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2º ESO
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B Burlington Books

Julie Hart

T E A C H E R ’ S M AT E R I A L


To the Teacher 2

Before Reading 3

After Reading 4

Final Test 5

Answers to Final Test 6

Answers to Activities in the Reader 6

Answers to Cross-Curricular Focus 7

Before using the following teacher’s material, we recommend that you visit the Teacher’s Zone
at and consult the Burlington Activity Reader Series general
information leaflet. The Final Test in this teacher’s material is also available in editable
Word format from the website. The Student’s Zone on the site offers additional activities.
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to the teacher
List of Main Chara cters

Molly: a child slave on the Smith’s plantation. Mrs Smith: John Smith’s wife.
Sarah: Molly’s mother. She is also a slave. Edward: John Smith’s son.
Tom: a child slave and Molly’s friend. Jacob: John Smith’s house servant.
John Smith: the owner of the plantation.

Plot Su mmary

In 1848, Sarah and her daughters, Molly and Ella, are slaves on a plantation in Virginia. When Molly is six years
old, the master sells her friend, Tom, at the slave market. This frightens Molly and she starts to dream about being
free. In the dream, she and Tom are in a boat and they’re escaping from Mr Smith. Tom tells her to jump to freedom.
One day, the master’s wife, Mrs Smith, visits Sarah’s cabin with her baby daughter, Catherine. Mrs Smith notices
how good Molly is with Catherine. So, Jacob comes to Sarah’s cabin and takes Molly to the Smiths’ big house. Mrs
Smith tells her to take care of Catherine. Molly must stay in the big house now, but she is unhappy. She misses her
mother and sister very much, and the master’s son, Edward, is mean to her. One night, Edward wakes the baby and
Molly doesn’t hear her crying. In the morning, the master punishes Molly with his whip.
After Molly’s seventh birthday, she returns to her home and starts to work in the cotton fields. The work is very
hard and she soon gives up hope of ever being free. The years pass, and Molly grows into a teenager. Edward gets
married and to Molly’s horror, the master gives her to the married couple as a wedding present. Molly must move
away from her family and live with cruel Edward and his wife. One evening, Edward plays a card game with an
army captain and a man from the city. Edward loses the game and Molly has to go with the captain to pay Edward’s
debt. Her life is worse than ever with the captain. He is as cruel and mean as Edward.
One day, the captain takes Molly on a trip to Pittsburgh, Pennsylvania. To her delight, she meets her old friend, Tom,
there. Tom was also on a trip from Virginia with his master. She learns from Tom about the laws in Pennsylvania.
People can’t have slaves there! Molly and Tom decide to escape. They climb onto a wall and they jump to freedom.


• Slavery: Americans started to transport slaves from Africa to North America in the 16th century. Some slaves
worked in houses, but most worked in mines or on plantations. The slave owners didn’t want the slaves to learn
to read and write because this might encourage them to escape. Some owners gave their slaves money for doing
a good job. Others were very cruel and punished them.
• Plantations: There were more slaves in the southern states because the plantation owners needed workers for
their large farms. Most of the plantations grew cotton or tobacco. In 1793, the cotton gin was invented and
more plantations began to grow cotton. The owners bought thousands of slaves to plant and pick the cotton.
The plantation slaves were called field hands. They started work at the age of seven and they worked very long
• Free States: After the American Revolution many states abolished slavery and these were called Free States. All
the states to the north of Maryland and the Ohio River became free. However, becuase of the need for labour
for the cotton industry, slavery was expanded and kept in the South. This was one of the causes of the American
Civil War. The war ended in 1865 and slavery finally became illegal in all of the United States.

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Before reading
These activities are designed to help the students’ reading comprehension. They help to activate the students’
background knowledge and ability to predict. At this level, these activities will usually be conducted in the students’
mother tongue. Students with a strong vocabulary can do some of these activities in English. Ask the questions and
elicit the answers from the whole class. Some possible answers are provided in italics. If you prefer, students can
work in pairs or small groups.

Suggestions for Lead-in Ac tivities

1. How was life different in 1848? Think of as many differences as you can. (There wasn’t any electricity
in homes. Women wore long skirts. Rich people had servants and some people had slaves.)
2. Think of as many differences as you can between modern workers and 19th century slaves in the southern states
of the USA. (Modern workers get a salary and have much better working conditions than slaves.)
3. How would you feel if you were a slave? (miserable, angry) Do you think you would try to escape? Explain
why. (Yes, I would. I’d rather risk death for freedom than die a slave. / No, I wouldn’t. It’s too dangerous.)
4. Do you think children from 7 to 12 years old should be allowed to work? Why? / Why not? (Yes. Children
should be able to earn money for things they want or need. Work teaches children responsibility and to
appreciate things more. / No. Children should spend their time studying or playing. Hard work can cause
health problems in children.)
5. Imagine you are living in Virginia in the year 1850 and your parents own slaves. Try to persuade them that it is
wrong to have slaves. (All people are born equal. You are causing a lot of misery. Everyone should be paid for
the work they do. You should do your own work.)
6. Talk about an interesting dream you had. What happened in the dream and what do you think it means?

Before R eading Ac tivities

1. Look at the picture of the plantation on pages 8 and 9. Describe what is happening. When do you think the
story is set? (There are people picking cotton. There’s a man on a horse. The story is set in the past.)
2. Read the third paragraph on page 8 and the first and second paragraphs on page 9 to find information about
slaves. What do we learn about their lives? (They have one meal a day. They get new work clothes and shoes
once a year. They get one day off a month. Their children are also slaves and start work at the age of seven.)
3. Look at the picture on page 14 and describe the cabin. (The cabin is very plain. There isn’t much furniture.)
4. Look at the picture on page 21. Describe the room. Do you think rich people or poor people live there?
(The room is big and the furniture is beautiful, there are elegant curtains and nice decorations.)
5. Read the second paragraph on page 26. What does the little girl, Molly, do every day? (Molly helps wash the
clothes, takes Catherine to the garden, takes her for walks, sings her to sleep, folds dry clothes.)
6. Look at the picture on page 32. Why do you think the girl is crying? (The man is cruel to her.)
7. Read the paragraph below the picture on page 32. What does Molly learn from the experiences? (They are very cruel.)

list of irregular verbs

The following is a list of irregular verbs (Past Simple) which appear in the story. The page number refers to the
page where the Past Simple tense of the verb first appears. Go over the list with your students.
bring - brought (page 40) hit - hit (page 32) say - said (page 9) take - took (page 15)
come - came (page 10) hold - held (page 16) see - saw (page 8) teach - taught (page 10)
cut - cut (page 32) know - knew (page 10) send - sent (page 35) think - thought (page 15)
feel - felt (page 11) leave - left (page 14) shake - shook (page 28) throw - threw (page 32)
get - got (page 8) lie - lay (page 23) sing - sang (page 16) wake - woke (page 15)
go - went (page 21) make - made (page 8) sit - sat (page 10) wear - wore (page 15)
have - had (page 9) put - put (page 9) sleep - slept (page 10)
hear - heard (page 14) run - ran (page 17) speak - spoke (page 35)

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After reading
Drama Activities

Work with a partner or a group. Learn one of the dialogues below and act it out in front of the class.
1. Jacob comes to Ruth and Tom’s cabin. 3. Edward is playing a card game with the captain and
Jacob: Dress your son Tom in his best clothes. a gentleman from the city. Molly is in the room.
Ruth: Why? The captain: W  in the game and I’ll give you my
Jacob: He’s going on a trip with the master. horse.
One day Ruth meets Jacob. Edward: Y our racing horse, Champion?
Ruth: Where is Tom? What’s happening to him? The captain: (laughing) No, I’ll never bet Champion.
Jacob: I’m sorry, Ruth, but Tom has got a new You can have my black horse.
master now. Edward: That old horse! I don’t want that!
Ruth: T  ell me everything. The captain: W  hat will you bet? How about this little
Jacob: Our master weighed Tom. Then, he took slave girl?
him to the slave market to sell him. Edward: She’s lazy and slow! But you can have
Ruth: (Falling on the floor crying.) I’ll never see her! (He puts some cards on the table.)
my son again! You won’t beat this.
The captain: (putting cards on the table) I win!
2. Molly enters Catherine’s room. Mrs Smith and Eve
The slave girl is mine.
are inside with baby Catherine.
Mrs Smith: Come here, child. Catherine likes you. 4. M
 olly is in the servants’ rooms in a house in
Sing to her for a while! (She gives Pittsburgh, Pennsylvania. She’s talking to a
Molly the baby.) servant.
Molly: (She starts to sing.) I think she likes Molly: Your master is good to his slaves.
music, Madam. Servant: We aren’t slaves, we’re servants.
Mrs Smith: Incredible. You are very good with her! Tom appears at the door.
You must stay in the house now, Molly. Tom: Slavery is illegal here in the state of
You’ll sleep next to the baby’s room Pennsylvania.
and you must comfort her if she cries. Molly: Do you live here?
Molly: Yes, Madam. Tom: No, I came with my master from Virginia.
Mrs Smith leaves and Molly talks to Eve. Molly: T  om! Don’t you recognise me?
Molly: Isn’t the master going to sell me? Tom: Molly??? How is my mother?
Eve: No, Molly. You’ll start to work in the Molly: Didn’t you hear? You left and then your
house. mother became ill and ... she died.
Tom: Mr Smith is responsible for her death!
Project Suggestions
You may want to present some of these activities in the students’ own language.
1. Imagine you are Molly or Tom. Write a short paragraph in your secret diary about your day as a slave.
2. Make a list of rules for the slaves on the Smith’s plantation. Use the story for your ideas.
3. Imagine you are Edward’s wife. Write a short letter to your parents about your life with Edward.
4. Work in a small group. Imagine you’re a character in the story. The other students can ask ten questions
to try to guess who you are. You can only answer the questions Yes or No.
5. Imagine you are in a scene in the story. Describe what you can see and ask your partner to find the scene.
6. Read a paragraph from the story to your partner. Then ask your partner to tell you what happens next.
7. Which character do you dislike the most? Find adjectives in the story to describe his / her personality and
design a wordsearch puzzle with those adjectives.
8. Imagine you are the captain and you can’t find Molly. Design a WANTED advert for her.
9. What do you think happened to Molly and Tom after they escaped? Write a short epilogue to the story.
10. Use the Internet to find a story about a real slave on a cotton plantation.

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A Number the sentences in the correct order to tell the plot of the story.
a. The master sells Tom. f. The captain wins Molly in a game.
b. Molly goes to live in the big house. g. Molly and Tom escape.
c. Mr Smith gives Molly to Edward. h. Molly meets Tom again.
d. Edward and Molly fight. i. The master punishes Molly.
e. Molly returns to her mother. j. Mrs Smith comes to Sarah’s cabin.
10 points (1 point each)

B Write T (true) or F (false) next to each sentence. Then correct the false sentences.
1. Sarah was happy because Molly learned to read.
2. Molly had dreams about Tom.
3. Catherine always slept all night.
4. Molly never worked in the fields.
5. Edward had a wedding.
6. Molly and Tom were slaves all their lives.

10 points (1 point each)

C Complete the chart. Next to each quote write the name of the correct character.
Then complete the sentence to show why he / she said / thought it.

Quote Who said / thought it? Because

1. I’ll never see my son again! the master …
2. I’m going to tell my father! Molly …
3. Let that be a lesson to you. Molly …
4. Finally, that horrible man
Edward …
is leaving the plantation.
5. Take the stupid girl! the captain …
15 points (3 points each)

D Answer the questions according to the story.

1. What was Molly’s job in the big house?
2. What happened to Tom’s mother?
3. Where did Molly work after her seventh birthday?
4. What was Mr Smith’s wedding present to Edward?
How did Molly feel about it?
5. Where did the captain take Molly on a trip?
What happened there?
15 points (3 points each)

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answers to final test
A 1. a 3. d 5. i 7. c 9. h
2. j 4. b 6. e 8. f 10. g

B 1. F 2. T 3. F 4. F 5. T 6. F

1. Sarah was worried because Molly learned to read.

3. Catherine woke up every few hours.
4. Molly worked in the fields.
6. Molly and Tom jumped to freedom.

C Quote Who said / thought it? Because

1. I’ll never see my son again! Ruth the master took Tom to the slave market.
2. I’m going to tell my father! Edward Molly pushed him.
3. Let that be a lesson to you. Mr Smith Molly didn’t hear Catherine cry.
4. Finally, that horrible man is Molly Edward was mean to her.
leaving the plantation.
5. Take the stupid girl! Edward the captain won the game.

D 1. to take care of Catherine

2. She died.
3. in the fields
4. Molly. She was frightened.
5. to Pittsburgh, Pennsylvania. She saw Tom and they jumped to freedom.

answers to activities in the reader

1 a. 2 b. 3 c. 1 d. 5 e. 4 1 1. dream 4. boat
2 Accept all logical and grammatically correct 2. slave market 5. dress
answers. 3. evening

CHAPTERS 1-2 ACTIVITIES (pages 12-13) 2

1 1. c 2. d 3. a 4. e 5. b frighte s h
ne l surp ngrily pu
d sel rised a wait
1. furniture 4. blanket
2. stay 5. dark 1. sell 4. angrily

3. dangerous 2. push 5. wait

3. frightened 6. surprised
2 1. meat 4. floor
2. wool 5. scarf 3 1. T 2. F 3. T 4. F 5. F 6. T

3. forehead 4 1. d 2. c 3. e 4. a 5. b

3 1. 4 2. 6 3. 1 4. 100 5. 7
4 1. e 2. d 3. a 4. c 5. b
Answer: shoes

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Answers to Activities in the Reader continued

CHAPTERS 5-6 ACTIVITIES (pages 24-25) CHAPTERS 9-10 ACTIVITIES (pages 36-37)
1 1. clean, 2. upstairs, 3. asleep, 4. inside, 5. move, 1 t
6. arms, 7. behind, 8. corner, 9. kill 2
k n e e s
i a
p a r t y r
c s
h i t

2 1. busy 4. cook
2. forget 5. pain
3. in front of 6. fear
3 a. 3 b. 5 c. 1 d. 4 e. 2
2 1. a 2. b 3. b 4. b 4 1. f 2. e 3. c 4. d 5. a 6. b
3 Sentences 1, 3 and 5 are correct.
CHAPTERS 11-12 ACTIVITIES (pages 44-45)
CHAPTERS 7-8 ACTIVITIES (pages 30-31) 1 a. 6 b. 3 c. 4 d. 5 e. 2 f. 1
1 1. dead 3. empty 5. nervous 2 1. recognise 4. brought
2. tired 4. wet 2. glasses 5. darkness
2 1. wash 3. sister 5. carpet 3. slow 6. hope
2. heart 4. recover 6. bottle 3 1. T 2. F 3. T 4. F 5. F
3 1. b 2. c 3. a 4. b 5. b 6. a 4 1. b 2. c 3. a 4. c 5. c
The hidden picture is a baby’s bottle.

answers to cross-curricular focus

The Slave Trade (page 51) Harriet Tubman (page 53)
1 1. 310 4. the roof was low 3 1. F 2. T 3. T 4. T 5. F 6. F
2. tribal chiefs 5. gave punishments 4 1. five
3. two months 6. slaves 2. protect
2 A 3. Pennsylvania
f g
4. followed; North Star
r u
p r i s o n 5. offered money / offered $40,000
c s 6. brave; intelligent
A m e r i c a