,ITERATUREßOFßTHEß#IVILß7AR
Focus and Motivate
FROMß)NCIDENTSßINßTHEß,IFEßOFßAß3LAVEß'IRLß
2%!$).'ßß 5NDERSTANDßMAKEß
INFERENCESßANDßDRAWßCONCLUSIONSß
ABOUTßTHEßVARIEDßSTRUCTURALß
PATTERNSßANDßFEATURESßOFßLITERARYß
NONFICTION
TEKS Focus
READING 6 Understand, make inferences, and draw
conclusions about the varied structural patterns
and features of literary nonfiction. WRITING 14A
Write an engaging story with a well-developed
conflict and resolution and with complex
characters. ORAL AND WRITTEN CONVENTIONS 17
Understand the function of and use the
conventions of academic language when speaking
and writing.
about the author
After students have read about Jacobs’s life,
ask them to point out several details that
show her strong character. Explain that this
excerpt from Incidents in the Life of a Slave Girl
reveals Jacobs’s character, explores her decision
to leave her children, and describes some of her
time in hiding.
3LAVEß.ARRATIVEßBYß(ARRIETß*ACOBS
-EETßTHEß!UTHOR
(ARRIETß*ACOBSß ¯
Harriet Jacobs’s Incidents in the Life
of a Slave Girl is one of the few slave
narratives to recount the anguish of
slavery from a female point of view. The
book ranks as one of the most powerful
and important examples of the slave
narrative genre.
DIDßYOUßKNOWß
(ARRIETß*ACOBSßßßß
ß WASßDESCRIBEDßINßAß
RUNAWAYßSLAVEßNOTICEß
ASßHAVINGßRUNßAWAYß
±WITHOUTßANYßKNOWNß
CAUSEßORßPROVOCATION²ß
ß USEDßFICTITIOUSßNAMESßß
INßHERßAUTOBIOGRAPHYß
BECAUSEßSHEß±DEEMEDß
ITßKINDßANDßCONSIDERATEß
TOWARDßOTHERS²
ß WASßASKEDßBYßTHEßSONß
OFßHERßFORMERßOWNERß
FORßHELPßINßGETTINGßAßJOBß
AFTERßTHEß#IVILß7AR
notable quote
“Slavery is terrible for men; but it is far more
terrible for women.” —Harriet Jacobs
Ask students to discuss how the meaning of
Harriet Jacobs’s quote might be demonstrated
in her narrative and also applicable to all
female slaves.
$EFYINGß(ERß/WNERß Jacobs was born
into slavery in Edenton, North Carolina.
Her first owner was a relatively kind
woman who taught her to read and sew.
When Jacobs was 12, the woman died,
and Jacobs was willed to the 3-year-old
daughter of Dr. James Norcom—the
man she calls “Dr. Flint” in her
autobiography. Norcom began making
sexual advances toward Jacobs when she
was in her teens. Jacobs resisted him and
instead started a relationship with
Norcom’s neighbor, a white lawyer
named Samuel Sawyer (“Mr. Sands” in
the narrative), hoping the relationship
would put a stop to Norcom’s
unwanted attentions. Jacobs had
two children with Sawyer, but
Norcom continued harassing
her. Infuriated by her
refusals, he punished Jacobs
by sending her and her
young children to work for
his son (“Mr. Flint”), who
he hoped would be able to
break her resistance.
3EVENß9EARSßINß(IDINGß Shortly after
arriving at the son’s plantation, Jacobs
made the painful decision to run away
and leave her children behind. She hoped
that her leaving would make the Norcoms
sell the children to their father, Sawyer.
Unlike many runaways, Jacobs did not
immediately flee north. She hid in a tiny
attic space in her grandmother’s house.
She remained there for seven years, but
was able to take comfort in the knowledge
that her children had been bought by
Sawyer and saved from plantation life. In
1842, friends arranged for Jacobs to escape
to New York. Once there, she found work
as a nanny for a white family. Even so,
Jacobs was always in danger of losing her
freedom. Fugitive slave laws allowed for
slave catchers to capture slaves who had
escaped to the North and return them
to slavery in the South. Fortunately, in
1852, Jacobs’s employer purchased Jacobs’s
freedom and that of her two children.
!BOLITIONISTßANDß!UTHORß In the
North, Jacobs became involved in the
abolitionist movement. Abolitionist
friends encouraged her to write Incidents
in the Life of a Slave Girl, which she
published in 1861 under the pseudonym
Linda Brent, the name she uses to refer to
herself in the narrative.
6ji]dgDca^cZ
'OßTOßTHINKCENTRALCOMßß+%97/2$ß(-,
Selection Resources
Print resources are on the Teacher One Stop DVD-ROM and on thinkcentral.com.
RESOURCE MANAGER UNIT 3
BEST PRACTICES TOOLKIT
Plan and Teach, pp. 57–64
Summary, pp. 65–66†‡*
Literary Analysis and Reading
Skill, pp. 67–70†
Grammar and Style, p. 73
Analysis Frame: Theme, pp.
D21, D32
Character Traits Web, p. D7
Making Inferences, p. A13
DIAGNOTIC AND SELECTION
TESTS
TECHNOLOGY
Teacher One Stop DVD-ROM
Student One Stop DVD-ROM
Audio Anthology CD
GrammarNotes DVD-ROM
ExamView Test Generator
on the Teacher One Stop
Selection Tests, pp. 161–164
* Resources for Differentiation
† Also in Spanish
‡ In Haitian Creole and Vietnamese
Teach
ß LITERARYßANALYSISßNARRATIVEßELEMENTS
4HEßEVENTSßINß*ACOBS´SßAUTOBIOGRAPHYßAREßTRUEßNOTßFICTIONALßYETß
*ACOBSßSELECTSßANDßARRANGESßTHEMßTOßTELLßAßCOMPELLINGßSTORYßß
#RITICSßHAVEßNOTEDßNOTßALWAYSßADMIRINGLYßHOWßMUCHßHERßBOOKß
RESEMBLESßAßNOVELßß!SßYOUßREADßNOTICEßTHEßFOLLOWINGßNARRATIVEß
CHARACTERISTICS
ß ,INDAßTHEßMAINßCHARACTERßEXPERIENCESßINTERNALßANDßEXTERNAL
CONFLICTSßRESULTINGßFROMßSLAVERYßß!NßINTERNALßCONFLICTßISßAß
STRUGGLEßWITHINßAßCHARACTERßANßEXTERNALßCONFLICTßISßAßSTRUGGLEß
BETWEENßAßCHARACTERßANDßANßOUTSIDEßFORCE
ß 4HESEßCONFLICTSßRESULTßINßSUSPENSEßORßEXCITEMENTßANDßTENSIONß
ASßREADERSßWONDERßABOUTßTHEßOUTCOMEßOFßEVENTS
ß $IRECTßCOMMENTSßANDßTELLINGßDETAILSßBUILDßTHEßSTRONGß
CHARACTERIZATIONSßOFß,INDAßANDßTHEßSLAVEßOWNERSßMAKINGßTHEIRß
PERSONALITIESßCLEARßYETßCOMPLEX
ß READINGßSTRATEGYßREADINGßAßNARRATIVE
.UMEROUSßCHARACTERSßAREßMENTIONEDßINßTHISßSELECTIONßANDß
BECAUSEßTHEßEXCERPTßISßFROMßTHEßMIDDLEßOFßTHEßBOOKßITßISßNOTß
ALWAYSßCLEARßWHOßTHEYßAREßß3OMEßAREßNEVERßGIVENßNAMESßß3TUDYß
*ACOBS´SßBIOGRAPHYßONßPAGEßßTHENßMATCHßCHARACTERSßINßTHEß
NARRATIVEßTOßTHEßACTUALßFIGURESßINß*ACOBS´SßLIFEßß0AYßATTENTIONß
TOßTHEßBACKGROUNDßPARAGRAPHSßTHATßPRECEDEßEACHßPARTßOFßTHEß
SELECTIONßß!SßYOUßREADßUSEßAßGRAPHICßORGANIZERßTOßKEEPßTRACKßOFß
THEßCHARACTERSßANDßTHEIRßRELATIONßTOßTHEßNARRATORßß.OTEßWHETHERß
THEYßSUPPORTßORßOPPOSEßHER
What is the
price
What is the PRICE
of freedom?
of freedom?
0ARENTSßOFTENßPUTßTHEIRßCHILDREN´Sß
WELFAREßBEFOREßTHEIRßOWNßß)Nß(ARRIETß
*ACOBS´SßCASEßTHEßSACRIFICEßSHEßMADEßFORß
HERßCHILDRENßWASßTREMENDOUSßß2UNNINGß
AWAYßPUTßHERßATßRISKßOFßBEINGßCAUGHTß
ANDßSEVERELYßBEATENßJAILEDßORßSOLDßß)Nß
ADDITIONßSHEßDEPRIVEDßHERSELFßOFßTHEß
OPPORTUNITYßTOßPLAYßAßROLEßINßTHEßRAISINGß
OFßHERßOWNßCHILDRENß
$)3#533ß 4HINKßABOUTßSACRIFICESßPEOPLEß
HAVEßMADEßFORßTHEIRßOWNßORßTHEIRß
CHILDREN´SßFREEDOMßß$ISCUSSßEXAMPLESß
FROMßTHEßPASTßORßTHEßPRESENTßWITHßAß
GROUPßOFßCLASSMATESßß#ANßTHEßPRICEßOFß
FREEDOMßEVERßBEßTOOßHIGH
The Ride for Freedom, The Fugitive Slaves (1862), Eastman
Johnson. Oil. The Granger Collection, New York.
Linda
(Harriet Jacobs)
narrator
Mr. Flint
(Mr. Norcom)
Explain that price in this context does not refer
to the monetary expense of freedom. Instead, it
means the personal cost or sacrifice required to
gain freedom. Read the question and the paragraph that follows, and have students generate
examples for the DISCUSS activity. Then discuss
the last question as a class.
TEKS Focus
L I T E R A R Y A N A LY S I S
TEKS 6
Model the Skill: narrative
elements
To identify conflict within a narrative, read
aloud this example:
Mrs. Bell wondered if her son would be
happier at a different school. Mr. Evans
said Stephen was the best football
player on his team and hoped he would
stay, but Mrs. Bell was not sure this was
a good enough reason to keep Stephen
at a school where he was unhappy.
Point out to students that Mrs. Bell’s
struggle is within herself, so she is having
an internal conflict. She has to decide
whether to keep Stephen at his current
school or move him to a different school.
son of LindaÕs owner
#OMPLETEßTHEßACTIVITIESßINßYOURß2EADER7RITERß.OTEBOOK
GUIDED PRACTICE: Ask students to
identify the suspense in this passage.
R E A D I N G STR ATEG Y
TEKS 6
Model the Skill: reading
ding
a narrative
differentiated instruction
for english language learners
Although women could become teachers or
writers, many other professions were closed
to them.
Background Have students read the background note on page 575. Elaborate on the
note by presenting students with the following information:
• In the United States, women were not
granted the right to vote until 1920.
• In 1839, Mississippi became the first state
in which a married woman could own property in her own name. However, she had to
have her husband’s permission to do so.
Discuss with students whether white women
in America may have sympathized with the
slaves’ plights partly because of their own
history of less dire oppression.
• In the early 1800s, career opportunities
for American women were very limited.
Read aloud the narrative example again.
Identify for students how Mr. Evans is connected to Stephen and why he is important. Point out that Mr. Evans is Stephen’s
football coach and probably cares about
Stephen’s happiness.
GUIDED PRACTICE Have students read the
text on page 574. Help them describe
Jacobs’s relationship with her grandmother.
RESOURCE MANAGER—Copy Master
Reading a Narrative p. 69 (for student
use while reading the selection)
incidents in the life of a slave girl
573
Practice and Apply
summary
This excerpt from the slave narrative Incidents
in the Life of a Slave Girl begins with Linda’s
realization that the Flints will take control
of her children to subdue her. To save her
children, Linda decides to flee, hoping their
father, a white man, will buy them. She hides
at a friend’s house while Mr. Flint searches for
her and offers a reward for her capture. Linda’s
children, aunt, and brother are thrown in jail
to pressure them for information about her.
)NCIDENTSßINßTHEß,IFEß
OFßAß3LAVEß'IRL
(ARRIETß*ACOBS
read with a purpose
BACKGROUNDß !TßTHISßPOINTßINßTHEßNARRATIVEß,INDAßHASßSPENTßSIXßWEEKSßATßTHEß
PLANTATIONßOFßOLDß$Rß&LINT´SßSONß-Rß&LINTßMAKINGßTHEßHOUSEßREADYßFORßHISßNEWßBRIDEß
WHOßISßNOWßATßTHEßHOUSEßß-Rß&LINTßHASßSAIDßOPENLYßTHATßHEßPLANSßTOßBREAKß,INDA´SßWILLFULß
SPIRITßASßHISßFATHERßHADßNOTßBEENßABLEßTOßDOßß)NßADDITIONß,INDAßHASßLEARNEDßTHATßTHEßNEXTß
DAYßHERßCHILDRENßAREßTOßBEßBROUGHTßFROMßTHEIRßGRANDMOTHER´SßHOUSEßWHEREßTHEYßAREß
LOVEDßTOßTHEßPLANTATIONßWHEREßTHEYßWILLßBEßPUTßTOßWORKßANDßUSEDßTOßKEEPß,INDAßINßLINEßß
"EßWARNEDßTHATßTHISßSELECTIONßCONTAINSßAßRACIALßSLUR
Help students set a purpose for reading. Tell
them to read to discover how various people
react to Linda’s escape.
L I T E R A R Y A N A LY S I S
a
TEKS 6
Model the Skill: narrative
atii v e
4HEß&LIGHT
elements
To point out how details details build
characters, read aloud lines 1–8 and list the
details that flesh out the characters of
Mr. and Mrs. Flint. For instance, point out
that Mrs. Flint was more concerned about
her carpet than she was about Linda’s
need for a bed.
Possible answer: The Flints are selfish
and unfeeling people. Details that build
this characterization include their lack of
concern for the comfort or feelings of their
servants (lines 6–8) and their singular
focus on how their servants can serve
them (lines 1–2).
10
MR. FLINT was hard pushed for house servants, and rather than lose me he
had restrained his malice. I did my work faithfully, though not, of course, with a
willing mind. They were evidently afraid I should leave them. Mr. Flint wished
that I should sleep in the great house instead of the servants’ quarters. His wife
agreed to the proposition, but said I mustn’t bring my bed into the house, because
it would scatter feathers on her carpet. I knew when I went there that they would
never think of such a thing as furnishing a bed of any kind for me and my little
one. I therefore carried my own bed, and now I was forbidden to use it. I did as I A
was ordered. But now that I was certain my children were to be put in their power,
in order to give them a stronger hold on me, I resolved to leave them that night. I
remembered the grief this step would bring upon my dear old grandmother; and
nothing less than the freedom of my children would have induced me to disregard
her advice. I went about my evening work with trembling steps. Mr. Flint twice
called from his chamber door to inquire why the house was not locked up. I
replied that I had not done my work. “You have had time enough to do it,” said
he. “Take care how you answer me!”
Analyze Visuals
7HATßCANßYOUßINFERß
ABOUTßTHEßENSLAVEDß
FAMILYßPICTUREDßINßTHISß
PHOTOGRAPHßFROMß3OUTHß
#AROLINA
1
Targeted Passage
A .!22!4)6%ß%,%-%.43ß
.OTICEßHOWßTHEßDETAILSß
INßLINES߯ßBUILDßTHEß
CHARACTERIZATIONßOFßTHEß
&LINTSßß7HATßKINDßOFß
PEOPLEßAREßTHEY
unit 3: from romanticism to realism
revisit the big question
What is the PRICE
of freedom?
Discuss In lines 9–13, what decision does Linda
make that reflects her willingness to sacrifice
for her children? Is this an easy decision for
her? Explain. Possible answer: She decides to
leave her children so that they will not fall into
the Flints’ hands (lines 9–10). She sacrifices her
safety and time with her children so that they
will be safe. It is not an easy decision for her.
She knows it will cause her grandmother worry
and grief.
574
unit 3: from romanticism to realism
differentiated instruction
for advanced learners/ap
for struggling readers
Expert Groups Have students research one of
these topics:
In combination with the Audio Anthology CD,
use one or more Targeted Passages (pp. 574,
576, 579) to ensure that students focus on key
events and concepts. Targeted Passages are
also good for english language learners.
• slave literacy laws
• other slave narratives
• female African-American abolitionists, such
as Harriet Tubman and Sojourner Truth
• procedures for buying a slave’s freedom
Have students prepare an oral report or a
multimedia presentation to share with the
class.
1 Targeted Passage
[Lines 2–13]
This passage introduces Linda’s plight with
the Flints, her reason for leaving her children,
and the resulting conflicts.
background
Female Slave Narrative The female slave
narrative was intended to influence white
northern middle-class women. Many of the
trials that Jacobs endures, such as separation from her children, resonated with white
women who cared for their own children and
saw themselves as the protectors of morality.
This slave narrative’s purpose was to make
white women empathize with slave women
and recognize that slavery was immoral.
tiered discussion prompts
In lines 1–16, use these prompts to help students
consider Linda’s situation and agonizing decision:
Connect Have you or someone you know
ever had to make a difficult decision? What
made the situation difficult? Accept all
thoughtful responses.
Interpret Why does Linda decide she must
leave her children? Possible answer: She
believes that the Flints will take her children
in order to subdue her (lines 9–10).
Evaluate Does Linda’s description of her
circumstances justify her decision? Why or
why not? Possible answer: Yes; she explains
how uncaring and thoughtless the Flints are
(lines 4–9, 14–16). Her characterizations prove
that leaving would save her children.
Analyze Visuals
TEKS 12
Possible answer: The family members
b value
one another. The women clasp the children, and
the family has members of many ages. Everyone in the photo looks sad, as if perhaps they
are fearful or unsure about whether they will be
separated.
• Why do the Flints want Linda to stay in
their house? (line 3)
• How do the Flints treat Linda? (lines 6–8)
• What do the Flints intend to do with Linda’s
children? How does that influence Linda’s
decision to leave her children? (lines 9–10)
• How does Linda hope her decision will help
her children? (lines 12–13)
• What worry does she have about leaving?
(lines 10–11)
for struggling readers
Develop Reading Fluency Show students the
difference between a poor reading and an
effective reading. Read aloud the text on
page 574, without pausing for punctuation
marks and without using proper intonation
and expression. Then, reread the passage,
using proper pausing, intonation, and expression. Discuss the difference between your
two readings. Then, have students practice
reading this passage aloud with a partner.
incidents in the life of a slave girl
575
TEKS 6
L I T E R A R Y A N A LY S I S
b
narrative elements
Possible answer: Linda has a conflict with
the Flints, who plan to take her children
(lines 9–10). She also has an internal conflict
of worrying that running away will grieve
her grandmother (line 11) or that she will
fail and endanger her children (lines 19–21).
Lines 17–21 build suspense as Linda waits to
escape and fears being caught.
30
TEKS 6
R E A D I N G STR ATEG Y
c
20
Model the Skill: reading
ding
ng
g
a narrative
Model use of the graphic organizer introduced on page 573. Focus on lines 31–32
and the author’s biography, and clarify
that Jacobs used the name Linda to protect
herself from discovery and capture.
Sally (friend of
Linda’s grandmother)
40
Mr. Sands
(Samuel Sawyer)
50
Linda
(Harriot Jacobs)
Possible answer: Sally is a friend who lives
with Linda’s grandmother. Mr. Sands is the
father of Linda’s children. Jacobs made up
the name Mr. Sands to refer to Mr. Sawyer,
who was the father of her real children.
grammar
and style
d
TEKS 17
Establish Tone Jacobs’s emotional writing style helps readers empathize with
her horrid circumstances. Ask students
to find charged adjectives in lines 50–54
and describe the resulting tone. Possible
answer: Adjectives include “fatherless and
motherless” and “innocent little.” The tone
is desperate.
I shut all the windows, locked all the doors, and went up to the third story,
to wait till midnight. How long those hours seemed, and how fervently I prayed
that God would not forsake me in this hour of utmost need! I was about to risk
everything on the throw of a die; and if I failed, O what would become of me and
my poor children? They would be made to suffer for my fault. B
At half past twelve I stole softly down stairs. I stopped on the second floor,
thinking I heard a noise. I felt my way down into the parlor, and looked out of
the window. The night was so intensely dark that I could see nothing. I raised
the window very softly and jumped out. Large drops of rain were falling, and the
darkness bewildered me. I dropped on my knees, and breathed a short prayer
to God for guidance and protection. I groped my way to the road, and rushed
towards the town with almost lightning speed. I arrived at my grandmother’s
house, but dared not see her. She would say, “Linda, you are killing me;” and I
knew that would unnerve me. I tapped softly at the window of a room, occupied
by a woman, who had lived in the house several years. I knew she was a faithful
friend, and could be trusted with my secret. I tapped several times before she
heard me. At last she raised the window, and I whispered, “Sally, I have run away.
Let me in, quick.” She opened the door softly, and said in low tones, “For God’s
sake, don’t. Your grandmother is trying to buy you and de chillern. Mr. Sands was
here last week. He tole her he was going away on business, but he wanted her to
go ahead about buying you and de chillern, and he would help her all he could.
Don’t run away, Linda. Your grandmother is all bowed down wid trouble now.” C
I replied, “Sally, they are going to carry my children to the plantation tomorrow; and they will never sell them to any body so long as they have me in
their power. Now, would you advise me to go back?”
“No, chile, no,” answered she. “When dey finds you is gone, dey won’t want de
plague1 ob de chillern; but where is you going to hide? Dey knows ebery inch ob
dis house.”
I told her I had a hiding-place, and that was all it was best for her to know. I
asked her to go into my room as soon as it was light, and take all my clothes out
of my trunk, and pack them in hers; for I knew Mr. Flint and the constable would
be there early to search my room. I feared the sight of my children would be too
much for my full heart; but I could not go out into the uncertain future without
one last look. I bent over the bed where lay my little Benny and baby Ellen. Poor
little ones! fatherless and motherless! Memories of their father came over me.
He wanted to be kind to them; but they were not all to him, as they were to my
womanly heart. I knelt and prayed for the innocent little sleepers. I kissed them
lightly, and turned away. D
As I was about to open the street door, Sally laid her hand on my shoulder, and
said, “Linda, is you gwine all alone? Let me call your uncle.”
“No, Sally,” I replied, “I want no one to be brought into trouble on my account.”
unit 3: from romanticism to realism
$ESCRIBEßTHEßCONFLICTSß
PRESENTEDßINßLINESß
¯ßß7HICHßLINESßBUILDß
SUSPENSE
2
Targeted Passage
C
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%XAMINEßLINES߯ß
.OTICEßHOWßTHEßWRITERß
USESßEMOTIONALLYßCHARGEDß
ADJECTIVESßTOßEXPRESSßTHEß
DEPTHßOFßHERßDESPAIR
ß ß PLAGUEßßNUISANCE
unit 3: from romanticism to realism
differentiated instruction
for struggling readers
2 Targeted Passage
[Lines 22–45]
• How does Linda escape? (lines 22–25)
• Where does Linda first go when she
escapes? Where does she go next?
(lines 27–32)
• Does Sally agree with Linda’s decision?
What does Linda ask Sally to do?
(lines 34–38)
576
B .!22!4)6%ß%,%-%.43ß
• What does Mr. Sands plan to do?
(lines 35–37)
for english language learners
Language: Conversational English Patterns
Explain that Sally’s dialect reflects the typical speech of many slaves. Read lines 42–44
aloud and help students decipher them.
Possible answer: “No, child, no. When they
find that you are gone, they won’t want
the nuisance of the children; but where are
you going to hide? They know every inch of
this house.” Help pairs decipher Sally’s other
dialogue.
60
70
I went forth into the darkness and rain. I ran on till I came to the house of the
friend who was to conceal me.
Early the next morning Mr. Flint was at my grandmother’s inquiring for
me. She told him she had not seen me, and supposed I was at the plantation.
He watched her face narrowly, and said, “Don’t you know any thing about her
running off?” She assured him that she did not. He went on to say, “Last night
she ran off without the least provocation. We had treated her very kindly. My wife
liked her. She will soon be found and brought back. Are her children with you?”
When told that they were, he said, “I am very glad to hear that. If they are here,
she cannot be far off. If I find out that any of my niggers have had any thing to do
with this damned business, I’ll give ’em five hundred lashes.” As he started to go
to his father’s, he turned round and added, persuasively, “Let her be brought back,
and she shall have her children to live with her.”
The tidings made the old doctor rave and storm at a furious rate. It was a
busy day for them. My grandmother’s house was searched from top to bottom.
As my trunk was empty, they concluded I had taken my clothes with me. Before
Language Coach
Multiple-Meaning Words
Narrowly (line 62) is a
multiple-meaning word,
a word with more than
one meaning. Look up
narrow in a dictionary,
and select the meaning
that fits the context of
the sentence.
tiered discussion prompts
In ines 60–70, use these prompts to help
understand the tension and conflict between
Mr. Flint and Linda’s grandmother:
Connect Think about a time when someone has asked you for answers you could
not supply. How did you feel? How did
that person respond? Accept all thoughtful
responses.
Interpret What does Mr. Flint’s remark that
Linda ran off “without the least provocation” tell you about him? How does he view
Linda? Possible answer: He can’t imagine
that the threat of putting her children to
work would upset and provoke Linda. He
doesn’t view Linda as having a mother’s
normal feelings, but rather sees her as a
disobedient possession.
TEKS 2B
THEME AND GENRE
Until the abolition of
slavery after the Civil War,
many slaves fled north
to gain their freedom.
And many people in
different circumstances
all over the world have
fled oppression. Their
stories have been told in
film and literature. For
example, the recent novel
What is the What? (2006)
by Dave Eggers describes
the incredible journey of
a young Sudanese boy
who escapes from terrible
hardship in his native
country. Can you think
of other recent films,
plays, or novels that show
characters escaping for
terrible circumstances?
incidents in the life of a slave girl
TX_L11PE-u03s22-Slave.indd
577
Synthesize On the basis of the selection and
your own experiences, do you believe
Mr. Flint’s promise that Linda’s children can
live with her if she returns? Explain. Possible
answer: No; based on his character, he is
probably lying to trick Linda’s grandmother
into giving up Linda.
THEME AND GENRE
After students have completed this
selection, ask them to discuss films, plays,
or novels that relate to the theme of
Incidents in the Life of a Slave Girl.
577
9/22/09
for english language learners
Language Coach
Multiple-Meaning Words Answer:
Here, narrow means “close” or “careful.”
Mr. Flint is looking for any hints to Linda’s
whereabouts. Explain to students that
when they encounter a multiple-meaning
word, they should examine the surrounding
words to determine which meaning the
TEKS 2B
7:59:28 AM
for advanced learners/ap
writer used. To give students an example,
point out the multiple-meaning word die
in line 20. Write possible meanings of die
on the board. Tell students that the words
throw of a are clues to the correct meaning
of die. Ask students which meaning is used
in this sentence
Analyze Theme [small-group option] Have
students make inferences using textual
evidence to determine some of the narrative’s
themes. Have students discuss the questions
in the Analysis Frame: Theme and decide
whether the themes they identified are universal and still relevant today.
BEST PRACTICES TOOLKIT—Transparency
Analysis Frame: Theme pp. D21, D32
incidents in the life of a slave girl
577
revisit the big 
What is the PRICE
of freedom?
80
Discuss In lines 76–79, who makes a sacrifice
for Linda? What does that sacrifice suggest
about slave families? Possible answer: Linda’s
grandmother makes a sacrifice for Linda by
agreeing to take Linda’s children. This shows
that slave families were quite close and trusted
and depended on one another. They banded
together to help one another fight their
oppressors.
ten o’clock every vessel northward bound was thoroughly examined, and the law
against harboring2 fugitives was read to all on board. At night a watch was set over
the town. Knowing how distressed my grandmother would be, I wanted to send
her a message; but it could not be done. Every one who went in or out of her
house was closely watched. The doctor said he would take my children, unless she
became responsible for them; which of course she willingly did. The next day was
spent in searching. Before night, the following advertisement was posted at every
corner, and in every public place for miles round:—
$300 REWARD! Ran away from the subscriber,3 an intelligent, bright,
mulatto4 girl, named Linda, 21 years of age. Five feet four inches high.
Dark eyes, and black hair inclined to curl; but it can be made straight.
Has a decayed spot on a front tooth. She can read and write, and in all
probability will try to get to the Free States. All persons are forbidden,
under penalty of the law, to harbor or employ said slave. $150 will be given
to whoever takes her in the state, and $300 if taken out of the state and
delivered to me, or lodged in jail. DR. FLINT.
&ORßAßWEEKß,INDAßHIDESßINßTHEßHOUSEßOFßANßUNNAMEDßFRIENDß(ERßPURSUERSßCOMEßSOßCLOSEß
TOßFINDINGßHERßTHATßSHEßRUSHESßFROMßTHEßHOUSEßINTOßTHEßBUSHESßWHEREßSHEßISßBITTENßBYßAß
POISONOUSßSNAKEßORßLIZARDß3HEßSUFFERSßGREATLYßUNTILßANßOLDßWOMANßTREATSßHERßWITHßAßFOLKß
REMEDYß6OWINGß±GIVEßMEßLIBERTYßORßDEATH²ßSHEßREFUSESßTOßRETURNßTOßTHEß&LINTSß4HENßAß
SYMPATHETICßWHITEßWOMANßANßOLDßFRIENDßOFßHERßGRANDMOTHER´SßOFFERSßTOßCONCEALß,INDAß
INßAßSMALLßSTORAGEßROOMßINßHERßHOUSEß4HEßWOMANßMAKESßTHEMßPROMISEßNEVERßTOßTELLßASß
SHEßISßTHEßWIFEßOFßAßPROMINENTßSLAVEHOLDERß4HEßWOMANßSENDSßHERßCOOKß,INDA´SßFRIENDß
"ETTYßTOßMEETß,INDAßANDßTAKEßHERßTOßTHEßHOUSE
-ONTHSßOFß0ERIL
90
TEKS 6
L I T E R A R Y A N A LY S I S
e
narrative elements
Possible answer: Linda portrays herself as a
“weak and oppressed” (line 97) victim who
cunningly outwits a tyrant (lines 95–98).
Readers are likely to feel sympathy for her
and rejoice in her triumph.
IF STUDENTS NEED HELP . . . Urge them
to visualize the scene Linda describes and
identify how they feel about her. Then
remind them that characterization is built
from descriptions of a character’s words,
actions, and attitudes, and help them complete a Character Traits Web to identify
information about Linda that created their
response.
Her Actions
hides; watches
Dr. Flint
Her Feelings
satisfaction at outwitting Flint
Character
Linda
BEST PRACTICES TOOLKIT—Transparency
Character Traits Web p. D7
578
unit 3: from romanticism to realism
I went to sleep that night with the feeling that I was for the present the most
fortunate slave in town. Morning came and filled my little cell with light. I
thanked the heavenly Father for this safe retreat. Opposite my window was a pile
of feather beds. On the top of these I could lie perfectly concealed, and command
a view of the street through which Dr. Flint passed to his office. Anxious as I was,
I felt a gleam of satisfaction when I saw him. Thus far I had outwitted him, and I
triumphed over it. Who can blame slaves for being cunning? They are constantly
compelled to resort to it. It is the only weapon of the weak and oppressed against
the strength of their tyrants. E
E
ß
.!22!4)6%ß%,%-%.43
#ONSIDERßTHEß
CHARACTERIZATIONßOFß,INDAß
INßTHISßPARAGRAPHßß(OWß
AREßREADERSßLIKELYßTOßFEELß
TOWARDßHERßß
ß ß HARBORINGßßSHELTERINGßORßPROTECTING
ß ß THEßSUBSCRIBERßßTHEßPERSONßPLACINGßTHEßNOTICEß$Rß&LINT
ß ß MULATTOßßOFßMIXEDßBLACKßANDßWHITEßANCESTRY
unit 3: from romanticism to realism
differentiated instruction
for english language learners
for advanced learners/ap
Language: Conversational English Patterns
Reread lines 128–130 and remind students
that they reflect typical slave dialect. Clarify
that chile means “child,” and rephrase the
lines for students. Explain that chick’n hearted
means “weak and fearful like a chicken.” Betty
is telling Linda that she needs to be tougher if
she is going to survive life’s challenges.
Synthesize Remind students that the law
against harboring fugitives was read to every
northbound ship (lines 74–75). Have students
research to learn about fugitive slave laws.
Ask students to write a short paragraph that
might have been read aboard these ships.
Encourage pairs to share their paragraphs
with the class. Ask them to explain what
would probably have happened to Linda
had she been found.
100
110
120
130
I was daily hoping to hear that my master had sold my children; for I knew
who was on the watch to buy them. But Dr. Flint cared even more for revenge
than he did for money. My brother William, and the good aunt who had served
in his family twenty years, and my little Benny, and Ellen, who was a little over
two years old, were thrust into jail, as a means of compelling my relatives to give
some information about me. He swore my grandmother should never see one of
them again till I was brought back. They kept these facts from me for several days.
When I heard that my little ones were in a loathsome jail, my first impulse was to
go to them. I was encountering dangers for the sake of freeing them, and must I
be the cause of their death? The thought was agonizing. My benefactress5 tried to
soothe me by telling me that my aunt would take good care of the children while
they remained in jail. But it added to my pain to think that the good old aunt,
who had always been so kind to her sister’s orphan children, should be shut up in
prison for no other crime than loving them. I suppose my friends feared a reckless
movement on my part, knowing, as they did, that my life was bound up in my
children. I received a note from my brother William. It was scarcely legible, and
ran thus: “Wherever you are, dear sister, I beg of you not to come here. We are all
much better off than you are. If you come, you will ruin us all. They would force
you to tell where you had been, or they would kill you. Take the advice of your
friends; if not for the sake of me and your children, at least for the sake of those
you would ruin.” F
Poor William! He also must suffer for being my brother. I took his advice and
kept quiet. My aunt was taken out of jail at the end of a month, because Mrs.
Flint could not spare her any longer. She was tired of being her own housekeeper.
It was quite too fatiguing to order her dinner and eat it too. My children remained
in jail, where brother William did all he could for their comfort. Betty went to see
them sometimes, and brought me tidings. She was not permitted to enter the jail;
but William would hold them up to the grated window while she chatted with
them. When she repeated their prattle, and told me how they wanted to see their
ma, my tears would flow. Old Betty would exclaim, “Lors, chile! what’s you crying
’bout? Dem young uns vil kill you dead. Don’t be so chick’n hearted! If you does,
you vil nebber git thro’ dis world.” G
3 Targeted Passage
revisit the big question
What is the PRICE
of freedom?
Language Coach
!NTONYMSß !NßANTONYMß
ISßAßWORDßWITHßAßMEANINGß
OPPOSITEßTHATßOFßANOTHERß
WORDßß2ECKLESSßLINEßß
ANDßCAREFULßAREßANTONYMSßß
2EADßLINES߯ßß7HATß
RECKLESSßACTIONßMIGHTß
,INDAßTAKEßß7HATßADVICEß
ISß,INDAßGIVEN
F
.!22!4)6%ß%,%-%.43
7HATßNEWßCONFLICTß
ISßPRESENTEDßINßTHISß
PARAGRAPH
G 2%!$).'ß!ß.!22!4)6%
2EVIEWßTHEßPARAGRAPHß
THATßBEGINSß±&ORßAß
WEEKßßß²ßONßPAGEßß
7HOßISß"ETTYßMENTIONEDß
INßLINES߯
Discuss Linda has given up her children to
protect them. In lines 99–108, how does
her family sacrifice to help her meet that
goal? Possible answer: Her children, her
brother, and her aunt go to jail, sacrificing their
freedom in order to protect Linda from discovery. They know that her absence offers the
best chance that Dr. Flint will agree to sell the
children to their father, Mr. Sands.
L I T E R A R Y A N A LY S I S
f
TEKS 6
narrative elements
Possible answer: Linda has an internal
conflict with herself. Her brother, aunt,
and children are placed in jail, and she
wants to “go to them” (line 107). However,
Linda cannot risk going to them.
R E A D I N G STR ATEG Y
g
TEKS 6
reading a narrative
Possible answer: Betty is Linda’s friend,
who works for the white woman who is
hiding Linda.
selection wrap–up
ß ß BENEFACTRESSßßAßWOMANßWHOßGIVESßAID
incidents in the life of a slave girl
for struggling readers
3 Targeted Passage [Lines 101–121]
• What happens to Linda’s children, her aunt,
and her brother? (lines 101–104)
• How does Linda feel about what happens?
(lines 106–112)
• What does William ask Linda to do? Why
does he ask this of her? (lines 115–119)
• Does Linda honor her brother’s request?
(lines 120–121)
READ WITH A PURPOSE Now that students
have read the selection, ask them what
Linda learns about the Flints and her own
family members after her escape. Possible
answer: Linda learns that the Flints will go to
great lengths to keep her oppressed and that
her family will go to great lengths to protect
her.
for english language learners
Language Coach
Antonyms Answer: Linda might be
reckless and turn herself in. She is advised
to be cautious and wait. Ask students to
name a television or movie character who
can be described as reckless and a character who can be described as careful. Have
students explain their responses.
incidents in the life of a slave girl
579
!FTERß2EADING
Practice and Apply
#OMPREHENSION
For preliminary support of post-reading
questions, use these copy masters:
ß ßß 3UMMARIZEß 7HATßACTIONSßDOßTHEß&LINTSßTAKEßAFTERßTHEYßFINDßOUTß,INDAßHASßLEFTß
ß ßß #LARIFYß 7HYßDOESß,INDAßWANTßTHEß&LINTSßTOßSELLßHERßCHILDRENß
RESOURCE MANAGER—Copy Masters
Reading Check p. 71
Narrative Elements p. 67
Question Support p. 72
Additional selection questions are
provided for teachers on page 61.
answers
ß ßß 2ECALLß 7HATßPROMPTSß,INDAßTOßMAKEßTHEßDECISIONßTOßESCAPEß
,ITERARYß!NALYSIS
ß ß 2EADINGßAß.ARRATIVEß 2EVIEWßTHEßWEBßYOUßMADEßASßYOUßREADßß7HICHßCHARACTERSß
SUPPORTß,INDAßANDßWHICHßOPPOSEßHERßß3HAREßQUESTIONSßYOUßHAVEßABOUTßTHEM
TEKS 6
1. She learns the Flints are going to
t take
t k her
children in order to control her.
ß ß %XAMINEß.ARRATIVEß%LEMENTSß $ESCRIBEßDIFFERENTßCONFLICTS°INTERNALßANDß
EXTERNAL°THATß,INDAßFACESßINßTHISßEXCERPTßß7HATßDOßTHESEßCONFLICTSßREVEALß
ABOUTßTHEßINSTITUTIONßOFßSLAVERYßANDßTHEßSACRIFICESßFORCEDßBYßIT
ß ß !NALYZEß#HARACTERIZATIONß (OWßDOESßTHEßWRITERßPRESENTßHERSELFßß$ISCUSSßWHATß
YOUßLEARNßABOUTßHERßCHARACTERßANDßVALUESßFROM
ß HERßATTITUDEßTOWARDßHERßWORKßLINES߯
2. They search her grandmother’s house and
northbound ships, offer a reward for her
capture, and jail her relatives.
3. She wants Mr. Sands to buy them so they
can be with their father and escape mistreatment by the Flints.
Possible answers:
4.
5.
6.
teks focus Reading a Narrative
Opposing characters: The Flints and Linda’s
grandmother oppose her flight; Supportive
characters: Linda’s grandmother, Sally,
Mr. Sands, William, Aunt Betty, and the
white woman who hides her support her.
teks focus Narrative Elements
External conflicts: with Dr. Flint about
sexual advances, with Mr. Flint about her
children (lines 9–10), with her grandmother
over running away (lines 10–13) Internal
conflicts: love for children versus love for
her grandmother (lines 11–13, 35–38), love
for her children versus her safety
(lines 19–21), wanting to convey her safety
to her grandmother versus danger to herself
and her grandmother (lines 76–78), wanting
to rescue her children in jail versus dire consequence of this action (lines 106–119). The
conflicts prove the injustice of slavery and
highlight the painful sacrifices it required
of slaves.
teks focus Analyze Characterization
She is hardworking (line 2). She loves her
children deeply. She is considerate of others
and takes responsibility for her own actions.
7. She characterizes the Flints as blind to their
own cruelty, unfeeling, and selfish, and
herself as a loving mother and oppressed
victim.
580
2%!$).'ßß 5NDERSTANDßMAKEß
INFERENCESßANDßDRAWßCONCLUSIONSß
ABOUTßTHEßVARIEDßSTRUCTURALßPATTERNSß
ANDßFEATURESßOFßLITERARYßNONFICTION
unit 3: from romanticism to realism
ß HERßTHOUGHTSßASßSHEßVISITSßHERßCHILDRENßLINES߯ß
ß HERßINSISTENCEßUPONßESCAPINGßALONEßLINEßß
ß ß #ONTRASTß#HARACTERIZATIONSß #ONTRASTßTHEßWRITER´SßPORTRAYALßOFßHERSELFßWITHßHERß
PORTRAYALßOFßTHEß&LINTSßß7HATßDOESßSHEßREVEALßABOUTßTHEß&LINTS´ßCHARACTERßANDßVALUES
ß ß $RAWß#ONCLUSIONSß (OWßMIGHTßTHEßWRITER´SßPOLITICALßPURPOSEßANDßTHEß
KNOWLEDGEßTHATßSHEßWASßWRITINGßFORßANßAUDIENCEßOFß.ORTHERNßWHITEßWOMENß
HAVEßINFLUENCEDßHERßCHARACTERIZATIONS
ß ß #OMPAREß4EXTSß 2EADß±&REEß,ABOR²ßANDß±'Oß$OWNß-OSES²ßONßPAGESßßANDß
ßß(OWßDOßTHEYßCOMPAREßWITHß(ARRIETß*ACOBS´SßNARRATIVEßINßTHEIRßTONEßANDß
THEIRßMESSAGESßABOUTßSLAVERY
,ITERARYß#RITICISM
ß ß !UTHOR´Sß3TYLEß *ACOBS´SßSTYLEßWASßINFLUENCEDßBYßTHEßLITERATUREßPOPULARßINßHERß
TIMEßß.INETEENTHCENTURYßWOMEN´SßNOVELSßWEREßMELODRAMATICßAROUSINGß
READERS´ßEMOTIONSßWITHßSUSPENSEFULßPLOTSßTHATßUSUALLYßINVOLVEDßVIRTUOUSß
CHARACTERSßPITTEDßAGAINSTßEVILßVILLAINSßß5NCLEß4OM´Sß#ABINßANßIMMENSELYß
POPULARßANTISLAVERYßNOVELßINCLUDEDßSUCHßELEMENTSßASßWELLßß)TßALSOßRENDEREDß
THEßSPEECHßOFßSLAVEßCHARACTERSßINßHEAVYßDIALECTßAßCONVENTIONßOFßTHEßTIMEßß
(OWßDOßYOUßASßAßMODERNßREADERßRESPONDßTOß*ACOBS´SßSTYLEßß%VALUATEßTHEß
EFFECTSßOFßHERßSTYLEßONßTHEßPOWERßOFßHERßNARRATIVE
What is the
price of freedom?
!ßPERSONßWHOßMAKESßAßSACRIFICEßALWAYSßGIVESßUPßSOMETHINGßß7HATßDIDß(ARRIETß
*ACOBSßGIVEßUPßINßORDERßTOßBEßFREEßß$OßYOUßTHINKßTHEßENDßRESULTßFREEDOMßWASß
WORTHßWHATßSHEßHADßTOßGIVEßUPßß7HYßORßWHYßNOT
unit 3: from romanticism to realism
8. To convince Northern white women to act
against slavery, she shows how her values
are similar to those of her audience. She
wants to show Northern women how slavery subverts moral values in slaveholders
and also how it victimizes women.
9. Both the poems and Jacobs’s narrative speak
of slavery in a somber tone. Both express the
message of slavery’s inhumanity.
10. Students may say that Jacobs’s emotional
style contributes to the power of her work
and enables readers to feel anger. Others
may argue that the use of slave dialect
robs these characters of dignity.
What is the PRICE of
freedom? Possible answer: For a while,
Jacobs sacrifices freedom to move
around as she pleases—she is isolated
from almost everyone. Until she goes
north, she gives up a normal life to avoid
capture. Answers will vary. Students
should provide support for their answers.
#ONVENTIONSßINß7RITING
ßGRAMMARßANDßSTYLEß%STABLISHß4ONE
2EVIEWßTHEß'RAMMARßANDß3TYLEßNOTEßONßPAGEßßß4ONEßISßAßWRITER´SßATTITUDEß
TOWARDßAßSUBJECTßß)Nß*ACOBS´SßCOMPELLINGßNARRATIVEßSHEßUSESßEMOTIONALLYßCHARGEDß
LANGUAGEßTOßESTABLISHßAßTONEßOFßMELANCHOLYßANDßDESPERATIONßß)NßTHEßFOLLOWINGß
EXAMPLEßTHEßADJECTIVESßLOATHSOMEßANDßAGONIZINGßSUCCINCTLYßCONVEYßTHEßTURMOILß
ANDßCONFLICTßTHEßNARRATORßISßEXPERIENCINGßANDßHELPßELICITßEMPATHYßFROMßHERßREADERS
72)4).'ß!ß 7RITEßANßENGAGINGß
STORYßWITHßAßWELLDEVELOPEDßCONFLICTß
ANDßRESOLUTIONßANDßWITHßCOMPLEXß
CHARACTERSß /2!,ß!.$ß72)44%.ß
#/.6%.4)/.3ßß 5NDERSTANDßTHEß
FUNCTIONßOFßANDßUSEßTHEßCONVENTIONSß
OFßACADEMICßLANGUAGEßWHENß
SPEAKINGßANDßWRITING
7HENß)ßHEARDßMYßLITTLEßONESßWEREßINßAßLOATHSOMEßJAILßMYß½ßRSTßIMPULSEßWASßTOß
GOßTOßTHEMßß)ßWASßENCOUNTERINGßDANGERSßFORßTHEßSAKEßOFßFREEINGßTHEMßANDßMUSTß
)ßBEßTHEßCAUSEßOFßTHEIRßDEATHßß4HEßTHOUGHTßWASßAGONIZINGßßLINES߯
Conventions in
Writing
TEKS 14A, 17
grammar and style
Encourage students to use a thesaurus to
choose words.
Possible answers:
1. I’m just a feeble old woman, but I willed
myself to be strong as Mr. Flint fired
questions at me about Linda.
02!#4)#%ß #OPYßTHEßSENTENCESßINßTHEßEXAMPLEßß4HENßREWRITEßTHEMßUSINGß
ADJECTIVESßVERBSßANDßADDITIONALßPHRASESßTOßEFFECTIVELYßCONVEYßAßTONEßOFßFEARßORß
SORROWßß!ßSAMPLEßANSWERßHASßBEENßDONEßFORßYOUß
EXAMPLE
2. The children wept inconsolably on hearing
their mother had abandoned them.
)ßFAINTEDßWHENß)ßHEARDß,INDAßHADßRUNßOFFßLEAVINGßHERßCHILDRENßBEHINDß
I collapsed to the floor when I heard poor Linda had run off, tearing herself
away from the dear babies she cherished.
3. It broke my heart to see them so forlorn.
What a burden for the innocent little ones
to bear!
RESOURCE MANAGER—Copy Master
ß
ß )´MßANßOLDßWOMANßBUTß)ßTRIEDßTOßBEßSTRONGßASß-Rß&LINTßASKEDßMEßQUESTIONSß
ABOUTß,INDAß
ß
ß 4HEßCHILDRENßCRIEDßWHENßTHEYßHEARDßTHEIRßMOTHERßHADßLEFTßTHEMßBEHINDß
ß
ß )TßMADEßMEßSADßTOßSEEßTHEMßFEELINGßSOßBADßß)TßISßVERYßHARDßFORßTHEßLITTLEßCHILDRENß
Establish Tone p. 73
reading-writing connection
Explain to students that they may have to make
inferences about how their chosen character
would react to Linda’s escape. Urge students to
use a Making Inferences chart.
READINGWRITINGßCONNECTION
YOUR
%XPANDßYOURßUNDERSTANDINGßOFß(ARRIETß*ACOBS´SßWRITINGßBYßRESPONDINGß
TOßTHISßPROMPTß4HENßUSEßTHEßREVISINGßTIPSßTOßIMPROVEßYOURßRESPONSE
BEST PRACTICES TOOLKIT—Transparency
TURN
Making Inferences p. A13
WRITINGßPROMPTß
REVISINGßTIPS
%80,/2%ß0/).4ß/&ß6)%7ß )NCIDENTSßINßTHEß,IFEß
OFßAß3LAVEß'IRLßISßTOLDßFROMßTHEßFIRSTPERSONß
POINTßOFßVIEWßANDßTHUSßFOCUSESßONßTHEß
THOUGHTSßWORDSßANDßACTIONSßOFßTHEßNARRATORß
,INDAß(ARRIETß*ACOBSßß#HOOSEßONEßOFßTHEß
OTHERßPEOPLEßMENTIONEDßINßTHEßNARRATIVE°
3ALLYßORß,INDA´SßGRANDMOTHERßAUNTßORßBROTHERßß
7RITEßAßTHREEPARAGRAPHßRESPONSEßTOLDßFROMß
THATßCHARACTER´SßPOINTßOFßVIEWßREACTINGßTOßTHEß
NEWSßTHATß,INDAßHASßRUNßAWAYßß!SßAßSTARTINGß
POINTßREREADß,INDA´SßDESCRIPTIONSßOFßHOWßANYß
OFßTHESEßCHARACTERSßDIDßORßWOULDßREACT
ß )NCLUDEßYOURßCHARACTER´Sß
THOUGHTSßFEELINGSßSPOKENß
WORDSßANDßACTIONS
Writing Online
Theoffollowing
tools are
available
online at
All
the interactive
tools
and features
on
thinkcentral.com
and
on WriteSmart
WriteSmart
are also
available
online CD-ROM:
Graphic —in
Organizers
• Interactive
thinkcentral.com
the Writing Center.
at
• Interactive Student Models
• Interactive Revision Lessons
For additional grammar instruction, see
GrammarNotes on thinkcentral.com.
ß 5SEßTHEßFIRSTPERSONßPOINTßOFß
VIEWßINßYOURßRESPONSE
ß #HOOSEßAßTONEßTHATßYOUß
THINKßISßAPPROPRIATEßFORßYOURß
CHARACTER
>ciZgVXi^kZ
GZk^h^dc
'OßTOßTHINKCENTRALCOM
+%97/2$ß(-,
incidents in the life of a slave girl
Assess and Reteach
Assess
differentiated instruction
DIAGNOSTIC AND SELECTION TESTS
for struggling writers
Writing Support
• Help students to locate dialogue spoken by
their character or comments by Linda about
their character. Then help them make inferences and identify the character’s point of
view about Linda’s flight.
• Ask students to describe the mood they
think fits their character’s feelings about
Linda’s flight. Encourage them to brain-
storm a list of adjectives that will convey
the character’s emotions or the mood.
• Remind students that their response should
be written in the first person and should
include the pronoun I.
• Aid students in writing a point-of-view
thesis statement in which they reveal their
character’s opinion of Linda’s escape and
set the mood for the response.
Selection Test A pp. 161–162
Selection Test B/C pp. 163–164
Interactive Selection Test on thinkcentral.com
Reteach
Level Up Online on thinkcentral.com
Reteaching Worksheets on thinkcentral.com
Literature Lesson 3, Literature Lesson 6,
Reading Lesson 2, Informational Text
Lesson 2
incidents in the life of a slave girl
581
#ONNECTß0OEMßANDß3PIRITUAL
Freeß,ABOR
tiered discussion prompts
Use these prompts to help students compare
how this poem’s speaker and Linda view
slavery:
&RANCESß%LLENß7ATKINSß(ARPER
I wear an easy garment,
O’er it no toiling slave
Wept tears of hopeless anguish,
In his passage to the grave.
Connect What response have you had when
you or someone you know was unfairly
treated? Accept all thoughtful answers.
Interpret What does the speaker mean in
lines 1–8? How do these lines work with the
poem’s title to convey the speaker’s feelings
about slave labor? Possible answer: The
speaker means that she is wearing clothing
that was not created by a slave. These lines,
along with the poem’s title, suggest that the
speaker feels slave labor is unfair. Slaves are
forced to work while they cry in “hopeless
anguish” (line 3). The speaker does not want
to support slave labor, and wants clothing
made from paid, or freely given, labor.
5
10
15
Synthesize What feelings does the poem’s
speaker share with Linda? Would Linda agree
with the speaker’s view of slave labor?
Possible answer: The speaker mentions the
heart of a poor woman whose household is
torn apart (lines 17–20), just as Linda’s is. The
speaker calls on God to recognize slavery’s
oppression (lines 25–28) as Linda cries to God
for help (lines 18–19). Linda would agree with
the speaker’s view of slave labor, saying that
it is unfair, and that the oppressors are wrong
and guilty.
20
unit 3: from romanticism to realism
Oh, lightly shall it press my form,
Unladened with a sigh,
I shall not ’mid its rustling hear,
Some sad despairing cry.
This fabric is too light to bear
The weight of bondsmen’s tears,
I shall not in its texture trace
The agony of years.
Too light to bear a smother’d sigh,
From some lorn woman’s heart,
Whose only wreath of household love
Is rudely torn apart.
Then lightly shall it press my form,
Unburden’d by a sigh;
And from its seams and folds shall rise,
No voice to pierce the sky,
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And from its ample folds
Shall rise no cry to God,
Upon its warp and woof shall be
No stain of tears and blood.
And witness at the throne of God,
In language deep and strong,
That I have nerv’d Oppression’s hand,
For deeds of guilt and wrong.
unit 3: from romanticism to realism
Go Down,ß-OSES
tiered discussion prompts
Use these prompts to help students see how
this traditional spiritual and Jacobs’s narrative
convey similar messages about slavery:
4RADITIONALß3PIRITUAL
5
10
When Israel was in Egypt’s land,
Let my people go!
Oppressed so hard they could not stand,
Let my people go!
Connect Have you ever spoken out against
something that is unfair to a group of
people? What motivated you to do that? Accept all thoughtful answers.
Go down, Moses,
’Way down in Egypt’s land,
Tell old Pharoah, “Let my people go!”
Interpret This poem refers to the biblical
story about the Pharaoh of Egypt, who
unfairly enslaved the Israelites, and Moses’
going to free them. Why would AfricanAmerican slaves have sung this song?
Possible answer: Slaves saw a parallel
between their situation and that of the enslaved Israelites.
“Thus saith the Lord” bold Moses said,
Let my people go!
“If not I’ll smite your first-born dead,”
Let my people go!
Go down, Moses,
’Way down in Egypt’s land,
Tell old Pharoah, “Let my people go!”
15
20
Synthesize What is the message of this
poem? Would Harriet Jacobs agree with the
message? Possible answer: The message
of this poem is that slavery places people in
bondage (line 15) and is wrong. Jacobs would
agree that slavery is wrong and that slaves
should be released from bondage.
No more in bondage shall they toil,
Let my people go!
Let them come out with Egypt’s spoil,
Let my people go!
Go down, Moses,
’Way down in Egypt’s land,
Tell old Pharoah, “Let my people go!”
connect: poem and spiritual
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