"Chains" by Laurie Halse Anderson

Essential Question

How is my life easier or more difficult based on who I am and where I was born?
How does the use of chains by slave owners influence the decision of enslaved people to try and escape?
How does the use of chains by slave owners influence how enslaved people see themselves?
Why is running away seen as a form of resistance?
How important is resistance to the lives of enslaved people?
Why is a literate enslaved person potentially problematic for slave owners? Does knowledge make a person more powerful?

Texts

Visual

Resistance Through Escape

These images show enslaved people escaping their enslavers. This text contains sensitive images that may not be suitable for all students.

Various

Grade Level

3-5 6-8 9-12

Subject

History

Topic

Slavery

January 28, 2020

Informational

The American Slave Code in Theory and Practice (1853)

This argument from William Goodell underscores the moral and legal precedents used to break up families for commodification.

William Goodell

Grade Level

9-12

Subject

Civics

History

Topic

Slavery

December 14, 2017

Visual

Literacy as Resistance

This image group features portraits of Frederick Douglass, Phillis Wheatley and Olaudah Equiano, who all learned to read and write while they were enslaved. Each used their gifts to help end slavery.

Various

Grade Level

3-5 6-8 9-12

Subject

History

Topic

Slavery

January 28, 2020

Visual

Punishment for Escape

These images show some of the brutal ways enslavers punished enslaved people who tried to escape.

Various

Grade Level

3-5 6-8 9-12

Subject

History

Topic

Slavery

January 28, 2020

Informational

Memories of Childhood’s Slavery Days (Chapter: Reminiscences), 1909

This text is a long reflection by a woman who was formerly enslaved. The author, Annie, grew up working in the home of her enslaver. The text gives her perspective on the experience of slavery and liberation.

Annie L. Burton

Grade Level

6-8 9-12

Subject

History

Topic

Slavery

December 14, 2017

Teaching Strategies

Word Work

Word Wall

A word wall is an organized display of vocabulary words drawn from central texts students are reading.

Grade Level

3-5

CCSS

L.3-5.4, L.3-5.5, L.3-5.6

July 19, 2014

Close and Critical Reading

Annolighting

“Annolighting” (annotating and highlighting) shows students how to identify critical information in a text during close reading. Students learn to annotate text, highlight important facts and summarize what they have read to capture main ideas, concepts and details.

Grade Level

3-5

CCSS

RL.3-5.2, RI.3-5.2, RL.3-5.4, RI.3-5.4, RL.3.5, RI.3.5, L.3-5.4

July 19, 2014

Close and Critical Reading

Question-Answer Relationships (QAR)

QAR gives students practice questioning the text and identifying literal and inferential questions. Students learn to find different types of evidence and to rely on their own interpretation when doing close reading.

Grade Level

3-5

CCSS

RL.3-5.1, RI.3-5.1, RF.3-5.4

July 19, 2014

Student Tasks

Do Something

Artistic Expression Showcase

Students produce original art (visual art, music, drama or poetry) that conveys an anti-bias or social justice message. Students then plan a public showcase of their work.

Grade Level

3-5

July 13, 2014

Plan Built By

kthompson345

"Chains" by Laurie Halse Anderson

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