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Harriet Jacobs. Harriet Jacobs was born into slavery. She is fortunate to be surrounded by her grandmother, brother, and other family members. Based on the true story of Harriet Ann Jacobs, her letters reveal the horrible ordeals African-Americans had to endure under slavery.
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Harriet Jacobs • Harriet Jacobs was born into slavery. She is fortunate to be surrounded by her grandmother, brother, and other family members. Based on the true story of Harriet Ann Jacobs, her letters reveal the horrible ordeals African-Americans had to endure under slavery.
The outline included in this presentation is a suggested plan for using various activities that are presented in this lesson. The lesson should be adopted to fit the needs of the classroom.
Sample Plan Lesson 1 • Send home a parent letter asking for permission for the student to take part in this project. In the letter, please list the name of the book and reason the book is being used in the classroom. • Go over vocabulary and the dedication. The vocabulary list is toward the end of the book in the section labeled “Nineteenth Century Vocabulary”. In reading the dedication, ask the students: Why do you think this book is dedicated to women who seek freedom from oppression?
Lesson 1 cont. • From the little you know of Harriet Jacobs, what oppression do you think she was under? • Read part 1 “Mama” • Discuss why the students think Harriet is writing to her mother. Is she writing for her comfort? • Why does Harriet need her mother at this time? • Is Harriet writing about things that she could only discuss with her mother?
Class Discussion • Discuss Harriet’s slavery situation: • alone without her mother, hopeful for freedom • given to the Dr. Norcom family • Living in a house with “cold folk” • Worry about her brother
Lesson 2 • Read Section I, “Papa” • Discuss Harriet’s letters to her father • Discuss why Harriet is writing to her father. Does she miss him? • What does she talk to her father about? • Why is he a comfort to her? • Read Section I, second section on “Mama” • Read Section I, “R” • Upon finishing this lesson, comprehension questions should be used to assess student’s knowledge.
Lesson 3 • Read part II • Discuss all that Harriet does for her freedom: • deals with Dr. Norcom’s inappropriate behavior • asks Samuel for help • runs away at night • Hides out at Gran’s and in the swamps • Upon completion of this lesson, discuss the Underground Railroad and Abolitionist with the class.
Lesson 3 continued • Throughout Harriet’s letters she uses similes and metaphors to describe her experiences and how she is feeling. • Metaphor: Is a figure of speech in which one thing is likened to a dissimilar thing by being spoken of as if it were that other thing. Example: My mind is a rat running around in circles.
Lesson 3 continued Simile-Is a figure of speech in which one thing is likened to a dissimilar using like or as. Example: My mind is like a rat running in circles. • Read the similes and metaphors taken from Harriet’s letters. On a piece of paper, write whether it is a simile or metaphor, and then try to explain what you think the expression means. • “Time is a whisper I can’t hear”. • “The Norcoms, they are two limbs from the same tree”. • “When they help me down the first time, I sway like a sapling in the wind, then my ankles give way”.
Lesson 4 Read Part III • Discuss Harriet's family tree found at the end of the book. • Have students interview family members and write a mini report on his or her family tree. • Using a graphic organizer-concept web (http://www.teach-nology.com/worksheets/graphic/fill in the events of your life and write an autobiography. The autobiography should be a minimum of two pages but no less than two page
Extending the book: Many other people in history have been oppressed and forced into hiding because of the circumstances in society. Another young woman who was forced into hiding in a different era was Anne Frank. Introduce Anne Frank to the class and discuss similarities in their years of hiding.
