HELPFUL SOURCES:

Douglass, Frederick, and William L. Garrison. Narrative of the Life of Frederick Douglass, an American Slave. Wortley, near Leeds: Printed by Joseph Barker, 1846. Print.

Hamilton, Virginia. The People Could Fly. 2017.

Jones, Nikole- Hannah. The 1619 Project. The New York Times. 2019. Podcast.

Miller, William. Fredrick Douglass The Last Day of Slavery. 2016.

US Department of State. What Is Modern Slavery? Office to Monitor and Combat Trafficking in Persons.

What is the Universal Declaration of Human Rights and Why Was it Created? Amnesty International

Zissou, Rebecca. Modern Day Slavery. 2018.

RESOURCES FOR FURTHER LEARNING:

Challenging Heights

https://challengingheights.org/

Learn more about the work of Challenging Heights and the impact of the organization featured in The Rescue List.

US Department of State - Trafficking in Persons Report

https://www.state.gov/wp-content/uploads/2019/06/2019-Trafficking-in-Persons-Report.pdf

This report provides in-depth updates about the state of human trafficking worldwide, including in Ghana.

Global Slavery Index

https://www.globalslaveryindex.org

The 2018 Global Slavery Index provides a country by country ranking of the number of people in modern slavery, as well as an analysis of the actions governments are taking to respond, and the factors that make people vulnerable.

Youth for Human Rights

https://www.youthforhumanrights.org/

STANDARDS-ALIGNMENT

CCSS.ELA-LITERACY.RI.11-12.3 9-10.3

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

CCSS.ELA-LITERACY.RI.11-12.7

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

CCSS.ELA-LITERACY.RI.11-12.6

Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

CCSS.ELA-LITERACY.L.9-10.6 - 11-12.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CCSS.ELA-LITERACY.SL.9-10.1.A

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.9-10.1.B

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

CCSS.ELA-LITERACY.SL.9-10.1.C

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-LITERACY.SL.9-10.1.D

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

W11-12.2d Use precise language, domain-specific vocabulary and techniques such as metaphor, simile and analogy to manage the complexity of the topic.

W.9-10.4, 11-12.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11–12 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

RL.11-12.4 - Determine the meaning of words and phrases as they are used in the text,

including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11.12.6 - Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement).

RI.11-12.6 - Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

RI.11-12.8 - Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public.

W.11-12.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.11-12.6 - Use technology, including the Internet, to produce, publish, and update individual or

shared writing products in response to ongoing feedback, including new arguments or information.

SL.11-12.3. - Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.5. - Make strategic use of digital media (e.g., textual, graphical, audio, visual, and

interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

ABOUT THE AUTHOR

Vivett Dukes, M.A, is a New York State certified English Language Arts teacher, a teacher of English to New Learners, and a Literacy Specialist. She is a public speaker and advocate who writes a weekly education blog post for www.newyorkschooltalk.org and publishes the writings of men, women, and children impacted by the collateral consequences of mass incarceration on her personal blog www.speakyatruth.org.