Download olaudah equiano

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A TSI Graphics—Prentice Hall Literature Gr.11 Selection Support R
Date ___________________
from The Interesting Narrative of the Life of Olaudah Equiano
by Olaudah Equiano
Build Vocabulary
Spelling Strategy In-, a common prefix meaning “not,” changes to im- when added to
words that begin with b, m, and p: imbalanced, immortal, improvident.
Using the Root -vidA. DIRECTIONS: The word root -vid-, from the Latin videre, means “to see.” On the lines provided,
explain how each word that follows conveys the meaning of the root.
1. videotape _______________________________________________________________________________
2. evident _________________________________________________________________________________
Using the Word Bank
loathsome
copious
pacify
pestilential
improvident
avarice
B. DIRECTIONS: On the line, write the letter of the definition before the word it defines.
____
1. copious
a. disgusting; offensive
____
2. avarice
b. abundant
____
3. pacify
c. greed
____
4. pestilential
d. lacking thrift or foresight
____
5. improvident
e. to make peaceful
____
6. loathsome
f. causing infection
C. DIRECTIONS: On the line provided, write the word from the Word Bank that best
completes each sentence. Use each word only once.
1. Smith’s sin was ___________________________, for he pursued wealth with single-minded
devotion.
2. The old sailors told horror tales of a ___________________________ sea monster.
3. Given their lack of resources, making a long journey seemed ___________________________.
4. The newcomers fell ill, the strange climate proving ___________________________ to them.
5. They hoped their gifts would ___________________________ any hostile natives they
encountered.
6. The island was lush, with ___________________________ natural resources.
© Prentice-Hall, Inc.
from The Interesting Narrative of the Life of Olaudah Equiano
9
Unit 1: Beginnings
(to 1750)
Name _____________________________________________________
11SS_U1_inte14
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A TSI Graphics—Prentice Hall Literature Gr.11 Selection Support R
Name _____________________________________________________
A T
Date ___________________
from The Interesting Narrative of the Life of Olaudah Equiano
by Olaudah Equiano
Grammar and Style: Active and Passive Voice
A verb is in the active voice when the subject of the sentence or clause performs the action.
A verb is in the passive voice when the action is performed on the subject. The passive voice
consists of a form of the helping verb be plus the past participle of the main verb.
Active Voice: I expected every hour to share the fate of my companions.
Passive Voice: We were conducted immediately to the merchant’s yard.
The passive voice is suitable when the performer of the action is unknown, unimportant, or
best concealed. Otherwise, use the active voice to make your writing more forceful and effective.
A. Practice: On the line before each number, write A if the verb is in the active voice and P if it
is in the passive voice. Then, on the long line provided, rewrite the sentence using a verb in the
opposite voice, adding or dropping words as necessary.
____
1. The ship took in all the cargo.
____
2. The groans of the dying turned the scene into almost inconceivable horror.
____
3. Two of the wretches were drowned.
____
4. Eventually we were landed on Barbados.
B. Writing Application: In the following sentences based on the selection by Equiano, the
verbs are all in the passive voice. Decide if each would be more effective in the active voice. If
so, rewrite the sentence on the lines provided, adding or dropping words as necessary. If not,
explain your reasons for leaving the verb in the passive voice.
1. Equiano and his sister were kidnapped from their home in West Africa.
2. During the journey across the ocean, Equiano was separated from his sister.
3. At the merchant’s in Barbados, the captives were confined to a yard.
4. Eventually, they were purchased.
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© Prentice-Hall, Inc.
11SS_U1_inte14
5/6/01
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A TSI Graphics—Prentice Hall Literature Gr.11 Selection Support R
Date ___________________
from The Interesting Narrative of the Life of Olaudah Equiano
by Olaudah Equiano
Reading Strategy: Summarizing
When you summarize a passage or a selection, you state briefly in your own words its main
ideas and most important details. A good way of checking your understanding of a text, summarizing is especially helpful when you read material written in another time period or in an
unfamiliar style.
A. DIRECTIONS: As you read or reread the selection by Olaudah Equiano, fill out this chart to
help you keep track of the main ideas and key details you need to include in your summary.
One sample entry has been done for you.
Main Ideas
Details
The slaves on the ship were kept in close
confinement under terrible conditions.
terrible stench; crowded; filthy; shrieks
and groans; many perish; Equiano thinks
death would be a relief
B. DIRECTIONS: Use the chart you completed to write a summary of the selection on the lines
provided.
© Prentice-Hall, Inc.
from The Interesting Narrative of the Life of Olaudah Equiano
11
Unit 1: Beginnings
(to 1750)
Name _____________________________________________________
11SS_U1_inte14
5/6/01
2:59 PM
Page 12
A TSI Graphics—Prentice Hall Literature Gr.11 Selection Support R
Name _____________________________________________________
A T
Date ___________________
from The Interesting Narrative of the Life of Olaudah Equiano
by Olaudah Equiano
Literary Analysis: Slave Narratives
A slave narrative is an autobiographical account of life as a slave. Often written to expose
the horrors of human bondage, it documents a slave’s experiences from his or her own point of
view. The selection from Equiano’s narrative provides an especially grim description of the long
voyage from Africa to Barbados that Equiano was forced to endure when he was only eleven
years old.
Among the indignities that Equiano put up with while a slave was the unwelcomed changing
of his name. During his lifetime, Equiano was known by three different names. His African name
was Olaudah Equiano. His American master from Virginia decided to change Equiano’s name to
Jacob. A short time later, an English merchant purchased “Jacob,” took him to England, and
renamed him again.
DIRECTIONS: Read the following excerpt from Equiano’s autobiography. Then answer the questions on the lines provided.
Some of the people of the ship used to tell me they were going to carry me back to my own
country and this made me very happy. I was quite rejoiced at the sound of going back, and
thought if I should get home what wonders I should have to tell. But I was reserved for another
fate and was soon undeceived when we come within sight of the English coast. While I was on
board this ship, my captain and master named me Gustavus Vassa. I at that time began to understand him a little, and refused to be called so, and told him as well as I could that I would
be called Jacob; but he said I should not, and still called me Gustavus; and when I refused to
answer to my new name, which at first I did, it gained me many a cuff; so at length I submitted
and was obliged to bear the present name, by which I have been known ever since.
1. Slave narratives contain vivid accounts of oppression. What examples of oppression appear
in the passage above?
2. In what way was Equiano’s response to the change in his name different from his response to
the oppression he suffered on his voyage from Africa? How do you account for the difference?
3. Why might Equiano have asked the captain to call him Jacob rather than Olaudah?
4. Look up Gustavus I in an encyclopedia. Then write who Equiano was named after. Was
this name an appropriate choice? Why?
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A TSI Graphics—Prentice Hall Literature Gr.11 Selection Support R
Date ___________________
“Diamond Island: Alcatraz (Allisti Ti-Tanin-Miji)” by Darryl Babe Wilson
“Big Yellow Taxi” by Joni Mitchell
Build Vocabulary
Using Signal Words
A. DIRECTIONS: Signal words can serve as valuable narrative links that help you distinguish
events in the present, the near past, and the more distant past. In these sentences from “Diamond Island: Alcatraz,” circle the words that show you when the events occurred.
1. Thanksgiving weekend, 1989. It is this time of the year when I think about Grandfather
and his ordeal.
2. He told me the story one winter in his little one-room house in Atwam.
3. The old person in the old house under the old moon began to tell the story of his escape
from “the rock” long ago.
4. Grandfather has been within the earth for many snows now.
Using the Word Bank
expended
redolence
autonomous
B. DIRECTIONS: On the line provided, write the word from the Word Bank that best completes
the meaning of each sentence.
1. I ___________________________ a great deal of energy swimming in that cold water.
2. To survive as an ___________________________ people is difficult in the modern world.
3. The ___________________________ of the room reminded me of my grandmother’s house.
C. DIRECTIONS: On the line before each item, write S if the two words are synonyms. Write A if
they are antonyms.
____
1. autonomous, dependent
____
2. redolence, aroma
____
3. expended, conserved
© Prentice-Hall, Inc.
Diamond Island: Alcatraz/Big Yellow Taxi
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Unit 1: Beginnings
(to 1750)
Name _____________________________________________________
11SS_U1_inte14
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A TSI Graphics—Prentice Hall Literature Gr.11 Selection Support R
Name _____________________________________________________
Date ___________________
“Diamond Island: Alcatraz (Allisti Ti-Tanin-Miji)” by Darryl Babe Wilson
“Big Yellow Taxi” by Joni Mitchell
Thematic Connection: Meeting of Cultures
As the refrain in “Big Yellow Taxi” reminds us, sometimes the past is lost to us before we
have the time, or take the time, to explore it. One way to conserve the past, however, is by
gathering oral histories from older members of a community. Not only can an oral-history interview provide facts and details about the past, but it can also show how someone with a different mindset or different cultural values views contemporary life.
DIRECTIONS: Work with a group of classmates to plan, execute, and compile a series of oralhistory interviews of older people in your community. Use the list below to help you plan and
organize the interviews.
Name of Interviewer: _________________________________________________________________________
Date of Interview: ___________________________________________________________________________
Name of Person Interviewed: _________________________________________________________________
Biographical Information on Person Interviewed: _____________________________________________
Topics or Experiences to Explore in Interview: ________________________________________________
Interview Questions: ________________________________________________________________________
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