WELCOME TO HONORS!
This summer we will do a deep dive into the world of slavery in antebellum America. For the HONORS class, rather than answer questions, I want you to explore the themes identified below. Each theme has an image (click to go to the corresponding Padlet for comments) and questions to guide your reflections. As you read, think deeply about how each of these themes manifests within the book, what actions and events fall within and outside each theme, what can we learn from Amari's journey that might help us navigate the world today?
COPPER SUN: Book Summary
Summary: Amari's life was once perfect. Engaged to the most handsome man in her tribe, adored by her family, and living in a beautiful village, she could not have imagined everything could be taken away from her in an instant. But when slave traders invade her village and brutally murder her entire family, Amari finds herself dragged away to a slave ship headed to the Carolinas, where she is bought by a plantation owner and given to his son as a birthday present. Survival seems all that Amari can hope for. But then an act of unimaginable cruelty provides her with an opportunity to escape, and with an indentured servant named Polly she flees to Fort Mose, Florida, in search of sanctuary at the Spanish colony. Can the elusive dream of freedom sustain Amari and Polly on their arduous journey, fraught with hardship and danger?
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Summer Assignment Instructions:
PART ONE: READING & COMMENTS
Students are expected to read the entire novel before school starts in the fall.
Students are expected to comment and share a thought, comment, or observation at least ONCE every three chapters. Each comment should address one of the six themes identified: Slavery and Dehumanization; Identity; Resistance; Storytelling and Memory; Gender, Race, and Power; and Transforming America. Click on the image next to each theme and it will take you to a Padlet - where you can write your comments. (The padlet with all your comments is where we begin class in August - using your comments!) The book has 42 chapters -- therefore, each student should write at least FOURTEEN comments, writing at least TWO comments in each themed category (that means don't always write comments about slavery - stretch yourself ... THINK ... write about how what you are reading indicates a transformation in America or look for times when there was subtle resistance - perhaps not obvious but ultimately resistance).
QUESTIONS ... You may develop questions while reading, please pose any questions - BIG QUESTIONS or SMALL QUESTIONS - it is WIDE OPEN - on the Question, Padlet provided below. (every student is expected to POST at least one question) We will discuss those BIG questions when we return in August.
Extra credit will be provided for students who want to take the summer work to another level ... Extra credit will be posted at the bottom of this page and on the Classroom stream! (Learn more at the bottom of this page!)
PART TWO - DOING HISTORY CONTEST: (Required!) For the past several years we have asked students to take photos of themselves reading their history summer reading in interesting locations. NOT THIS YEAR ... THIS YEAR we challenge you to take photos of yourself "doing history." Whether you are photographed visiting a historical site, dressed in revolutionary attire, bound in stocks or pillories ... it doesn't matter. SEND PHOTO(S) of YOU --- engaged in "doing history!"
The tenth-grade history team will be awarding TOP SHOTS prizes for the “most unique” and “most interesting” "Doing History" photographs submitted by the due date! Preferences will be granted to those taking AMERICAN HISTORY historical photos, but you will not be excluded when submitting other histories. PERFECT SHOTS must be accompanied by a TITLE and DESCRIPTION of the site / and action portrayed. Once you have the PERFECT SHOT ... complete this form and submit your photo!!
PLEASE NOTE: Photos of dangerous or reckless situations will not be accepted - this should be fun & funny - period!
THEMES FOR WRITTEN REFLECTIONS
CLICK EACH IMAGE BELOW TO WRITE REFLECTIONS
SLAVERY & DE-HUMANIZATION
From the 17th–19th centuries, 12.5 million enslaved Africans were brought from Central and West Africa to the Americas. The colonial system of slavery—which was practiced in all of the original 13 British colonies—is referred to as chattel slavery. In this system, enslaved people were the personal property of their owners for life, a source of labor or a commodity that could be willed, traded or sold like livestock or furniture. Enslavers had complete control over the bodies and lives of those they enslaved and their children with most enslaved people trapped in bondage until they died.
IDENTITY
The transatlantic slave trade took the enslaved Africans away from their roots. There was a conscious effort by the slave owners to remove the identity of the slaves, to keep a diverse mix of ethnic peoples so that the enslaved on their plantation would find it hard to come together and plot against their owners. Plantation owners will attempt to blot out the African identity of their slaves. As Malcolm X will say many generations later, “Just as a tree without roots is dead, a people without history or cultural roots also becomes a dead people.”
RESISTANCE
Throughout American history, enslaved people have resisted bondage in a variety of ways: some escaped, rebelled, or sabotaged work tools or work product. They also resisted in more subtle ways, refusing privately to use names given to them by slave holders and maintaining their identity by keeping track of family members. Music, folk tales, and other African cultural forms also became weapons of resistance.
MEMORY & STORYTELLING
Aware that these ties to Africa helped the slaves feel human and connected to their happy pasts, enslavers adopted a number of strategies to break from this connection. But it’s clear that the slaves did, in fact, remember their old lives and cultural legacies. Copper Sun suggests that many enslaved attempted to keep their connections to their memories, stories, and names alive. Those memories—allow them to be more than slaves.
GENDER, RACE & POWER
Copper Sun delves into a power structure that puts wealthy, white, and male slave owners at the top and everyone else beneath them. By exploring different intersections of race, gender, and wealth, the novel suggests that in order to understand the time period in which the novel takes place (1738) and the colonial South more broadly, it’s essential to move beyond thinking strictly in terms of white versus Black.
TRANSFORMING AMERICA
Slavery was more than a labor system; it influenced every aspect of colonial thought and culture. The uneven relationship it engendered impacted relationships between white and black people for centuries. Slavery was an integral part of a developing nation, challenging the long held notion that slavery was exclusively a Southern enterprise. Consider the active role that Africans and African Americans took in surviving their bondage and shaping their own lives.
QUESTIONS???
As you read, what questions do you have? What do you wonder? What do you want to know more about? What do you wish you understood? AS THE BURNING QUESTIONS COME TO YOU -- Please write them on the attached padlet ... click the image!
Summer Updates
Sign up by signing up for the new Summer Google Classroom... I may post articles I come across, things to do, etc. for students interested in summer challenges! Click the image above!
Email Ms. Johnson over the summer or if it is extremely urgent, text her at
(301) 351-4150!
EXTRA CREDIT OPPORTUNITIES ...
EXTRA CREDIT: FREDERICK DOUGLASS HOME - DC
VISIT HIS HOME!!! This summer, take an afternoon and travel to southeast DC to visit the actual home of Frederick Douglass. The Park Service runs this excellent museum and historic site ... DEFINITELY WORTH THE VISIT!
EXTRA CREDIT - INDEPENDENCE DAY:
After listening and reading along with Douglass, share a few reflections HERE
WHAT IS THE MEANING OF THE FOURTH OF JULY...
PRESENTATION: Click the image and listen until the speech concludes (12 mins)
TEXT: What to the Slave is the Fourth of July? -
by Frederick Douglass
EXTRA CREDIT:
CREATIVE
Be CREATIVE ... Put together a collage or presentation of quotes, images, video, text that illustrates important ideas, concepts, words from Copper Sun that continue to have relevance today. Bring to class the first day!
SEE YOU SOON!!!!