StudySync Lesson Plan Uncle Tom s Cabin Objectives Time 1. Engage students in the history, language and themes of Harriet Beecher Stowe s Uncle Tom s Cabin, so that they are prepared to discuss the excerpt and write in-depth, textually rooted responses about the ideas within. 2. Practice and reinforce the following Grades 9-10 ELA Common Core Standards for reading literature, writing, and speaking and listening: READING: LITERATURE RL.9-10.1-5, 10 WRITING W.9-10.1-2, 4-10 SPEAKING AND LISTENING SL.9-10.1-6 140 minutes (with up to an additional 240 minutes of extension possibilities) Materials SyncTV Premium Lesson on Harriet Beecher Stowe s Uncle Tom s Cabin Overview More than just a popular 19th century novel, Uncle Tom s Cabin was a phenomenon that swept the nation soon after its publication in 1852, effectively spreading the gospel of the anti-slavery movement in the years leading up to the U.S. Civil War. Its author, Harriet Beecher Stowe, was a white abolitionist from Connecticut; her novel presents the hardships of slavery through the parallel stories of Tom and Eliza, two slaves from Kentucky who endure suffering and tragedy at the hands of cruel slaveholders. Outraged by the Fugitive Slave Act of 1850, which ruled that runaway slaves were to be returned to their masters, Beecher Stowe s novel fused political purpose with narrative storytelling. Its stature as an anti-slavery text, however, has steadily encountered attrition since the height of its popularity. Scholars have long questioned its literary merit and lambasted it for popularizing negative black stereotypes. But its popularity and social importance cannot be denied: it was second-best-selling book of the 19th century, next to only the Bible, and it brought the issue of abolition to the minds of millions. Close examination of this excerpt will offer students the opportunity to discuss and write in-depth responses to an important 19th century text, consistent with the ELA Common Core Standards for Grades 9 and 10. Page 1
Background (10 minutes) 1. Watch the Preview (SL.9-10.1-2). As a group, watch the video preview of the premium lesson. After viewing, use the following questions to spur a discussion: a. Why was the United States in 1852 primed for civil war? Over what issues was the nation so divided? Why were both sides unable to find compromise without bloodshed? b. What was an abolitionist? What did the abolitionists of the mid-19th century want, and what stood in their way? c. How can literature be an agent of social change, as the preview asserts? What power do stories have over the populace that political leaders lack? Can you think of any other books that had a profound effect on society and culture? Extension (additional 60 minutes) d. Research (W.9-10.7-9). Have students independently research the Fugitive Slave Act of 1850, reportedly Harriet Beecher Stowe s catalyst for writing this novel. What was this law, and why was it so controversial, especially among abolitionists like Stowe? e. Context (SL.9-10.1-4). For further context, watch a series of short videos on the history of slavery and the political climate of the 1850s that led the United States into the Civil War: http://www.history.com/topics/abolitionistmovement/videos#america-divided. Discuss thoughts and responses to these videos as a class. f. Discuss (SL.9-10.1-4). Harriet Beecher Stowe was a white woman. Ask: Does this affect your reaction, in one way or another, to a text that is largely about slaves experiences? Why would some people say that the background of an author is important to the story they re telling? Is the telling of any kind of story ever offlimits to those that haven t experienced it firsthand? Engaging the Text (130 minutes) 2. Read the Text (30 minutes) a. Read and Annotate (RL.9-10.1-5). Have students read and annotate the excerpt, writing comments and responses to the action in the excerpt. If your classroom has a projector, consider modeling annotating skills to the class using the first paragraph. Have them write at least ten comments on the excerpt using the annotation tool these comments will be visible to you after the students submit their writing assignments or beforehand if you use the Mimic function to access the students accounts. b. Discuss (SL.9-10.1-3). Have students get into small groups or pairs and briefly discuss the questions and inferences they had while reading. As a class, discuss the following: How are Eva and Topsy different? How are Miss Ophelia and St. Clare different? What are the contrasts that emerge between the two pairs of characters in this excerpt? Extension (additional 20 minutes) Page 2
c. Listen and Discuss (SL.9-10.1-2). As a class, listen to the audio reading of the text. Ask students to share how their understanding of the text changed after listening. What additional images came to mind? What words did the author use to develop the setting? d. Comprehend (RL.9-10.1-5). Have students complete the multiple-choice questions. Collect papers or discuss answers as a class. 3. Watch SyncTV (30 minutes) a. Watch. Either watch the SyncTV discussion as a class or ask students to watch it on their individual computers. b. Focus (SL.9-10.1-3 and RL.9-10.3-4). Watch the portion of the episode from 1:52-3:22 as the SyncTV students compare and contrast the different characters in the excerpt, starting with Eva and Topsy. Stress how the students use quotes and passages from the text to support their observations. c. Focus (SL.9-10.1-3 and RL.9-10.2, 4). Now watch from 3:50-4:36 as the SyncTV students explore the deeper meaning of this gradual hardening process that St. Clare talks about. Model how the students carefully analyze this concept and its implications. d. Focus (SL.9-10.1-3 and RL.9-10.2, 4). Next, the SyncTV students analyze St. Clare s statement that slave and master are brutalized together, from 4:50-6:05. Pay attention as the students use this particular statement to arrive at deeper conclusions about St. Clare s character. e. Discuss (SL.9-10.1-4 and RL.9-10.1-5, 10). After watching the model discussion, have a conversation with the class about the ideas discussed in the SyncTV episode. What new thoughts do they have after hearing the students' discussion? Next, divide students into small groups (3-4 students). Move around the room monitoring groups as students follow the SyncTV episode as a model to discuss some of the following questions: i. How are Eva and Topsy the two extremes of society? How does Harriet Beecher Stowe characterize the two children in the first two paragraphs of the excerpt? In what ways are they both products of their upbringing? ii. Interpret the meaning of this quote: The ear that has never heard anything but abuse is strangely incredulous of anything so heavenly as kindness. Why is this quote significant to our understanding of the excerpt? iii. Consider the SyncTV students various reactions to Eva: how would you characterize Eva s nature? Is she sweet, innocent, out-of-touch? Do you think her kindness towards Topsy is genuine? Why or why not? iv. What do Miss Ophelia and St. Clare disagree about? What does this reveal about their respective views of slavery? Of human nature? v. What is the gradual hardening process that occurs, according to St. Clare, when slaveholders physically abuse their slaves? Why does he feel it is bad for both sides to engage in abuse? vi. Consider the significance of Miss Ophelia s statement, It is your system Page 3
makes such children. What does this reveal about her character and her attitude towards slavery? Extension (additional 60 minutes) f. Write Persuasively (W.9-10.1, 4, 9). Pretend you are a lawmaker drafting the 13 th Amendment, which outlawed the practice of slavery and granted freedom to all slaves. In a short essay response, tell us why slavery should be abolished, using three examples from this excerpt as a means of supporting your argument. g. Write (W.9-10.1, 4, 7-9). Use the StudySync assignment creation tool to create a Writing assignment that asks students to address the following prompt: i. It is easy for one to look back into history and make judgments about a society's lifestyle and decisions. Think about how people of the future might view our society as a whole. What would they say about our lifestyles or decisions? Is there an issue in today s society that they will look back on and criticize us for as we now criticize the injustices of slavery? Write an essay of at least 300 words using your opinions and examples from the text and other sources to support your ideas. Be prepared to share your ideas with the class. 4. Think (10 minutes) a. Respond (W.9-10.1-2, 4). Ask students to read the Think questions, watch the corresponding video clips, and respond to the questions, either in class or for homework. 5. Write (60 minutes) a. Discuss (SL.9-10.1). Read the prompt you have chosen for students, and then solicit questions regarding the prompt or the assignment expectations. Whichever prompt you have chosen, make sure you are clear about the assignment expectations and the rubric by which you and the other students will be evaluating them. b. Organize (RL.9-10.1-5, 10 and W.9-10.1-2, 5). Ask students to go back and annotate the text with the prompt in mind. They should be organizing their thoughts and the points they ll address in their writing as they make annotations. If you ve worked on outlining or other organizational tools for writing, this is a good place to apply them. c. Write (W.9-10.1-2, 4-6, 8-10). Have students go through the writing process of planning, revising, editing, and publishing their writing responses. d. Review (W.9-10.4-6). Use the StudySync Review feature to have students complete one to two evaluations of their peers work based on your chosen review rubric. Have the students look at and reflect upon the peer evaluations of their own writing. What might you do differently in a revision? How might you strengthen the writing and the ideas? Extension (additional 100 minutes) e. Write (W.9-10.1-2, 4-6, 8-10). For homework, have students write an essay using one of the prompts you did not choose to do in class. Students should publish their responses online. Page 4
f. Research and Write (W.9-10.1-2, 7-9). As a homework assignment, have students research some of the criticism surrounding Uncle Tom s Cabin. Assign an essay of at least 300 words discussing the backlash this book has encountered in more contemporary literary schools of thought, and whether this backlash can be seen as valid criticism. g. Write Persuasively (W.9-10.1, 4, 7-9). Uncle Tom s Cabin was the best-selling book of the 19 th century next to the Bible, yet when most scholars discuss the greatest novels of that period, Uncle Tom s Cabin fails to make the cut. Have students consider, in a 300-word essay, what ultimately determines a book s value: is it its popularity? Effectiveness of purpose? The judgment of the elite? Use real-life examples in answering this question from any form of media (TV, music, film, etc.) as well as direct examples from the case of Uncle Tom s Cabin. Page 5
SUPPLEMENTARY MATERIALS Key Vocabulary 1. acute (adj.) Sharp and quick; possessing the skills to understand something deeply and clearly 2. eminence (n.) The status of great rank, power, or well-regard 3. expatiate (v.) To speak or write about something with great detail or effusiveness 4. incredulous (adj.) Showing disbelief or doubt in reaction to something 5. callous (adj.) Indifferent to the problems and suffering of others 6. laudanum (n.) (old-fashioned) A widely popular drug, similar to opium, used in the 19th century 7. vice (n.) Morally bad behavior and/or habits 8. keen (adj.) Intelligent, sharp; able to perceive things that are not immediately apparent 9. utterance (n.) The act of speaking; something that is spoken 10. specimen (n.) Something that can be used as a representative sample of a larger group Reading Comprehension Questions 1. The two extremes of society are represented by and. a. Eva; St. Clare b. Topsy; Miss Ophelia c. St. Clare; Miss Ophelia d. Eva; Topsy 2. Topsy doubts Eva s genuineness because. a. Eva has a history of being deceptive b. Topsy believes that all white slaveholders are liars c. the abuse Topsy has suffered has made her distrustful d. Eva is too young to clearly express her thoughts 3. Miss Ophelia found the case a puzzler; her rules for bringing up didn t seem to apply. (Paragraph 5) The underlined text above most closely means means. a. conversation b. child-rearing c. submission d. disagreement 4. Topsy is being disciplined by Miss Ophelia in this excerpt for. a. stealing b. running away c. being a slave Page 6
d. fighting with Eva 5. St. Clare believes Ophelia s whippings will have to be pretty energetic to make much impression (Paragraph 9) because. a. Ophelia is not a strong woman b. he feels whipping is the only way to discipline children c. Topsy is accustomed to violence and abuse d. all of the above 6. We can infer from this excerpt that St. Clare is a/an. a. slave owner b. abolitionist c. former slave d. teacher 7. Miss Ophelia and St. Clare are both. a. sympathetic to the plight of slaves b. unwilling to denounce the institution of slavery c. both a and b d. neither a nor b 8. St. Clare compares slave abuse to a drug because. a. a tolerance for both builds up over time b. both are against the law c. both are expensive and dangerous habits d. all of the above 9. Ophelia states, It is your system makes such children. The system she is referring to is. a. St. Clare s policy of not whipping slaves b. the institution of slavery c. the educational system d. the policy of racial integration 10. St. Clare implies that the consequence of his refusal to use violence is that his slaves. a. always disobey his orders b. run away more frequently c. don t respect his authority d. try to rise up and fight against him Answer Key 1. D 2. C 3. B 4. A 5. C 6. A 7. C 8. A 9. B 10. C Page 7
Further Assignments 1. Read selections or the full text of Uncle Tom s Cabin by Harriet Beecher Stowe. Have students discuss and write about the book s effectiveness as both a fictionalized narrative and as a political, abolitionist text. Does the novel succeed as both? (RL.9-10.1-5, 10 and W.9-10.9) 2. Is Uncle Tom s Cabin still relevant today? In a short essay response, write about why people should or shouldn t continue to read Uncle Tom s Cabin. Which is more important: the story told within the pages of Uncle Tom s Cabin, or the phenomenon of Uncle Tom s Cabin as a novel? (W.9-10.1, 4, 9) 3. Go to http://www.harrietbeecherstowecenter.org/utc/ and learn more about the life and work of Harriet Beecher Stowe. Discuss any surprising or relevant facts learned from this website. (SL.9-10.1-4 and W.9-10.7) 4. Have students research important dates and events leading up to the U.S. Civil War and use them in a classroom activity. Assign each student a paragraph on his or her own topic of choice, but for a fun and collaborative class activity, make students to work together to create a master timeline of all their dates and events. (SL.9-10.4-6 and W.9-10.7-9) 5. Another lasting influence of Uncle Tom s Cabin was the later spread of the term Uncle Tom as a pejorative. What does this term refer to today, and why is this label considered so offensive? Why did Stowe s text lead to the creation of this (and other) black stereotypes? (SL.9-10.1-4 and W.9-10.7, 9) 6. Re-write the discussion between Miss Ophelia and St. Clare, expressing their distinct views on the issue at hand in contemporary dialogue. Simplify the dialect but make sure the important parts of the speech remain intact. (ELL) Page 8