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Year 10 Assembly: BHM
Racist Abuse in Euro 2020
• Marcus Rashford, Jadon Sancho and Bukayo Saka all received racist abuse on social media following England's loss to Italy in the final of Euro 2020.
• In a statement, Rashford wrote, "I felt as if I'd let everyone down, I can take critique of my performance all day long, my penalty was not good enough, it should have gone in but I will never apologise for who I am and where I came from.”
• In response, English football, rugby union, rugby league and cricket took part in a four-day boycott of social media in May, meaning sports stars stopped using their platforms.
Letter Task
Using the template, write a letter to one of the
footballers, expressing how you feel about the
racist abuse they suffered and why you consider
them to be role models for young people.
Be prepared to share your ideas with the class.
BHM: Solomon NorthupWednesday 20th October 2021
Grammar recap so far.
This half term, we have been recapping grammar and word classes.
Within your extended responses, you will always be asked to consider the language used.
We are going to recap all of the knowledge we have gained so far this half term.
Quiz 1. Which type of noun can be perceived with the five sense? 2. Write three examples of this type of noun. 3. Which type of noun cannot be perceived with the five senses? 4. Write three examples of this type of noun. 5. Which type of nouns is the name of something and needs capital letters? 6. Write three examples of this type of noun. 7. Stop what you’re doing – what type of verb is this? 8. I could go to the shop – what type of verb is this? 9. Gatsby is richer than the other characters – what type of adjective is
this? 10. Gatsby is the wealthiest character – what type of adjective is this?11. What do process adverbs tell us? 12. What to temporal adverbs tell us? 13. What do spatial adverbs tell us?
Learning purposes
• To explore why Black History Month is important
• To analyse language and structure focusing on how it impacts the reader
• To evaluate an extract from an autobiography
Recap of previous learning
➢Completed in grammar recap.
Link to future learning• To study and use extracts from
fictional texts in order to build and develop English Language examination skills – identifying, analysing and evaluating.
• To consider how to produce effective imaginative writing.
Solomon Northup• Solomon Northup, (born July 10, 1807 — died after 1857),• His experience of being kidnapped and sold into slavery was the basis for
his book Twelve Years a Slave: Narrative of Solomon Northup (1853)• Northup was a free man and a talented musician. He had a wife and three
young children.• In March 1841 he was recruited by two men who claimed to be circus
performers and offered him money to join their act as a fiddler, traveling south from New York.
• Upon their arrival in Washington, D.C., in early April, Northup was drugged, lost consciousness, and awoke to find himself in shackles in an underground cell.
• He was conveyed to Richmond, Virginia, and then delivered by ship to New Orleans, where in June he was sold at a slave market under the name Platt Hamilton. He spent the ensuing 12 years in slavery in the Bayou Boeuf plantation region of central Louisiana’s Red River valley.
https://www.youtube.com/watch?v=z02Ie8wKKRg
Kidnapping of Free people
• Many free African Americans were kidnapped from the north and sold into slavery in the south.
• The nature of this crime makes it impossible to know how many free African Americans were kidnapped and enslaved.
• Many of the kidnapped African Americans were sold “down the river” and, unlike Solomon Northup, no one heard from them again.
• Once kidnapped, it was nearly impossible for a person to regain his freedom. Kidnappers often destroyed freedom papers. In the rare instance that a case made it to court with papers intact, judges could dismiss them as forged.
• Also, the kidnapped person’s family or friends could rarely testify on their behalf, as most courts did not allow the testimony of African Americans and white witnesses would refuse to testify altogether to avoid retribution from their neighbours.
Kidnapping of Free people
• White abolitionists witnessed the problem and worked to address it. • In 1811, Elisha Tyson met with Representative Alexander McKim (R-MD), to
explain the kidnapping problem. • Tyson was a Quaker from Maryland who was well known in Baltimore for
his efforts to protect free African Americans and to end slavery. • Tyson followed up with this letter, which provides the details on several
kidnapping cases that were known to Tyson. • He hoped to convince McKim that federal legislation was necessary to
address the problem. Congress did not act and kidnappings, like that of Solomon Northup, continued.
• Task – read the letter now. Discuss your thoughts about the kidnappings.
Extract 1 – Chapter 2
• At this point Northup is travelling as a musician and earning a good living.
• He was away from his home, and family, and had entrusted the two men who were responsible for his kidnapping.
Read the chapter and focus on:
➢The descriptions of Hamilton and Brown
➢Northup’s narrative
➢Northup’s reaction to being drugged
Extract 1 – Chapter 2
• In order to accurately detail the extract, write one sentence summarising the events of each paragraph in extract 1.
• There are eight paragraphs in total:
1. Northup, Hamilton, and Brown travel towards the circus.
2. …
3. …
etc
Extract 1 – Chapter 2
Analyse how Northup uses language and structure to represent his situation from lines 65-76.
How do you approach the analysis (language and structure) question?
How is this different to an evaluation?
Spend two minutes annotating each of the following sections first, and then feedback on each.
Extract 1 – Chapter 2
In the course of an hour or more after my return from
the kitchen, I was conscious of some one entering my
room. There seemed to be several—a mingling of
various voices,—but how many, or who they were, I
cannot tell. Whether Brown and Hamilton were among
them, is a mere matter of conjecture.
The pronouns ‘someone’ and ’several’ are vague and unspecific, conveying Northup’s confusion after he had been drugged. The reader appreciates that Northup is in a vulnerable position at this point.
The use of sensory imagery heightens the sense of confusion in the noun phrase ‘a mingling of various voices’. The lack of specificity suggests that the sound was overwhelming and reinforces the reader’s concern for Northup’s safety.
By opening the extract with the time phrase ‘In the course of an hour or more’, the reader is aware that Northup’s situation is ongoing and is likely to only get worse as the extract continues.
Extract 1 – Chapter 2
On the opposite side there was a light burning in a window. My
impression is there were then three persons with me, but it is
altogether indefinite and vague, and like the memory of a
painful dream. Going towards the light, which I imagined
proceeded from a physician's office, and which seemed to
recede as I advanced, is the last glimmering recollection I can
now recall.
• What are the usual connotations of light?
• Do you think that it is important that this light recedes?
• What could this symbolise? What word class are these words? How do they present Northup’s situation?
• What is this an example of and why is it used?
• What are the connotations of ‘painful’ and ’dream’? Why are they put together?
Extract 1 – Chapter 2
From that moment I was insensible. How long I remained in
that condition—whether only that night, or many days and
nights—I do not know; but when consciousness returned, I
found myself alone, in utter darkness, and in chains.
How have the sentence lengths changed from the beginning of the extract? What can this suggest to the reader about Northup’s state of mind?
Consider the structure of this. Why is it used?
Did Northup have any control over his consciousness? How does the reader feel at this point?
Why is this extra information added in parenthesis (separated by hyphens)?
Extract 1 – Chapter 2
Analyse how Northup uses language and structure to represent his situation from lines 65-76.
TASK: Complete the worksheet.
Northup captures his confusion through his inability to accurately state how many people were in his room. The reader will recognise his vulnerability through his use of the adjectives ‘indefinite’ and ‘vague’ demonstrating the effect that the poison has had on his grasp of reality, and forcing readers to sympathise with his precarious situation. Furthermore, the use of the simile ‘like the memory of a painful dream’ helps the reader to visualise his experience. Northup’s use of the oxymoronic description ‘painful dream’ intensifies his suffering placing him in defenceless position and at the mercy of those around him. Ultimately, the reader will fear for Northup’s safety as the situation progresses.
Extract 1 – Chapter 3
• At the start of the chapter, Northup awakes to find himself imprisoned and chained.
• His captors treat him brutally and he is tortured for expressing that he is a ‘free man’.
• After this extract, Northup is sold into slavery.
Read the chapter and focus on:
➢The descriptions of being imprisoned➢The descriptions of being beaten
Extract 1 – Chapter 3
Evaluate Northup’s resilience and bravery in the final paragraph.
✓Write one paragraph
✓Use evaluative language
✓Reference the reader and consider their response
✓Consider Northup’s intentions
Extract 1 – Chapter 3
Evaluate Northup’s resilience and bravery in the final paragraph.
Northup demonstrates his bravery despite the brutal treatment of his captors. The reader will instantly feel…
Final Thoughts
Watch the following clip:
• The Descendants of '12 Years a Slave's' Solomon Northup – YouTube
• Based on your knowledge from today’s lesson, use a full page of your book to present the life of Solomon Northup.
You could include:
➢Personal details
➢Details of his kidnapping
➢Your thoughts and feelings
➢His family’s thoughts and feelings
➢Any other information you deem to be pertinent
Plenary
• What are three things we can learn from this lesson in terms of Black history?
Discuss with your partner.
