Chains

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

“It’s All in the Epigraph”

In this activity, students will conduct research on a historical document to provide greater context for the novel.

At the beginning of each chapter, the author chooses to provide an epigraph from a specific document, letter, or poem from history. Your task is to choose one of these epigraphs to learn a little more about. Then, you’ll apply your findings to the content of the related chapter.

• First, review the definition for epigraph and determine why authors use them.
• Next, choose a chapter to study further. Consider your favorite moments in the story or base your choice on the epigraph itself.
• Research the document from which the epigraph is taken. Answer the following questions in your research:

o Who wrote this document/letter/poem?

o What was the purpose or intent of this document?

o What is the main message and tone of this piece?

• Once you have finished your research, return to the content of the novel itself. In your notes, answer the following:

o What is the likeliest reason the author paired this document and this chapter?

o What is the author trying to point out to the reader based on this pairing?

o What do you notice as a reader about the chapter that you may not have noticed before, now that you have additional meaning and context regarding the epigraph?

As closure to the activity, take turns sharing out a brief summary of what you discovered about your chapter’s epigraph. As you listen to your peers, determine patterns in the connections found between the epigraph and chapter.

Teaching Suggestion: Although student choice often adds to engagement, it may be helpful to assign the chapters or allow students to pull chapters from a hat for a more efficient beginning and to ensure even distribution of research. Alternatively, breaking this assignment into short tasks over multiple days will provide ample time for success with each part of the process.

• Students can utilize this free resource page to review the literary term epigraph.

Differentiation Suggestion: For students who might benefit from strategies with multi-step assignments, a prepared graphic organizer that outlines each step will be helpful. Depending on the class goals for the activity, students might focus on historical document epigraphs rather than poetic ones, or vice versa.

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Differentiation Suggestion: For English learners or struggling writers, strategies that work well include graphic organizers, sentence frames or starters, group work, or oral responses.

Scaffolded Essay Questions

Student Prompt: Write a short (1-3 paragraph) response using one of the bulleted outlines below. Cite details from the text over the course of your response that serve as examples and support.

1. This novel is in the genre of historical fiction.

• What writing technique is most effective in Chains to convey an accurate sense of the time period and setting of the American Revolution? (topic sentence)
• In the body of your essay, discuss in at least 3 analytical points how this writing technique affects the perspective and perception of historical events for the reader. Include textual details and cite any quotations you use.
• In your concluding sentence or sentences, evaluate the use of this writing technique in effectively conveying the Revolutionary War setting.

2. Throughout the novel, Isabel and Curzon’s friendship develops despite differences in their personalities.

• How does Curzon serve as a dramatic foil to Isabel in terms of their characterizations? (topic sentence)
• In the body of your essay, compare these main characters in at least 3 points of analysis that support your topic sentence. Consider how they respond to the events around them and how they interact with each other. Refer to textual details and cite any quotations you use.
• Then, in your concluding sentences, explain how both characters uniquely connect to the theme of Courage as a Spiritual Feat despite their differences in traits.

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least three main points supported by textual details, and a conclusion.

1. Most stories have a protagonist (hero) and an antagonist (villain). Who or what is the antagonist in this story? Consider the perspective of the main character, Isabel, as well as the larger context of the historical setting. In a 3- or 5-paragraph essay, explore the idea of the antagonist in Chains. Is there a single person or entity who can be blamed? Be sure to cite at least 3 pieces of evidence in your analysis.

2. Consider the different enslaved characters throughout the novel and their discussions of safety and freedom. How do they differ in their opinions? What may be driving some enslaved characters to be more proactive in their attempts for freedom? In a 3- or 5-paragraph essay, determine the message being conveyed about freedom in the novel. In your response, connect to the theme of The Nature and Cost of Freedom.

Multiple Choice and Long Answer Questions create ideal opportunities for whole-text review, exams, or summative assessments.

Multiple Choice

1. Which of the following characters has an intellectual disability?

A) Ruth

B) Isabel

C) Madam Lockton

D) Becky Berry

2. Which theme best explains why Madam Lockton wants to change Isabel’s name?

A) The Nature and Cost of Freedom

B) Family as a Source of Strength and Identity

C) Courage as a Spiritual Feat

D) Power Plays Toward Greater Obedience

3. What does Isabel want in exchange for working as a spy for the rebellion?

A) The murder of her current enslavers

B) The freedom to go back to Africa

C) The ability for her and Ruth to return to Rhode Island

D) The freedom of all the Locktons’ enslaved people, including Becky

4. Isabel is branded with the letter “I” for “insolence.” Which of the following is the best synonym for the word insolence?

A) Fear

B) Disrespect

C) Traitorousness

D) Ownership

5. What literary device does the author use when including references to other popular texts at the time period, such as Common Sense and the poetry of Phillis Wheatley?

A) Anaphora

B) Imagery

C) Alliteration

D) Allusion

6. What do the seeds that Isabel plants represent?

A) A new life

B) The end of war

C) A connection to family

D) The ability to survive anything

7. Of these, in what way is Isabel’s enslavement experience different from those of many others at this time?

A) She can read.

B) She has a kind enslaver.

C) She is set free as a reward for working hard.

D) She gets to stay with her family.

8. What possession of Ruth’s does Isabel attempt to save from the fire that burn most of the city?

A) Her clothes

B) Her doll

C) Her books

D) Her pictures

9. The following quote best represents which theme from the novel: “I practiced the code over and over until it felt like a prayer in my mouth”?

A) The Nature and Cost of Freedom

B) Family as a Source of Strength and Identity

C) Courage as a Spiritual Feat

D) Power Plays Toward Greater Obedience

10. In what location does the novel end?

A) New York

B) Jordan

C) New Jersey

D) Charleston

Long Answer

Compose a response of 2-3 sentences, incorporating textual details to support your response.

1. Compare and contrast Madam Lockton and Lady Seymour.

2. How does Isabel come to find a sense of community?