silenced voices slave narratives: rhetoric for rights ... voices unit plan.pdf · slave narratives:...

Silenced Voices Unit Plan Carolyn Howe, 8 December 2009

1

Silenced Voices Slave Narratives: Rhetoric for Rights

Overview of the Unit: The primary objectives for this unit are to:

• Study the genre of the slave narrative to identify the distinguishing characteristics and to analyze how these narratives followed the precedents for autobiography established by Benjamin Franklin (previously studied);

• Study basic rhetorical principles to analyze and apply the use of rhetorical devices in persuasive arguments; and

• Evaluate the American ideals of “the self-made man,” opportunity, and equality for all as introduced by Franklin and Jean de Crèvecouer (previously studied).

• Extension objectives would be to

• Apply these understandings to contemporary situations both within and beyond the borders of the U.S.A; and

• Predict the influence slave narratives have had on subsequent African-American writers.

This unit is designed for either honors or college prep. level juniors who are studying American literature. The ideal class size would be twenty to twenty-four students, since this would allow for a variety of activities and discussions. The unit is designed to take four weeks; however, the teacher may adjust both the content and the alloted time by adding or omitting readings, depending on the composition of the class. All juniors, regardless of academic level, should be able to read the texts identified below. (Some academic levels may imply a need for more specifically guided study than others.) Since the slave narrative genre covers an important time in both American literature and history, all students -- regardless of race or cultural background -- should find the material pertinent and interesting. Having a class of students from various backgrounds would (presumably) enhance discussions; however, this may not always be the composition of the class. If there are students from a variety of cultural backgrounds, a teacher should plan group work so a variety of perspectives and opinions are represented in each grouping. If the class is a more heterogeneous mix of students, the teacher should be prepared to offer a range of views in both small group and full class discussions. Essential question for this unit: • How do slave narratives challenge and alter the traditional American beliefs about identity

such as Benjamin Franklin’s ideal of “the self-made man” and the statement made in the Declaration of Independence “that all men are created equal, [and] that they are endowed by their Creator with certain unalienable Rights”? What methods did these silenced voices employ to fight for their rights?

• If doing an extension of this unit, “Do we see similar issues today? If so, do the speakers face

the same challenges? Do we speak up against injustices in the same ways?”


2

Texts to be covered in unit: Douglass, Frederick. The Narrative of the Life of Frederick Douglass. (1845) New York: Dover Publications, Inc. 1995. --- Excerpt from “What to the Slave is the Fourth of July?” Speech delivered 5 July 1852 Jacobs, Harriet. Excerpts from Incidents from the Life of a Slave Girl: Written by Herself Excerpts are merged from two abridged on-line sources: http://digilib.nypl.org/dynaweb/digs/wwm97255/ http://www.learnnc.org/lp/pages/2716?style=print Links to the complete on-line book (by chapters) may be found through the Harriet Jacobs website at: http://xroads.virginia.edu/~HYPER/JACOBS/hj-site-index.htm Web tutorial on reading primary sources with article and handout written by Kathryn Walbert http://www.learnnc.org/lp/editions/thinking-guide-slave-narrative/cover WPA interviews published on LearnNC http://www.learnnc.org/lp/editions/nchist-antebellum/3.0 Audio of “Interview with Fountain Hughes” http://www.learnnc.org/lp/editions/nchist-antebellum/5339 Selected primary documentation expressing pro-slavery articles. Edited from excerpts found at Dr. Lucia Knoles’ web-site for her course Contextualizing Frederick Douglass. Assumption College. Accessed 5 December 2009. http://www.assumption.edu/users/lknoles/douglassproslaveryargs.html The Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition http://www.yale.edu/glc/archive/subject.htm#443 Accessed 5 December 2009. Texts for potential extension of unit: Webquest covering “Brown vs. Board of Education” 1954 King, Jr., Martin Luther. “Letter from a Birmingham Jail” April 16, 1963 http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html and “I Have a Dream” speech delivered August 28, 1963 http://www.americanrhetoric.com/speeches/mlkihaveadream.htm Newspaper and other media articles students bring to class about oppression in the US and in other countries. The student who is doing the extended study should choose an area of interest. Tiananmen Square coverage: • June 4, 1989 News report <http://www.metacafe.com/watch/yt-

h1v9par4bwE/cbc_archives_tiananmen_square_massacre_1989/> • 2008 BBC update video clip <http://www.metacafe.com/watch/yt-

ZXienNsRf5o/chinas_tiananmen_square_and_its_dark_past_09_aug_08/> “Universal Declaration of Human Rights” December 10, 1948.


3

ELA Frameworks Covered: Language Strand:

• ELA 1.5: Identify and practice techniques such as setting time limits for speakers and deadlines for decision-making to improve productivity of group discussions. (This will apply in the jigsaw activity and in the Socratic Seminar.)

• ELA 2.4: Integrate relevant information gathered from group discussions and interviews for reports.

• ELA 2.5: Summarize in a coherent and organized way information and ideas learned from a focused discussion.

• ELA 2.6: Analyze differences in responses to focused group discussion in an organized and systematic way.

• ELA 4.23: Identify and use correctly idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions. (Discussion of rhetoric will explore denotative and connotative meaning.)

• ELA 5.27: Identify rhetorically functional sentence structure (parallelism, properly placed modifiers).

Reading Strand -- Analysis of pro-slavery arguments • ELA 9.6: Relate a literary work to primary source documents of its literary period or

historical setting. • ELA 9.7: Relate a literary work to the seminal ideas of its time. • ELA 10.5: Compare and contrast the presentation of a theme or topic across genres to

explain how the selection of genre shapes the message. • ELA 11.7 Analyze and compare texts that express a universal theme, and locate support in

the text for the identified theme. (Extension activity.) • ELA 13.26: Analyze and evaluate the logic and use of evidence in an author’s argument.

(Non-fiction works.) • ELA 15.7: Evaluate how an author’s choice of words advances the theme or purpose of a

work. • ELA 15.9: Identify, analyze, and evaluate an author’s use of rhetorical devices in

persuasive argument. Composition Strand:

• ELA 19.22: Write and justify a personal interpretation of literary, informational, or expository reading that includes a topic statement, supporting details from the literature, and a conclusion.

• ELA 19.28: Write well-organized stories or scripts with an explicit or implicit theme, using a variety of literary techniques. (Final assessment -- writing in the style of a slave narrative.)

• ELA 20.6: Use effective rhetorical techniques and demonstrate understanding of purpose, speaker, audience, and form when completing expressive, persuasive, or literary writing assignments.

• ELA 21.8: Revise writing by attending to topic/idea development, organization, level of detail, language/style, sentence structure, grammar and usage, and mechanics.

• ELA 21.9: Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.


4

• ELA 22.10: Use all conventions of standard English when writing and editing. Media Strand:

• ELA 27.6: Create media presentations that effectively use graphics, images, and/or sound to present a distinctive point of view on a topic. (Applies to alternate final assessment.)

Learning Objectives for Unit: • Students will analyze various slave narratives to identify and explain the characteristics of the

genre. • Students will write a brief slave narrative demonstrating their understanding of these

characteristics by incorporating these traits in their text. • Students will analyze and discuss primary source documents expressing pro-slavery and anti-

slavery views to evaluate the logic and use of evidence in an author’s arguments and to distinguish between myth and reality.

• Students will study various forms of rhetorical appeal. • Students will classify and explain various devices used in rhetorical appeals (e.g. use of precise

word choice, imagery, and irony) to reinforce the statements authors make in slave narratives and in other appeals for freedoms.

• Students will write a persuasive appeal (in the form of a slave narrative) demonstrating effective use of at least two forms of rhetorical appeal, incorporating appropriate rhetorical devices.

Summary of Teaching Activities for Unit: • Jigsaw reading and reporting • Small group discussion and presentation • Student led discussions • “Mystery Hat” reading questions (refer to Day #11) • Socratic Seminar • Power Point review of rhetoric possibly with a CLOZE activity for note-taking • Web tutorial covering “How to Read a Primary Source” • Possible Web-quest for enrichment Assessments: • Students will demonstrate understanding of rhetorical terms and arguments through:

• Class discussions; • Student generated questions; • Small group analysis and presentation analyzing selected passage(s); and • Summarizing test.

• Students will demonstrate understanding through brief writing assignments such as journal entries and paragraphs written as part of homework reading assignments

• Students will demonstrate understanding of the vocabulary from the readings through use in discussions as well as through a vocabulary test.

• Students will apply their knowledge in a Socratic seminar synthesizing characteristics of slave narrative and use of rhetoric in analysis of a short text not previously discussed.


5

• Students will be able to transfer their understanding of the fundamental issues regarding equality by locating, analyzing, and presenting current news reports illustrating these issues.

• Students will write in the voice of a fugitive or freed slave. In this three to five page paper, each student will demonstrate an understanding of the characteristics of the slave narrative as well as the use ethos, logos, and pathos as developed through various rhetorical devices to support an anti-slavery argument.

Frederick Douglass’s The Narrative of the Life of Frederick Douglass Reading Schedule (due dates): Chapters I - V, pages 1 - 19 Day 4 Chapters VI - IX, pages 19 - 34 Day 5 Chapter X, pages 34 - 59 Day 6 Chapter XI and Appendix, pages 59 - 76 Day 7 Overarching questions for Narrative: • How does Frederick Douglass’s skillful use of language paint a realistic (versus a

romanticized) portrait of slavery? • How successful is Douglass in persuading his reader of the evils slavery inflicts on both slave

and slaveholder alike? Excerpts from Harriet Jacobs’ Incidents in the Life of a Slave Girl: Written by Herself Reading Schedule (due dates): Chapters Day 10 Chapters Day 11 Chapters Day 12 Overarching questions for Jacobs’ text: • Does Harriet Jacobs use different rhetorical techniques from Douglass to portray her life in

slavery? If so, what and why? • How did the situation of a female slave differ from that of a male slave? Scope and Sequence for Unit (All 55 minute periods): Week #1 -- What is rhetoric and how does Douglass use rhetoric to shape his argument? Day #1: Introduction to the unit.

• Show the video covering Douglass, Jacobs, and Harriet Beecher Stowe from American Passages Unit 7 “Slavery and Freedom” http://www.learner.org/resources/series164.html# (25 minute video) and discuss. (3-2-1 Worksheet for watching video.)

• Distribute and review vocabulary list (taken from the Douglass text).


6

Day #2: Examination of pro-slavery attitudes and arguments in the 1840s and 1850s • Discuss environment in which Douglass spoke and published. (Narrative was published in

1845; however, Douglass was not able to purchase his freedom until 1847.) • Also read (as a jigsaw) and discuss some of the pro-slavery articles from this period to

discuss the prevailing attitudes (at least in the South) of the times. • Begin reading William Lloyd Garrison’s Preface and Wendell Phillips’ Letter introducing

Narrative -- (Finish as homework for Day #4) Day #3: What is rhetoric? Introduction and overview of how to make a persuasive argument. (Provide a handout on rhetoric.)

• Before reading, talk about the “N-word” • Homework -- In addition to preface and letter, read chapters I through V to discuss in class

tomorrow. Day #4: Narrative Chapters I - V -- Discussion • Track the characteristics of the slave narrative. What is unique about this autobiography in

comparison to Ben Franklin’s Autobiography? • Track the rhetoric Douglass uses to make his persuasive arguments. (Distribute rhetoric

tracking handout.) Small group analysis and presentation. • Emphasize the power of rhetoric. Who is Douglass’s audience, and what is his purpose in

writing? What sort of appeals does he use? • Discuss the realistic portrait of slavery “gateway to hell” versus the romantic portrait of the

plantation myth and the slaves “singing as they come in from the fields.” Day #5: Narrative Chapters VI-IX -- Student led discussion on • Characteristics of the slave narrative, and • Use of rhetoric to make an argument. • Distribute and discuss final assessment writing assignment. Week #2 -- Continue studying rhetoric and compare Douglass’s and Harriet Jacobs’ views: Day #6: Narrative Chapter X -- Discussion should focus on Douglass’s conflict with Covey, the slave breaker. Day #7: Narrative Chapter XI and Appendix -- Wrap up discussion of Douglass text and determine the structure and role of the Appendix as one of the characteristics of the slave narrative. Day #8: Power Point review of elements of rhetoric -- to prepare students for the assessment test. (This would be a good place to adjust the pacing if students seem to be struggling with understanding the elements of rhetoric.) Day #9: Assessment test covering elements of rhetoric in Douglass text. OR (if this is a more advanced class, use as an assessment of understanding) Socratic Seminar discussing Douglass’s use of rhetoric in “What to a Slave is the Fourth of July?” -- a text we have not discussed in class.


7

Day #10: Begin reading Incidents in the Life of a Slave Girl -- Read excerpts over the next few days. While reading, compare with Douglass’s text to identify (and construct a summary of) characteristics of the slave narrative as a genre. (Afterward, provide a summarizing handout on the characteristics of slave narratives.) Week #3: Day #11: Continue reading and discussing Incidents in the Life of a Slave Girl Introduce a “Mystery Hat” activity to structure the discussion. Each student will provide two interpretive questions covering the section of the text covered for homework. We will draw and discuss these student generated questions. (This activity is suggested in NCTE’s publication Classroom Notes Plus, October 2009, p. 7.) Day #12: Finish reading and discussing Incidents in the Life of a Slave Girl Day #13: Web tutorial on reading primary sources http://www.learnnc.org/lp/editions/thinking-guide-slave-narrative/cover Assign students one of the seven remaining interviews to read and analyze in the same manner. They will be assessed on their worksheet and/or notes. Day #14: Read WPA slave narratives

• Distribute Walbert article on reading primary sources. Read and discuss in class. • Listen to and discuss audio of “Interview with Fountain Hughes”

http://www.learnnc.org/lp/editions/nchist-antebellum/5339 • Read and discuss remaining WPA interviews (not the Bost interview) published on

LearnNC (structure as a second jigsaw activity). http://www.learnnc.org/lp/editions/nchist-antebellum/3.0

• Assign questions for Socratic Seminar covering the common characteristics of the slave narrative.

Day #15: Socratic Seminar discussing the characteristics and rhetoric used in one of the W.L. Bost interview from the WPA project. (Or another passage from a narrative not read in class. TBD) Week #4 -- Writing week: Day #16: Various activities:

• Vocabulary test. • Discuss current events articles brought in by the students. (Students will hand in a two

page summary and analysis of the article they have selected. • Ask students to determine what they will write about and bring in a one paragraph proposal

for their slave narrative and any reference materials. (This would be good if introduced as homework for the weekend.)

Days #17 -- 20: Work in writing lab on final assessment writing assignment. Students should complete their narratives over the weekend to hand in on Monday. (This may also be a place where the pacing may need to be adjusted, depending on the students’ abilities. More advanced students may use some of this time to work on extension activities.)


8

• Day 17: Brainstorm in pairs characters and scenarios. Each student should then start recording notes and ideas (perhaps outline) for writing.

• Day 18: Students should begin writing their rough draft, conferring with the teacher as necessary.

• Day 19: Continue writing to have a draft for peer editing during this class or at the beginning of the next class.

• Day 20: Peer editing and finalizing draft. Final draft is due at the beginning of next class. Materials (Not all of these materials have been created yet): • Introductory video from American Passages Unit 7 “Slavery and Freedom” http://www.learner.org/resources/series164.html# • 3-2-1 Worksheet for watching American Passages video • Vocabulary list and test. • “What is Rhetoric?” handout • Graphic organizer for tracking rhetoric in Douglass’s Narrative • Handout covering characteristics of the slave narrative • Discussion questions for The Narrative of the Life of Frederick Douglass • Discussion questions for Incidents in the Life of a Slave Girl (to be created) • Audio of “Interview with Fountain Hughes” http://www.learnnc.org/lp/editions/nchist-antebellum/5339 • Kathryn Walbert’s article and handout for reading a primary text • Questions and rubric for Socratic Seminar on analyzing a slave narrative (to be created) • Instructions for final assessment writing assignment • Rubric for final assessment • Power Point reviewing rhetoric -- formatted with a CLOZE activity for terms and definitions

(to be created) • Rhetoric test -- identification, definition, short answer, and choice of longer essay • Questions for Socratic Seminar on “What to a Slave is the Fourth of July?” (to be created) Possible extension activities and materials required for these activities: 1. Material from American Passages covering enslavement of Native Americans in California

missions -- “Punishment” by Lorense Asisara. 2. Read and analyze Martin Luther King, Jr.’s “Letter from a Birmingham Jail” April 16, 1963.

and/or “I Have a Dream” speech. Compare to this to Douglass’s speech on “What to a Slave is the Fourth of July?” Pay particular attention to each speaker’s rhetorical style.

3. Instructions and worksheet for “Brown vs. Board of Education” webquest (to be created) Websites to incorporate are”

• Smithsonian exhibit and history http://americanhistory.si.edu/brown/index.html • Tiered reading level background information

http://www.landmarkcases.org/brown/home.html • Case summary http://brownvboard.org/summary/ • Chief Justice Warren’s opinion http://www.nationalcenter.org/brown.html • Myths vs. truths about the case http://www.nps.gov/brvb/historyculture/mythtruth.htm

4. Read and write an analysis of “Universal Declaration of Human Rights” (December 10, 1948) identifying common issues and themes. Consider the style in which this document is written.


9

LESSON PLAN OUTLINE I. Identification:

A. Examination of pro-slavery attitudes and arguments in the 1840s and 1850s B. Carolyn Howe C. December 8, 2009 D. High School 11th grade -- May be used with college prep or honors students E. 55 minutes

II. Goals and Concepts:

A. As an introduction to the text, students will read excerpts from primary sources documenting the pro-slavery arguments of the era. Students will 1. Evaluate the arguments used by proponents of slavery to perpetuate this “peculiar

institution.” 2. Identify any fallacies in the arguments and propose counter-arguments. 3. Analyze and discuss why these attitudes were accepted and the effect these attitudes

had on the abolitionist movement and on the attitudes of African-Americans, whether free or in slavery.

4. Read and interpret the counter arguments made by two abolitionists. 5. Write a brief summary analysis of the pro-slavery and abolitionist arguments from

these texts.

B. The essential concepts students need to learn include: 1. Introduction to how to read and assess primary source documents (Class will study

this in more depth on Day #13); 2. How pro-slavery proponents and abolitionists viewed the institution of slavery; and 3. How to analyze potential fallacies in an argument.

C. List specific connections with the Massachusetts Curriculum Frameworks. The

asterisked (**) objectives identify the four skills to be developed (not just applied) in this lesson. 1. Language Strand -- Evidenced in “Do Now!” discussion and Jigsaw work.

a) ELA 1.5: Identify and practice techniques such as setting time limits for speakers and deadlines for decision-making to improve productivity of group discussions. (This will apply in the jigsaw activity.)

b) ELA 2.4: Integrate relevant information gathered from group discussions and interviews for reports.

c) **ELA 2.5: Summarize in a coherent and organized way information and ideas learned from a focused discussion.

d) ELA 2.6: Analyze differences in responses to focused group discussion in an organized and systematic way.

2. Reading Strand -- Analysis of pro-slavery and abolitionist arguments a) **ELA 9.6: Relate a literary work to primary source documents of its literary

period or historical setting. b) **ELA 9.7: Relate a literary work to the seminal ideas of its time.


10

c) **ELA 13.26: Analyze and evaluate the logic and use of evidence in an author’s argument. (Non-fiction works.)

d) ELA 15.9: Identify, analyze, and evaluate an author’s use of rhetorical devices in persuasive argument. (Will develop more throughout this unit.)

3. Composition Strand -- Informal written response for homework a) ELA 19.22: Write and justify a personal interpretation of literary, informational,

or expository reading that includes a topic statement, supporting details from the literature, and a conclusion.

III. Objectives/Learning Outcomes: A behavioral objective describes what the learner will do,

in measurable terms, to demonstrate achievement of goal.

A. Students will be able to (SWABT): 1. Critically evaluate the arguments used by the proponents of slavery; 2. Identify and analyze any fallacies in the arguments to propose counter-arguments; 3. Hypothesize and discuss why these attitudes were generally accepted; 4. Consider what effect these attitudes had on the abolitionist movement and on the

attitudes of African-Americans, whether free or in slavery; and 5. Read and interpret the counter arguments made by two abolitionists.

B. Learning Outcomes - Students will demonstrate mastery of the above objectives through:

1. Objective small group and class discussions of the impediments both to escaping and to abolishing slavery;

2. Analytical discussion about why these attitudes prevailed for so long; 3. Completing an “Exit Ticket” recalling three of the pro-slavery arguments made and

briefly analyzing one of these arguments; and 4. A brief informal writing assignment (for homework due Day #4) analyzing how the

two abolitionists William Lloyd Garrison and Wendall Phillips countered the pro-slavery arguments.

IV. Procedures, with time estimates included:

A. Introduction – to capture attention and interest of learners. (Interest and attention must be maintained throughout the lesson.) (5 minutes) 1. “Do Now!” -- “Take out a pencil and paper and use the next two or three minutes to

brainstorm silently the obstacles facing a slave who wanted to escape slavery or to buy his or her freedom. Try to think of at least one thing that may not be obvious.

2. Discuss student thoughts and list responses on the board. After listing the responses on the board, circle or star the responses that emphasize attitudes that shackle the slaves. These might be: a) Masters did not let slaves learn to read, so they had no skills; b) Fugitive Slave Act of 1850 -- Slaves in free North were required to be returned to

the South; c) Plantation owners needed the slaves as cheap labor -- and the Northerners

needed the goods they produced -- so neither really wanted to liberate them; d) Living as a a free African-American was not easy -- even in the North.


11

B. Key teaching/learning experiences – to achieve goals (Include when applicable: questions

to be asked, pupil/teacher planning, demonstrations, cooperative experiences, etc.) Explain how objectives will be achieved and include all teaching procedures. This is the most detailed part of the lesson plan. (45 minute total)

1. Explain Jigsaw -- Stage 1: The group will read and analyze one primary source

document. Stage 2: Students will regroup according to their number to update the new group as an expert on their document and to listen to the information provided by the other group members about the documents each read and discussed. a) Divide into four groups of five (according to seating s fine) b) Count off 1-5 for second stage c) Any questions on the process? d) Distribute articles to read and tracking handout (2-3 minutes)

2. Work with primary source document in first group (15- 20 minutes)

a) Read either silently or as a group b) Discuss and record responses

3. Regroup for Stage 2 updating new group process. (15-20 minutes)

a) Each member reports as the expert on their article b) Everyone records information about all articles

4. Regroup for all class summary. Teacher will record responses on the board

(5-10 minutes)

C. Closure – a definite plan to bring the lesson to a meaningful conclusion (Include summarizing and relating the concepts learned.) (5 minutes)

Exit Ticket: Distribute index cards and ask students to list three of the pro-slavery arguments we discussed today. Analyze the evidence given in support of one of these arguments.

D. Alternate activity – in case the initial plan doesn’t work, or in case of class time left over Begin reading William Llyod Garrison’s Preface and Wendell Phillips’s letter.

E. Homework Due Day #4 -- Finish reading preface and letter. Write a one or two

paragraph summary about the arguments these two writers make, explaining how these arguments address various pro-slavery beliefs of the era. (Refer to all readings from the jigsaw activity.)

V. Materials (All materials used by teacher and students should be included.):

A. Text: Douglass, Frederick. The Narrative of the Life of Frederick Douglass. (1845) New York: Dover Publications, Inc. 1995.

B. Trade books: N/A C. Technology: None


12

D. Teaching aids: • Xeroxed copies of various pro-slavery arguments. Selected primary documentation

expressing pro-slavery articles. Edited from excerpts found at • Dr. Lucia Knoles’ web-site for her course Contextualizing Frederick Douglass.

Assumption College. Accessed 5 December 2009. http://www.assumption.edu/users/lknoles/douglassproslaveryargs.html

• The Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition http://www.yale.edu/glc/archive/subject.htm#443 Accessed 5 December 2009.

• Handout with questions to consider while reading VI. Options for Evaluation: List specific ways to ascertain accomplishment of behavioral

objectives. (Include teacher observations, anecdotal records, writing samples, teacher-made tests, etc.)

A. Class discussion about “Do Now!” brainstorming; B. Group work and reporting in Jigsaw reading of pro-slavery arguments; C. Exit ticket; and D. Day #4 Homework writing assignment.

Notes and reflections after teaching the lesson:


13

Final Evaluation -- Write your own Slave Narrative Imagine yourself as a former slave who has successfully fled the South to freedom in the North. What is your story? Think about what your prior life on a plantation or working in a house in town might have been like. Ask yourself some of these questions to answer in your narrative:

• Did you have a kind mistress but a cruel master? How did each treat you? What effect did being slave owners have on these people?

• Were you ever sent to a slave-breaker like Covey? What are the specifics of that story? • Did you know your own family or were you separated from them at some point? • What has happened to your family or friends? • Did you try to work to buy your freedom, encouraged by your owner, but later denied that

option? • Were you ever sold or given away as a “gift” or “bequest”? • Are you literate? If so, how did you accomplish that? • How did you escape to freedom? What obstacles did you overcome? Have your story

demonstrate your courage and strength of character. • Did anyone help you? Who? How do you feel about this individual? Was it a

stationmaster on the Underground Railroad or a white patron or friend? How do you know this person?

• How does your faith compare to that of your Christian owner(s)? What demonstrates this? • How might your story advance the abolitionist movement?

Write your own slave narrative telling the story that answers one or more of these questions. In crafting your story, be sure to make your story compelling by using at least two (2) of the rhetorical appeals and devices we have studied. Show your reader some of the injustices or horrors you have faced. Use figurative language to add details that will make your story compelling and will appeal to your readers’ sympathies (pathos). Show the positive attributes of your character, and/or have others attest to your good reputation and honesty (ethos). Make a logical argument refuting a commonly held belief in the South justifying the institution of slavery (logos). (Refer to your summary of rhetorical devices and the texts we have read and discussed.) Be sure to write your narrative in the first person, using phrases such as “I was born. . .” or “I lived with . . .” In a three to five page story, you will not be able to answer all the above questions. Focus instead on one or two of the suggestions and explain the situation as completely and vividly as possible. As a demonstration of your understanding, your story should include at least three (3) or four (4) characteristics of a slave narrative. (Refer to the handout summarizing the characteristics of the genre.) Pay attention to details demonstrating the “voice” of a slave. Remember that although you may be self-educated, you would still have an editor to help you publish. Grammar and mechanics do count! As an alternative, you may be a slave who never learned to read or write. In that case, you may choose to tell your story through an interview or in a media presentation. If you choose this option, all the above requirements still apply. For a media presentation, you may want to do a voice-over. Please submit a copy of your script with the presentation. In this case, grammar and mechanics still count! SLAVE NARRATIVE RUBRIC Name of Author:_________________________


14

USE OF RHETORIC AND DESCRIPTIVE LANGUAGE (40 PTS)

0-5 6-18 18-30 31-36 37-40 No clear attempt made to use rhetorical devices.

Author uses minimal rhetorical devices. None is convincingly developed.

Author attempts to employ rhetorical devices and uses some descriptive language but does not consistently succeed in developing.

With only a few exceptions, author uses rhetorical devices correctly and writes with sensory detail, figurative language, and interesting word choices to develop the story & argument.

Author consistently uses rhetorical devices correctly and writes with sensory detail, figurative language, and interesting word choices to develop the story & argument effectively.

WRITING IN THE GENRE OF A SLAVE NARRATIVE (40 PTS)

0-5 6-18 18-30 31-36 37-40 No clear attempt made to incorporate characteristics of this genre.

Author uses few characteristics of a slave narrative. None is convincingly developed, and author is not consistent in relating the story from a first person perspective.

Author attempts to develop the characteristics of a slave narrative, but does so inconsistently, or may not develop three different characteristics convincingly. OR Author is often not consistent in relating the story from a first person perspective.

In general, author convincingly and creatively employs the required number of characteristics of a slave narrative. The scene is well defined and the voice of the character is believable, understandable and realistic.

Author fully develops the required number of characteristics of a slave narrative & does so creatively & consistently. The voice of the character is believable, understandable, and realistic. Character and situation are complete and well defined.


15

LANGUAGE CONVENTIONS ( 20 pts) 0-3 4-10 10-15 16-18 19-20

Story has no organization and does not appear to have been edited at all.

Story contains many major errors, such as subj.-verb disagreement or lack of organization or paragraphs.

Story contains errors distracting to the reader, such as run-ons, poor transitions, or omitted words OR is not well organized.

Story is well organized and shows good control of transitions & written lang. conventions with few exceptions.

Story is well organized, uses good transitions, and shows excellent control of written language conventions.

COMMENTS FOR PEER EDITING: • What part of the story drew you in as a reader? Explain why. • What part(s) of the piece were not clear or require further explanation(s)? Be specific. • What additional details would you want to see? • What would give better focus? How might you modify the organization and/or transitions to

improve the narrative? • Is the story related in an appropriate (in the first person) and believable voice? • Does the author use rhetoric effectively? What, if anything, should be changed? • Does the author develop the story using the required number of characteristics of a slave

narrative? Does the author do so convincingly? What, if anything, should be changed? Score: _____/40 + _____/40 + _____/20 = Reviewer's Name:____________________


16

Characteristics of the Slave Narrative1 There are certain characteristic features of a slave narrative. These narratives are often introduced by the claim, as an integral part of the title, "Written by Himself" or “Written by Herself” and introductions and/or prefaces written by a white abolitionist friend of the author attesting to the good character of the author. The main text is often followed by an appendix or appendices composed of documentary material--bills of sale, details of purchase from slavery. The appendix may also include the author’s personal reflections on slavery, sermons, anti-slavery speeches, poems, appeals to the reader for moral support in the battle against slavery. The main part of the text then includes most (but not always all) of the following attributes: 5. A first sentence beginning, "I was born . . . ," specifying a place (probably a plantation name)

but not a date of birth. (This is often followed by a sketchy account of parentage, often involving a white father.);

6. A description of the horrors of slavery with details of the first observed whipping and

numerous subsequent whippings (women are very frequently the victims). In these descriptions the narrator usually relates the abuses inflicted by a cruel master, mistress, or overseer;

7. An account of one extraordinarily strong, hardworking slave who, refuses to be whipped; 8. A record of the barriers literacy and the overwhelming risks and difficulties the slave

overcomes in learning to read and write; 9. A description of a "Christian" slaveholder and the claim "Christian" slaveholders are

invariably worse than those professing no religion. Often this is contrasted with the description of religious practices in the slave quarters;

10. A description of the amounts and kinds of food and clothing given to slaves, the work

required, the pattern of a day, a week, a year; 11. An account of a slave auction and/or of slave families being separated and destroyed; 12. Descriptions of patrols, of failed attempt(s) to escape, of pursuit by men and dogs; 13. Description of successful attempt(s) to escape; 14. The free slave takes a new last name to proclaim a new social identity as a free individual,

but retains the first name as a mark of continuity of individual identity; and 15. Reflections on the institution of slavery.

1 Adapted from James Olney's "'I was born': Slave Narratives, Their Status as Autobiography and as Literature" and other essays in The Slave's Narrative, ed. Charles T. Davis and Henry Louis Gates, Jr. (New York, 1985). pp. 152-153.


17

Rhetoric: The Art of Persuasion

What is Rhetoric?: “Rhetoric is the art of using language for persuasion, in speaking or writing; especially in oratory.”2 Three Rhetorical Appeals: • Ethos or Character --The persuasive appeal of the writer or speaker’s character. Ethos refers

to the authority or credibility of the speaker/writer. It is often expressed through • The tone and style of the speaker • The speaker’s background or credentials • The speaker’s reputation for honesty

• Pathos or Emotional -- The appeal to the sympathies or emotions of the audience.

• Pathos appeals most specifically to an audience’s imaginative sympathies, or the audience’s ability to feel and see what the writer feels and sees.

• This is usually done through telling a story or relating one’s individual experience. • Logos or Logic -- The appeal to reason. This is a logical appeal that refers to

• The internal consistency and clarity of the message • The logic of its reasons and support

The Rhetorical Triangle: In making an effective argument, the speaker considers three aspects. These are: • Message (logos) Questions the speaker would consider are:

• How can I make the argument internally consistent and logical? • How can I find the best reasons and support them with the best evidence?

• Audience (pathos) Questions the speaker would consider are:

• How can I make the listener or reader open to my message? • How can I best appeal to my reader’s values and interests? • How can I engage my reader emotionally and imaginatively?

• Writer or Speaker (ethos) Questions the speaker would consider are:

• How can I present myself effectively? • How can I enhance my credibility and trustworthiness?

Cuddon, J.A., Literary Terms and Literary Theory. Penguin Books. 1998. New York. page 747. Other sources for definitions and explanations are: Ramage, John D., et. al., Writing Arguments: A Rhetoric with Readings, 7th ed. 2007. Pearson Education, Inc., and Silva Rhetoricae, Gideon Burton, Brigham Young University, www.humanities.byu.edu/rhetoric


18

Persuasive Strategies: • Pathos or Emotional Appeals -- How does the writer or speaker engage the audience in the

issue? • One can appeal to emotions by evoking feelings of anger, guilt, sympathy, humor, etc. • One can appeal to the listener or reader’s sense of identity. • One can appeal to the listener or reader’s known values and interests.

• Ethos or Character Appeals -- What does the writer or speaker want the audience to think of

him/her? • Integrity and honesty • Eloquence, intelligence, and talent • Bravery • Clear knowledge and well constructed logic (how it is presented) • Enthusiasm • Modesty -- Not arrogant about his/her accomplishments; nonetheless, confident in his/her

abilities. • Interesting • Clear focus that makes argument or example easy to follow • Thorough • Fairness and Open-mindedness

• Logos or Appeal to Reason -- How does the writer or speaker construct his/her argument? Example: I think; therefore, I am. -- Descartes This is a simple statement that equates pure rationality with with pure being. There is no mention of or appeal to man’s emotional side.

• Definition • Denotation -- The definition or literal meaning of a word • Connotation -- The possible supplementary or implied meaning behind the literal

meaning of a word. • Cause and Effect -- A topic of invention in which one considers the effect of a given cause

or the causes contributing to given effects. Swift in A Modest Proposal argues from effect -- giving the results of using infants (in Ireland in abundance as well as contributing to the food shortage issues) saying, For first, it would greatly lessen the number of papists, with whom we are yearly overrun, being the principal breeders of the nation as well as our most dangerous enemies . . .

• Analogy or Compare and Contrast -- Invites audience to consider how something compares and contrasts to something else. A common strategy is arguing by analogy (which Douglass does), saying that if two things are similar in one or two ways, they are likely similar in another characteristic. (e.g. Administrative work is like juggling a chain saw: once in a while you pull it off and really wow people. . .)

• Testimony based on experience or authority -- Using evidence provided by authorities, witnesses, maxims or proverbs, data, documents, law and/or precedent.


19

The Narrative of the Life of Frederick Douglass by Frederick Douglass

Questions on Reading 1. Who is Douglass’s audience and what is his purpose in writing? 2. What was the nature of the nineteenth century American conversation on the subject of

slavery? 1. What did proponents of slavery argue? 2. What did the opponents such as the abolitionists contend? 3. How did Douglass’s orations and writings fit in?

3. How does Douglass use traditional notions of what it means to be an American to build a

characterization of himself that showed slaves could be “real” Americans. (Consider Franklin’s Autobiography and Crèvecoeur’s Letters III & IX.

4. In addition to contributing to the discussion of slavery, what other themes about the

American identity does Douglass consider? 5. Is what Douglass has to say still relevant today? 6. What is a human right? 7. What human rights that slaves do not enjoy does Douglass emphasize for his audience? 8. How do good reading, writing and speaking skills make your life better? How do these same

skills improve Douglass’s life? Do these skills remain as important today as they did in Douglass’s time?

9. Does literature have the power to effect social justice and social reformation? 10. In Chapter IV, Douglass tells us “Mr. Gore acted fully up to the maxim laid down by

slaveholders, -- ‘It is better that a dozen slaves suffer under the lash, than that the overseer should be convicted, in the presence of slaves, of having been at fault.’” Later, when Mr. Gore kills Demby, he says: “He was setting a dangerous example to the other slaves, -- one which, if suffered to pass without some such demonstration on his part, would finally lead to the total subversion of all rule and order upon the plantation. He argued that if one slave refused to be corrected and escaped with his life, the other slaves would soon copy the example; the result of which would be the freedom of the slaves, and the enslavement of the whites.” This foreshadows events that will happen in Chapter X. What do you think will happen to Douglass?

11. Who teaches Douglass how to read? What reasons does Mr. Auld give that Douglass should

NOT learn to read? Note Douglass’s observation: “In learning to read, I owe almost as much


20

to the bitter opposition of my master, as to the kindly aide of my mistress. I acknowledge the benefit of both.”

12. At the beginning of Chapter VII, Douglass again speaks of Sophia Auld, saying, “Slavery

proved as injurious to her as it did to me.” What does he mean by this statement? 13. How does Douglass learn to write? What trick does he use? 14. In Chapter VIII, Douglass describes his slaveholder’s family and his slave family. Compare

and contrast these two families. 15. What does Douglass resolve at the end of Chapter VIII? 16. In earlier chapters, Douglass presents himself as a Christian and asserts that “Providence”

was responsible for his move to Baltimore and ultimately for his escape from slavery. Based on your reading of Chapter IX, what is Douglass’s assessment of the Christianity of slaveholders?

17. How do slaveholders use Christianity in support of slavery? Identify and explain three

examples from the passages above. 18. Review Douglass’s passages to identify and explain one example of each of the three

rhetorical strategies: pathos, ethos, and logos.


21

The Narrative of the Life of Frederick Douglass

by Frederick Douglass Post-reading Questions

1. What were the major turning points in Frederick Douglass’s life? Make a chronological list, and explain why each was important in shaping his character and his thoughts.

2. According to this narrative, what were the physical, emotional and psychological effects of

slavery on both the slaves and the slave owners? 3. Why was Austin Gore so respected an overseer? 4. What factors hindered Douglass’s escape, and what specific problems did he face? 5. What factors helped Douglas in his escape? 6. What was Douglass’s argument against the Underground Railroad? What is your personal

reaction to his thinking? 7. What were Douglass’s views on “Christianity of the land” versus “Christianity of Christ?” 8. In your opinion, why is this book considered a major contribution to BOTH American

history and American literature? 9. What surprised you most in reading this book? 10. What subsequent literature has been influenced by the slave narratives?

silenced voices slave narratives: rhetoric for rights ... voices unit plan.pdf · slave narratives:...

Documents