Transcript Selection 5 Contents

Before You Read
Reading the Selection
Responding to Literature
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corresponding content area.
• To read and analyze a slave narrative
on the loss of freedom 
• To analyze the methods a slave
narrative uses to expose the horrors of
slavery 
• To write a press release
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Olaudah Equiano
was born in 1745
and died in 1797.
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more about Olaudah Equiano.
BACKGROUND
The Time and Place
From the 1500s to the 1800s, about twelve million
Africans suffered unspeakable horrors on the
forced journey from their homes to enslavement
in the Western Hemisphere. The longest and
most arduous portion of the journey, known as the
Middle Passage, was a two-month voyage from
West Africa to the West Indies. Almost two million
Africans died from malnutrition, disease,
suffocation, beatings, and despair.
VOCABULARY PREVIEW
countenance: (n) face; facial features; p. 190 
apprehension: (n) fear of what may happen in the
future; anxiety; p. 191 
copious: (adj) large in quantity; plentiful; p. 192 
gratify: (v) to satisfy or indulge; p. 193 
clamor: (n) confused, insistent shouting; p. 194 
scruple: (n) moral principle that restrains action;
p. 194
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FOCUS ACTIVITY
“No man has received from nature the right to give
orders to others. Freedom is a gift from heaven, and
every individual of the same species has the right to
enjoy it as soon as he is in enjoyment of his reason.”
–Denis Diderot 
Share It!
Discuss with a classmate this statement by French
philosopher Diderot. Try to summarize the statement
in just a few words. Consider how you might feel if
someone took away your freedom. 
Setting a Purpose
Read to discover Equiano’s attitude toward his
loss of freedom.
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A Active Reading
Predict
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Equiano’s autobiography. 
Predict what you think the selection will
be about and what the narrator’s tale will
reveal about his character.
The art and description of the capture
may indicate that this is a story about
slavery. The narrator must have a degree
of education since his diction and
sentence structure sound very literate.
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ABCDEFGHIJ
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B Literary Elements
Point of View: First Person
Remember that an autobiography is in firstperson point of view.
Read the first column on page 190 in
your textbook. How does point of view
affect the message of this excerpt?
Seeing slavery through Equiano’s eyes
captures what the experience was really
like, which can be more powerful than
reading facts or statistics about slavery.
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C Literary Elements
Mood
Although mood is usually considered an element
of fiction, Equiano’s autobiography definitely
conveys a particular mood.
Identify the mood in this autobiography.
How does Equiano create it?
The mood is one of confusion, fear, and
despair. By telling how he felt as a young boy,
Equiano shows the confusion of the situation
and the horror of being held captive by cruel
strangers. He uses both descriptive details
and loaded words to capture the desperation
of the situation.
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D Critical Thinking
Drawing Conclusions
To Equiano, certain aspects of the white people on
the ship seem most menacing.
What are these aspects? Support your
choices.
At first, Equiano is afraid of them simply
because they are unfamiliar. His fear grows
when they are cruel to the Africans. He is
even more alarmed by their brutality to each
other, which shows that they have no regard
for people in general–Equiano had previously
thought they lacked regard only for the
Africans.
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E Literary Elements
Purpose
What reasons could Equiano have
had for writing this narrative? Which
reason do you think was foremost in
Equiano’s mind?
Equiano could have written this narrative
for several reasons, including simply to
describe his experiences.
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F Active Reading
Question
Pause during your reading on page 192 and
shape your purpose for reading by asking
questions about Equiano and what will happen
to him next.
G Literary Elements
Character
Think about what kind of person Equiano is.
What actions, comments, or descriptions
can help you infer his character?
He is observant–he can remember in
vivid detail events that happened to him
long ago. He is empathetic toward his
fellow passengers. He is also very curious
when he watches the sailors use their
strange instruments.
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H Critical Thinking
Synthesizing
Synthesize Equiano’s arguments
against slavery, based on the
information in the selection.
Slaves underwent both the physical and
mental anguish. Equiano argues that the
cruelest treatment of slaves came when
they were separated from family and
friends with no chance for being reunited.
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I
Literary Elements
Direct Address
On page 194 you will notice an abrupt change in
the audience to whom the selection is addressed.
What marks the change in audience?
Why does Equiano make this change?
Equiano directs questions at those who
trade or keep enslaved people rather than
just addressing general readers.
Equiano challenges those who maintain
the institution of slavery to think about
what they are doing and decide if their
actions are just.
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J Active Reading
Respond
What do you think of the words and
images in this piece of literature? How
does the narrative connect to your own
life? How does it compare to other
books you have read or movies you
have seen?
Personal Response
Analyzing Literature
Literary Elements
Literature and Writing
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PERSONAL RESPONSE
What images or details from this
narrative linger in your mind?
RECALL AND INTERPRET
What does Equiano fear will happen to
him when he is taken aboard the ship?
Why might he be so afraid?
He fears that the white men will eat him.
His fears probably result from his never
having seen a white person before. He is
also young and has been taken by force.
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RECALL AND INTERPRET
How does Equiano react to the fatal
flogging of a white crew member? Why
do you think the incident has such a
strong impact on Equiano?
He becomes even more terrified of the
white men on the ship. Their flogging
and discarding one of their own shows
their inhumanity.
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RECALL AND INTERPRET
Although terrified, Equiano also displays
great curiosity. Relate an incident that
reveals his curiosity. What does it reveal
about his character?
Equiano observes the sailors to see how
they use instruments. He remains curious
and eager to learn, despite the conditions.
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RECALL AND INTERPRET
In the last paragraph, what does Equiano
describe as perhaps the greatest tragedy
of slavery? What do you think he means
when he says it “adds fresh horrors even
to the wretchedness of slavery”?
Equiano feels that the greatest tragedy is
the separation of families. He probably
means that slavery is made even more
horrible without family support.
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EVALUATE AND CONNECT
Theme Connections In this part of his
story, does Equiano give any
indication that he might soon break
free of his enslavement? Explain.
Possible answer: Equiano uses strong
images and powerful words to display his
will to be free and become educated. His
words challenge slavery directly.
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EVALUATE AND CONNECT
Describe the tone of this work. At what
point does the tone shift? Evaluate the
effectiveness of this change in tone.
The tone for most of the piece is
objective. In the last paragraph, the tone
directly challenges those who trade and
hold slaves.
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EVALUATE AND CONNECT
Think back to your discussion for the
Focus Activity on page 188. How would
you describe Equiano’s attitude toward
his loss of freedom? How might you
react to such an extreme loss of
freedom?
EVALUATE AND CONNECT
What insights have you gained from
reading this work? For example, has it
affected your attitudes about personal
freedom, human nature, or our nation’s
history of enslavement of Africans?
LITERARY ELEMENTS
• A slave narrative is an autobiographical
account of a former enslaved person’s life.
By personally documenting their own
experiences, African Americans helped to
expose the cruelty and inhumanity of slavery. 
• Briton Hammon wrote the first slave
narrative in 1760. After Equiano’s account
was published in 1789, many other formerly
enslaved people published their
autobiographies during the 1800s.
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LITERARY ELEMENTS
To whom do you think Equiano wrote
this account?
Equiano addressed his last comments to
those who keep slaves.
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LITERARY ELEMENTS
How might this audience have shaped
Equiano’s tone?
Equiano probably wrote objectively in the
beginning to capture the reader’s
attention. Then, when the reader has
become involved, Equiano changes his
tone to challenge the reader directly.
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LITERARY ELEMENTS
Equiano wrote this account to expose
the horrors of slavery. In your opinion,
how well did he fulfill his purpose?
Two Thumbs Up
Imagine that you have just produced a feature
film based on the life of Olaudah Equiano.
Write a press release that summarizes the
story and encourages viewers to attend a
screening of the film.
He fears that he is going to die. He
fears he may be eaten by his captors.
The hold smells terrible. The captives
are shrieking and groaning in misery.
The captives are flogged. Many die.
Personal Writing:
Reflective Essay
• What does “breaking free” mean to you? What are
your thoughts about oppression and independence?
Your mind is deep, and when you take the trouble to
explore it, you can find surprising wisdom. 
• The selections you have read so far express ideas
about oppression, freedom, and crucial choices.
One way to explore such ideas is to write a
reflective essay, a piece of writing that examines indepth your own thoughts on a particular subject. 
• In this workshop, you will write a reflective
essay. You will examine, develop, and write about
your own insights on one of the ideas in this theme.
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This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
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Prewriting
Drafting
Revising
Editing/Proofreading
Publishing/Presenting
Reflecting
This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Prewriting: Explore Ideas
• Many selections in this theme are more than two hundred
years old, yet they speak to people today. Look back
through the theme for selections or passages that
have special meaning for you. Ask yourself questions
like these: 
– How do these selections make me feel? Proud?
Angry? Hopeful? Why do I feel this way? 
– With which of Benjamin Franklin’s proverbs do I
agree or disagree? Why? 
– What are Patrick Henry’s ideas about freedom?
What are my ideas about freedom?
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This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Prewriting: Explore Ideas (cont.)
– What parts of Thomas Paine’s The Crisis, No. 1, do I
still remember from my first reading? Why? 
– What aspects of Abigail Adams’s personality do I like or
dislike? 
– What current events or issues came to mind when I
read the Declaration of Independence? 
– If Phillis Wheatley saw the world today, what would she
think? 
– How can I understand or relate to Olaudah Equiano’s
experience? 
– Of the selections I have read, which ones might apply
to my life or to the lives of people I know? How do
they apply?
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This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Prewriting: Connect Your Thoughts
• To explore an idea further, try using a word web. In the
center circle of your web, identify a striking passage. 
• In the connecting circles, write your initial reactions.
Add circles to raise questions, respond to them, or give
examples. Show how one thought leads to another.
In Olaudah Equiano’s
autobiography, the ship’s crew were
cruel to the captives.
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This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Prewriting: Choose an Audience
• You might want to express your thoughts by writing a
column for your school newspaper, a letter to the editor
of a local publication, or simply a journal entry. 
• Decide on your audience before you begin to write.
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This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Prewriting: Consider Your Purpose
• Your main purpose will be to express your
reflections on a subject in an essay.
This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Prewriting: Make a Plan
• Look over your notes. In a statement to yourself,
sum up what you want to say. 
• Then select points to elaborate on your thesis. 
• Use a chart like the one on the next slide to arrange
your points in an order that makes sense.
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This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Prewriting: Make a Plan (cont.)
This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Drafting: Begin Your Draft
• Jump in and begin drafting, using your prewriting
plan as a guide. Write as yourself, using the
pronouns I and me. Put your thoughts, feelings,
insights, and observations down on paper. Take the
time to stop occasionally and reflect on your
unfinished draft. 
• If your writing is leading you in an unexpected
direction, follow it. You may gain new insights about
your topic–and yourself. Don’t get bogged down
trying to find the perfect word or make your ideas
flow smoothly at this point. You can polish your
essay later.
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This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Drafting: Flesh Out Main Points
• Your opinions and observations about your topic will
be more believable if you back them up with details,
facts, and examples. 
• Look over the main points in your draft and find two
or more pieces of information to support each point.
If you need more information, do some research or
reread the selection for new ideas. Include them,
and add transitions where necessary to guide
readers from one main point or supporting detail to
the next.
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This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Revising: Evaluate Your Work
• Take a break from your essay, then come back to it
after several hours or a day. Reread your draft and
mark parts that seem weak or confusing. Use the
Questions for Revising as a guide. 
 How well does my writing reflect my thoughts on
the topic? 
 How might I state my main idea more clearly? 
 How might I make the order of my ideas more
logical or effective? Where might appropriate
transitions help?
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This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Revising: Evaluate Your Work (cont.)
 Which (if any) parts wander off the point? 
 Which parts might be clarified by adding details or
discussion? 
 How can I make my conclusion more effective? 
 How does the format and writing style fit my
purpose and audience?
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This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Revising: Ask for Comments
• Read your work aloud to a classmate. Ask questions
and discuss possible changes. Then make changes
that seem right to you.
This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Editing/Proofreading
• When you are satisfied with your essay, proofread
for errors in grammar, usage, mechanics, and
spelling. Use the Proofreading Checklist on the
inside back cover of your textbook.
This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Publishing/Presenting
• If you plan to send your essay to a newspaper or a
television station, attach a cover letter. In it, briefly
explain who you are, why you wrote your essay,
and why you are sending it. 
• You might also mention why you think the letter
should be published or read on the air. Be sure your
essay is neatly typed or printed.
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This feature is found on pages 196–200 of your textbook.
Personal Writing:
Reflective Essay
Reflecting
• Look back on the experience of writing this essay.
What did you learn about your own attitudes and
ideas? How did the process of writing help you
strengthen your ideas about the topic? For another
reflective essay, what would you do differently?
This feature is found on pages 196–200 of your textbook.