LIBRARY OF CONGRESS – PATHWAYS
Frederick Douglass
By Christina Roberts, Heather Schnellbacher, Julia Soyer,
Krystall Trice and Kaitlyn Wohlgemuth
College of Education
University of Northern Iowa
Cedar Falls IA
Title:
The Life of Frederick Douglass: The impact of education on politics and society.
Theme: Reform
Historical Period: Civil War and Reconstruction 1861-1877
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/present
ations/timeline/civilwar/
Lesson Module Overview: Students will learn about the life of Frederick
Douglass and his impact during the abolitionist movement using primary resources
from the Library of Congress such as images, documents and audio files. Through
hands on learning, active inquiry and collaboration with classmates, students will
understand the impact Frederick Douglass’ writings and opinions had during civil
war and still do today.
Grade range: Intermediate/Middle Level (3rd-6th grades)
TABLE OF CONTENTS
LESSON MODULE DAY 1
Title: The Life of Fredrick Douglass through His Own Eyes
3
LESSON MODULE DAY 2
Title: Visiting Fredrick Douglas
7
LESSON MODULE DAY 3
Title: The Writings and Speeches of Frederick Douglass
9
LESSON MODULE DAY 4
Title: The Autobiographies of Frederick Douglass
12
LESSON MODLE DAY 5
Title: Hardships Endured During Slavery
16
APPENDIX I: Images and Graphic Material
20
APPENDIX II: Bibliography and Webliography
28
LESSON MODULE
Day 1
Title: The Life of Fredrick Douglass through His Own Eyes
Learning Goals:
Knowledge
- Students will recall information from the Fredrick Douglass’s text, previous
knowledge, and a video in order to create their stories.
- Students will identify similarities between their personal slave stories.
- Students will share one interesting fact they learned about their classmates
stories.
Skills
-Students will use the three autobiographies of Fredrick Douglass to collect three
interesting facts related to his personal life.
- Students will create their own story of the life of a slave incorporating the three
interesting facts they collected.
- Students will share their personal stories with a small group (with an option of
doing it in-front of the class)
Dispositions
-Students will begin to develop an ability to evaluate multiple perspectives, think
critically about the past, and grapple with the complexity of historical issues.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Culture: Social studies programs should include experiences that provide for the
study of culture and cultural diversity.
Time, Continuity, & Change: Social studies programs should include experiences
that provide for the study of the past and its legacy.
People, Places, and Environments: Social studies programs should include
experiences that provide for the study of people, places, and environments.
Individuals, Groups, and Institutions: Social studies programs should include
experiences that provide for the study of interactions among individuals, groups,
and institutions.
Materials Needed:
Chart Paper
Markers
White Board
Writing Utensils
Primary Source Photograph of the “Effects of the Fugitive-Slave-Law” (Appendix
I)
Primary Source Photograph of “Fredrick Douglass” (Appendix I)
Computer with Projector Screen and Speakers
Video of the “Life of a Slave”
 http://www1.teachertube.com/viewVideo.php?video_id=87448&title=Life_
of_a_Slave
Copies of Fredrick Douglass’s Autobiographies (Appendix II)
 Primary Source Document Narrative of the Life of Fredrick Douglass, an
American Slave
 My Bondage and My Freedom
 Life and Times of Frederick Douglass
Lined Writing Paper
Lesson Procedures:
Introduction
1. Gather the students into a large group discussion area and show them the photo
of the “Effects of the Fugitive-Slave-Law”.
2. Ask the children if they are familiar with what this picture is about. (You are
looking for an answer that has to do with living life as a slave in the United States.)
3. After the discussion about the photograph, create a list of things the students are
familiar with when talking about the life of a slave.
4. When completing the list, have the students watch the first 1:45 of the video
“Life of a Slave”.
5. Return back to the list after watching the short video and add any other ideas or
insights the students have collected.
6. When finishing the list, inform the students that Fredrick Douglass’s life as a
slave was told about in his own words by writing three different autobiographies.
7. Show the class a picture of Fredrick Douglass from his first autobiography
Narrative of the Life of Fredrick Douglass, an American Slave. After showing the
class the picture, present the three different autobiographies Fredrick Douglass
wrote during his life.
8. Inform the students that will be learning more about Fredrick Douglass’s life
through these texts.
Development
1. While still in the large group, read chapter 1 of Narrative of the Life of Fredrick
Douglass, an American Slave to the class.
2. Pass out copies of the three autobiographies for the students to look through.
These three autobiographies include Narrative of the Life of Fredrick Douglass, an
American Slave, My Bondage and My Freedom, and Life and Times of Frederick
Douglass.
3. Inform the students that they will be given 30 minutes to look through these
texts and to find 3 pieces of information that they found interesting about Fredrick
Douglass’s life. (Along with the interesting fact, they must provide what book it
was taken from and on what page)
4. After the students have found their interesting facts, they will be asked to create
their own autobiography of a slave. Within this autobiography, they must
incorporate the three pieces of information they learned from reading Fredrick
Douglass’s work.
5. Give the students at least 30 minutes to find these facts and then time to create
their own story. (This may have to be a take home or homework assignment)
Culmination
1. After the students have finished their own stories about the life of a slave, split
up the students into small groups.
2. Have the students read their stories to their group in order to continue to educate
more children about facts and information. Instruct students to write down any
similarities they had among their stories. Also have each student write down one
fact they learned from listening to the other children’s stories.
3. Go around the room and have the students share their similarities and each
student’s new fact.
4. Write these similarities on the board to discuss about after all of the groups have
shared.
5. Then give the students an option to read their personal story to the class.
6. Lastly, set up a reading center including Fredrick Douglass’s three
autobiographies and allow students to put their own personal story in the center as
well.
Assessment
1. Collect the student’s stories and 3 interesting facts with the book and page
number. Check to see that the students used accurate information from Fredrick
Douglass personal life and if they included these facts in their personal slave story.
Lesson Module
Day 2
Title: Visiting Fredrick Douglas
Learning Goals:
Knowledge
-Students will learn who Fredrick Douglas was and the time period that he lived in.
-Students will learn about major events that happened throughout his life.
-Students will learn the major dates that Douglas made his biggest contributions to
society.
Skills
The students will learn different research skills and apply them in their activities.
Dispositions
Students will appreciate the people of our past that have helped shaped our present
that we live in today. This lesson will focus on Fredrick Douglas.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change: Social studies programs should include experiences
that provide for the study of the past and its legacy.
Power, Authority, & Governance: Social studies programs should include
experiences that provide for the study of how people create, interact with, and
change structures of power, authority, and governance.
Civic Ideals & Practices: Social studies programs should include experiences that
provide for the study of the ideals, principles, and practices of citizenship in a
democratic republic.
Materials Needed:
Computers
"The Life and times of Frederick Douglas"
Fredrick Douglas Pamphlets, including time line
Poster board
Markers
Scissors
Glue
Tape
Dress up Costumes
Lesson Procedures:
Introduction
1. Introduce the lesson by dressing as a slave and have the classroom set up
like a sleeping area for slaves. Have a pretend baby in the center. Welcome
the class Talbot County, Maryland 1818. Tell them you would like them to
meet your new baby son Fredrick Douglas.
2. Explain to the class that during this next couple of days we will be learning
about the life of Fredrick Douglas and the major events in his life. The class
will be broken up into groups and each groups will have presentation similar
to what you did at the beginning of class
Development
3. Distribute the pamphlets on Fredrick Douglass
4. Explain to class in detail what their requirements are for the project.
 Break the students up into groups of 3 or 4.
 Each group will be assigned a different event that happened in the life
of Fredrick Douglas.
 Each group will be will be responsible for creating a poster board
displaying their event all the facts about it.
 Each group will also present their event to the class. This needs to be
a creative skit like the example the teacher gave at the beginning of
class.
Culmination
Each group will have two social studies class periods to complete their task. Then
each group will be given a day that they will be presenting their informational skit.
Assessment
Evaluate the effectiveness of this activity by examining the extent to which the
learning goals were met by the students’ presentations.
LESSON MODULE
Day 3
Title: The Writings and Speeches of Frederick Douglass
Learning Goals:
Knowledge
Students will learn about Frederick Douglass’ impressive reading and writing skills
for an African American during the time period.
Students will learn about the work that Abraham Lincoln and Frederick Douglass
did during the abolitionist movement.
Students will broaden their knowledge about the abolitionist movement and the
history of slavery.
Skills
Students will continue to develop use of grammar, punctuation and English skills
by writing a speech.
Students will continue to develop public speaking skills by reading their speeches
out loud during class time.
Dispositions
Students will appreciate Frederick Douglass’ ability to stand up for his beliefs
during a time when it was unpopular to do so.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change: Social studies programs should include experiences
that provide for the study of the past and its legacy.
People, Places, and Environments: Social studies programs should include
experiences that provide for the study of people, places, and environments.
Individuals, Groups, and Institutions: Social studies programs should include
experiences that provide for the study of interactions among individuals, groups,
and institutions.
Materials Needed:
-Copies of “Oration in Memory of Abraham Lincoln” by Frederick Douglass, one
per student.
-Computers
-Teacher computer with projection screen
Lesson Procedures:
Introduction
1. Begin lesson by asking students to recall why Frederick Douglass was so
important during his time. Guide students to remember that he was a
prominent writer and speaker of African American rights during his life.
2. Tell students that during class today they will be learning more about
Frederick Douglass’ writings and speeches.
3. Explain that African American men at the time were not taught to read and
write, Frederick Douglass was one of few men during the time that could
express the feelings of the African American slaves.
Development
1. During class time give each student a copy of “Oration in Memory of
Abraham Lincoln” written by Frederick Douglass. Explain that as a class
they will be taking turns reading his speech out loud.
2. Take time to read a portion of “Oration in Memory of Abraham Lincoln”
each student reading 4-6 sentences, depending on the size of the class.
Culmination
1. After reading Frederick Douglass’ speech explain that each student will
write their own speech about something they would like to change about the
world we live in today.
2. Give students time to brainstorm ideas for their speech. If students are
struggling write a list of ideas on the board that students can use.
3. Allow time for students to either use the computers to type their speech or
hand write.
4. When students are finished writing their speeches put them in groups of 4
and ask them to take turns reading their speeches to their classmates. Give
time for questions and discussion.
Assessment
-Participation rubric to grade students’ participation during the reading of “Oration
in Memory of Abraham Lincoln”
-Use rubric to evaluate the students’ personal speeches, based on learning goals for
this lesson.
LESSON MODULE
Day 4
Title: The Autobiographies of Frederick Douglass
Learning Goals:
Knowledge
-Students will understand the key events in Frederick Douglass’ life.
-Students will understand the difference between a biography and an
autobiography.
Skills
-Students will complete the project using different types of resources.
-Students will create an autobiography depicting key events of Frederick Douglass’
life.
Dispositions
-Students will begin to develop a different perspective and think critically about
that perspective.
-Students will engage in a collaboration and cooperation in order to complete an
assignment.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change: Social studies programs should include experiences
that provide for the study of the past and its legacy.
People, Places, & Environments: Social studies programs should include
experiences that provide for the study of people, places, and environments.
Individual, Groups, & Institutions: Social studies programs should include
experiences that provide for the study of interactions among individuals, groups,
and institutions.
Materials Needed
Paper
Writing Utensils
Markers
Staples
Glue
“Narrative of the Life of Frederick Douglass, An American Slave” Primary Source
Document
Image of Frederick Douglass
Lesson Procedures:
Introduction:
1. Begin today’s lesson by reviewing what students know or have already learned
previously about Frederick Douglass. Show class picture of Frederick Douglass
while discussion begins.
2. Point out and repeat key characteristics about Frederick Douglass that the
students bring to a point, or fill in information if they are stuck on an idea.
3. Follow up the brief discussion with asking the students if they know what an
autobiography is. Ask students if they know what a biography is. Discuss the
differences. Then, ask the students if they can give you an example (if applicable)
of an autobiography they might have read or written (same for biographies).
4. From their knowledge about the subject, introduce the project to the student by
telling them they are going to be working in pairs to research information about
Frederick Douglass and create an autobiography of his life telling his life story
from his point of view. If any questions arise, answer them now to make sure
students know that they will be writing from his point of view, not their own.
5. Show an example of the 10-page autobiography the students are to create, how it
is a booklet with a title page and altering pages of information and pictures or
quotes they are to find in the primary resources and websites.
Development:
1. Share the primary source document entitled, Narrative of the Life of Frederick
Douglass, An American Slave.
2. Ask students basic questions of how to use the resources (i.e. find specific
information in text, on a website) if this is not their first time using them. Have this
discussion and reminder be mostly student based as they could learn different ideas
and tricks from each other.
3. Give students broad topics of which to include in their autobiography. (i.e. birth
year and place, childhood to adulthood, family, accomplishments, setbacks, turning
points in one’s life, etc.) While giving them broad topics, give the example of how
they are to write from in there is still any confusion (i.e. My name is Frederick
Douglass and I was born in). Since this is a short autobiography, suggest to
students that they try to include the main topic and events in his life.
4. Tell students for the picture, drawing, or quotes page that they're to either scan,
cut, or paste a picture that the event is describing in their autobiography or draw a
picture. If they find an appropriate quote instead, they can include that instead. Tell
students that each page of the autobiography must be accompanied by a drawing,
picture, or a quote by Frederick Douglass and Frederick Douglass only.
5. Remind students again that they will be working in pairs to complete this
assignment so they are to use both the primary sources and the websites to find
information and complete the booklet. Suggest that one person be in charge or
writing the facts and one person be in charge of including the drawing, picture, or
artifact since they both will be completing the research.
6. Check again for understanding. If all is clear, allow students to research within
their pairs guiding them only if they seem to be off topic on what to be completing
or confused on how the project is to be complete. Allow as much time is necessary
to complete the 10-page autobiography.
Culmination:
1. Revisit what the students know about Frederick Douglass. Ask them if they
found out any new information from his autobiography or from the websites
provided.
2. Ask students whether it was easy or difficult for them to write from another’s
point of view. Review with students what the difference between and
autobiography and a biography is.
Assessment:
1.As an assessment to the lesson, ask each pair to read one page and share with the
class their drawing, quote, or picture and explain to their classmates the
significance of why they chose that to include in their booklet and why it was of
importance in Frederick Douglass’ life.
LESSON MODULE
Day 5
Title: Hardships Endured During Slavery
Learning Goals:
Knowledge
-Students will understand the term “slavery” and hear stories from former slaves.
-Students will explore how African Americans lived in America, but were not free
citizens.
-Students will develop an understanding of the hardships that were endured by
African American slaves.
Skills
-Students will research and explore audio recordings of actual accounts of the lives
of former slaves.
-Students will work in small groups to teach the remainder of class what they have
learned about the hardships endured during slavery through role-playing. The
presentation will include a summary of events in the lives of former slaves.
Dispositions
-Students will begin to develop an ability to identify the value of the American
Slaves’ contributions to the building of America. They will begin to understand the
hardships the slaves experienced while helping to make America the great country
in which we live.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change: Social studies programs should include experiences
that
provide for the study of the past and its legacy.
Power, Authority, & Governance: Social studies programs should include
experiences
that provide for the study of how people create, interact with, and change structures
of power, authority, and governance.
Civic Ideals & Practices: Social studies programs should include experiences that
provide for the study of the ideals, principles, and practices of citizenship in a
democratic
republic.
Materials Needed:
Computer
CD player
Chart Paper
Markers
Dictionary/Online Dictionary Source on the interactive whiteboard
Voices from the Days of Slavery Audio and Transcripts
Copy of My Bondage and My Freedom by Frederick Douglas
Lesson Procedures:
Introduction
1. Hook the students’ interest by playing a short audio of an actual slave telling his
story about his life as a slave. Ask the question “Could we have relatives that were
former slaves?”
2. Allow for discussion on the topic. We will take a moment to define ‘slave’, and
ask the students if they knew what Mr. Hughes meant when he said, “My
grandfather belonged to Thomas Jefferson.”
3. I will then say, “Excuse me class, I need something from the office,” and write a
note and a pass for Jonathan (African American) to go to the office. (I will have
already spoken with the secretary and asked her to “forget” to give him a pass to
return to class).
4. We continue the discussion, not sure where it will leads us, but I will focus on
the definition of slavery.
-When Jonathan returns, happy that he brought the special item that I needed from
the office, I will make a big deal about him not having a pass, and how I appreciate
the item, but remind him and the entire class about how much trouble he could get
into if another teacher had caught him in the hall without a pass, and not known
why he was out of class. I will allow him to enter the class this time without a pass,
but note that this is not acceptable (and be very careful not to him embarrass or
hurt his feelings).
-Then I will ask Tommy (a White student) to run down the hall and ask Mrs.
Johnson for an item. When he asks for a pass, I will tell him that he doesn’t need
one and hurry him along and keep talking to the class.
-After Tommy returns with the item, I will thank him and continue the audio. We
will focus on the part of Mr. Hughes’ story when explains, that as adult male
(slave), he could not come and go as he pleased. He had to have a have a pass to go
and run an errand, and a pass to return.
5. I will begin the discussion about how this was not fair. I will be careful to point
out this is our history and this is how it was then. I will guide the focus on how it
was not fair for me to treat the students differently who left the classroom. I will
also remind them that each group will be writing about the lives of former slave
and that we will all pretend to be that character so we will understand what their
lives were like back then.
-I will be careful to redirect the feelings that this lesson will provoke, into
teachable moments of being good citizens, respecting one another and embracing
differences.
Development
1. Write the following historical inquiry questions on the board: “What was
slavery? Who were slaves? Where did they come from?
2. Go over the vocabulary word “slavery” first. Ask students, “What does the
word ‘slavery’ mean?”
3. Support students developing an understanding of the term, perhaps using a
dictionary or online dictionary source on the interactive whiteboard (Merriam
Webster online dictionary-www.merriamwebster.com). We will also view the
online transcripts from the Voices from the Days of Slavery.
4. Solicit students’ background knowledge about the questions posted. Write their
ideas on chart paper so that we can refer back to them.
5. Ask students what questions they have about the topic. Write these down as
well, so we can refer back to them.
6. Inform the students that over the next week we will be learning more about these
topics beginning with reading aloud the following book that tells the story of a runaway slave who became an ambassador, author and much more, My Bondage and
My Freedom by Frederick Douglas.
7. Stop throughout the read aloud to check student comprehension, while reading
excerpts from the book and ask students, “What should we add to the chart paper
about our developing understanding of the hardships of slavery?”
Culmination
1. Students will work in small groups to write summaries that they will present to
the entire class.
2. Encourage students to listen to the audio transcripts while reading along with the
printed version at the media center during appropriate times of the day and to make
notes on other hardships the slaves endured that we haven’t discussed.
3. Encourage students to write them down and “teach” their small group what they
learned, by beginning, with “Did you know…?”
Assessment
1. Ask students to write two new things they leaned (one they would like to share
aloud, if any) and one questions about the topic. I will also look for the
understanding of the items learned during presentations, and attempt to point out
questions that were answered by other group presentations. The questions that
were not answered will be used to influence planning for future lessons.
Appendix I: IMAGES AND GRAPHIC MATERIALS
FROM THE LIBRARY OF CONGRESS
1. Image:
“Effects of the Fugitive-Slave-Law”: The fear and pain of the typical life of
a slave.
2. Image:
“Fredrick Douglass Photograph”: A photograph of Fredrick Douglass from his
first autobiography Narrative of the Life of Fredrick Douglass, an American
Slave. (1849)
3. Document:
“The North Star” North Star, June 2, 1848. Edited by Frederick Douglass
and Martin Delany. Newspaper.
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart2b.html#0210
4. Document:
Oration by Frederick Douglass Delivered on the Occasion of the Unveiling of the
Freedmen's Monument in Memory of Abraham Lincoln (Series: Speech, Article,
and Book File---A: Frederick Douglass, Dated) http://memory.loc.gov/cgibin/ampage?collId=mfd&fileName=23/23004/23004page.db&recNum=0
5. Document
Douglass, F. (1849). Narrative of the life of Frederick Douglass, an American
slave.Boston: Anti-Slavery Office.
6. Picture
“Frederick Douglass” Head-and-shoulders portrait, facing right.
http://www.loc.gov/pictures/item/2004671911/resource/
7. Picture:
“Frederick Douglass” African American Abolitionist.
http://www.loc.gov/pictures/item/brh2003002435/PP/
8. Document:
Frederick Douglass Timeline:
http://lcweb2.loc.gov/ammem/doughtml/timeline.html 9. Audio:
Norwood, N. (2009, March 01). Voices from the Days of Slavery: Stories,
Songs and Memories [audio file]. Retrieved from
http://www.loc.gov/podcasts/slavenarratives/index.html
10. Audio:
Quarterman, W. (2009, June 29). Wallace Quaterman: Voices from the Days of
Slavery: Stories, Songs, and Memories. Retrieved from
http://www.loc.gov/podcasts/slavenarratives/index.html
Appendix II: BIBLIOGRAPHY AND WEBLIGRAPHY OF
RESOURCES FOR STUDENTS AND TEACHERS
Bibliography of Children’s Literature:
Adler, D.A. (1995). A picture book of frederick douglass. Holiday House.
Adler, D.A. (2010). Frederick douglass (picture book biography). Holiday House.
Cline-Ransome, L. (2011). Words set me free: the story of young frederick douglass. Simon &
Schuster/Paula Wiseman Books.
Davidson, M. (1989). Frederick douglass fights for freedom. Scholastic Paperbacks.
Davis, O. (1990). Escape to freedom: a play about young frederick douglass. Puffin.
McLoone, M. (2006). Frederick douglass (photo illustrated biographies). Capstone Press.
Miller, W. (1996). Frederick douglass: the last day of slavery. Lee & Low Books.
Myers, E.P. (2007). Frederick douglass: young defender of human rights (young patriots series).
Patria Press, Inc.
Stanley, G.E. (2008). Frederick douglass: abolitionist hero. Aladdin.
Trumbauer, L. (2006). Let's meet frederick douglass (let's meet biographies). Chelsea Clubhouse.
Resources for Teachers and Students:
Africans in America, Initials. (n.d.). Frederick douglass. Retrieved from
http://www.pbs.org/wgbh/aia/part4/4p1539.html
Black history web: A teachers guide to Frederick Douglass online. (n.d.). Retrieved from
http://citationmachine.net/index2.php?reqstyleid=2&mode=form&reqsrcid=APAWebPag
e&more=yes&nameCnt=1
Chesnutt, C.W. (2010). Frederick Douglass-A biography. FQ Books.
Claudiosclass, . Life of a Slave. Teacher Tube Videos, 11 Mar. 2009. Web. 15 July 2011.
<http://www1.teachertube.com/viewVideo.php?video_id=87448&title=Life_of_a_Slave.
Douglass, F. (2010). Collected articles of Frederick Douglass. FQ Books.
Douglass, F. (1881). Life and times of Frederick Douglass. Hartford, CN: Park Publishing Co.
Douglass, Fredrick. My Bondage and My Freedom. New York: n.p., 1855. Print.
Douglass, Fredrick. Narrative of the Life of Fredrick Douglass, an American Slave. Boston:
Anti-Slavery Office, 1849. N. pag. Library of Congress. Web. 15 July 2011.
<http://memory.loc.gov/cgibin/query/r?ammem/lhbcbbib:@field%28NUMBER+@od1%
28lhbcb+25385%29%29>.
Frederick douglass oratorical contest. (2011, February 2). Retrieved from
http://www.nps.gov/frdo/photosmultimedia/index.htm
Ruffin, F.E. (2008). Sterling biographies: Frederick Douglass: Rising up from slavery. Sterling.