In this lesson, students will learn that enslaved people resisted their captivity constantly. Because they were living under the domination of their masters, slaves knew that direct, outright, overt resistance—such as talking back, hitting their master or running away––could result in being whipped, sold away from their families and friends, or even killed.
In this lesson, students learn firsthand about the childhoods of Jacobs and Keckly from reading excerpts from their autobiographies. They practice reading for both factual information and making inferences from these two primary sources.
Slave narratives are a unique American literary genre in which former slaves tell about their lives in slavery and how they acquired their freedom. Henry “Box” Brown escaped from slavery by having himself shipped in a crate (hence, the nickname “Box”) from Richmond, Virginia, to Philadelphia, Pennsylvania, in 1849.
By Ed Marks and Dan Cummings, revised by Joe Phelan
In the spring of 1849, Russian novelist Fyodor Dostoyevsky (1821–1881) faced a Russian firing squad. He had been accused of the political crime of promoting utopian socialism, a popular ideology that threatened the deeply conservative government of Czar Nicholas I. Just as the order was being given to the firing squad to shoot, a messenger appeared with an edict from the Czar commuting the sentence to four years of hard labor in Siberia.
This lesson uses Day as a focal point for students to learn about ways that free blacks attained their free status and “crafted freedom” for themselves and others through their craft and entrepreneurial skills, through political activities, through leveraging their social position and contacts, and through their art and creativity.
In 1845, the Narrative of the Life of Frederick Douglass, an American Slave, and Written by Himself was published. In it, Douglass criticizes directly—often with withering irony—those who defend slavery and those who prefer a romanticized version of it.