Harriet Jacobs Slavery Narrative Mini-Project

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Harriet Jacobs Slavery Narrative Mini-Project

Part 1: Guided Questions

Directions: As you read the following chapters of Harriet Jacobs’ autobiography “Incidents in the LIfe of a Slave Girl”, answer the following questions regarding the events in her life. Part 1 is an individual assignment.

Chapter 1: Childhood

1)At what age did Harriet Jacobs learn she was a slave?

2)What was Jacobs’s father’s biggest dream?

3)What is a mulatto?

4)What is Jacobs’s grandmother “much praised” for in the neighborhood?

5)What “loan” did Jacobs’s grandmother give to her mistress? Why was this “loan” not legally binding?

6)What major life change happened to Harriet Jacobs that caused her to learn that she was a slave?

7)Who owned Harriet Jacobs as a child slave?

8)Describe Harriet Jacobs’s childhood mistress (race, personality, relationship, etc.).

9)What hard lesson does Jacobs learn after the death of her mistress?

10)What separates Jacobs from many other slaves during the time?

Chapter 4: The Slave who Dared to Feel Like a Man

1)What advices was give to Jacobs from her grandmother in order to think positively about her enslavement?

2)Describe Dr. Flint’s character (race, personality, physical traits, etc.)

3)Define contentment. According to Jacobs, how can her and her brother receive contentment as a slave?

4) Describe Master Nicholas’s character (race, personality, physical traits, etc.)

5)What does Mrs. Flint call Jacbos?

6)Why did Benjamin try to leave his master in order to runaway to the North?

7)Where do Jacobs and her grandmother go to meet Benjamin upon his return home?

8)What is Benjamin’s response to his mother when she implores him to trust God in the entire situation?

9)How long was Benjamin imprisoned before sold again?

10)Who does Benjamin run into in Baltimore?

11)What artifact does Benjamin refuse to give up for his medical expenses?

12)How much did Jacobs grandmother pay for Phillip’s freedom?

Chapter 7: The Jealous Mistress

1)What “crime,” according to Jacobs, can a female slave not commit?

2) What does Mr. Flint find out about Jacobs that leads them to begin communicating more?

3)What did Mr. Flint threaten to do if Jacobs did not show him attention?

4)What does Mrs. Flint accuse Jacobs of doing?

5)Describe Mrs. Flint’s character (physical traits, personality, actions, etc.)

6)Is Mrs. Flint ok with the idea that her husband may have affairs outside of her marriage?

Part 2: Body Biography

Say What?
As you read excerpts of Harriet Jacobs narrative, your group will create a Body Biography for Harriet. A Body Biography is a visual and written portrait illustrating key aspects of a character’s life. Each of you will be responsible for fulfilling a specific role within this group, and part of your grade will be determined by your participation and contribution to your group’s project.
How it Works:
One of you will volunteer to be the model for the biography. You will lie down on a giant sheet of paper and someone will trace the outline of your body. Then you have to fill up and decorate this outline based on the requirements below. Feel free to get as creative and artistic with this as you want – just make sure you meet all of the requirements.
Requirements:
All of the choices you make should be based on what you know of Harriet Jacobs from reading and discussing of her slave narrative. You will be explaining and defending all of your choices in a presentation, so make sure they are all purposeful and based on the story. Your Body Biography should:
●review significant events, choices, and changes involving the character,
●communicate the full essence of the character by emphasizing the traits that make him/her who s/he is, and
●promote discussion of the character.
Your Body Biography should include:
●An accurate representation of Jacobs and textual evidence to support each characteristic
●5 quotes about Jacobs’ identity or character traits (with parenthetical citation!)
●Some indication of how Jacobs has changed throughout the memoir with parenthetical documentation
●At least 2 visual symbols of big parts of her identity and her experiences
●At least 2 different examples of figurative language (correctly labeled)
●Explanation – a list of what everything represents and why you made your choices on the back of the body biography.
Jobs:
Le Artiste
One person will be primarily in charge of all of the drawing/ coloring/artistic elements for the final product. / Le Scribe
One person will be in charge of finding the quotes about Elie’s identity with parenthetical citations. / Le Writeur
One person will be in charge of writing the original text as well as listing out what everything represents.
Suggestions:
Consider the following when making your lovely body bio.

Placement: Carefully choose the placement of your text and artwork. For example, the area near the heart might be appropriate for illustrating important relationships within his or her life.
Spine: A character’s spine is often described as his/her main objective within the play. What is the most important goal for Jacobs? What drives her? How can you illustrate that?
Virtues and Vices: What are Jacobs’ most admirable qualities? What are her worst ones? How can you make us visualize them?
Colors: Colors are often symbolic. What color can you most associate with Jacobs? Why?
Symbols: How can you represent Jacobs’ identity in purely visual terms? Are there objects mentioned in the story that you can use? If not, think of your own.
Changes: How can you demonstrate the changes that Jacobs undergoes visually? This is a requirement, so get creative with it. Don’t just show where he is at the end – show where he started, too.

Part 3: Chapter Summaries and Reactionary Responses (Ticket Out the Door)

Directions: For each chapter, read the following writing prompts and respond to each prompt. You will turn in each individual prompt by the end of the class period for the days that they are due. Please write your answer to each prompt on a sheet of paper or notecard with your MLA header neatly written.

Prompt #1: Chapter 1 - Due Friday, January 13

Write a two-sentence summary about the events that occurred during this chapter. Make sure to think carefully and critically about your summary. Your summary should be very specific to talk about the events and themes seen throughout this chapter. After completing the two-sentence summary, write a reactionary paragraph to answer the following question:

Imagine that you are a child slave. How would you feel if you were six years old and you found out that you were no more than someone else’s property? Would this make you feel good, bad, or indifferent? Why or why not? Use events from the story to support your answer. Your reactionary paragraph should be grammatically correct and should address the prompt. Paragraphs should be complete and should not exceed more than 8 sentences.

Prompt #2: Chapter 4 - Due Tuesday, January 17

Imagine you are friends with Benjamin. Would you agree with Benjamin’s actions? Do you believe that he was right or wrong for trying to escape from his master and his mother? Do you blame his mother for his time incarcerated in jail? Why or why not? Use events from the story to support your answer. Your reactionary paragraph should be grammatically correct and should address the prompt. Paragraphs should be complete and should not exceed more than 8 sentences.

Prompt #3: Chapter 7 - Due Wednesday, January 18

Do you believe that Mrs. Flint’s jealous and hatred toward Jacobs was justified? Who do you feel sorry for more: Jacobs or Mrs. Flint? Why or why not? Use events from the story to support your answer. Your reactionary paragraph should be grammatically correct and should address the prompt. Paragraphs should be complete and should not exceed more than 8 sentences.

Part 4: Body Biography Group Presentation

Directions: Each group will present their body biography to the class on Thursday, January 19th. Completed Guided Questions for each chapter and Body Biography are due the same day as well.

Body Biography Project Rubric

Quotes (20 points):

-5 quotes___/10

-Each quote is relevant to examining Jacobs’ identity and character traits___/5

-A parenthetical citation accompanies each quote provided.___/5

Changes in Jacob’s Identity (15 points):

-Project demonstrates understanding of Jacobs’ identity at beginning___/5

-Project demonstrates understanding of Jacobs’ identity at end___/5

-Project provides evidence to show a change in Jacobs’ identity___/5

Character Depiction (10 points):

-Character’s visual representation is accurately portrayed according to reading___/10

Symbolism (10 points):

-Project contains at least 2 symbolic representations of Jacobs’ identity___/5

-Symbols are thoughtfully placed to indicate meaning___/3

-Symbols are thoughtfully chosen/depicted to represent his identity/experiences___/2

Explanation (10 points):

-Explanation outlines the meaning of everything represented in project___/5

-Explanation shows thoughtful consideration in assembling project___/5

Figurative Language (5 points)

-At least 2 different types of Figurative Language are used in project___/5

Creativity (5 points)

-Project demonstrates thoughtful and original work___/5

Individual Contribution (10 points)

-Group member fully contributed to his/her part of the project___/10

Presentation (15 points)

-Each member contributes to presentation___/5

-Presentation is at least 3 minutes long but no more than 5___/5

-All components of biography are explained and supported using textual evidence___/5

Total: _____/100