CLOSE READING PERFORMANCE TASK Overview Sheet for Teachers
TITLE: GRADE: 9th Grade US History I Unit 5: Seeds of the Civil War Cannibals All! Or, Slaves without Masters MA/COMMON CORE FRAMEWORKS: Text dependent questions will be drawn and labeled from: • Key Ideas and Details (RH 1-­‐3) • Craft and Structure (RH 4-­‐6) • Integration of Knowledge and Ideas (RH 7-­‐9) TIME: This close reading should be done when discussing the lead up to the Civil War and could be paired with a Close Reading of an abolitionist speech or piece of writing. HISTORY CONTENT STANDARDS: USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. (H) TEXT FOR CLOSE READING: CANNIBALS ALL! OR, SLAVES WITHOUT MASTERS (1857), selections. LEXILE: 1150L TEACHER NOTES: George Fitzhugh (1806-­‐1881), a lawyer from Virginia, wrote Cannibals All! Or, Slaves Without Masters in 1857, although it was not his first published defense of slavery. He had travelled to Boston and debated with Boston based abolitionists in 1855. In this text, he argues that the condition of black slaves is better than that of white laborers in the North, because their masters take care of them at the end of the workday. In contrast, he argues the supposedly free laborers of the North are also slaves, slaves who are not cared for at the end of the workday. The view of human life and society underlying this argument is noticeably dark – he explicitly argues that all the wealthy, both in North and South are “cannibals”, living on the flesh of others, Grade 9 Course US History I, Unit 5: Seeds of the Civil War 1
and that the lot of all workers is that of suffering and deprivation (black southern slaves least of all). He is not interested in reshaping or improving what he perceived as basic truths of life in the US, but instead uses this dark view to argue that Southern slavery is better than life for workers in the industrial North. This text can be challenging and what’s so interesting about it is that while it’s racist, it’s actually rooted in an analysis of society that we would call Marxist or Socialist, but paired with no sense of optimism or hope (ie: the coming socialist order that will rebalance the “cannibalistic” relationships between rich and poor). It’s rare to read a text that offers so little hope to its reader. BIG IDEAS AND KEY UNDERSTANDINGS: DO NOT READ TO STUDENTS! •
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White Southerners, in fact, created intellectual arguments in support of slavery. They thought it was right, and they constructed arguments, such as this one, to justify it. The author of this text, Fitzhugh, condemns the Northern economy of free labor as a ‘white slave trade,’ much worse than that of slavery in order to justify the slave-­‐based economy of the South on the eve of the Civil War. Fitzhugh argues that the Southern system of slavery is actually a more righteous, caring system for people than the system of Northern capitalism, and that it is the capitalists of the North who are truly immoral. SYNOPSIS : DO NOT READ TO STUDENTS! In this text, the writer argues that all wealthy people are living on the labor of others and that all working people are “enslaved” whether they are said to be free or not. He goes so far as to suggest that Southern slaves are actually more free than the working people of the North who are free in name but are not cared for at all by their employers. He warns the reader that in reading his writing they are going to have to get rid of all illusions of their own goodness because everyone, whether a Northern capitalist or a Southern slave master, is a “cannibal” whether he realizes it or not. GUIDING INQUIRY QUESTION: This is the overall inquiry question that the series of text dependent questions drive towards answering, and that students would be able to answer in an argumentative prompt at the end of the close reading exercise: According to George Fitzhugh, which is the more moral system of labor, slavery or capitalism? Is his reasoning logical? Why or why not? Grade 9 Course US History I, Unit 5: Seeds of the Civil War 2
CLOSE READING PERFORMANCE TASK Teacher Lesson Guide TEXT FOR CLOSE READING: Cannibals All! Or, Slaves Without Masters (selections), 1857 TEACHER INSTRUCTIONS: Please follow the following sequence of the close reading protocol: Before the lesson: 1. Pre-­‐teach the tier 2 extended instruction vocabulary words 2. Ask students to read the entire text independently and annotate/text mark for understanding. During the lesson: 3. Teacher introduces the focus/inquiry question for the text. 4. Teacher reads the entire text out loud to the class as students follow along and add to their annotations. 5. Whole class guided practice: Teacher guides examination of first section of text with whole class, asking text-­‐dependent questions. 6. Small group discussion or independent practice: In small groups or independently, students are tasked with answering text dependent questions of the remaining sections of the text. 7. Whole class conversation: Teacher guides class conversation based on the whole text questions for discussion. 8. Teacher introduces the writing prompt choices that are connected to the focus/inquiry question. GUIDING INQUIRY QUESTION: The overall guiding question that the series of text dependent questions drive towards answering, and that students would be able to answer in an argumentative prompt at the end of the close reading exercise. This question might be specific to this text, or part of a broader thematic essential question that this text helps to address. According to George Fitzhugh, which is the more moral system of labor, slavery or capitalism? Is his reasoning logical? Why or why not? Grade 9 Course US History I, Unit 5: Seeds of the Civil War 3
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TEXT DEPENDENT QUESTIONS Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key meanings. Questions span the range of MA framework standards. RESPONSES Pre-­‐teach the identified extended instruction Tier 2 vocabulary words. 1 We are, all, North and South, engaged in the White Slave Trade…It is far more cruel than the Black Slave Trade, because it exacts more of its slaves, and neither protects nor governs them. … it is more cruel, in leaving the laborer to take care of himself and family out of the pittance which skill or capital have allowed him to retain. When the day's labor is ended, he is free, but is overburdened with the cares of family and household, which make his freedom an empty and delusive mockery. But his employer is really free, and may enjoy the profits made by others' labor, without a care, or a trouble, as to their well-­‐
being. The Negro slave is free, too, when the labors of the • Answers that reference the text. • Multiple responses may be provided using different pieces of evidence • Inferences must be grounded logically in the text Capital: a word used to describe the wealth, assets or investments made by people who own factories or employ others cannibal: someone who eats the flesh of other people. virtue: behavior showing high moral standards liberty: freedom delusive: Leading to a wrong understanding or belief, or giving a false impression •
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According to the text, was there really a white slave trade at this time? If not, what is Fitzhugh referring to? How do you know? [RH1/RH4] No, there wasn’t an actual white slave trade. He was referring to free laborers in the North. This is known because in this text, the northern workers are referred to as ‘laborers’ but not ‘slaves’ as ‘Negro slaves’ are. The title is also ‘slaves without masters’ indicating that the ‘white slave trade’ is a central metaphor. Why is the supposed white slave trade worse than the black slave trade, according to George Fitzhugh? [RH1] Because it leaves the worker to take care of himself and does not protect him, and he has too much work at the end of the day. Grade 9 Course US History I, Unit 5: Seeds of the Civil War 4
day are over, and free in mind as well as body; for the master provides food, raiment, house, fuel, and everything else necessary to the physical well-­‐being of himself and family. The master's labors commence just when the slave's end. No wonder men should prefer white slavery to capital, to Negro slavery, since it is more profitable, and is free from all the cares and labors of black slave-­‐holding.
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At the end of their workday, what do “white slaves” face? [RH1] Cares of family and household (might need to break down what that means) At the end of the day what to the employers of “white slaves” face? [RH1] Nothing – they can just “enjoy their profits” According to the text, what do black slaves face at the end of the day? [RH1] Nothing – they are free to enjoy themselves because everything is provided for them. What do slave owners face at the end of the day’s labor? [RH1] Lots of work because they have to work to take care of the slaves. According to Fitzhugh in this paragraph, then, why do people prefer ‘white slavery’ in capital to Negro slavery? [RH1] Because they earn more money and don’t have to do as much. •
How does Fitzhugh’s examination of the impacts on white laborers, their employers, slaves and their slaveholders reinforce his argument? [RH5] By writing about all the individuals involved in both Northern capital and Southern slave holding, he demonstrates that both slaves and slaveholders have more difficult lives than their counterparts in the North. •
Assess the validity of the evidence Fitzhugh provided to support his claim that the ‘white slave trade’ is far more cruel than the Negro slave trade. [RH8] Students might question whose experience the author is basing these descriptions on, the description of northern laborers as being without freedom because of being overburdened with the cares of his household, or whether Southern masters provided all that a slave needed. Grade 9 Course US History I, Unit 5: Seeds of the Civil War 5
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Now, reader, if you wish to know yourself -­‐ to "descant on your own deformity" -­‐ read on. But if you would cherish self-­‐conceit, self-­‐esteem, or self-­‐ appreciation, throw down our book; for we will dispel illusions which have promoted your happiness, and show you that what you have considered and practiced as virtue, is little better than moral Cannibalism… •
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… You are a Cannibal! and if a successful one, pride yourself on the number of your victims, quite as much as any Feejee chieftain, who breakfasts, dines and sups on human flesh… •
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3 The Negro slaves of the South are the happiest, and, in some sense, the freest people in the world. The children and the aged and infirm work not at all, and yet have all the comforts and necessaries of life provided for them. They enjoy liberty, because they are oppressed neither by What does he tell the reader that that they are going to learn about themselves from reading his book? [RH1] That they are deformed, that they are deluded. Why, according to the writer, should a reader NOT read on? [RH1] Because they want to continue to believe that they are good people (self-­‐
conceit, self esteem, etc). Based on this paragraph, who is the true audience for this book? Who is he “talking” to here? [RH5] Since he says that he is going to destroy people’s ideas of their own morality, he must be talking to people who have never had their morality questioned: ie, northern rich people (capitalists). Does Fitzhugh literally mean that rich people are cannibals? Do you think that this is a reasonable claim? Why or why not? [RH8] No, he doesn’t mean that literally. Let students discuss whether they think the claim is reasonable. How does the description of a ‘Feejee chieftain’ eating human flesh accomplish the idea that Northern capitalists are cannibals? [RH4] By comparing supposedly real cannibals to Northern capitalists, he is suggesting that they are moral cannibals. •
What is the author’s main claim in this paragraph? [RH2] That Negro slaves of the South are actually happier and more free than any other people in the world. •
List at least four pieces of evidence that he gives in support of his claim that slaves are the “happiest” and “freest people in the world”? [RH1] Grade 9 Course US History I, Unit 5: Seeds of the Civil War 6
care nor labor. The women do little hard work, and are protected from the despotism of their husbands by their masters. The Negro men and stout boys work, on the average, in good weather, not more than nine hours a day. The balance of their time is spent in perfect abandon Besides, they have their Sabbaths and holidays. … With their faces upturned to the sun, they can sleep at any hour; and quiet sleep is the greatest of human enjoyments. … We do not know whether free laborers ever sleep. They are fools to do so; for, whilst they sleep, the wily and watchful capitalist is devising means to ensnare and exploit them. The free laborer must work or starve. He is more of a slave than the Negro, because he works longer and harder for less allowance than the slave, and has no holiday, because the cares of life with him begin when its labors end. He has no liberty, and not a single right... 4 •
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Not much hard labor, Women don’t work, old and sick don’t work, only do 9 hours day work get to sleep a lot etc. How does Fitzhugh contrast that to the situation of white workers in the North? What evidence does he provide to support that comparison? [RH1] Works longer, harder, has no holiday, has to take care of his life when he’s off, no liberty no rights etc. What role does the word ‘master’ play in this section of Fitzhugh’s argument? What feelings or sentiments does it raise? [RH4] In this section of the text, the word master is used as a benevolent, caring term, an individual who ensures that Negro women are ‘protected from the despotism of their husbands.’ Master is not used in the context of ownership or control. "Property in man" is what all are struggling to obtain. Why should they not be obliged to take care of man, their property, as they do of their horses and their hounds, their cattle and their sheep. Now, under the delusive name of liberty, you work him, "from morn to dewy eve" -­‐ from infancy to old age -­‐ then turn him out to starve. You treat your horses and hounds better. Capital is a cruel master. The free slave trade, the commonest, yet the •
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What does the author say everyone is struggling to obtain? Is that true? [RH1] “Property in man,” or the control of labor of men What does he say Northern capitalists take better care of than their workers? Does he think that this is morally acceptable? [RH8] Horses Hounds Cattle and Sheep. Not acceptable! What does Fitzhugh’s use of the phrase “from morn to dewy eve” connect to the argument about liberty? [RH4] He is suggesting that Northerner’s ideas of liberty are actually not only Grade 9 Course US History I, Unit 5: Seeds of the Civil War 7
cruelest of trades. overly romantic, but also false. He is calling them Northern capitalists hypocrites and more cruel masters than in the Negro slave trade. WHOLE TEXT QUESTIONS FOR DISCUSSION These ‘whole text questions’ should help students consolidate their close reading and analysis of the text, and help them to explore its main ideas, themes and arguments—especially in relation to the guiding inquiry question. Students should support their responses to these broader questions with specific textual evidence. Fitzhugh is equating poverty with slavery. How does he make this argument? Is that a fair comparison, do you think? At the beginning of the reading, George Fitzhugh tells his reader that if they want to hold onto their illusion of being a good person, they should stop reading (but that if they wanted to understand their own “deformity”, then they should continue). Is he right? Were individuals who opposed slavery while not questioning the ‘white slave trade’ “delusive”? According to George Fitzhugh, which is the more moral system of labor, slavery or capitalism? Is his reasoning logical? Why or why not? What other evidence or logic might contradict or challenge his reasoning? Grade 9 Course US History I, Unit 5: Seeds of the Civil War 8
VOCABULARY EMBEDDED INSTRUCTION (TIER 2 and 3) Words that may require some attention in order for students to understand the selection. Define words quickly using student friendly definition. TIER 3 (Tier 3 words are content-­‐specific words that students would likely not find in writing from other disciplines or contexts) Capital TIER 2 (Include a more comprehensive list of Tier 2 words from the text here) Exacts, pittance, delusive, mockery, profits, raiment, descant, deformity, cannibal, liberty, despotism EXTENDED INSTRUCTION (Tier 2) Words that build academic language and are essential to understanding the text. These words may be defined quickly, but will be revisited for students to integrate into their vocabulary. (Select the top 5-­‐7 Tier 2 words from the column to the left as the most important/useful academic vocabulary words for them to learn deeply from the reading selection and for use in any academic context) Capital, cannibal, virtue, liberty, delusive CULMINATING WRITING TASK The culminating writing task question focuses on the key understanding or big ideas in the text, and has been explored through the sequence of text dependent questions in the close reading performance task. The culminating writing task question should require argumentative writing, and require students to find evidence in multiple places throughout the text. *** According to George Fitzhugh, which is the more moral system of labor, slavery or capitalism? Is his reasoning logical? Why or why not? Based on your close reading of the text, formulate an original claim in response to the prompt, including at least three pieces of supporting evidence and the reasoning how the evidence supports your claim. Grade 9 Course US History I, Unit 5: Seeds of the Civil War 9