Henry's+Freedom+Box

Henry’s Freedom Box by Ellen Levin Illustrated by Kadir Nelson Alyson van Beinum Ladonna Taylor 207164684 March 20th, 2011



Henry’s Freedom Box is an inspiring true account from the Underground Railroad, which has won the Caldecott Honor in 2008. Abolitionist William Still first wrote records of this story in the mid 1800’s alongside a myriad of other runaway stories of bravery and perseverance. This picture book adaptation by Ellen Levin and Kadir Nelson, gives a vivid account of Henry “Box” Brown’s childhood days as a born slave, including the details of his subsequent “mail away” to freedom. Gracing all twenty pages of the book, are riveting pictorial depiction of landscape, buildings, animals, trees, individuals and other objects; these alongside the heart wrenching brilliance of mood, defeat, bondage, hopelessness, faith, passion, tenacity and victory, in both written and visual forms. Born a slave boy by extension of the position of his parents and color of skin, Henry would comply and carry out his master’s orders in accordance with the slavery structure of the day. Amidst the hostile realities of his daily lifestyle, he remained hopeful and kept true to his integrity to always following his heart’s convictions. Henry’s master one day became ill and informed Henry- in the presence of his distraught mother, that he will be sent away to work with his son. Not long after Henry was transported on a horse carriage to his new destination- still a slave boy. Here he worked diligently as usual and one day met a young woman by the name of Nancy. They fell in love and later got married; together they produced three children. While at work one day, Henry received news that his wife and children were just sold at the slave market. Henry was never the same. He then devised a plan of escape. As he heard the singing of a bird one morning, he lifted a crate and the answer presented itself. Henry decided he would build a wooden box and mail himself to a place where there are no slaves. With the help of a fellow slave and a white doctor (who thought that slavery was wrong), Henry was nail shut in the box. Dr. Smith affixed the mailing address on the outside of the box: To: William H. Johnson, Arch Street, Philadelphia, Pennsylvania. It was a long journey traveling from Richmond, Virginia to his destination. He travelled 350 miles in twenty-seven hours. Henry arrived safely and was greeted by four friends. From that day Henry was no longer called Henry Brown, but Henry “Box” Brown. Upon reflection of my own personal abilities and experiences (which will undoubtedly impact my teaching), I realized that most of us have been exposed to some degree of injustice at some point or another. Some more profound and others to a lesser degree, nonetheless, all injustices are wrong. I intend to use this picture book as a mobilizing agent to empower students to fight against injustices in their daily engagements, ultimately impacting their country, continent and world. While I did not have a first hand experience of slavery, being of an African decent and a visible black female, this text holds information that I have a vested interest in as it informs me about my personal lineage and history. I think in teaching this text I have an advantage of extending this story to others communicated to me by my fore parents and other books (Black Ivory: A history of British Slavery, Slavery Population and Economy in Jamaica 1807-1834, Harriet Tubman: Imagining a Life, etc), with similar themes and topics about different regions that underwent slavery in the world. Although having this advantage through previous studies and stories, I know that I am still learning and I do not know all there is to know by any stretch of the imagination. Like the author of this text Ellen Levine- a white woman, who was introduced to William Still, and then became fascinated by the bravery and ingenuousness of the text’s main character, I too will approach the text and classroom, as a ground for new possibilities and ideas never thought of before. With the realities of a broad cross-section of students in Ontario’s high schools, I am also aware that there will be a vast range of cultural, social and textual knowledge at any given time in the classroom. This provides added advantage for learning and growth to take place. This text would be appropriate for grade 10 academic English classes as it provides all the elements needed to meet and fulfill the grade 10 curriculum requirements, in preparation for the compulsory grade 11 university or college preparation course. This text provides an opportunity for students to broaden their oral communication, writing, reading and media literacy skills. This will be attained through coverage of the graphic, written, contextual, textual and historical content, embodied in the book. This text might also be appropriate for the following courses with some adjustments and modification to assignments, content and teaching approach: · ENG1D: English, Grade 9 Academic · ENG1P: English, Grade 9 Applied · ENG2P: English, Grade 10 Applied · ELS20: Literacy Skills: Reading and Writing, Grade 10 Other subject areas: **2.** ** What are the main ideas/issues/teaching points which you would emphasize when teaching the text? (Consider the knowledge possibilities: social, topical, cultural, textual) ** **__ Social Knowledge: __**
 * 1.** ** In what grade level / course would you teach this text? Are there other courses for which it might also be appropriate? **
 * Tech/Shop**: Re-create a life-size escape box using wood, nail, glue, etc. estimate appropriate measurements.
 * Geography**: Look at the land area covered during Henry’s escape (Virginia to Pennsylvania) look at the different state borders crossed
 * History**: American History, Slavery, Abolitionist movements
 * Art**: oil paintings, drawings and artistic depiction of story, research the materials necessary for the book’s specific finish (paper, paints, etc.) and also the color blends for ultimate effect
 * Drama**: Create an adaptation of the book to be staged. This can include Negro spirituals to buttress an element not captured in the written or visual depictions provided by the book
 * Biology**: Phenotype and Genotype experiments to confirm the fallacy of findings that Anglo-Saxons are biologically superior to those from an African ancestry. Conduct an investigation of the anatomy of birds..
 * Chemistry**: Research and experiment the chemical reactions that might have taken place in Henry’s brain as a result of being in an oppressive and shackled environment over a period of time- (the release and inhibition of dopamine and serotonin). Look at reactions necessary to undo the process over generations.
 * Mathematics**: Calculate number hours for Henry’s journey to freedom from starting point to end point OR compile the statistic of runaway slaves who escaped via the Underground railroad successfully (men, women and children).
 * Physics**: Look at the Physics of sound waves in the banjo and how they are measure.
 * Business**: Trading of slaves and its impact on the national and global economy. Also, supply and demand dictated if slaves were sold off and taken away from family members.
 * Food and Nutrition**: Research the benefits and nutritional values of the diets of slaves.
 * Phys Ed**.: Calories burnt per day in conjunction with physical demands of the myriad of tasks performed on a given day and predict impact on physique and physical structure.
 * Accounting**: Compare the cost of labor, wages paid and profits earned for slave masters.
 * Law**: Review and compare the judicial system of the 1800’s to the 21st century. Look at laws sanctioning African Americans as properties.
 * World religions**: Explore the conversion and evangelical methods that reeked during the period stripping non-Christians of their religious practices.
 * Info. Tech**. : How would present day GPS, chips or other tracking devices enable or hinder the progression of the slave trade. Would it have made it more difficult for slaves to escape or would it have made escape easier?

__ Justice: __ “Henry’s Freedom Box” provides a context conducive to exploring the meaning of “Justice”, ways in which justice has been served and also with held. This text also provides us with the measures taken by individual for justice to be served.

__ Freedom: __ In keeping with the title of this book, “Henry’s Freedom Box” freedom plays a central role in the text. What does it really mean to be free? Henry built a wooden box and mailed himself to “freedom”. The graphic depictions communicate from the outset of the book that Henry “dreams of a world where his life belongs to him”.

__ Friendship: __ Henry confided his desires and plans to escape to those around him who he trusted and considered his friends. Dr. Smith assisted him in writing the mailing address on the outside of the box and kept the secret plot of Henry’s escape. __ Race __ : It was as a result of racial differences that Henry and his family were subjected to sub-human treatment and suffering in the text. How does race impact our realities today?

**__ Topical Knowledge: __**

__ The Underground Railroad __ : Historians believe between 60,000 and 100,000 slaves escaped to freedom, traveling on what is known as the Underground Railroad. __ Stories __ : There are many different types of stories that accounts for different events. Henry’s Freedom Box gives an account of a true story that took place on American soil, not so long ago. What effect does this real life account have on the readers? __ Birds __ : The story embodies various written and graphic depiction of non-human beings having different symbolic significance. The singing of a bird was the catalyst to Henry’s ingenious idea to escape a wooden box. **__ Cultural Knowledge __**** : ** __ African American __ : A historical quest to explore the customs of the African American people’s norms and practices prior to slavery. __ Slavery as a culture __ : Slavery can be explored as having its own culture and conduct. The participants (slaves and masters) had roles that governed the system of slavery. __ Music __ : There is a wonderful graphic illustration of Henry singing while playing the banjo to his wife and three children. Music and instruments plays an important role in culture during slavery and still does in today’s society. **__ Textual Knowledge __** : __ Narration: __ This story was narrated in the third-person omniscient voice. __ Graphic __ : The visual and graphic component of this book provided details that were communicated with great intensity. The overall mood and events were captured in an appealing way that extended the imagination in ways that the written words alone on the page failed. There are a lot of messages captured in the visual representations also, that was not explicitly written in the text. __ Layout __ : Devoting more of the pages to visual depictions than the written narration, highlights the importance of the graphics as impertinent to capturing the story in its fullness. __ Foreshadowing __ : The bird’s presence and song foreshadowed Henry’s ultimate freedom in Pennsylvania. __ Symbolism: __ The bird’s ability to fly is symbolic of freedom. This is the one thing which the protagonist desires most of all. __ Colors and shades __ : The dark hues convey the sadness that enveloped the people subjected to a state of slavery. In contrast, the shades of white in the end mirror Henry’s freedom in Pennsylvania. __Literacy as an essential to communicate:__ The story highlights the fact that it was the white doctor who wrote the address destination on Henry’s box. Slaves were not allowed to read and write for the most part and as such illiteracy was an impediment to their escape. __The importance of family__: Henry did not attempt to escape from his master when his wife and children were present. The moment his family was ripped from him, he saw no need to remain subjected to his master. __The need to fight slavery/racial discrimination__: The effects and repercussions of slavery degraded the family, social and justice system. It also had extensive damage psychologically, emotionally, physically, etc., which hindered the subjects.

__ Importance of Childhood Dreams: __ From a child Henry admired the birds and their songs and hoped and dreamt of being free from slavery. Dreams are important because they just might come reality __Alienation from all that is familiar:__ On two different occasions Henry was traumatically separated from his family. One in childhood, when his then master passed him off to his son (here he was separated from his mother) and a second time when his wife and three children were sold at slave market when he while he was working. __The elusiveness of time__: Henry did not know his birthday because slaves were not supposed to know these information. Through out the story we had no idea of his exact age. We can make inferences based on the events as they occur for example his marriage. ** 3. **** What are the issues/ challenges you might encounter in teaching the text? **

- My first thought is that some grade 10 students would feel like a 20 paged picture book is an insult or a waste of their time because it might be perceived as book for much younger children. - Some students may simply not like the story or the book and have no interest in exploring the themes and topics highlighted earlier. - Students may feel far removed from the events of the texts and do not see the relevance to be studying about the events of slavery in today’s society. - Students might ask for a text that tells the stories of a broader range of mistreated and discriminated groups throughout history, such as Jews, First Nations People, Irish, Chinese, etc. so they too are represented in the material being studied. - The subject matter (Slavery) may be too emotionally taxing for some students and they make break down or distance themselves from the text ** 4. **** Describe one possible assignment / activity which you could use when teaching the text. How does it connect to the curriculum expectations of the course you are teaching? **

Assignment**:** Your task is to reproduce a **dramatic version** of “Henry’s Freedom Box” which will be staged. You have the option of selecting one of the specified moments from the following list to reproduce: __ MOMENTS: __ Henry’s separation from his mother Henry’s separation from his wife and children Henry’s life in his new work location Henry’s wife and children being sold at the Slave market Henry singing and playing the banjo for his wife and kids Henry’s 27 hours journey in a box from Virginia to Pennsylvania Henry’s arrival in Pennsylvania A day in the life of those slaves who could not escape from their masters After the staged presentation has been completed recount the difficulties and successes experienced in staging your chosen moment in a journal entry.

*You may also reproduce a moment, theme, idea or issue not listed, once you have gotten the teacher’s approval.

**__ Curriculum Strands/Expectation: __**

Reading and literature Studies, Writing, Media Studies, Oral Communication **__ Overall Expectations: __**

1. **Reading for Meaning:** read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning 2. **Understanding Form and Style:** recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning 3**. Reflecting on Skills and Strategies:** Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after **4. Applying Knowledge of Conventions:** Use editing to refine expression and present their work effectively **5. Using Knowledge of Form and Style:** Draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for purpose and audience. **6. Understanding Media Forms, Conventions, and Techniques:** Identify some media forms and explain how the conventions and techniques associated with them are used to create meaning **7. Speaking to Communicate:** Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes. **__ Specific Expectations __****__ : __**

1. **Interpreting Messages**: Interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey

2. **Demonstrating Understanding of Content**: Identify the most important ideas and supporting details in texts, including increasingly complex texts

3. **Making Inferences:** Make and explain inferences about texts, including increasingly complex texts, supporting their explanation with well- chosen stated and implied ideas from the texts

4. **Extending Understanding of Text**: including increasingly complex texts, by making appropriate connections between the ideas in them and personal knowledge, experience, and insights; other texts and the world around them 5. **Generating and Developing Ideas**: Generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate 6. **Conventions and Techniques:** Identify conventions and/or techniques used in a variety of media forms and explain how they convey meaning and influence their audience 7. **Producing Media Texts:** Produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques 8. **Speaking to Communicate**: Communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, subject matter, and intended audience