of this lesson is to introduce students to information regarding the treatment
of slaves in the ante-bellum United States South. Students will read an
original slave narrative taken from the oral history project of the New Deal’s Work Projects Administration. In this
particular case the reading was obtained from the work of Bruce Fort of the
University of Virginia. The teacher could use judgment and shorten the reading
if desired. The questions in the reading are knowledge level, though the
instructor could easily deepen the lesson in ways suggested later in this
document. If the teacher considers some questions too difficult, those answers
could be given ahead of time as a way of demonstrating the highlighting
technique to students. Question 17 might be one such question.
Below are a
number of sites from which additional slave narratives can be obtained:
Studies at the University of Virginia
of North Carolina: Documenting the
STEP 1: Students read the selection below
and answer the questions through highlighted justification.
upon the academic level of the students, they could read the selection individually,
in groups, or as a class. For one technique, check the lesson entitled ______
on this site.
should first be spoken to regarding the use of the word “nigger”. It should be
pointed out to them that while that word is unacceptable in common conversation,
in order to have a true understanding of the realities of history it is
sometimes necessary to look at disturbing and distasteful situations. History
is the study of what has happened to make us what we are, not the study of what
we wish had happened to make us what we want to pretend we are.
2: Students will hear several
selections from the two CD set Songs of
the Lower Mississippi Delta.
teacher will play selection #2 from disc #2 Run,
are found at the end of this page and on separate page LYRICS.
After Hearing the
selection students should be given or shown a copy of the lyrics.
The following could be
done through whole class discussion, in groups, or individually.
Take the students
through the conversation that is laid out after the lyrics of Run, Mary, Run., or have them respond to
one of more of the questions in written form