature ... ... 18 3. Ralph Ellison: The Case of a Good House Nigger 77 4. Invisible Man: A House Nigger Masterpiece. 102 5. Conclusion ... 139 6. Footnotes 7. Bibliography ACKNOWLEDGEMENTS I would like to express my deepest gratitude to Dr. Kimani Gecau for his consistent concern for the progress of this dissertation, for all the hours of provocative, progressive and constructive discussion, and for his patience as well as his alacrity so often displayed while this work was still in embryo (and when at times it looked like it would be a still birth). I am also most appreciative of the efforts of Dean Micere Mugo whose combined strengths of administrative aptitude and academic excellence have been something of a shining light to me in the long night of this thesis' preparation.
  • Voices from the Transatlantic Slave Trade

    Voices from the Transatlantic Slave Trade

    Voices from the Trans-Atlantic Slave Trade Overview In this lesson, students will gain an understanding of the history of the African slave trade, the Trans-Atlantic slave trade, and the development of slavery in America through discussing historical facts, art work, and excerpts from the book Copper Sun. Students will focus on the humanization of those enslaved by completing a project in which they assume the persona of an African forced into slavery and recreate a personal journal kept by the enslaved. Grades 7-8 Essential Questions • What was lifelike for the individual human beings before they were forced into slavery? • What were the causes and effects of the Trans-Atlantic slave trade? • What was the Triangle Trade Route and how did it affect the continents involved? • What was the experience of enslaved Africans during the Middle Passage? • What were the experiences of individuals who were enslaved? What was the effect of enslavement on their livelihood and culture? • How did slavery develop in the southern colonies, particularly in North and South Carolina? • In what ways did slavery impact the foundations of America? Materials • Voices of the Trans-Atlantic Slave Trade Power Point, available in the Database of K-12 Resources (in PDF format) o To view this PDF as a projectable presentation, save the file, click “View” in the top menu bar of the file, and select “Full Screen Mode” o To request an editable PPT version of this presentation, send a request to [email protected] • Copper Sun, a novel by Sharon Draper (either one copy for reading aloud, or multiple copies for students to read individually or in partners) • Heart shapes for cutting and distributing to students, attached • Journals from the Trans-Atlantic Slave Trade Assignment Sheet, attached Duration 60-90 minutes (depends upon amount of student discussion; time can be split over two class periods) Procedure Day 1 The Humanness of those Enslaved 1.