Responding to Slavery Propaganda:

Am I Not a Man and a Brother?

by Thy Harelson

Level: 5th Grade

CA State Standards for 5th Grade:

  • Social Science 5.4.6
  • English Language Arts:

-Reading Comprehension 2.3, 2.4

-Writing Applications 2.2

-Writing Conventions 1.0

Length: 60-90 minutes

Overview:

“Am I Not a Man and a Brother?” is a depiction of a slave kneeling on one knee with his hands clasped together wearing a sheet around his waist. His wrists and ankles are bound together by chains. The question under the picture asks, “Am I Not a Man and a Brother?” It was published in 1835 and appeared in John Greenleaf Whittier’s poem, “My Countrymen in Chains!”

America had many people debating the issue of slavery in the 1800s. Many states in the south had large plantations and profited from slave labor. Conversely, slavery was not as prominent in the north because their economy was not focused on needing an abundance of workers in the fields. Abolitionists, many from the north, felt that slavery was immoral and needed to end. Propaganda such as this was a visual way to convey abolitionists’ hatred of slavery and an attempt to promote anti-slavery beliefs.

Materials:

  1. Picture of “Am I Not a Man and a Brother?” (URL provided below and copy attached)
  1. four sheets of chart paper
  2. markers
  3. Think-Pair-Share graphic organizer (included)
  4. Format for Responding to Primary Sources (included)
  5. lined paper
  6. pencils

Questions:

  1. How do you think white northerners, white southerners, free blacks, or enslaved blacks (choose one) felt when they saw “Am I Not a Man and a Brother?”
  2. How does propaganda such as this one support the abolitionist cause?
  3. How is the idea of slavery changing in 19th century America?
  4. Do you think “Am I Not a Man and a Brother?” is geared towards enslaved men only? Why does it not mention “women” or “sister”?

Objectives:

  1. Students will be able to define a primary source.
  2. Students will discuss how different people during the 18th century viewed slavery.
  3. Students will analyze and record what they feel about looking at “Am I Not a Man and a Brother?” and what they think this piece represents.
  4. Students will write a one paragraph response to a question of their choice about “Am I Not a Man and a Brother?” following a given format.
  5. Students will work cooperatively in pairs, small groups, and individually.

Teaching Sequence:

  1. Tell students that today, they will be responding to a primary source. Ask students to recall what a primary source is and share with the class. If necessary, break down the words and discuss what types of things can be considered primary sources. Show examples of primary sources: documents, pictures, music, artifacts, etc.
  2. Use carousel activity to activate prior knowledge and small group discussionregarding how different people during the 1800s viewed slavery. Teacher posts one chart paper on each wall of the classroom labeled with the following topics: white northerners, white southerners, free blacks, enslaved blacks. Divide students into four groups. Have each group start at a different chart paper and write down anything they already know about how these people viewed slavery. Rotate every 3-4 minutes until each group has had a chance to contribute to all topics. When complete, discuss in a whole group what they came up with and add on information and/or fix misconceptions as needed.
  3. Show students the picture of “Am I Not a Man and a Brother?” and distribute the Think-Pair-Share response paper. Go over directions. In partners, have them fill out the graphic organizer while analyzing the picture.
  4. As a class, share ideas, thoughts, and feelings. Guide students to determine what the source means, how it makes them feel, how it would make others feel who were in different social classes, etc. Teacher continues to guide discussion and poses questions to illicit student responses.
  5. Go over the “Format for Responding to Primary Sources” requirements and the questions students will be asked to answer. They will have a choice of one.
  6. Teacher models answering one of the questions using the “Format for Responding to Primary Sources.” Teacher can ask students for “assistance” in writing the paragraph if they are able.
  7. Students then pick their own question and respond following the “Format for Responding to Primary Sources.”
  8. When complete, have students edit, peer edit, and/ or teacher edit.
  9. Closing activity: Have students volunteer to share their paragraph orally with the class.

Assessment Rubric:

Wrote response following the Format for Responding to Primary Sources completely. There are little to no writing convention errors and mistakes do not affect understanding of paragraph.
Wrote response following most of the Format for Responding to Primary Sources. May be missing a few opinion sentences. There are some writing convention errors, but mistakes do not affect understanding of paragraph..
Wrote response only quoting one phrase/fact from the primary source and/ or missing opinion sentences. There are some writing convention errors and mistakes may affect understanding of paragraph.
Wrote response, but did not organize thoughts properly according to Format for Responding to Primary Sources. May also have missed the concluding sentence. There are many writing convention errors and mistakes affect understanding of paragraph.
Did not follow the Format for Responding to Primary Sources guide. There are many writing convention errors and mistakes affect understanding of paragraph. / A
B
C
D
F

Enrichment: Have students respond to another question.

Name ______

Student # ______

Date ______

Response: Think-Pair-Share

Directions: As you analyze the “Am I Not a Man and a Brother?” picture, fill out the chart with a partner.

HOW I FEEL
Think about how you feel when you see the image. How do you think others feel when they see the image? Is it different for adults and kids, different races, etc.? / WHAT I THINK THIS PICTURE REPRESENTS
Fill out what you think certain parts of the picture (be specific) or words mean and represent (look for details).

Name ______

Student # ______

Date ______

Questions & Format for Responding to Primary Sources:

Am I Not a Man and a Brother?

DIRECTIONS: Choose ONE question about the primary source to respond to in one paragraph. Use the format below to guide your response.

QUESTIONS:

  1. How do you think white northerners, white southerners, free blacks, or enslaved blacks (choose one) felt when they saw “Am I Not a Man and a Brother?”
  2. How does propaganda such as this one support the abolitionist cause?
  3. How is the idea of slavery changing in 19th century America?
  4. Do you think “Am I Not a Man and a Brother?” is geared towards enslaved men only? Why does it not mention “women” or “sister”?

FORMAT:

Topic Sentence: Answer the question in this sentence with your opinion.

Fact 1: “Pull out” a phrase/fact from the primary source that supports your answer to the question.

Opinion about Fact 1: Give your thoughts or feelings about fact 1

Opinion about Fact 1: Give your thoughts or feelings about fact 1

Fact 2: “Pull out” another phrase/fact from the primary source that supports your answer to the question.

Opinion about Fact 2: Give your thoughts or feelings about fact 2

Opinion about Fact 2: Give your thoughts or feelings about fact 2

Concluding sentence: Answer the question using different words and restate most important points.