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Sometimes the best lessons are the ones that take you out of your comfort zone. Teaching slave narratives is a part of many US History curricula. The following activity attempts to provide students with a more personal and vivid learning experience. This activity was completed in May of 2026 with a 9th-grade US History class.
The Henry Bibb slave narrative is taken from the Mission US Flight to Freedom Primary Sources. There are so many great resources about slavery and abolitionists on this site. The variety of resources available is incredible. A teacher could spend an entire summer developing lessons and activities for these resources.
One question that all teachers should ask when developing lesson plans is: “How can I best engage my students in an activity to reach the learning objective?” The objective of this particular lesson is to gain a better understanding of the slave experience.
Preparing for the Class
Teacher Materials
- Primary Source: Slave Narrative by Henry Bibb (1849)
- Google Slides to allow for easier presentation of the text. (optional)
Student Materials:
- Blank paper folded to have 4 quadrants on each side.
- Pen & pencils (colored pencils, crayons, or markers would enhance the learning experience.)
Learning Objective: Students will gain a better understanding of life as a slave through listening to a slave narrative by Henry Bibb.
Student Skills:
- Listening
- Visualizing
- Drawing
Before we go any further, here is the Slave Narrative that will be used in the activity. The READING IS NOT GIVEN TO THE STUDENTS! (This if for the teacher) (Mission US Flight to Freedom Primary Sources)
Name .period .
Slave Narrative by Henry Bibb about Running Away (1849)
Historical Context: Henry Bibb was born in Kentucky to a slave mother and Kentucky state senator, James Bibb. He was hired out at a young age and while he was away his brothers and sisters were sold off. Bibb was traded frequently, and he lived in at least seven southern states. After trying to escape several times, he finally reached Canada in 1837. However, he returned to Kentucky a year later for his wife and child and was recaptured. He made a final, successful escape in 1841 and became an active abolitionist in Detroit. Following the passing of the Fugitive Slave Act of 1850, he fled to Canada where he founded a school, church, and several antislavery societies. He also established the Voice of the Fugitive, Canada’s first African American newspaper. Bibb’s autobiography, Narrative of the Life and Adventures of Henry Bibb, An American Slave was published in 1849.
Among other good trades I learned the art of running away to perfection. I made a regular business of it, and never gave it up, until I had broken the bands of slavery, and landed myself safely in Canada, where I was regarded as a man, and not as a thing. (1)
The first time in my life that I ran away, was for ill treatment, in 1825. I was living with a Mr. Vires, in the village of Newcastle. His wife was a very cross woman. She was every day flogging me, boxing, pulling my ears, and scolding, so that I dreaded to enter the room where she was. This first started me to running away from them. I was often gone several days before I was caught. They abuse me for going off, but it did no good. The next time they flogged me, I was off again; but after awhile they got sick of their bargain, and returned me back into the hands of my owners. (2)
By this time. Mr. White had married his second wife. She was what I call a tyrant. I lived with her several months, but she kept me almost half of my time in the woods, running from under the bloody lash. While I was at home she kept me all the time rubbing furniture, washing, scrubbing the floors; and when I was not doing this, she would often seat herself in a large rocking chair, with two pillows about her, and would make me rock her, and keep off the flies. She was too lazy to scratch her own head, and would often make me scratch and comb it for her. She would at other times lie on her bed, in warm weather, and make me fan her while she slept, scratch and rub her feet; but after awhile she got sick of me, and preferred a maiden servant to do such business. (3)
I was then hired out again; but by, this time I had become much better skilled in running away, and would, make calculation to avoid detection, by taking with me a bridle. If any body should see me in the woods, as they, have, and asked “what are you doing here sir? you are a runaway?”–I said, “no, sir, I am looking for our old mare;” at other times, “looking for our cows.” For such excuses I was let pass. In fact, the only weapon of self defence that I could use successfully, was that of deception. It is useless for a poor helpless slave, to resist a white man in a slaveholding State. Public opinion and the law is against him; and resistance in many cases is death to the slave, while the law declares, that he shall submit or die. (4)
The circumstances in which I was then placed, gave me a longing desire to be free. It kindled a fire of liberty within my breast which has never yet been quenched.… I believed then, as I believe now, that every man has a right to wages for his labor; a right to his own wife and children; a right to liberty and the pursuit of happiness; and a right to worship God according to the dictates of his own conscience. (5)
Source: [Henry Bibb], Narrative of the Life and Adventures of Henry Bibb, An American Slave (1849), 15-17.
Over the past few years, we have started incorporating drawing with many of the lessons. (The Great Compromise Cartoon) For many teachers and students, this activity is a much different way of analyzing a primary source.
One teacher took the narrative and created scenes to read to the students. These scenes worked; however, other teachers may be able to come up with better scenarios.
The key to this activity is the presentation of the visuals by the teacher. As the teacher reads the primary source, he/she should be very enthusiastic and descriptive about the scenes. Once the students are presented with a scene, the teacher can allow 5 – 10 minutes for the students to draw each scene. Students are encouraged to create and use the entire square. Students will have a wide range of artistic skills and abilities. This is effort grade, and regardless of skill, all students can take pride in their work.
A favorite method for presenting this primary source is to use Google Slides to project onto the whiteboard. This method allows the teacher to read sections while walking around the room or standing in the back of the class. This flexibility allows the teacher to ensure students are listening attentively with their eyes closed. (A teacher should emphasize that LISTENING is also being graded. Point deductions can be made for any student talking.)
A teacher can adapt the presentation to fit the teaching style and the students.
Title Slide (1): Henry Bibb Slave Narrative
76ers Slide (2): If you were a Celtics fan in the 1980s, Henry BibbY was a player you knew well. This is a FUN review slide of the American Revolution. This is not a necessary slide, but it sometimes is fun to connect history to parts of life that some students might have a connection to.
- Transition Y at the end of Bibb to make Henry Bibby,
- Transition basketball trading card of Henry Bibby.
- 76ers logo with stars. Class question: How many stars (on the Besty Ross flag)?
- 76ers logo/ Discuss the connection of the snake and the Liberty Bell.
- Join or Die political cartoon
- 76ers with Ben Franklin dribbling a ball.
Direction Slide (3): Hand out a blank piece of paper and have the students fold it so there are FOUR boxes on each side. Have each student put his / her name on it. Hot Dog or Hamburger way is the students choice. The 1st student choice about creativity.
Text Box: A BIG requirement is to close your eyes and LISTEN! Listen to the narrative and VISUALIZE VIVID, DETAILED IMAGES! BE COLORFUL! This is something we do not do often. Try your best to see the details of the scenes I am describing.
Text Box: BE A CREATIVE ARTIST: Tell your own story with your skills. Add background images. Just give a great effort. We all have different art skills. NO STICK FIGURES! Take PRIDE in your artwork!
Add a Stick figure image to the slide.
Parent Slide (4):
Historical Context: Understand the setting
CREATE A VIVID IMAGE OF THE PEOPLE
Text Box: Henry Bibb was born in Kentucky to a slave mother and Kentucky state senator, James Bibb.
Text Box: Visualize the slave mother. What does she look like? See the hair. How is she wearing it? What is she wearing for clothes? Visualize a detailed image of the face.
Square #1: Title: Slave Mom.
STOP TO ALLOW TIME FOR DRAWING.
Close your eyes! Visualize the Wealthy. White KENTUCKY Senator. What is he wearing? See the hair, the clothes, and have a detailed image of the face. Does he have facial hair? Is he wearing a hat? What is his body type?
Square #2: Title: Kentucky Senator
STOP TO ALLOW TIME FOR DRAWING.
Henry Bibb as a Young man (5):
Now visualize the Senator coming to see the mother and HIS CHILD, a 3 month old baby being held by the mother. Is it awake or sleeping in the mother’s arms? Be VIVID! (This is an optional drawing. You can choose to NOT have the students draw this image. Students can also draw this image in Box #3)
FAST FORWARD 18 years. Imagine that baby boy has now grown into a strong, young man. He is a plantation worker. Now visualize yourself in a cabin with dirt floors. See the windows. See the tree outside. This is where you sleep with your twin brother and two younger sisters.
Henry Bibb was hired out at a young age and while he was away his brothers and sisters were sold off.
Draw an image of a baby boy in a wicker basket on one side of the square. On the other side of the square draw an image of the 18 year old slave. BE DETAILED!
Square #3 Title: Henry Bibb
Siblings Sold (6):
Before going off to work at another plantation for a few days, give your twin brother a hand clasp, which turns into a hug. You pat your 11-year-old sister on the head and kiss her. The youngest sister is 7 years old. You pick her up and toss her gently in the air over your head. See the smile on her face as she is laughing hysterically. You put her down and head off to go away to pick cotton for a few days. (No Drawing)
Now imagine the excitement you have to return to your cabin to see your siblings. You open the door quickly and jump into the room…. It is empty and silent. There are no siblings. The owner informs you that your siblings had been sold “Down South.”
Imagine how devastating this would be, knowing that you would most likely NEVER see your brother and sister again. Feel the emotions.
Take a break and have a class discussion
Historical Context Slide (7)
Henry Bibb was hired out at a young age, and while he was away, his brothers and sisters were sold off.
Bibb was traded frequently, and he lived in at least seven southern states. After trying to escape several times, he finally reached Canada in 1837.
Captured (8)
However, he returned to Kentucky a year later for his wife and child (DO NOT READ and was recaptured.)
Close your eyes! Visualize yourself hiding in the field after travelling for several weeks, avoiding capture. Hiding behind a tree, you see your wife and child. Suddenly, you feel two sets of hands grab you and wrestle you to the ground. You are placed in chains. Imagine the sorrow and frustration. Draw an image of you in chains of bondage. Try to capture the emotions in the face.
Square #4 Title: Captured
FREE AT LAST (9)
Visualize Bibb FINALLY making it to CANADA for good! Draw sign WELCOME TO CANADA! Draw an image of Bibb with the expression on his face once he is TRULY FREE.
“free at last, free at last, thank God almighty we are free at last.” MLK
Create THOUGHT BUBBLE with your thoughts!
Square #5 Title: “Free At Last”
Slave narrative (10) Eyes can be open Maybe can delete or skip
Among other good trades I learned the art of running away to perfection. I made a regular business of it, and never gave it up, until I had broken the bands of slavery, and landed myself safely in Canada, where I was regarded as a man, and not as a thing. (1)
Slave narrative (11) Close eyes or can be open
The first time in my life that I ran away, was for ill treatment, in 1825. I was living with Mr. Vires, in the village of Newcastle. His wife was a very cross woman. She was every day flogging me, boxing, pulling my ears, and scolding, so that I dreaded to enter the room where she was. This first started me to running away from them. I was often gone several days before I was caught. They abuse me for going off, but it did no good. The next time they flogged me, I was off again; but after awhile they got sick of their bargain, and returned me back into the hands of my owners.
OUCH YOUCH (12) Close your eyes
By this time. Mr. White had married his second wife. She was what I call a tyrant. I lived with her several months, but she kept me almost half of my time in the woods, running from under the bloody lash.
Visualize Set the scene. What type of day is it? Now see yourself running in the woods being chased by the tyrant of a woman. She is CRAZY. Yelling and screaming. Calling you awful names. Picture the whip with nails on the end of it. Feel the whip piercing your back and stinging an awful pain.
Square #5 OUCH YOUCH: Draw the scene including trees. Also include the weather
Tyrant (13)
Close your eyes. New Character / Person The 2nd wife: Now we need to create a different image of a woman who is the 2nd wife. What is her hair color? How is her skin? What is she wearing? What is her body type? This woman is a tyrant and always making your life difficult.
Chores (14)
Scene Change: You are now in the Plantation house. It is so much better than your living quarters. There is beautiful furniture. Awesome paintings and large windows. You step into the room. Now turn around and look behind you. What do you see?
Now it is time to do your chores. See yourself doing the chores I describe. While I was at home she kept me all the time rubbing furniture, washing, scrubbing the floors; See the bucket filled with soapy water. Grab the scrubbing brush and dip it in the bucket. This is a little like being a sailor on the USS Constitution. Be creative with the background.
Square #6 Title: Chores
Rocking Chair (15)
Scene Change: Envision the woman sitting in a rocking chair on a hot summer day near an open window. There are two pillows under each arm. Remember, there is no AC or fans. IT IS HOT!!! She has bare feet. Look at her feet closely. The toes, ankles, toe nails. Have a vivid image of her feet! YIKES Sorry!
When I was not doing chores, she would often seat herself in a large rocking chair, with two pillows about her, and would make me rock her, and keep off the flies. She was too lazy to scratch her own head, and would often make me scratch and comb it for her. She would at other times lie on her bed, in warm weather, and make me fan her while she slept, scratch and rub her feet; but after awhile she got sick of me, and preferred a maiden servant to do such business. Be detailed and include AT LEAST one fly.
Square #7 Title: Rocking Chair
Looking for A Horse (16)
I was then hired out again; but by, this time I had become much better skilled in running away, and would, make calculation to avoid detection, by taking with me a bridle. If any body should see me in the woods, as they, have, and asked “what are you doing here sir? you are a runaway?”–I said, “no, sir, I am looking for our old mare;” at other times, “looking for our cows.” For such excuses I was let pass. In fact, the only weapon of self defence that I could use successfully, was that of deception. It is useless for a poor helpless slave, to resist a white man in a slaveholding State. Public opinion and the law is against him; and resistance in many cases is death to the slave, while the law declares, that he shall submit or die.
Visualize yourself talking to a slave catcher on a horse. You have a saddle and explain you are looking for your horse. You are on foot and the slave catcher is on a horse. Draw the scene.
Square #8 Title: On the Road
Closing Thoughts (17)
The circumstances in which I was then placed, gave me a longing desire to be free. It kindled a fire of liberty within my breast which has never yet been quenched.… I believed then, as I believe now, that every man has a right to wages for his labor; a right to his own wife and children; a right to liberty and the pursuit of happiness; and a right to worship God according to the dictates of his own conscience.
Remind the students to have titles for each slide.
- Slave mom
- Kentucky Senator
- Henry Bibb
- Captured
- “Free at Last!”
- Ouch Youch (student suggestion)
- Chores
- Rocking Chair
- On the Road – this is an option be we choose not to do this one.
Star Square: Have students share their squares with a classmate. Make sure each student does not have their own paper. Have the students look at the classmate’s squares and draw a star next to their favorite drawing. Have the student write a brief comment about why they like the square.
Assessment: We feel that if a student has listened intently and tried their best with the drawing, they can earn full credit. Students who do not give 100% effort can lose a few points. If you use a point system, a teacher could make each square five points for a grand total of 40 points.