CORE BOOK FOR CIVIL WAR UNIT
AMOS FORTUNE, FREE MAN BY ELIZABATH YATES
SYNOPSIS:
At-mun is born the son of a king in Africa in 1710. During a tribal
celebration, his people are attacked by slave-traders, his father killed and
At-mun is taken captive. At the age of 15, he is transported to America on a
slave ship and sold into slavery. At-mun is given the name Amos Fortune and
learns to speak, read, and write through the study of the Bible. Throughout
the remainder of his life, Amos uses his religious beliefs as a blueprint for
righteous living. He holds his head high through persecution, poverty, and
racism, and faces life’s challenges with dignity, determination, and
persistence. At almost 60 years of age, Amos Fortune buys his own freedom
and starts his own tanning business. Through hard work and determination,
he is able to purchase the freedom of four other slaves, buy land, build a
home and help others.
The beauty of the story expands as Amos comes to see himself, not just as a
prince of Africa, but also as a child of God and therefore an heir to the
kingdom of Heaven. Although the events in this book took place before the
Civil war, its theme of freedom is clearly relevant to this unit. It is written
for ages 8-12 and will be excellent for multi-grade use, especially for grades
5-8.
ESSENTIALS:
As the core book, everything is done together as a class, however, a few
independent or small group activities have been provided.
The main activities for this book have been designed as follows:
 An introductory day, 14 days of readings, a closure day
 Vocabulary awareness for each day
 Questions to guide student thinking and comprehension as you read
together
 Author’s Craft (Literary Elements)
 Graphic Organizers and Concept Maps
 Writing Opportunities
As the instructor, please take time each day to go over the material and
prepare yourself to “seamlessly” weave these activities into your joint class
reading time. Use only what you feel will benefit your students. You may
wish for each child to have a literature journal to provide added assessment.
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VOCABULARY: (Numbers in parentheses represent page numbers)
Possible Ideas:
 Give each student mini sticky-notes to highlight words that they do
not understand, or want more information on.
 Students could create ongoing class vocabulary visual by assigning
different words to individual students. When a student is assigned a
work they can create small quad-frames (a square with an x dividing it
into four sections) for each word. One section for the word; one
section for the sentence containing the word; one section for the
meaning; and one section for a picture illustrating the meaning. Mount
the frames as desired to create mobiles, quilt, bulletin board, etc.
 Present students with multiple definitions and have children choose
correct meanings as they read words in context. Vocabulary sheets
have been provided that state the definitions only. They can be used
in a variety of ways, such as:
1. Make an overhead and write in words as you come to them in
the reading.
2. Give each student their own sheet and they fill in the words as
come across them in reading.
3. Use as a quiz. Create a matching game, etc.
DURING THE READING:
As you and your students read together, think out loud, ask questions,
comment on pictures that come to your mind. Help students see your
thinking as much as possible. The Questions given are designed to help you
guide the students’ comprehension and provide you with a springboard to
stimulate discussions. Never feel obligated to use everything. Use what
you need to provide your students with what they need.
AUTHOR’S CRAFT:
When the entire class is working together, it is an ideal time to present
Literary Elements, the main tools in author’s craft. Students will grasp the
basics at their own level. When Graphic Organizers are used they are
designed to do on overhead or computer presentation so entire class can
participate. Teaching the literary elements to the entire class will make it
easier to model what you want students to do in their individual reading
classes.
WRITING OPPORTUNITIES:
Use at your discretion, to provide ideas, individualization, and/or ownership
of text.
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BACKGROUND INFORMATION
TRIANGULAR TRADE ROUTE
The most massive of all slave trading systems was the Atlantic slave trade. The
route of the slave trade ran a triangular course. Ships left Europe with goods such
as molasses and rum, which were traded for slaves in Africa. From there the slaves
were taken to the New World, where they were sold for cash or exchanged for
goods. The final leg involved the sale of these goods in Europe.
SLAVERY IN THE NORTH
Before the American Revolution, slavery extended from the shops of New England
to the plantations of Georgia. In the decades afterward, as slavery became more
fixed in the South, it began to disappear in the North. Slavery was gradually
abolished in the North, beginning with Vermont in 1777 and concluding with New
York in 1817.
Although the northerners deserve some credit for acting morally, the main reason
for the abolishment of slavery in the North was purely economical. The Northern
states were substantially populated and whites feared losing jobs to black slaves.
In addition, slaves in the North were not as important to the Northern economy as
they were to the economy of the South, where they worked the large plantations.
Northern businessmen might not have owned slaves themselves, but they did not
give up their profitable trade based on southern slavery. New England industry
grew rich and powerful from the African slave trade and business with southern
slaveowners.
Although they freed their slaves, white northerners were not without prejudice.
Free blacks could not vote, or serve on a jury. They could not serve in the army
with white soldiers, or hold any political office. They were made to sit in separate
areas in churches, and most attended separate schools. The thought of blacks
receiving a decent education in their neighborhoods led to violence in several New
England communities.
THE QUAKERS
The Religious Society of Friends is a Protestant sect dating back to 17th century
England. Its members, known as Quakers, believe that God dwells internally in the
heart of every human being and provides direct inspiration for the living of a
perfect life. This direct relationship, called the Inner Light, is reflected in a strict
mode of living, an emphasis on spiritual responsibility, and a strong feeling of
concern for fellow human beings. Whipped, jailed, and even executed in England, the
Quakers began coming to America in 1656. One of the trademarks of the Quakers
is their insistence upon equality regardless of race, creed, and national origin. As
strange as it seems, some Quakers did own slaves, however, they were among the
first to release them. Quakers were active in the anti-slavery movement, the
Underground Railroad, and in promoting the welfare of freed slaves.
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 1 – INTRODUCTION TO BOOK
CONNECT: Limit the freedom your students have in some way that they will notice.
Perhaps the area they can play in at recess, who they eat with, when they can do
something. You may even want to start taking some things that belong to them, a
piece of fruit at lunch, a pencil, …” Do this until they grumble and start with
“That’s not fair.”
ATTEND: Talk about how they feel to loose freedoms they are use to and things
that belong to them. Begin with the story of Joseph. Remind the students that he
was a favored son of Jacob. He was treated like a prince, given the best of
everything, until that awful day when his brothers sold him into slavery.
IMAGINE
“Imagine how you would feel if you were suddenly captured and forced to leave your
homeland. After three months of harsh captivity, you arrive in a new country and
are sold into slavery. You don’t know the language, and you struggle to hold on to
your past life. What do you think it would be like? ”
After students have had some time to think about how Joseph felt, you may wish
the students to discuss what the following words mean and how they relate to the
Joseph story:
 self-worth,
 determination,
 dreams,
 perseverance, and
 courage.
INFORM, PRACTICE
The last activity for today is to hand out copies of the book to the students. Ask
them NOT to open the book, ONLY look at outside for now. Have students study
the cover, consider the title, and read together the synopsis on the back. Invite
students to discuss what you have read and complete together the Book Clue
Search chart (page 5). You may wish to post predictions on chart paper.
INFORM, PRACTICE, EXTEND
As you read Amos Fortune together over the next four weeks, students will see
many similarities to the Joseph story and their own lives. They will also learn more
about slavery in America, the need for personal excellence and self-discipline, and
the powerful impact the Bible and the indwelling of the Holy Spirit have on the
success of an individual’s life.
REFINE, PERFORM
After the book is completed, a day will be given to bringing closure to this text.
Activities will help refine what has been studied and celebrate the Freedom we
have through Christ Jesus our Lord.
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 1
BOOK CLUE SEARCH
INFORMATION SOURCE
INFORMATION PROVIDED
Title
Cover
Teasers on the Cover
Reviewers’ Recommendations/
Awards Won
Teacher’s Introduction
Predictions about the book:
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 2 – Africa 1725, pages 3-13
Vocabulary:
equatorial (3), mystic (3), conical (4), fervor (4), obeisance (4), pagan (5),
reverberations (6), seethed (9), shackles (10), audible (11)
Questions:
 (7) According to the incantation, what do the At-mun-shi people
worship? (nature)
 (8) What does the old woman mean when she taps her head saying,
“Not with this will he rule, but so,” laying her hand on her heart? (She
is saying that At-mun has a good, kind heart, and he will rule his people
 well.)
 (3-8) Why were the At-mun-shi undefended and all congregated in one
place? (They were celebrating a festival, time to plant the corn.)
 (9-12) Why were the At-mun-shi attacked? (Slave Traders collecting
slaves.)
 (9-13) In what way did At-mun act differently from the rest of the
captives? What accounted for the difference? (Unlike the other
captives, At-mun was bold and held his head high. He acted this way
because he recognized his role as leader of his people.)
 (13) At the end of the first chapter, At-mun reminds his sister that
she is a princess. Why do you think these are his parting words?
(Answers will vary)
Author’s Craft: Setting
Setting refers to the place and time in which the events in a work of fiction
occur. The setting changes several times throughout this novel.
 Discuss each setting as it occurs in the book. Help students to
“picture” the setting in their mind.
 Provide students with the opportunity to draw pictures of the setting
changes as they occur in the book.
 Create a setting mural along one wall
Writing: Informative Writing
There appears to be no written record of the At-mun-shi tribe in Africa
except in the book Amos Fortune: Free Man. Based on the information
provided in the first two chapters of the book, write an essay explaining why
you think the tribe cannot be found.
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 2 – Vocabulary for pages 3-13 (TE)
To be full of bustling activity - seethed
shaped like a cone -conical
iron cuffs and chains - shackles
mysterious, hard to explain - mystic
echoing sounds - reverberations
intensity -fervor
located near the equator - equatorial
one who worships false gods - pagan
able to be heard - audible
respectful gesture - obeisance
equatorial (3), mystic (3), conical (4), fervor (4), obeisance (4), pagan (5),
reverberations (6), seethed (9), shackles (10), audible (11)
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AMOS FORTUNE, FREE MAN
DAY 2 – Vocabulary for pages 3-13
As we read the story, look for the word that match the
following definitions. Please find a word that means:
To be full of bustling activity_____________________
shaped like a cone _____________________________
iron cuffs and chains ___________________________
mysterious, hard to explain ______________________
echoing sounds ________________________________
intensity _____________________________________
located near the equator ________________________
one who worships false gods ______________________
able to be heard _______________________________
respectful gesture ______________________________
equatorial (3), mystic (3), conical (4), fervor (4), obeisance (4), pagan (5),
reverberations (6), seethed (9), shackles (10), audible (11)
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 3 – The Middle Passage, pages 14-27
Vocabulary:
abashed (15), brandished (20), shrewd (24), docile (24)
Questions:





(18) What do you think At-mun is feeling as he leaves the familiarity of the
jungle and journeys farther from his home than he had ever been before?
(Responsibility for protecting and leading his people, anticipation, wonder,
curiosity, fear of the unknown)
(20) What does the author mean by the following, “To them it was a great
bird sent for their deliverance and in his heart each one hailed it”? (The Atmun-shi have been treated so badly up to this point that they hope to be
delivered from their present situation into a better arrangement.)
(22-23) How were the tribesmen and women like merchandise after three
weeks in the pit? (Because of the deprivation in the pits, the Africans
become dispirited and obedient. They lost their tribal allegiances and
interest in former personal relationships. With pride gone, they only
thought about survival in its most basic form. They are treated as things to
sell rather than as people who have emotional and physical needs and deserve
respect.)
(25) What does the author mean when she writes, “But the waves slapping
against the ship had more meaning than the words shouted through the
hatch? (The captives don’t understand what the traders are shouting, but
they know they are leaving their families and homeland.)
(27) Why do you think it is so important to At-mun to remember he is a
king? (Answers may vary, He understands his self-worth regardless of the
external circumstances. This theme is repeated throughout the book)
Author’s Craft: Character Development
Authors develop the characters in their stories in many ways. Use the chart
provided, or one of your own to help your students see how Yates leads the reader
to better understand the character of Amos. Keep the chart and add information
to it during the duration of the book. Character Map other characters in the book
as you come in contact with them.
Writing: Journal
Image that you are Ath-mun. In a journal entry, write about the attack of the
slavers. Describe your feelings about the death of your father and the capture of
your brother. Also, tell what you plan to do now that they are both gone.
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CHARACTER ANALYSIS SHEET
Character’s Voice
What the character says:
Character’s Voice
What the words show:
Character’s Deeds
What the character does:
Character’s Deeds
What the actions show:
Character’s Thoughts and Feelings
What the character thinks and feels:
Character’s Thoughts and Feelings
What the thoughts and feelings show:
Character’s Looks
Hair Color
Eye Color
Age
Height
Distinguishing features:
What Others Say about the Character
Character’s Looks
Similarities to me:
Differences:
What We Learn About the
Character From Them
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 3 – Vocabulary for pages 14-27 (TE)
to make someone feel ashamed - abased
clever and probably accurate -shrewd
quiet and easy to control - docile
wave something about - brandished
abashed (15), brandished (20), shrewd (24), docile (24)
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AMOS FORTUNE, FREE MAN
DAY 3 – Vocabulary for pages 14-27
As we read the story, look for the word that match the
following definitions. Please find a word that means:
to make someone feel ashamed ________________________
clever and probably accurate __________________________
quiet and easy to control _____________________________
wave something about _______________________________
abashed (15), brandished (20), shrewd (24), docile (24)
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 4 –The Middle Passage, Boston 1725-1740, pages 27-40
Vocabulary:
wharf (28), raucous (30), truculent (32), stalwart (34), beckoning (38),
relinquished (40)
Questions:

(27) On the ship, why did At-mun compel himself to remember the
past? (By remembering the past, At-mun believed he could hold on to
the heritage which the white men were trying to take from him.)

(32) Why did At-mun answer the Quaker when he had answered no
white man before? (At-mun answered the Quaker because his tone of
voice indicated that he was not issuing a command, a curse, or a threat
like all the other white men.)

(33) When you consider his religious beliefs (see Background
Information – The Quakers, page 3), why do you think Caleb Copeland
purchased a slave? (Answers will vary)

(34-36) How did Caleb justify the purchase of a slave to his wife?
(Caleb justified his purchase of a slave by telling his wife that he
bought him outright, knew they needed additional help at home, and
saw the opportunity to help someone.)

(39-40) How does Celia know “At-mun“ is not a sound, but a word in
Amos’ native language? (Answers will vary)

(40) What problems did Amos face adjusting to his new life with the
Copelands? How did Celia Copeland make things easier for him?
(Amos could not speak English and did not understand customs such as
sleeping on a bed or eating with a knife and fork. Celia made things
easier for him by being kind and patient, teaching him as she would a
child)
Author’s Craft: Setting and Character (continued)
The setting of the story has switched locations many times thus far. You
may wish to allow students to draw pictures of the settings depicted as they
occur in the story to continue your setting mural (Village, canoe trip down
river, White Falcon, slave market, Copeland Farm)
Continue to add information gained about Amos, and other characters to the
Character chart or map that class is creating.
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 4 – Vocabulary for pages 27-40 (TE)
gesture to somebody to come - beckoning
unpleasantly loud -raucous
strongly built - stalwart
loading place for ships - wharf
renounced or surrendered something - relinquished
aggressively defiant -truculent
wharf (28), raucous (30), truculent (32), stalwart (34), beckoning (38),
relinquished (40)
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AMOS FORTUNE, FREE MAN
DAY 4 – Vocabulary for pages 27-40
As we read the story, look for the word that match the
following definitions. Please find a word that means:
gesture to somebody to come _________________________
unpleasantly loud __________________________________
strongly built ______________________________________
loading place for ships _______________________________
renounced or surrendered something ____________________
aggressively defiant _________________________________
wharf (28), raucous (30), truculent (32), stalwart (34), beckoning (38),
relinquished (40)
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 5 – Boston 1725-1740, pages 40-52 (TE)
Vocabulary:
cipher (40), servitude (43), admonition (45), renowned (47), vendue (49),
immemorial (50),
Questions:







(40-41) Why do you think the Bible is used for all schooling in the Copeland
household? (It likely is one of the few books in the house. Quakers are
very stern in their religious faith and believe that all lessons in life come
from the Bible.)
(41-42) How does Amos realize the word “king” refers to a person of worth?
(Answers will vary. As Roxanna reads from the Bible, Amos understands
that every person is of value in God’s eyes, regardless if color or station in
life.)
(46) Why doesn’t Amos want to gain his freedom too soon? (Amos has seen
the difficulties experienced by former slaves who are not prepared to earn
a living in a society where even free blacks lack status because of the color
of their skin.)
(48) Why is Amos interested in the slave ships that come to Boston? (Amos
hopes to someday find Ath-mun.)
(49) How does Amos feel when he learns he will be sold? (He is confident
everything will turn out okay.)
(50) For what is Amos saving money? (To purchase his sister’s freedom if
she ever comes to America.)
(50) What does the author mean when she writes, “The sun stood still over
Africa, it was only in America that it moved” (In Amos’ mind, his family,
village, and homeland are set unchanging in one moment of time. Even though
he has been in America for 15 years, he still looks for a 12-year-old girl with
a limp.)
Author’s Craft: Simile
A simile is a figure of speech in which a comparison between two unlike objects is
stated directly using the words “like” or “as”. For example:
(10) But the slavers, advancing among them, tossed
the At-mun-shi about like leaves in a wind.
(38) [Amos follows] “like an obedient dog”
(48) “a smile like the first rays of dawn”
Look for examples of simile throughout the text: Ask students
 What is being compared in this simile?

What does the author want to reveal to us through this simile?
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 5 – Vocabulary for pages 40-52 (TE)
advise - admonition
public sale -vendue
the state of being a slave - servitude
famous -renowned
to understand a written code (in this case math) - cipher
ancient - immemorial
cipher (40), servitude (43), admonition (45), renowned (47), vendue (49),
immemorial (50),
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AMOS FORTUNE, FREE MAN
DAY 5 – Vocabulary for pages 40-52
As we read the story, look for the word that match the
following definitions. Please find a word that means:
advise _________________________________________
public sale ______________________________________
the state of being a slave __________________________
famous _________________________________________
to understand a written code (in this case math) ________
_________________________
ancient _________________________________________
cipher (40), servitude (43), admonition (45), renowned (47), vendue (49),
immemorial (50),
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 6 – Woburn 1740-1779, pages 53-67
Vocabulary:
tallow (55), Sabbath (56), vigilant (56), vex (56), fraught (57),
stolid (59), remonstrated (64), covenant (65),
Questions:






(56) What does the author mean when she writes, “It was not with his own
people he felt at his best but with all men” (Amos is the same person
whether at church or in the tanning yard. He treats every person,
regardless of skin color, with care and respect.)
(__) Is religion important to Amos? (Throughout the book, Amos shows that
religion is very important to him He lives every day according to his religious
beliefs.)
(__) Name some basic freedoms that are not granted to slaves. (Answers
may vary, could include, the freedom to come and go as they please, choice
of a spouse, choose of work, being paid a decent wage)
(62) Why does Amos cry when he looks in the polished tin? (Time has
passed, and Ath-mun is no longer the young girl he has been looking for at
the wharf.)
(64) What is Mrs. Richardson’s opinion about slavery? (It is wrong to force
people to leave their native land and treat them as persons of lesser worth.)
(65) After the conversation with Mrs. Richardson, what does Mr.
Richardson change about his agreement with Amos? (He requires that Amos
only work four years instead of the six years he and Amos had agreed upon.)
Author’s Craft: Comparing Characters
Amos had two masters – Caleb Copeland and Ichabod Richardson. Use a Venn
diagram to compare the two.
Writing: Comparisons
Written and spoken English in the 1700s was much different than today’s English.
Rewrite the letter granting Amos his freedom (64-65) in today’s English.
Writing: Letter
After Amos was purchased by Ichabod Richardson, he promised to write to Celia
Copeland. Imagine that you are Amos, and write a letter to Mrs. Copeland revealing
your thoughts and feelings about your new life with the Richardsons.
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VENN DIAGRAM
Caleb Copeland
Ichabod Richardson
Same
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 6 – Vocabulary for pages 53-67 (TE)
to agitate or annoy - vex
protested -remonstrated
a day set aside for the worship of God - Sabbath
to be tense or anxious -fraught
a pledge - covenant
watchful - vigilant
impassive, showing no emotion - stolid
fatty substance used to make candles - tallow
tallow (55), Sabbath (56), vigilant (56), vex (56), fraught (57),
stolid (59), remonstrated (64), covenant (65),
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AMOS FORTUNE, FREE MAN
DAY 6 – Vocabulary for pages 53-67
As we read the story, look for the word that match the
following definitions. Please find a word that means:
to agitate or annoy _________________________________
protested _________________________________________
a day set aside for the worship of God _________________
to be tense or anxious ______________________________
a pledge _________________________________________
watchful _________________________________________
impassive, showing no emotion _________________________
fatty substance used to make candles __________________
tallow (55), Sabbath (56), vigilant (56), vex (56), fraught (57),
stolid (59), remonstrated (64), covenant (65),
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 7 – Woburn 1740-1779, pages 67-80
Vocabulary:
abated (69), stipulated (70), oppression (72), severance (72),
tolerant (76), ascribed (77),
Questions:

(71) Why does Amos say “blacks are used to waiting”? (Answers may
vary. They are waiting to be set free.)

(73) Why is Mr. Twombly surprised to see Amos? (Amos has the
money to buy Lily’s freedom even though she is sickly.)

(74) Why is it important to Amos to free Lily and Lydia? (In freeing
them, he hopes to provide freedom to Ath-mum, if she is in need of
freedom.)

(79) Why does Amos not argue with Mr. Bowers’ price for Lydia?
(Amos does not want to barter over a human being. He also knows a a
black man, he has no leverage to question a white man.)

(__) Do you think Amos’ sister will arrive on a boat from Africa, why
or why not? (Answers will vary)
Author’s Craft: Allusion
In literature, an allusion is a reference to something outside the work,
usually to another piece of literature or to a well-known person, place or
event from history, religion, or mythology. For example, in this chapter,
Amos though about Moses standing upon Mount Nebo.
Guide students in thinking about ways Amos’s life was like that of Moses.
(Amos is almost 60 years old when he finally experiences freedom. Moses
lived to be 120 years old and was still mentally and physically strong. Amos
feels that he is like Moses in that he has something to live for, is still
strong, and will live a long time.)
Writing: News Article
Imagine you write news articles for a Quaker newsletter in the year that
Amos received his freedom. Write an article telling about Amos and his
hopes for the future. (Do not use the typical Quaker “thee” and “thou”.)
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 7 – Vocabulary for pages 67-80 (TE)
to agitate or annoy - vex
protested -remonstrated
a day set aside for the worship of God - Sabbath
to be tense or anxious -fraught
a pledge - covenant
watchful - vigilant
impassive, showing no emotion - stolid
fatty substance used to make candles - tallow
abated (69), stipulated (70), oppression (72), severance (72),
tolerant (76), ascribed (77),
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AMOS FORTUNE, FREE MAN
DAY 7 – Vocabulary for pages 67-80
As we read the story, look for the word that match the
following definitions. Please find a word that means:
to agitate or annoy _________________________________
protested _________________________________________
a day set aside for the worship of God _________________
to be tense or anxious ______________________________
a pledge _________________________________________
watchful _________________________________________
impassive, showing no emotion _________________________
fatty substance used to make candles __________________
abated (69), stipulated (70), oppression (72), severance (72),
tolerant (76), ascribed (77),
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AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 8 – Journey to Keene 1779, pages 81-92
Vocabulary:
bondage (83), robust (85), consigned (86), ensue (86)
Questions:

(82) What does the author mean when she writes of Amos, “A strange
thing freedom was, he thought, with its side of shadow as well as
light”? (Amos is free of household cares and domestic ties, but he
longs for a woman to share his life with.)

(82-83) Why is Amos especially excited about Celyndia’s freedom?
(He wants her to grow up free , so she will never feel that slavery’s
social barriers apply to her.)

(84) Why does Amos like the little town he comes to on his way to
Keene? There is a great Meeting House and a tall mountain, both
pointing heavenward.)

(85) What can you tell about Amos from the way he treats Cyclops?
(He is a caring gentle person.)

(86) What important truth does Amos understand about the inequality
between white men and free black men? (Even when he is free, a
black man does not have the same rights as a white man and therefore
must be agreeable so he doesn’t draw undue attention to himself.)

(87-89) Does Samuel George recognize that Amos is doing him a
favor? (No, Samuel thinks of Amos as being childlike rather than
recognizing that Amos took the clothes as much to help Samuel as
himself.)

(92) Why does Celyndia cry when Amos reminds her she is free?
(Answers will vary, Sometimes happiness brings tears.)
Author’s Craft: Metaphor
A metaphor is a figure of speech in which a comparison of unlike objects is
suggested or implied. For example:
(20) “ [the ship] was a great bird”
(40)… words that burned themselves into his mind and burned away
the shackles hate had put to his lips …
Ask students to find what is being compared and explain why these are apt
metaphors?
Update character charts and/or setting mural if necessary.
26
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 8 – Vocabulary for pages 81-92 (TE)
slavery - bondage
hardy or healthy -robust
delivered - consigned
result -ensue
bondage (83), robust (85), consigned (86), ensue (86)
27
AMOS FORTUNE, FREE MAN
DAY 8 – Vocabulary for pages 81-92
As we read the story, look for the word that match the
following definitions. Please find a word that means:
slavery - _______________________________________
hardy or healthy -________________________________
delivered - ______________________________________
result -________________________________________
bondage (83), robust (85), consigned (86), ensue (86)
28
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 9 – The Arrival at Jaffrey, pages 93-108
Vocabulary:
diligently (94), frugally (94), dolefully (99), pilgrimage (100),
shrewdly (102), endeavor (102), liability (103), impoverished (103),
deferential (103), probation (104)
Questions:

(94-95) Amos sets out with an ax and a bag of beans as his prized
possessions when he, Violet, and Celyndia leave for the trip to
Jaffery. What would you take as your prized possession for survival
and why? (Answers will vary)

(96) Why do you think Violet’s favorite color is white? (Answers will
vary. In her mind, white stands for freedom, richness, and everything
good.)

(98) What does being a king mean to Amos? (Answers will vary. Amos
knows that he was born to be a king in Africa, but he believes that
living a God-centered, righteous life makes him a king in his present
circumstances.)

(105) How does Amos use his talents to get what he needs? (He shows
that he has a skill the town needs in order to get a loan of a parcel of
land on which to start his tanning business.)

(108) What emotions do you think Amos is feeling as he, Violet and
Celyndia spend their first night in Jaffrey? (Answers will vary.
Elation, anticipation, peace, contentment)

(__) How do you think Violet will match Amos’ kindness for purchasing
her freedom? (Answers will vary)
Author’s Craft: Story Map
A Story Map can help the reader get a “picture” of how the author is
developing the story line (plot) of the book. Have students choose a problem
that Amos Fortune encountered thus far in the story and complete the
Story Map on page 29.
Writing: Journal
Amos sets out with an ax and a bag of beans as his prized possessions when
he, Violet, and Celyndia leave for the trip to Jaffrey. What would you
takeas your prized possessions for survival and why?
29
STORY MAP
Setting:
Characters:
Problem:
Event 1:
Event 2:
Event 3:
Event 4:
Solution or Conclusion:
30
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 9 – vocabulary for pages 93-108 (TE)
a journey to a special place -pilgrimage
cleverly accurate - shrewdly
obligation under the law - liability
period of testing somebody’s suitability – probation
persistently, hardworking effort - diligently
showing respect – deferential
thriftily, avoiding waste -frugally
try to do something - endeavor
very sad and mournfully - dolefully
diligently (94), frugally (94), dolefully (99), pilgrimage (100),
shrewdly (102), endeavor (102), liability (103), impoverished (103),
deferential (103), probation (104)
31
AMOS FORTUNE, FREE MAN
DAY 9 – vocabulary for pages 93-108
As we read the story, look for the word that match the
following definitions. Please find a word that means:
a journey to a special place -__________________________
cleverly accurate - _________________________________
obligation under the law - ____________________________
period of testing somebody’s suitability – ________________
persistently, hardworking effort -______________________
showing respect – __________________________________
thriftily, avoiding waste -____________________________
try to do something - _______________________________
very sad and mournfully - ____________________________
diligently (94), frugally (94), dolefully (99), pilgrimage (100),
shrewdly (102), endeavor (102), liability (103), impoverished (103),
deferential (103), probation (104)
32
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 10 – Hard Work fills the Iron Kettle 1781-1789, pages
109-121
Vocabulary:
prostrate (109), abode (110), pliable (112), convex (117), concave (117),
impervious (118), pliant (118), demurely (120)
Questions:

(110-111) Why does Celyndia still question whether she can go and do
as she pleases? (She has been a slave since birth and has never known
freedom.)

(115) Amos leads a truly happy life. Where does this happiness come
from? What do you think he sees as his life’s purpose? (Answers will
vary)

(115-116) Violet sees Amos as climbing a mountain in his mind. What
does she mean by this? (Answers will vary)

(120) Why is there a separate place for blacks to worship in the
church? (The white population does not view the black population as
equal, no matter how well educated, successful in business, or helpful
to the community.)
Author’s Craft: Story Map (cont.)
Choose a different problem from the story to “map” out.
Writing: How-to Paragraph
Read the steps for tanning leather in the 1700s (117-119). Write a “How-to
Tan Leather” paragraph. End your paragraph by stating possible uses for
your product.
33
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 10 – Vocabulary for pages 109-121 (TE)
curved inwardly - concave
flexible - pliable
lie face downward -prostrate
looking shyly modest - demurely
not letting something through – impervious
outwardly curving – convex
somebody’s home - abode
supple and bending easily -pliant
prostrate (109), abode (110), pliable (112), convex (117), concave (117),
impervious (118), pliant (118), demurely (120)
34
AMOS FORTUNE, FREE MAN
DAY 10 – Vocabulary for pages 109-121
As we read the story, look for the word that match the
following definitions. Please find a word that means:
curved inwardly - __________________________________
flexible - ________________________________________
lie face downward -________________________________
looking shyly modest - ______________________________
not letting something through – _______________________
outwardly curving – ________________________________
somebody’s home - ________________________________
supple and bending easily -__________________________
prostrate (109), abode (110), pliable (112), convex (117), concave (117),
impervious (118), pliant (118), demurely (120)
35
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 11 – Hard Work Fill the Iron Kettle 1781-1789, Amos
on the Mountain, pages 121-137
Vocabulary:
chippered (124), bevy (125), feign (129), excavate (130), intimidation (136)
Questions:

(122) Why do you think it took so long for Amos to be invited to join
the church he attended in Jaffrey? (Answers will vary. )

(127) What kind of person is Lois Burdoo? (She is dependent on the
charity of others for her survival. She does not seem to be able or
willing to provide for herself and her family.)

(132) Do you think Violet is right in not wanting to help the Burdoo
family? (Answers will vary.)

(134) Why does Violet keep her eyes on the mountain as she tells
Amos about hiding the kettle? (Answers will vary. She looks to the
mountain for the strength to stand up for something in which she
believes.)

(135) What, besides the mountain, gives Violet the strength to stand
up to Amos? (She knows Amos repeatedly sets his own dreams aside
for the sake of others. She speaks for the part of Amos that needs
to see his dreams fulfilled.)

(134-136) Who makes the better argument for what should be done
with the money? (Answers will vary)

(136) Violet says, “You’ll do more for them all by giving work to the
boys than by giving money to Lois”. What does she mean by that? (It
is better to teach the boys a skill they can use to support themselves
and their family than to give them money.)
Author’s Craft: Plot
Plot is the author’s way of presenting the important events of a story.
Visualizing the plot of a story helps the students develop knowledge of text
structure, improve comprehension, help with retelling the story in summary
fashion, and enhances students’ knowledge of the art of composing a good
story. Plot usually consists of an initial conflict, rising action, climax, falling
action, and resolution. Using the form on page 37 or your own more
realistically drawn mountain, help students plot the story thus far.
36
PLOT DIAGRAM MOUNTAIN
Climax
Rising Action
Initiating Conflict
Falling Action
Resolution
37
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 11 – Vocabulary for pages 121-137 (TE)
group of animals - bevy
pretend something - feign
to remove earth -excavate
cheerful - chippered
to create a feeling of fear - intimidation
chippered (124), bevy (125), feign (129), excavate (130), intimidation (136),
38
AMOS FORTUNE, FREE MAN
DAY 11 – Vocabulary for pages 121-137
As we read the story, look for the word that match the
following definitions. Please find a word that means:
group of animals - _________________________________
pretend something - ________________________________
to remove earth -__________________________________
cheerful - ________________________________________
to create a feeling of fear -__________________________
chippered (124), bevy (125), feign (129), excavate (130), intimidation (136)
39
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 12 – Amos on the Mountain (137-145)
Vocabulary:
stifled (138), composure (139), summit (140),
Questions:

(138) What do Amos and Violet do to resolve the disagreement about
how to spend their savings? (They both ask for God’s guidance in
prayer.)

(139) What does this statement mean, “Yet he owned no land, nothing
they could call theirs if the chariot came for him soon”? (Answers will
vary. Amos doesn’t own land and couldn’t leave any provisions for his
family if he died right away.)

(138-141) Why does Amos go to the mountain to pray about the money
situation? (He sees the mountain as being closer to God. He is
troubled and needs answers.)
Author’s Craft: Plot (cont.)
Continue the discussion on Plot if necessary.
Writing: Interview
Write an interview dialog between the elders of the church that Amos
attended in Jeffrey and Amos, himself, as they discuss the possibilities of
allowing him church membership.
Writing: Journal
Violet is unsure that she has done the right thing by hiding Amos’s kettle.
Tell about a time when you agonized over a decision that you made. Think
about a time when you chose to do something you believed in even though you
weren’t sure if you were right or wrong. What was the action you took?
Why were you unsure that you had done the right thing? How did the event
turn out?
40
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 12 – Vocabulary for pages 136-145
highest point of mountain – summit
suffocate – stifled
emotional control – composure
stifled (138), composure (139), summit (140),
41
AMOS FORTUNE, FREE MAN
DAY 12 – Vocabulary for pages 136-145
As we read the story, look for the word that match the
following definitions. Please find a word that means:
highest point of mountain – _________________________
suffocate -______________________________________
emotional control - _______________________________
stifled (138), composure (139), summit (140),
42
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 13 – Auctioned for Freedom, pages 146-158
Vocabulary:
indentured (147), abeyance (149), illiteracy (149), bolster (150),
expedient (150), indigent (150), dispatched (153), reverie (157),
leniency (158)
Questions:

(148) Why do you think Amos feels he owes Violet? (Answers will
vary)

(150) Do you think the Public Vendue was a good plan for towns to
care for the needy in the late 1700’s? (Answers will vary.)

(153) How does a mountain give someone strength? (Answers will
vary.)

(156) Amos says, “Wings can’t grow without a little suffering.” What
does he mean by this? (Answers will vary. Going through difficult
times often makes a person stronger and wiser.)

(158) Why do you think Polly stares off all the time? (Answers will
vary.)
Author’s Craft: Symbolism
A symbol is something that stands for something else. An author creates
and uses a symbol to involve us personally in his work. Because each of us
are different, the symbol can mean something to each person who reads the
story.
Elizabeth Yates uses the mountain as a symbol in this book. What does the
mountain represent? ( strength, God, courage, determination, obstacles to
overcome, the path to heaven, etc.)
Writing: Compare and Contrast
In Amos’ day, townspeople worked together to take care of those in need.
Today we have many types of aid in the form of shelters, low rent housing,
welfare, etc. Create a survey that allows people to compare the Public
Vendue system (1700s) and the types of aid we aid today. Write an essay
explaining which system most people thought was the most effective and
why.
43
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 13 – Vocabulary for pages 146-158 (TE)
daydream - reverie
gentleness or tolerance - leniency
poor – indigent
promised work for a given time -indentured
sent out -dispatched
something achieving aims quickly - expedient
suspension, temporary inactivity - abeyance
to boost– bolster
unable to read - illiteracy
indentured (147), abeyance (149), illiteracy (149), bolster (150),
expedient (150), indigent (150), dispatched (153), reverie (157),
leniency (158)
44
AMOS FORTUNE, FREE MAN
DAY 13 – Vocabulary for pages 146-158
As we read the story, look for the word that match the
following definitions. Please find a word that means:
daydream - ______________________________________
gentleness or tolerance - ___________________________
poor – __________________________________________
promised work for a given time -_____________________
sent out -_______________________________________
something achieving aims quickly - ____________________
suspension, temporary inactivity - ____________________
to boost– ________________________________________
unable to read - __________________________________
indentured (147), abeyance (149), illiteracy (149), bolster (150),
expedient (150), indigent (150), dispatched (153), reverie (157),
leniency (158)
45
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 14 – Auctioned for Freedom, Evergreen Years, pages
159-170
Vocabulary:
fount (169), ebbing (169),
Questions:

(161) What does Violet see in Amos’ character that causes her to love
him even more after Polly dies? (He is so unselfish and always thinks
of others before himself.)

(162) What does Amos mean when he says, “It does a man no good to
be free until he knows how to live, how to walk in step with God”?
(Answers will vary . Amos believes that true freedom comes by living a
righteous, God-centered life and helping others.)

(169-170) What does it mean that Amos will account to Ath-mun when
they meet together at the Jordon? (Answers will vary. Amos devoted
his life to helping helpless people in memory of his sister.)
Author’s Craft: Comparing Characters
The plot of a novel is the sequence of events that happen in the story. A
conflict is a struggle between opposing forces. An external conflict is a
character’s struggle against an outside force, such as nature, fate, or
another person. An internal conflict is a personal struggle that takes place
within a character’s mind. Use the chart on page 47 to list the conflicts
that have occurred in the story so far. Indicate how come of these
problems have been resolved. As you continue to read, add to the chart.
46
LITERARY ELEMENT: CONFLICT
In the chart below, list the conflicts that have occurred in the
story so far. Indicate how come of these problems have been
resolved. As you continue to read, add to the chart.
External Conflicts
Resolutions
Internal Conflicts
Resolutions
47
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 14 – Vocabulary for pages 159-170 (TE)
fading - ebbing
a source - fount
fount (169), ebbing (169),
48
AMOS FORTUNE, FREE MAN
DAY 14 – Vocabulary for pages 159-170
As we read the story, look for the word that match the
following definitions. Please find a word that means:
fading - __________________________________________
a source - ________________________________________
fount (169), ebbing (169),
49
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 15 – Evergreen Years 1794 - 1801, pages 171-181
Vocabulary:
affronts (171), pittance (172), notion (176), fidelity (181), solace (181)
Questions:

(172-173) How can hate be like a burning mountain? (Answers will
vary. Fire can consume everything in its path. Hate can take over a
person’s thoughts and actions and can destroy any joy in the person’s
life. )

(179) What is different about the money Amos saves in the stone
crock? Why do you think he saves the money separately from the
money he earns tanning? (Answers will vary)

(179-180) What do you think Amos hopes to accomplish by his
donations to the church and school? (Answers will vary. He hopes for
equality for the black and white populations.)
Author’s Craft: Theme
Theme is the central idea or the “message” of a story or novel. Don’t cofuse
theme and plot: a theme is an underlying idea, not a series of events. There
are three important points to remember when teaching theme:
1. a novel may have more than one theme
2. not everybody will agree on the theme of a novel, and
3. one person’s idea about a novel’s them is as good as anyone else’s
– as long as it can be supported with evidence from the novel
In pairs, have students come up with themes from Amos Fortune: Free Man.
Write them on large strips of paper and decorate. On the back of the strip,
students should write several sentences explaining how the theme relates to
their lives.
Writing: Eulogy
A eulogy is a speech in praise of a deceased person. It usually tells about
the person’s character traits and accomplishments. Write a fitting eulogy
for Amos Fortune.
50
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 15 – Vocabulary for pages 171-181
(TE)
an idea, opinion, or concept - notion
insults - affronts
loyality to - fidelity
meager amount - pittance
source of comfort - solace
affronts (171), pittance (172), notion (176), fidelity (181), solace (181)
51
AMOS FORTUNE, FREE MAN
DAY 15 – Vocabulary for pages 171-181
As we read the story, look for the word that match the
following definitions. Please find a word that means:
an idea, opinion, or concept -__________________________
insults - __________________________________________
loyality to - _______________________________________
meager amount - ___________________________________
source of comfort - ________________________________
affronts (171), pittance (172), notion (176), fidelity (181), solace (181)
52
AMOS FORTUNE, FREE MAN by ELIZABATH YATES
DAY 16 – Closing Activities
Possible Post – Reading Questions:
 How does Amos Fortune show courage and determination throughout
his life?
 How do Amos’ religious beliefs affect the choices he makes
throughout the book?
 Why is it important to Amos to be educated and free?
 What does Amos mean when he talks about his “promised land”?
 How is Amos’ character revealed as he purchases his own freedom and
then the freedom of others?
 What do you think is the climax of the story?
 How do you think Amos’ experiences as a prince prepared him for his
experiences as a freed slave?
 How does Amos’ attitude affect those who knew him?
 For what kind of person does Amos have a soft spot in his heart?
Why?
 Why do you think Amos Fortune is a fitting name for the boy who was
once a prince?
Final Projects:
 Amos’s life has been deeply affected by the words that Roxanna
once read to him from the Bible. Tell about a time when works had
an important effect on you. What were the words? Why were they
so important to you? In what ways did these words affect you life
and your relationship with others?
 Make a collage that illustrates the concept of freedom. Illustrate
why freedom is so important.
 Create a flow chart that shows the major events in the story in the
order they occurred.
 Amos frequently looks to the mountain for strength. From what do
you gain your strength? Write an essay, poem, or song telling about a
supportive person, or comforting thing that gives you strength to do
difficult things.
 Select one chapter from the book to dramatize or illustrate. Create
a script, cast parts, and arrange for props. Present your play to the
class.
53