Classroom Activities
Analyzing artwork
I would start this unit with a discussion of what the students recall about the removal of the statues of the Confederate generals from Monument Avenue in Richmond, Virginia. Students will write what they recall and how they felt during protests of these statues and their subsequent removal for five minutes. I will then put on the white board and picture of the statue of J.E.B Stuart by Fred Moynihan. Using the What I See/What it Means strategy, the students will complete a T-chart analysis of the statue in their notebooks. On the left they will write what they observe about the statue. On the right they will notate what they think the artist was trying to say and the purpose of erecting this statue. Next, they will view the statue Rumors of War by Kehinde Wiley and using the same What I See/What it Means strategy, will complete the same T-chart analysis. Then they will view the untitled jpeg photograph by Ty Hilton and using the What I see/What it means strategy, complete the same T-chart analysis. Students will be assigned to groups of 3-4 and will use these three works create a short essay addressing the topic, “How can art be used to reflect norms of racial hierarchies in a society.”
Synthesis essay
At the point in The History of Mary Prince where Mary is first separated from her family the students will analyze the theme of loss using both what they have read and two works of art by George Morland, The Slave Trade and African Hospitality. Incorporating the Visual Thinking Strategies (VTS) the students will answer three question in their notebooks: A) What’s going on in this picture? B) What do you see that makes you say that? and C) What more can we find? The students will be instructed to leave extra space and add to what they have written. The teacher will lead a discussion about the two works allowing the students to share what they observed in and wrote about in relation to both of Morland’s works. Students will compare and contrast the works with what they have read. When students are preparing to write the essay analyzing the theme of separation and loss having studied these two works should enable them to visualize the pain enslaved people like Mary endured. This will also help humanize the enslaved people and help see them as individuals and not as an abstract concept. In addressing the theme of loss students will support their assertions using quotes from Mary Prince and details from one or both of the paintings to explain how Mary Prince, the woman who transcribed her words, and Morland express these themes. The students will need to include a thesis statement and at least two body paragraphs, but as the book will not yet be completed writing a full essay is not necessary.
Narrative essay
Near the end of the book Mary is granted her freedom from the abusive Mr. and Mrs. Wood. Students should feel a catharsis and an admiration for the courage of Mary. The students will study two important sculptures that relate to the emancipation of enslaved people in the United States, Emancipation Group by Thomas Ball and Forever Free by Edmonia Lewis. The students will again use the Visual Thinking Strategies (VTS) to answer three question in their notebooks: A) What’s going on in this picture? B) What do you see that makes you say that? and C) What more can we find? After analyzing the works the students will write an essay using the skills of artistic analysis and comprehension of the conflicts Mary faced and overcame. The students will take the perspective of Mary to write an essay about how she feels after her emancipation and which of the two sculptures, Emancipation Group or Forever Free Mary would feel is the better expression of how she felt upon receiving emancipation.
Culminating Activity
Argumentative Essay
Through the skills taught in this unit, my goal will be to have the students synthesize their reading skills, writing skills and artistic analysis skills to create a final argumentative essay. Given the six pieces of art (some they have already studied, some they have not) the students will craft an argumentative essay as to which work should be select as the cover for a hypothetically re-release of The History of Mary Prince. The works will include the two George Morland works The Slave Trade and African Hospitality, Flagellation of a female Samboe Slave by John Gabriel Stedman, Emancipation Group by Thomas Ball, Forever Free by Edmonia Lewis and the photograph of The Emancipation and Freedom sculpture on Brown’s Island in Richmond27 (used with the permission of the sculptor Thomas Warren and the photographer Ansel Olson) which can be found at the website (https://warrensculpture.com/project/emancipation-freedom-monument/) If a student chooses to do their own research and finds a work they feel is suitable for use as the cover for The History of Mary Prince and can write an argumentative essay for that piece that will be acceptable as well.
The goal of this final argumentative essay will be for students to demonstrate a comprehension of the themes of Mary Prince, to write an argumentative essay (including a counterargument), and to interpret visual art and to apply that interpretation that demonstrates higher level engagement. There should be a strong introductory paragraph that ends with a clear thesis that ties together art, race, and history. The students should feel emboldened by their abilities to interpret art and incorporate these evaluative skills as they reflect both historical and modern racial hierarchies. At least two specific details on the theme of loss and separation need to be addressed in the body paragraphs and a paragraph that presents a counterargument needs to be included as well.
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