You are on page 1of 5

ACFF Assignment Rollout

Enduring Understanding:

● Prove that the experience of enslavement was largely variable, with each person came a
unique story of triumph and resistance that cannot be understood by just examining the
institution from the top down.
● Freedom was not handed over to enslaved Africans- but rather they fought each and
everyday to take it for themselves.


● Analyze what makes strong historical fiction

● Evaluate an example
● Use the senses to bring emotion into historical fact


● Assignment sheet, exemplar, rubric (as a packet)

● Exemplar Journal (Appendix A)
● Warm-up sheet (Appendix B)
● Silhouette 5 senses template (Appendix C)


● Warm-up: 15 minutes
● Pair evaluation: 15 minutes/debrief
● 5 senses template 15 minutes

Extension activity:

● Finish 5 senses template

WARMUP: 15 mins

● Handout packet (assignment sheet, exemplar, rubric)

● DOC CAM: Teacher goes over assignment sheet to refresh students memory on the
task we are building to
● Instruct students to turn to read the exemplar independently and complete handout
○ Warm Up handout questions:
■ What emotions does the story evoke?
■ What does Burns see? Feel? Smell? Touch? Taste?
■ How many times did the author use historical sourceS?

● Debrief as a class
● Teacher: self talk- how did I create this? Where did I look to access everything I have
learned from this book? MY JOURNAL- show exemplar and journal entry I pulled
example from - many of the facts and evidence I need to complete this I have already
written about - this is distinct from standard history as it generates emotion and has a
plot to it- that is your charge to replicate

ACTIVITY: 15 mins

● YOU will get to be the teacher and grade my work

● Instruct students to work with their turn and talk partner for this activity
● You will be given 1 clean rubric
● Grade the exemplar in front of you with your partner
● Share out- What did you like about it - what might you have changed?


● Begin working on extension- can consult neighbors for ideas

○ Name of your character
○ 5 senses they will experience in your work

● Finish for homework

Name: Mr. Curran ACFF Journal
VII Coleman/Curran

Chapters 1 - 3
Paragraph 1: How were the lives of the individuals you read about unique?
● 2 pieces of evidence
Paragraph 2: How did they take control of their own lives and fight for freedom?
● 2 pieces of evidence

In part 1 of ​Answering the Cry for Freedom, ​the life of Boston King was truly surprising
and provided me with a new outlook on the varying experiences of black Loyalists. As a black
Loyalist, King’s situation as a member of the British army landed him in Nova Scotia, where he
was given little, just “Certificates of Freedom along with a spade, an ax, 2 yd woolen cloth, 7 yd
linen, 2 pairs stockings, 1 pair mitts, and one pair of shoes. Not much to build a new life in the
wilderness”(21). His journey stemming from being a member of the British army did not just end
there, as he eventually became a devout Methodist preacher who “saw, by faith, heaven and
opened to my view; and Christ and his holy angels rejoicing over me”(22), in order to make light
of his difficulty surviving the harsh Canadian winters. He would later return to the land of his
ancestors in Africa in order spread the word of God by way of the Sierra Leone Company.

Both King and Hull took control of their situations at every turn to create opportunities for
themselves to better their own lives. King was determined to regain his freedom following his
capture in New York. Despite being fed surprisingly well by his new master King truly believed
“all these enjoyments could not satisfy me without liberty”(19), and ultimately would leave the
stability and relative safety of bondage to regain his freedom by swimming across the New York
Harbor in the middle of the night. The story of Agrippa Hull mirrors that of King solely by their
military affiliation, but their fight for equality vastly different as Hull fought for the American
cause. Hull “had been born free”, but believed American victory in the war would “end slavery
and bring equality to all African Americans”(31) and drove him to enlist on his own free will.
Both King and Hull believed their involvement in the military would better their own lives and
others, despite fighting for opposite sides in the war.


What emotions does the story evoke? (list)

What does Burns see? Smell? Taste? Touch? Feel?

How many times did the author use historical sources?



What emotions does the story evoke? (list)

What does Burns see? Smell? Taste? Touch? Feel?

How many times did the author use historical sources?

Name: Date:
VII Curran/Coleman ACFF 5 Senses

1. Choose a name for your character
2. For each of the five senses (taste, sight, smell, touch, hearing) include a specific
example from ACFF that might have described how your character experienced
enslavement and sought freedom
3. Pull from at least two different chapters