Never Caught: The Washingtons’ Relentless Pursuit of Their Runaway Slave

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. What is a “national myth”? What is America’s national myth, and what consequences (positive and negative) does this myth have for contemporary Americans?

Teaching Suggestion: One of Dunbar’s purposes in writing Never Caught is to highlight aspects of the American national myth that audiences may not have previously examined critically. This prompt begins by asking students for a definition of “national myth”; if their answers indicate gaps in their knowledge, the resources listed below may enhance their understanding. Students may enjoy debating the second question in this prompt; because it has the potential to rouse strong feelings, students may benefit from a review of guidelines for beneficial classroom discussion.

• This 6-minute video from The New York Times explores the construction of national identity.
• This article from Arcadia defines “national myth,” offers historical examples, and considers some of the impacts of national myths.
• This article from Smithsonian Magazine discusses the positive and negative qualities of the American national myth.

2. What are some common misunderstandings regarding slavery in the Northern colonies? Why do you think these misunderstandings persist?

Teaching Suggestion: Another of Dunbar’s objectives is to provoke critical thought regarding how manipulations of public understanding of Northern slavery are used to bolster the mythos surrounding the “founding fathers.” This prompt asks students to consider how slavery has become associated almost exclusively with the American South and what myth-making purpose this misunderstanding might serve. If students know relatively little about slavery in the North, these or similar resources may be helpful starting points in researching the topic.

• This article from The American Civil War Museum explains how intertwined slavery was with the foundation of the United States.
• This article from Smithsonian’s National Museum of African American History and Culture explores several key aspects of slavery in the Northern colonies.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

Why should we listen to and think about the stories of people from outside the center of power? How are these stories often, in fact, powerful? Explain your opinion and provide one example that illustrates your ideas.

Teaching Suggestion: Dunbar tells Judge’s story not because Judge is powerful and well-known, but precisely because she is not. This prompt asks students to consider the value in attending to the stories and perspectives of those outside the locus of power. Students are likely to understand immediately how the prompt applies to power on the global or national scene, but it may be beneficial to point out that it can also apply to power within households, circles of friends, community groups, and other institutions. If students are answering this prompt in written form, they might take some time afterward for discussion, as their perspectives will be broadened by hearing their peers’ opinions.