Dear English 11 and Survey of American Literature Students,
You will need to prepare for English 11 or Survey of American Literature course during the summer by reading Narrative of
the Life of Frederick Douglass, an American Slave by Frederick Douglass. The following guidelines are provided to help you
understand this important memoir and prepare you for the class discussions, multiple choice test, and essay when you enter
school in the fall.
Narrative of the Life of Frederick Douglass, an American Slave
Background Information
Published in 1845, Frederick Douglass’s autobiography Narrative of the Life of Frederick Douglass, an American Slave,
Written by Himself struck a blow against slavery not only because of what it said, but also because of what it was. The
brutalities of slavery and the culture that sustained it, are vividly described in Douglass’s narrative. But the fact that the
book was written by a slave was undeniable evidence that slaves were as human as those who had to deny them their
humanity in order to hold them in bondage.
In addition to its historical significance, Douglass’s Narrative is an enduring work of literature: it confronts, and forces its
readers to confront, questions that have challenged the world’s greatest writers. What are the origins of moral and
immoral behavior? What separates us from the animals and makes us human? What values are worth dying for? Because
the circumstances of his birth gave him no more legal standing than a piece of property until he escaped to freedom,
Douglass brings a unique perspective to these questions.
(from Reader’s Guide to Narrative of the Life of Frederick Douglass, An American Slave. Chicago: The Great Books Foundation, 2004.)
Questions
Think about the following questions as you reading the novel. You may wish to take notes to prepare for class discussion.
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What are the central events in Frederick Douglass’s life?
Who is the most important person (or people) in Frederick Douglass’s life?
What theme ties the narrative together?
Where is the turning point in Frederick Douglass’s life?
What have you brought away from this story?
(from Bauer, Susan Wise. The Well-Educated Mind: A Guide to the Classical Education You Never Had. New York: W. W. Norton & Company, 2003.)
Dialectic Journal
Please complete the dialectic journal form as directed on the back of this sheet. Dialectical journal entries should focus on
the essay topics listed below.
Possible Essay Topics
(DO NOT write an essay this summer. The following topics will be discussed when you return to school.)
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Does Douglass intend us to see him as an extraordinary person, or as a representative man responding to slavery’s
injustices?
To what extent does Douglass control his own destiny? To what extent does he benefit from “providence” or
good luck?
Analyze the role of reading and writing in Douglass’s attainment of freedom?
What aspects of Douglass’s character are most responsible for his survival while a slave and for his eventual escape
to freedom?
Analyze the portrayal of women in the Narrative. Does it differ from the portrayal of men? Does Douglass apply
different standards to women than he does to men?
Analyze the portrayal of whites in the Narrative. What qualities in whites does Douglass praise? What qualities
does he most strongly condemn?
(from Reader’s Guide to Narrative of the Life of Frederick Douglass, An American Slave. Chicago: The Great Books Foundation, 2004.)
We hope that you enjoy the reading and that you gain something from it. We look forward to seeing you at the start of
school.
Sincerely
The Grandview English Department