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- Reading primary sources: Slave narratives
- This interactive guide to reading a slave narrative steps through layers of questions, guiding the reader through the process of historical inquiry. This edition is one in a series of guides on reading historical primary sources.
- Format: interview (multiple pages)
- Excerpt from Fannie Dorum slave narrative
- Fannie Dorum was born into slavery in Franlin, North Carolina. In this brief excerpt, she describes the work she did as a slave.
- Format: book
- Slave narratives: A genre study
- In this lesson, students will read selected excerpts from slave narratives, determining common characteristics of the genre. Students will then write their own slave narratives as a slave from their region of North Carolina, researching for historical accuracy and incorporating elements of the slave narrative genre to demonstrate understanding.
- Format: lesson plan
- By Dayna Durbin Gleaves.
- Excerpt from Thomas Johnson slave narrative
- Thomas Johnson was born as a slave in Virginia. After slavery was ended in 1865, he became a minister and traveled to Africa and England to convert others to Christianity. In this excerpt he describes the risk that slaves had to take to meet in prayer groups and sing hymns and spirituals. Johnson mentions the Jubilee Singers, a group of black musicians who performed spirituals in concerts around America and Europe after the Civil War.
- Format: book
- Excerpt from William Henry Singleton slave narrative
- William Henry Singleton was born into slavery in eastern North Carolina. This excerpt from his memoir describes his experience of being sold to a "slave farm" in Atlanta -- a place where young slaves were bought for a low price and then raised until they could be sold for a higher price.
- Format: book
- Slavery across North Carolina
- In this lesson for grade 8, students read excerpts from slave narratives to gain an understanding of how slavery developed in each region of North Carolina, and how regional differences created a variety of slave experiences.
- Format: lesson plan (grade 8 Social Studies)
- By Dayna Durbin Gleaves.
- Antebellum North Carolina
- Primary sources and readings explore North Carolina in the antebellum period (1830–1860). Topics include slavery, daily life, agriculture, industry, technology, and the arts, as well as the events leading to secession and civil war.
- Format: book (multiple pages)
- Excerpt from William H. Robinson slave narrative
- William H. Robinson was born into slavery in Wilmington, North Carolina, one of 12 siblings. After slavery ended in 1865, he worked for many years as a traveling singer and banjo player, then attended Central Tennessee College and became a minister. In this excerpt, he writes about the secret meanings of many spirituals.
- Format: book
- An introduction to slave narratives: Harriet Jacobs' Life of a Slave Girl
- This lesson is intended to enhance student knowledge about the life experiences of a slaves in America during the 1800s by using the story of a North Carolina slave woman who eventually escaped.
- Format: lesson plan (grade 8 Social Studies)
- By Joe Hooten.
- Reading slave narratives: The WPA interviews
- A reading guide for students working with WPA Federal Writers Project interviews with former slaves.
- Format: article/learner's guide
- By David Walbert.
- Plantation life in the 1840s: A slave's description
- This lesson introduces students to a description of life on the plantation and the cultivation of cotton from the perspective of a slave. It focuses on the use of slave narratives made available by the Documenting the American South collection.
- Format: lesson plan (grade 11–12 Social Studies)
- By John Schaefer and Victoria Schaefer.
- Two perspectives on slavery: A comparison of personal narratives
- This activity for grade 11 will help students evaluate and critique authors' perspectives. Students will read two first-person narratives and analyze how each text is influenced by its author's cultural background.
- Format: lesson plan (grade 11 English Language Arts)
- By Dayna Durbin Gleaves.
- Spirituals and the power of music in slave narratives
- In this lesson for grade 4, students will learn about the importance of music in the lives of slaves by reading slave narratives and listening to recordings.
- Format: lesson plan (grade 4 Music Education and Social Studies)
- By Dayna Durbin Gleaves.
- Excerpt from Uncle Tom Jones slave narrative
- Thomas H. Jones was born into slavery near Wilmington, North Carolina. He lived on a plantation until about 1815, when he was sold to a Wilmington storekeeper. Later, as a free man, he moved to the North and played a vocal role in the antislavery movement in the 1850s and 1860s. In this excerpt from his memoir, Jones describes some of his experiences as a slave.
- Format: book
- Oral history through personal narratives
- Students apply their knowledge of story elements to art and literature of the 1950s by developing a story, comprehending someone else's story, and diagramming the five elements of plot. Students will then create, revise, edit, and publish their own personal narrative.
- Format: lesson plan (grade 9 English Language Arts and Social Studies)
- By Mary Magee.
- Religion and slavery in the American South: Comparing perspectives
- In this lesson plan, students consult a variety of primary sources from the Documenting the American South Collection to uncover the varied impacts of religion in the lives of slaves in the American South. They are encouraged to seek out multiple, and sometimes contradictory, perspectives of this history.
- Format: lesson plan (grade 11–12 Social Studies)
- By Meghan Mcglinn.
- The Middle Passage According to Olaudah Equiano
- Olaudah Equiano is perhaps one of the most well-known abolitionist writers and former slaves to live in America. His narrative has been digitized as a part of the Documenting the American South North American Slave Narratives collection. His vivid retelling of his trip onboard a slave ship bound for the New World illustrates the horrific and dehumanizing experience.
- Format: lesson plan (grade 11–12 Social Studies)
- By Regina Wooten.
- Interview with Willis Cozart
- In Antebellum North Carolina, page 3.5
- Federal Writers' Project interview with former slave Willis Cozart. Includes historical commentary. Note: This source contains explicit language or content that requires mature discussion.
- Format: interview
- Commentary and sidebar notes by L. Maren Wood.
- Slavery and Childhood
- This lesson is designed to extend student understanding of the experiences of slaves living in the American, antebellum south. The chosen samples and excerpts from the Documenting the American South collection reflect the childhood of two enslaved people born in America, Harriet Jacobs and Frederick Douglas, and two people born in Africa, Oloudah Equiano and Omar Bin Said. Two knew what it was like to be free before being captured and placed into servitude, and longed to be free again; two were born into slavery and like the two native born Africans had aspirations of freedom. Students are invited to compare their childhood memories with the lives of these children in an effort to make history more human.
- Format: lesson plan (grade 11–12 Social Studies)
- By Meghan Mcglinn.
- Interview with Cornelia Andrews
- In Antebellum North Carolina, page 3.8
- Federal Writers Project interview with former slave Cornelia Andrews. Includes historical commentary. Note: This source contains explicit language or content that requires mature discussion.
- Format: interview
