A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE
G U I D ET E A C H E R’SA TEACHER’S GUIDE TOTWELVE YEARS A SLAVEBY SOLOMON NORTHUPbY Jeanne M. McGlInn anD JaMes e. McGlInn
2A Teacher’s Guide to Twelve Years a Slave by Solomon NorthupTable of ContentsSYNOPSIS.3ABOUT THE AUTHOR.3INTRODUCTION TO THE STUDY GUIDE.3MEETING COMMON CORE STANDARDS.3THE SLAVE NARRATIVE GENRE.3HISTORICAL OVERVIEW.4DURING READING.6SYNTHESIZING DISCUSSION QUESTIONS.9ENRICHMENT ACTIVITIES.9ACTIVITIES FOR USING THE FILM ADAPTATION. 11ADDITIONAL RESOURCES. 13ABOUT THE AUTHORS OF THIS GUIDE. 13Also available in a black-spinePenguin Classics editionCopyright 2014 by Penguin Group (USA)For additional teacher’s manuals, catalogs, or descriptive brochures,please email academic@penguin.com or write to:PENGUIN GROUP (USA)Academic Marketing Department375 Hudson StreetNew York, NY 10014-3657http://www.penguin.com/academicIn Canada, write to:PENGUIN BOOKS CANADA LTD.Academic Sales90 Eglinton Ave. East, Ste. 700Toronto, OntarioCanada M4P 2Y3Printed in the United States of America
A Teacher’s Guide to Twelve Years a Slave by Solomon Northup3SYNOPSISTwelve Years a Slave: Narrative of SolomonNorthup, A Citizen of New-York, Kidnappedin Washington City in 1841, and Rescued in1853, From a Cotton Plantation near the RedRiver in Louisiana, was published in 1853.Solomon Northup was a free black living inNew York who was lured south, kidnapped,and sold into slavery. His memoir, writtenshortly after his escape, recounts the harrowing events of his kidnapping and his dehu-manizing and violent treatment as a slave onplantations in the interior of Louisiana wherehe worked in the cotton and sugar cane fields.During all those years, Northup looked for achance to escape and was finally helped by anabolitionist carpenter with whom he chancedto work. With legal documents from the state ofNew York, Northup was finally freed and wasable to bring legal action against his captors.ABOUT THE AUTHORSolomon Northup labored for twelve yearsunder several masters. When he re-gained hisfreedom, he wrote a memoir of his years as aslave and then went on to lecture with otherabolitionist leaders. It is believed that heworked with the Underground Railroad inthe years before the Civil War. It is unclearwhat happened to Northup after 1857. Somehistorians speculate that he had financialtroubles and may have passed into obscurity.Others think that he may have sought outother adventures. There is a discussion ofseveral theories about Northup’s later life atthese web sites: “What Really Became ofSolomon Northup After His ‘12 Years aSlave’?”: -slave/ and “‘12 Years’ Isthe Story of a Slave Whose End Is a Mystery”by Hansi Lo Wang, October 19, 2013 -the-story-endINTRODUCTION TO THE STUDY GUIDEMeeting Common CoreStandardsThe activities described in this Teacher’s Guidemeet multiple Common Core State Standardsfor English Language Arts, Grades 9-10 inReading: Informational Text; History/SocialStudies; Writing; and Speaking and Listening. Students are asked to cite textual evidenceto support their analysis and arguments. Theydetermine the themes of the narrative byanalyzing tone and the choice and impact ofparticular incidents. They compare and contrast different texts. Activities on the filmversion of the narrative require students toanalyze the director’s choices in making thefilm and its faithfulness to the text. Responseactivities require students to write explanatory texts to examine and convey complexideas, and discussion activities lead studentsto engage in a range of collaborative exercisesto strengthen speaking and listening skills.The Slave Narrative GenreBefore beginning to read Twelve Years a Slave,students need an overview of the slave narrative genre. To emphasize how authors selectcertain details in order to develop theme orcreate tone in a personal narrative, ask students to create a timeline of their own lives,selecting key events they wish to highlight.Then ask students to compare their timelineswith one or more partners and to talk abouttheir choices. Discuss: What types of eventsdid they choose to highlight on their timeline?How do their choices differ from their partner’s choices? Why? What main idea mightthey want to convey about their life experiences and how did this affect their choices?Once students understand that personal narratives convey a certain key idea about theperson and his life, ask them to read chaptertwo of the Narrative of the Life of Frederick
4A Teacher’s Guide to Twelve Years a Slave by Solomon NorthupDouglass which is available on line l). Students can save chapter two as anMS Word document and then use the highlighter tool to mark main points as they read.Ask them to make a list of topics used in thenarrative. What kinds of events does Douglass describe? What allusions or referencesdoes he make? What literary devices does heuse? What is the overall idea of this section ofhis narrative? What is the author’s purpose inchoosing the details that he includes?Using this discussion, create a class graphicorganizer of the elements identified in thisslave narrative. Post this graphic organizer andask students to look for these devices as theyread Northup’s narrative. They can collectquotes in a response journal or learning log.Common elements in slave narratives includebiblical references and images, details aboutthe evils of slavery, and the spiritual journey ofthe main character. Also these narratives includemany of the elements of captivity narratives.According to Donna M. Campbell, the maincharacter in a captivity narrative often goesthrough several distinct stages as he or she issuddenly forced from a place of safety into aconfrontation with an unknown, alien, and,to them, dangerous society. At first the personresists while yearning for freedom. But at thesame time, she is afraid to attempt an escape.As time passes she struggles to maintain heridentity against the pressure to assimilate tothe new culture. In the end, these narrativestend to illustrate the spiritual growth of thecharacter as she finds the strength to resist.Campbell, Donna M. “Early American Captivity Narratives.” Literary Movements. Dept.of English, Washington State University.7/04/2013. http://public.wsu.edu/ campbelld/amlit/captive.htmStudents can also identify and summarize themain elements in a slave narrative by readinga brief introduction to the genre, “An Introduction to the Slave Narrative,” by WilliamAndrews. It is available at http://docsouth.unc.edu/neh/intro.htmlMeets Common Core Standards: RI 9-10.1,RI 9-10.2, RI 9-10.6, RI 9-10.9; RH 9-10.2,RH 9-10.5; SL 9-10.1, SL 9-10.1cHISTORICAL OVERVIEWThese activities will draw out and deepenstudents’ background knowledge of the history surrounding slavery in the United Statesand prepare them to understand the contextof Northup’s narrative.1. Following the 1793 invention of the cottongin, the demand for cotton increased,leading to widespread economic gains forplanters. When in January 1808 Congressofficially banned the international slavetrade, planters faced an acute labor shortage.This short video clip from “The AfricanAmericans: Many Rivers to Cross” withHenry Louis Gates, Jr. provides an overview of the impact of cotton on agriculture and expansion of slavery: rs-to-cross/video/page/2/#497Brainstorm with students potential sourcesof cheap labor in the early to mid-nine-teenth century. What might planters do?Project this woodcut from 1834 showingthe kidnapping of a free black man( h t t p : / / w w w. p b s . o r g / w g b h / a i a /part3/3h510.html). Ask students to analyze the image. How is the black mandepicted? The slavers? What does theimage suggest about this practice?How did states in the North react toprotect their free citizens? Ask students toread and outline the actions recommended in the event of a kidnapping in“An Act More Effectually to Protect theFree Citizens of this State from BeingKidnapped, or Reduced to Slavery” onp. 219 of the Penguin Classics edition.Discuss: What motivated states to protectthe rights of their black population?Meets Common Core Standards: RI 9-10.9;RH 9-10.2; SL 9-10.1, SL 9-10.1c
A Teacher’s Guide to Twelve Years a Slave by Solomon Northup2. Ask students to read and summarize theFugitive Slave Act of 1793 at: laveact1793.htm and sections 6 and 7 of theFugitive Slave Act of 1850 at http://avalon.law.yale.edu/19th century/fugitive.aspAsk students to compare the penalties foranyone who provides support to or conceals a slave. Discuss: What are the differences between the two laws? Why mightthe Fugitive Slave Law of 1850 have beenenacted? What might be the impact ofthe 1850 law on free blacks? How mightthe 1850 law impact the abolitionistmovement?Meets Common Core Standards: RI 9-10.2, RI 9-10.9;RH 9-10.2, RH 9-10.4, RH 9-10.9; SL 9-10.43. One of the effects of the Fugitive SlaveAct of 1850 was an increase in randomkidnappings of free blacks. See the print lr blogtea or the posteradvising blacks to be aware of kidnappings at this site: http://en.wikipedia.org/wiki/File:Slave kidnap post 1851boston.jpgDiscuss with students: What does theenactment of the 1850 law suggest aboutrelations between the North and South inthe 1850s? How might this practice ofkidnapping affect anti-slavery sentiments?Meets Common Core Standards: SL 9-10.1,SL 9-10.1c, SL 9-10.24. Uncle Tom’s Cabin by Harriet Beecher Stowewas originally published as a serial in theNational Era, an anti-slavery weekly newspaper between 1851 and 1852. The web sitehttp://www.harrietbeecherstowecenter.org/utc/ provides the original text of thenovel with scholarly commentary. PenguinClassics and Signet Classics editions of thenovel are available at us.penguingroup.com.Stowe who had lived for a time in Cincinnati, across the Ohio River from Kentucky, a slave state, had met many formerslaves and fugitives from slavery and hadheard at firsthand about the lives of slaves.The Fugitive Slave Act of 1850 with its5provisions that everyone was responsibleto capture fugitives angered Stowe sinceshe saw the law as requiring her and allcitizens to participate in the system ofslavery. She was encouraged by her sisterin-law to use her writing skills to fight thelaw, and she soon began to write the novel.Remind students that the Fugitive SlaveAct of 1850 required everyone to aid inthe capture of fugitive slaves or face beingfined 1,000 and imprisoned for sixmonths. This act also eliminated protections for fugitives. Previously, somenorthern states had required slave-catchers to appear before a judge and jury tovalidate their claims. After 1850 anyonecaptured was taken before an appointedcommissioner who received a higher feefor every slave sent south.Ask students to read the first chapter ofUncle Tom’s Cabin online. In this chapterthe slave trader shares, in detail, his ideasabout the humanity of slaves and howthey are to be treated. Outline these ideasto create a description of the system ofslavery as viewed by Stowe. Discuss:According to Stowe, what drives thesystem of slavery? What ideas enforce thesystem of slavery?Meets Common Core Standards: SL 9-10.1,SL 9-10.1c, SL 9-10.25. In chapter nine of Incidents in the Life of aSlave Girl, Written by Herself, HarrietJacobs describes the methods of tortureand punishment inflicted on slaves bytheir masters. Depending on the students’maturity level, the teacher can summarizethe material or ask students to read thischapter which is available online: http://w w w. r e a d b o o k o n l i n e . n e t / r e a d /47019/95863/Discuss: Why, according to Jacobs, doplanters/slave masters act in this violentway towards their slaves? What is Jacobs’idea about the effect of unlimited powerand isolation? Ask students to cite Jacobs’ideas and then to discuss their own pointof view.
6A Teacher’s Guide to Twelve Years a Slave by Solomon NorthupFor an account of the practices of whipping, students can research the Autobiography of Louis Hughes at http://docsouth.unc.edu/fpn/hughes/hughes.html . The regular punishment in a whipping is thirty-nine stripes.Meets Common Core Standards: RI 9-10.1,RI 9-10.6, RI 9-10.9, RI 9-10.10; RH 9-10.2RH 9-10.9; SL 9-10.1, SL 9-10.1c, SL 9-10.2DURING READINGDiscussion questions encourage students todeepen their analysis of the narrative by sharing their insights. Quotes can be used forwritten response or as discussion starters.These activities can be used to meet several of theCommon Core Standards, including: RI 9-10.1,RI 9-10.2, RI 9-10.4, RI 9-10.5, RI 9-10.9;RH 9-10.2, RH 9-10.4; WHST 9-10.1, 9-10.2,9-10.4, 9-10.9; SL 9-10.1, 9-10.4Northup’s Life asa Free Man—Chapter I“I can speak of Slavery only so far as it cameunder my own observation—only so far as Ihave known and experienced it in my ownperson” (p. 5).1. Northup sets out to convince readers thathis account of slavery is the truth. Whatdevices does he use to give credibility tohis narrative?2. From the beginning of his narrative,Northup refers to himself and otherblacks in what we today would considerdemeaning terms. For instance, he indicates that he is conscious of his “lowlystate” (p. 8) and says his children have“clouded skins” (p. 11). He calls the slaveshe encounters, “simple beings” (p. 7).What do you make of these references toblacks? What do they suggest aboutNorthup and his goal in writing hismemoir? What do they tell us about theideas of race that were prevalent in 1853?3. What were some of the “blessings of liberty” enjoyed by Northup before he leftSaratoga with his eventual betrayers?Capture and Journeyto New Orleans—Chapters II-VI“It could not be that a free citizen of NewYork, who had wronged no man, nor violatedany law, should be dealt with thus inhumanly”(p. 19).“A slave pen within the very shadow of theCapitol!” (p. 22).“ my spirit was not broken. I indulged theanticipation of escape, and that speedily” (p. 25).1. Northup begins his journey with Brown andHamilton feeling “happy as [he] had everbeen” (p. 13) and ends the journey to NewOrleans with his “cup of sorrow full tooverflowing (p. 46). During this time, whatcircumstances have most oppressed his spirit?2. Northup questions the role of Brown andHamilton in planning his kidnapping.What circumstantial evidence suggeststhat they were guilty of this crime?3. In what ways does Northup’s faith in Godprovide him consolation?4. Northup tells the stories of two otherblack men who are kidnapped and soldinto slavery, Robert and Arthur. What arethe parallels to Northup’s own situation?What happens to each of these men?Why does Northup include these storiesin his narrative?5. Why does the slave dealer change Northup’sname? Why would it be common practiceto re-name slaves after their owners?6. What cruel ironies of slavery are depicted inthe story of the slave Eliza and her children?7. What might be the impact of Eliza’s storyon readers of the time? Why?
A Teacher’s Guide to Twelve Years a Slave by Solomon Northup8. At the end of chapter VI, Northup uses aquote from Lamentations to describe Eliza’ssuffering (1:2). How might his use of quotesfrom the Bible affect readers of the time?First Years as a Slave: TwoMasters—Chapters VII-XI“The influences and associations that hadalways surrounded him [William Ford],blinded him to the inherent wrong at thebottom of the system of Slavery. He neverdoubted the moral right of one man holdinganother in subjection” (p. 57).“I was his [Tibeats’] faithful slave, and earnedhim large wages every day, and yet I went tomy cabin nightly, loaded with abuse andstinging epithets” (p. 68).“An unfriended, helpless slave—what could Ido, what could I say, to justify, in the remotestmanner, the heinous act I had committed, ofresenting a white man’s contumely and abuse”(p. 72).“A slave caught off his master’s plantationwithout a pass, may be seized and whipped byany white man whom he meets” (pp. 102-103).1. Why is Northup afraid to disclose hisstatus as a free man? What does he realizemight happen to him?2. Northup’s first master, William Ford,“would gather all his slaves about him, andread and expound the Scriptures” on Sundays. What does this suggest about how heviewed his slaves? What was his motivation?3. How did Ford’s treatment of his slavesaffect their work output?4. What is chattel mortgage?5. What is remarkable about Northup’sresistance to the cruel treatment of masterTibeats?6. How does Northup use tactics of submission and resistance in response to Tibeats’murderous cruelty?7. What physical and emotional abilitiesenabled Northup to escape and survive inthe Great Pacoudrie Swamp?78. How is Tanner’s use of the Bible with hisslaves (pp. 82-83) different from that ofFord as described in Chapter VII?9. What does Northup’s work in the gardenof his mistress Ford show about him?10. After Northup’s return to Tibeats, he andthe other slaves all expect him to be punished, saying that the penalty for runningaway is five hundred lashes (p. 98). Doesthis seem like an exaggeration? Whatwould happen if a person were whippedto this extent? What could this sayingand other similar references to extremepunishment mean? (See also the description of the levels of whipping on p. 117.)11. In what way is Tibeats’ actions towardNorthup typical of slave owners and inwhat way is he an exception? How doesthe depiction of Tibeats present a strongargument against the institution of slavery in the South?Life under Epps—Chapters XII-XVIII(Northup was sold to Epps around 1843; hewas his slave for ten years.)“Ten years I toiled for that man [Epps] without reward. Ten years of my incessant laborhas contributed to increase the bulk of hispossessions” (p. 119).“The existence of Slavery in its most cruelform among them has a tendency to brutalizethe humane and finer feelings of their nature”(p. 135).“They are deceived who flatter themselvesthat the ignorant and debased slave has noconception of the magnitude of his wrongs”(pp. 164-165).“A thousand times she [Patsey] had heardthat somewhere in the distant North therewere no slaves—no masters. In her imagination it was an enchanted region, the Paradiseof the earth” (p. 174).1. What is Northup’s purpose in describingthe growing of cotton in such detail in
8A Teacher’s Guide to Twelve Years a Slave by Solomon NorthupChapter XII and sugar production inChapter XV?2. Describe the personality of the slavePatsey? What is her history and currentsituation with her master and mistress?3. What aspects of slavery brutalize the slaveowners?4. In his arguments against the system ofslavery (p. 135), Northup indicates someof the v
New York who was lured south, kidnapped, and sold into slavery. His memoir, written shortly after his escape, recounts the harrow-ing events of his kidnapping and his dehu-manizing and violent treatment as a slave on plantations in the interior of Louisiana where he worked in the cotton and sugar cane fields. During all those years, Northup looked for a chance to escape and was finally helped .
Independent Personal Pronouns Personal Pronouns in Hebrew Person, Gender, Number Singular Person, Gender, Number Plural 3ms (he, it) א ִוה 3mp (they) Sֵה ,הַָּ֫ ֵה 3fs (she, it) א O ה 3fp (they) Uֵה , הַָּ֫ ֵה 2ms (you) הָּ תַא2mp (you all) Sֶּ תַא 2fs (you) ְ תַא 2fp (you
work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to
2. Pittsburgh Modified Conners Teacher Rating Scale 3. Parent/Teacher DBD Rating Scale 4. Child Behavior Check List- Teacher Report Form 5. Narrative Description of Child -- Teacher 6. Academic and Behavioral Target Form 7. Classroom Management Techniques Generally, the teacher rating scales should be completed by the teacher who spends the .
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Teacher Access Center (TAC) Teacher Guide Version 20.4 May 2021 Arkansas Public School Computer Network. eSchoolPlus 20.4 TAC Teacher Training Guide 2 of 136 5/3/2021 This page intentionally left blank . eSchoolPlus 20.4 TAC Teacher Training Guide 3 of 136 5/3/2021 Table of Contents
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Collectively make tawbah to Allāh S so that you may acquire falāḥ [of this world and the Hereafter]. (24:31) The one who repents also becomes the beloved of Allāh S, Âَْ Èِﺑاﻮَّﺘﻟاَّﺐُّ ßُِ çﻪَّٰﻠﻟانَّاِ Verily, Allāh S loves those who are most repenting. (2:22
