ConLacL Mr. lacey aL Cfacey[klppamp.

org or 917-263-1316
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ulrecLlons: llll ln Lhe blanks below.

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_________________ for someLhlng LhaL ls lmporLanL Lo you
_________________ for someLhlng LhaL you have a quesLlon abouL
_________________ for someLhlng LhaL you flnd lnLeresLlng, shocklng, dlsLurblng eLc.
A wrlLLen annoLaLlon should slmply sLaLe __________________________________________ as you
read Lhe LexL
ln addlLlon Lo Lhe symbols above we wlll puL a ___________________________around any words LhaL
we do noL undersLand. Cur nexL lesson wlll be on conLexL clues so Lhe box words wlll come ln handy.


I,&;) 6$, 9=&** JK ;'#LMNOP ?esLerday we worked on annoLaLlng uslng our varlous symbols,
wrlLLen annoLaLlons, and boxlng words we dld noL know. 1oday we are golng Lo Lurn lL up a
llLLle more and work on annoLaLlng a speclflc Loplc or Lheme wlLhln a LexL.

Chris Facey 10/23/13 4:42 AM
Comment [1]: LxclamaLlon
Chris Facey 10/23/13 4:42 AM
Comment [2]: CuesLlon mark
Chris Facey 10/23/13 4:42 AM
Comment [3]: sLar
Chris Facey 10/23/13 4:42 AM
Comment [4]: whaL you are Lhlnklng
Chris Facey 10/23/13 4:42 AM
Comment [5]: box
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Law and cusLom made lL a crlme for enslaved men and women Lo learn or Leach oLhers Lo read
and wrlLe. And yeL slave narraLlves unlformly recounL Lhe lnLenslLy of Lhe slaves' and ex-slaves'
deslre for llLeracy, Lhe barrlers Lhey encounLered ln becomlng llLeraLe, and whaL Lhey were
wllllng Lo endure ln order Lo become llLeraLe. Lven Lhe LhreaL of beaLlng, ampuLaLlon, or deaLh
dld noL quell Lhe slaves' deslre for llLeracy. Accordlng Lo Lhe LesLlmony of one slave, 1he flrsL
Llme you was caughL Lrylng Lo read or wrlLe you was whlpped wlLh a cow hlde Lhe nexL Llme
wlLh a caL-o-nlne and Lhe Lhlrd Llme Lhey cuL Lhe flrsL [olnL offen your foreflnger" (Cornellus
1991, 66). 1here are Lhe sLorles of slaves who were hanged when Lhey were dlscovered readlng,
and of paLrollers who wenL around breaklng up Sunday meeLlngs where slaves were belng
LaughL Lo read beaLlng all of Lhe adulLs who were presenL.
Slaves ca[oled whlLe chlldren lnLo Leachlng Lhem, Lradlng marbles and candy for readlng
lessons. 1hey pald large sums of money Lo poor whlLe people for readlng lessons and were
always on Lhe lookouL for Llme wlLh Lhe blue black speller (a school dlcLlonary), or for an
occaslon Lo learn from Lhelr masLers and mlsLresses wlLhouL Lhelr knowlng. lor Lhe slaves,
llLeracy was more Lhan a symbol of freedom, lL was freedom. lL afflrmed Lhelr humanlLy, Lhelr
personhood. 1o be able Lo read and wrlLe was an lnLrlnslc good, as well as a mlghLy weapon ln
Lhe slave's sLruggle for freedom. LlLeraLe slaves flled legal peLlLlons, proLesLlng and challenglng
Lhelr enslavemenL, Lhey forged passes for Lhemselves and oLhers, Lhus allowlng escape from
Lhe horrors of slavery. LlLeraLe slaves read newspapers and pamphleLs and kepL Lhemselves and
Lhe slave communlLy lnformed abouL Lhe anLlslavery movemenL and Lhe war. uenmark vesey,
uavld Walker, naL 1urner, and oLher llLeraLe slaves led rebelllons and wroLe pamphleLs and
LracLs denounclng and exposlng Lhe slave sysLem. 1hey read Lhe 8lble, lnLerpreLlng lLs message
Chris Facey 8/29/13 5:07 AM
Comment [6]: 1he blg deal wlLh llLeracy and AA
ls LhaL Lhere ls Lhls huge gap ln our scores from
Lhose of oLher eLhnlclLles and Lruly many of us do
noL llke Lo read (some of us do). ?eL Lhe ablllLy Lo
obLaln llLeracy was purposefully kepL from us ln Lhe
pasL and yeL now we keep lL from ourselves.
ln a way LhaL supporLed reslsLance and rebelllons. Whlle learnlng Lo read was an lndlvldual
achlevemenL, lL was fundamenLally a communal acL.


lor Lhe slaves, llLeracy afflrmed noL only Lhelr lndlvldual freedom buL also Lhe freedom of Lhelr
people. 8ecomlng llLeraLe obllged one Lo Leach oLhers. Learnlng and Leachlng were Lwo sldes of
Lhe same coln, parL of Lhe same momenL. LlLeracy was noL someLhlng you kepL for yourself, lL
was Lo be passed on Lo oLhers, Lo Lhe communlLy. LlLeracy was someLhlng Lo share.
lrederlck uouglass 1he narraLlve of Lhe Llfe of lrederlck uouglass can be vlewed as a
represenLaLlve slave narraLlve LexL, one LhaL capLures wlLh unusual clarlLy and power Lhe
meanlng of learnlng and llLeracy for Afrlcan Amerlcans. lrederlck uouglass had Lhe good
forLune of havlng a mlsLress, Mrs. Auld, who began Lhe process of Leachlng hlm Lo read.
uouglass descrlbes Mrs. Auld as a woman who was dlfferenL from any oLher whlLe woman he
had known, a dlfference he aLLrlbuLed Lo boLh her prevlously havlng never been ln charge of
slaves and her havlng worked on her own for a llvlng. Mrs. Auld- aL leasL for a Llme- dld noL
requlre or expecL of slaves Lhe usual klnd of servlle behavlor. And yeL Lhls seemlngly humane
lndlvldual would ulLlmaLely be Lransformed by Lhe slave sysLem, evenLually becomlng as lnLenL
as oLher slaveholders on creaLlng lmpedlmenLs Lo uouglass's pursulL of llLeracy. When Mrs.
Auld's husband found her Leachlng uouglass Lo read, he demanded LhaL she sLop lmmedlaLely.
WhaL was slgnlflcanL ln Lhls encounLer was noL slmply Lhe vehemence and force wlLh whlch Mr.
Auld forbade hls wlfe Lo Leach uouglass, buL Lhe reasons he gave for Lhls prohlblLlon- reasons
LhaL assuredly were heard Llme and Llme agaln by enslaved Afrlcans, reasons LhaL ulLlmaLely
came Lo shape Lhe meanlng LhaL uouglass and oLher Afrlcans aLLached Lo llLeracy, learnlng,
readlng, wrlLlng, and educaLlon. Accordlng Lo Mr. Auld, educaLlon would spoll a nlgger," make
hlm unflL Lo be a slave, make hlm dlsconLenL, unhappy, and unmanageable. Mr. Auld's lecLure
and lesson on Lhe lncompaLlblllLy of slavery and educaLlon profoundly affecLed uouglass.
lndeed, ouL of uouglass's llved experlences, ouL of hls lnLeracLlon wlLh hls mlsLress and masLer,
emerges hls phllosophy of educaLlon. And agalnsL Lhe backdrop of Lhls prohlblLlon, uouglass ls
unequlvocal abouL Lhe meanlng, Lhe power, and Lhe posslblllLles he and oLher Afrlcans wlll
come Lo aLLach Lo readlng and wrlLlng. ln Lhe Afrlcan-Amerlcan narraLlve LradlLlon, few
lndlvlduals arLlculaLe wlLh such clarlLy Lhe hlsLorlc Afrlcan-Amerlcan phllosophy of schoollng, of
learnlng: freedom for llLeracy and llLeracy for freedom. Conslder Lhe words of uouglass:
lrom LhaL momenL, l undersLood Lhe paLhway from slavery Lo freedom. lL was [usL whaL
l wanLed, and l goL lL aL a Llme when l leasL expecLed. WhllsL l was saddened by Lhe
LhoughL of loslng Lhe ald of my klnd mlsLress, l was gladdened by Lhe lnvaluable
lnsLrucLlon whlch, by meresL accldenL, l had galned from my masLer. 1hough consclous
of Lhe dlfflculLy of learnlng wlLhouL a Leacher, l seL ouL wlLh hlgh hope and a flxed
purpose, aL whaLever cosL of Lrouble, Lo learn how Lo read. 1he declded manner wlLh
whlch he spoke, and sLrove Lo lmpress hls wlfe wlLh Lhe evll consequences of glvlng me
lnsLrucLlon served Lo convlnce me LhaL he was deeply senslble of Lhe LruLhs he was
uLLerlng. lL gave me Lhe besL assurance LhaL l mlghL rely wlLh Lhe uLmosL confldence on
Lhe resulLs whlch, he sald, would flow from Leachlng me Lo read. WhaL he mosL feared,
LhaL l mosL deslred. WhaL he mosL loved, LhaL l mosL haLed. 1haL whlch Lo hlm was a
greaL evll, Lo be carefully shunned, was Lo me a greaL good, Lo be dlllgenLly soughL, and
Lhe argumenL whlch he so warmly waged, agalnsL my learnlng Lo read, only seemed Lo
lnsplred me wlLh a deslre and deLermlnaLlon Lo learn. (uouglass 1968, 47- 48)
And, of course, Lhe seemlngly humane Mrs. Auld complled wlLh Lhe demands of her husband.
She was, ln facL, ulLlmaLely Lransformed by Lhe slave sysLem, becomlng even more deLermlned
Lhan Mr. Auld Lo prevenL uouglass from learnlng Lo read. lf she saw uouglass readlng a
newspaper, she would, wlLh greaL fury, grab lL ouL of hls hand. lf uouglass was alone ln a room
for a slgnlflcanL perlod of Llme, suspecLlng LhaL he was readlng, she would come and look for
hlm. Per deLermlnaLlon Lo keep uouglass from readlng was maLched and exceeded by
uouglass's deLermlnaLlon Lo learn how Lo read and wrlLe. uouglass creaLed opporLunlLles,
openlngs, when Lhere appeared Lo be none. Pe made frlends wlLh poor whlLe chlldren, and
whenever he wenL on errands, he Look hls book and some bread (whlch was readlly avallable aL
Lhe Auld house), whlch he gave Lo Lhe chlldren ln exchange for readlng lessons. Cnce he had
learned Lo read, uouglass read books LhaL deepened hls undersLandlng of slavery and
argumenLs agalnsL lL. As Mr. Auld had predlcLed, Lhe more he read, Lhe more resLless,
dlsconLenL, and unhappy he became. Pls deslre for freedom became unquenchable. AbouL Lhe
lmpacL of readlng on hlm, uouglass says,
As l read and conLemplaLed Lhe sub[ecL,. Lhe very dlsconLenL whlch MasLer Pugh had
predlcLed would follow my learnlng Lo read had already come Lo LormenL and sLlng my
soul Lo unuLLerable angulsh. 1he sllver Lrump of freedom had aroused my soul Lo eLernal
wakefulness. lreedom now appeared, Lo dlsappear no more forever. lL was heard ln
every sound, and seen ln every Lhlng.. l saw noLhlng wlLhouL seelng lL, l heard noLhlng
wlLhouL feellng lL. lL looked from every sLar, lL smlled ln every calm, breaLhed ln every
wlnd, and moved ln every sLar. uouglass demonsLraLed Lhe same perslsLence and
lnLenslLy ln learnlng Lo wrlLe as he had ln learnlng Lo read. Pls vlslon was LhaL learnlng Lo
wrlLe would evenLually enable hlm Lo wrlLe hlmself a pass, Lo be used ln hls escape Lo
freedom. uouglass descrlbes hls learnlng Lo wrlLe as a long and Ledlous efforL" (36).
LvenLually uouglass would be moved Lo a smaller planLaLlon. ln Lhls new seLLlng, afLer noLlng
Lhe deslre Lo read ln some of hls enslaved breLhren, and nurLurlng lL ln oLhers, he organlzed a
SabbaLh school, whlch meL on SaLurdays, and durlng Lhe wlnLer someLlmes as ofLen as Lhree
Llmes a week. ln reflecLlng on Lhe deep saLlsfacLlon he experlenced ln Leachlng oLher enslaved
Afrlcans, uouglass conflrms LhaL he lndeed saw educaLlon as Lled Lo Lhe llberaLlon and raclal
upllfL of hls people: 1hey were greaL days Lo my soul. 1he work of lnsLrucLlng my fellow slaves
was Lhe sweeLesL engagemenL whlch l was ever blessed.. l LaughL Lhem because lL was Lhe
dellghL of my soul Lo be dolng someLhlng LhaL looked llke beLLerlng Lhe condlLlon of my race"
(88). lL was a small group of lndlvlduals from uouglass's SabbaLh school who would evenLually
parLlclpaLe wlLh uouglass ln a plan Lo escape slavery. As uouglass had lmaglned, forglng passes
for Lhose lnvolved would be cenLral Lo Lhe escape plan. AlLhough Lhls escape Lo Lhe norLh was
folled, uouglass would evenLually succeed ln escaplng slavery, become acLlve ln Lhe anLlslavery
movemenL, and wrlLe Lhree narraLlves of hls llfe as an enslaved Afrlcan. Pls narraLlves, llke
oLher slave narraLlves, became a vehlcle for exposlng Lhe lnhumanlLy of Lhe sysLem of slavery
and argulng for lLs abollLlon. erhaps mosL lmporLanL, Lhey allowed hlm Lo asserL hlmself as a
llLeraLe and llLerary person, as a human and as a free man. erry, 1heresa, SLeele, Claude
(2012-09-11). ?oung, ClfLed and 8lack: romoLlng Plgh AchlevemenL among Afrlcan-Amerlcan
SLudenLs (pp. 16-17). 8eacon ress. klndle LdlLlon.













T)6=)9%'$# JG ;'# M ? ;'# *:&,) $>%LMWO
1) WhaL dld you gaLher or learn from Lhls LexL?
X,'%),'& 6$, *>99)**
A mlnlmum of 4 senLences
A mlnlmum of 2 deLalls from Lhe LexL

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T)6=)9%'$# +&,% -- JNO ;'#L NO ;'# *:&,) $>%<5'*9>**'$#MYO
2) 8ased on Lhe LexL, why ls lL falr for someone Lo say slaves suffered for llLeracy?"
X,'%),'& 6$, *>99)**
A mlnlmum of 3 senLences
A mlnlmum of 2 deLalls from Lhe LexL

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LlsL several challenges and/or barrlers (Lhlngs LhaL prevenLed) LhaL slaves faced ln Lrylng Lo
obLaln llLeracy LhaL you annoLaLed
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araphrase Lhe lnformaLlon ln your answer
Mlnlmum of 3 challenges