To Be a Slave

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. Based on your prior knowledge, define the word “slavery.” How is the history of the US and the term “slavery” intertwined? What were the conditions that enslaved people worked in? How did enslavers treat enslaved communities?

Teaching Suggestion: This Short Answer question invites students to consider their prior knowledge on the historical context of Lester’s text: slavery in the US. Broadly speaking, “slavery” is a system of forced and unpaid labor in order to produce goods and services. Portugal’s arrival in Africa in the late 15th century initiated the triangle trade system , a multi-continental economic system of raw goods, manufactured goods, and slave labor. As a part of this system, the Middle Passage, which was the movement of enslaved people from Africa to the North American continent, was a notoriously horrific and deadly transit, where many people lost their lives. For those who did survive, enslaved people were sold to enslavers in North America, who would force them to work in difficult and degrading conditions with no pay. This system of slavery, called chattel slavery, reduced people to commodities who were owned completely by enslavers; even the children of enslaved people were considered property under this system, to which the parents had no rights. The resources below provide insight into these conditions in relation to the theme The Humanity of Enslaved People, as well as slavery in general in the US.

• Slavery and Remembrance provides an overview of the “Transatlantic Slave Trade,” including visuals and route-specific information.
• History provides a variety of visuals, videos, and information regarding the history of “Slavery in America.”

2. What is a primary source of information? How does a primary source differ from a secondary source? Is one type of source more reliable than the other? What are some research situations particularly suited to primary sources?

Teaching Suggestion: This question invites students to consider the literary context of Lester’s work: a compilation of primary sources from people who experienced slavery. In his Author’s Note, Lester discusses both the variety of accounts on slavery and his personal choice to include those accounts as primary sources, as opposed to doctored narratives by abolitionists, in order to emphasize The Need to Correct Historical Misconceptions About Slavery in the United States. Lester’s choice to give focus to primary sources may also be viewed from the historical context in which he designed and completed To Be a Slave, as he compiled the text during the civil rights movement.

• The University of Minnesota shares a succinct explanation of the differences between primary and secondary sources.
• The US Library of Congress discusses the history of collecting narratives of formerly enslaved people during the 1930s as a Works Progress Administration (WPA) project.

Short Activity

Despite numerous discriminatory obstacles, several formerly enslaved persons were able to publish narratives about their experiences living under slavery. Working in small groups, select one account written by an enslaved person to summarize and share with your classmates. In your presentation, include relevant visuals, photographs, and other primary sources (if applicable); read aloud an excerpt from this person’s narrative to the class, as well. Following class presentations, compose a reflection paragraph in your journal or notes on the similarities and differences of the narratives.

Teaching Suggestion: This Short Activity invites students to use their analytical and oral presentation skills. During or after the research portion of the activity, it may be helpful to ask students how primary sources from the perspective of an enslaved person relate to the theme of The Need to Correct Historical Misconceptions About Slavery in the United States. These or similar resources may be used as entry points for students’ research.

• The University of North Carolina at Chapel Hill shares a compilation of “North American Slave Narratives” between the 18th and 20th centuries.
• The University of Houston at Victoria provides examples on how different sources regarding slavery may be categorized as either primary or secondary.

Differentiation Suggestion: For a broader approach that may address marginalized communities in US history, this Short Activity may be amended to include narratives of other individuals who are/were discriminated against in US history, including people of color, Indigenous peoples, and LGBTQI+ communities.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

What does it mean to be equal? Do you believe that all people are treated equally in your community? Why or why not?

Teaching Suggestion: This prompt invites students to consider the theme Continued Racial Injustice in the United States through the lens of equality and discrimination in their own communities. Lester’s text, which was written during the civil rights movement, highlights injustices that the Black community has continued to endure, despite the end of the Civil War and the subsequent passage of the 13th, 14th, and 15th amendments. During the civil rights movement, activists sought to upend racist and discriminatory laws of segregation in the South and fight for equality for Black communities. This question connects to the Discussion/Analysis Prompt.