by Henry Adams
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
We Wear the Mask
- Paul Laurence Dunbar
Paul Laurence Dunbar (1872-1906) was an influential African American poet, the son of freed slaves, and friend of Frederick Douglass. In “We Wear the Mask,” Dunbar introduces the idea of hiding behind a metaphorical mask.Pair “We Wear the Mask” with “Henry Adams’ Testimony Before Congress” and ask students to discuss how both texts portray a post-Civil War America. How do Paul Laurence Dunbar and Henry Adams describe the experiences of Africans Americans following the Civil War? Do students think that Adams also wore a “mask”? Why or why not?
This informational text details the controversial policies of Reconstruction after the American Civil War.Pair “Reconstruction” with “Henry Adams’ Testimony Before Congress” to provide students with information about Reconstruction and discuss how Reconstruction policies contributed to sharecropping. How did these policies and sharecropping help whites stay in power during Reconstruction?
From Slaves to Sharecroppers
- Leigh Dekle
The informational text “From Slaves to Sharecroppers" describes the sharecropping system that emerged after the end of slavery in the United States.Pair “Henry Adams’ Testimony Before Congress” with “From Slaves to Sharecroppers” to provide students with additional information about sharecropping. How does the information about sharecropping in “From Slaves to Sharecroppers” compare to Henry Adams’ personal experiences as a sharecropper? How do both texts explore how sharecropping was a different form of slavery?