The Life of Frederick Douglass
From Slavery to Freedom:
Jessica Sidwell
Olympia CUSD #16
Spring 2007
Illustration from the cover of the
program for Memorial Exercises
for Frederick Douglass held at
Washington High School on
March 29, 1895. From “Pictures,
Programs, Invitation, Etc.”
Library of Congress, Manuscript Division
This learning experience explores the life of Frederick Douglass using the Frederick Douglass Papers at the
Library of Congress. Using the primary sources found in this collection and other related collections at the Library
of Congress, students will study how this famous American came to be one of our nations leaders.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
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Objectives
Students will:
 determine the important events of Frederick
Douglass’s life using a timeline.
 determine the type of person Frederick Douglass
must have been based on several readings.
 evaluate the differences in Frederick Douglass’s
language use in a variety of rhetorical situations.
 create a presentation of a chapter of Frederick
Douglass’s life using primary sources from a variety
of sources.
Recommended time frame
Grade level
Curriculum fit
Materials
6 days on a block schedule (Block 4 80 minute periods)
10th grade
American Literature/ American History
Materials needed:
 Access to Computer Lab
 Guided notes for Timeline
 Copies of Preface of The Narrative of the Life of
Frederick Douglass



Project Assignment Sheet
KWL chart
Critique sheet
Links needed for learning experience
Life of Frederick Douglass Timeline
http://lcweb2.loc.gov/ammem/doughtml/timeline.html
The Narrative of the Life of Frederick Douglass
http://lcweb2.loc.gov/ammem/doughtml/doughome.html
American Memory Homepage
http://memory.loc.gov/ammem/index.html
Illinois State Learning Standards
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Language Arts Learning Standards
GOAL 1: Read with understanding and fluency.
 1B. Apply reading strategies to improve
understanding and fluency.
o 1.B.4a Preview reading materials, clarify
meaning, analyze overall themes and coherence,
and relate reading with information from other
sources.
o 1.B.4b Analyze, interpret and compare a variety
of texts for purpose, structure, content, detail and
effect.
o 1.B.4c Read age-appropriate material with
fluency and accuracy.
 1C. Comprehend a broad range of reading materials.
o 1.C.4a Use questions and predictions to guide
reading.
o 1.C.4b Explain and justify an interpretation of a
text.
o 1.C.4c Interpret, evaluate and apply information
from a variety of sources to other situations (e.g.,
academic, vocational, technical, personal).
GOAL 2: Read and understand literature
representative of various societies, eras and ideas.
 2A. Understand how literary elements and
techniques are used to convey meaning.
o 2.A.4a Analyze and evaluate the effective use
of literary techniques (e.g., figurative language,
allusion, dialogue, description, symbolism, word
choice, dialect) in classic and contemporary
literature representing a variety of forms and
media.
o 2.A.4c Describe relationships between the
author’s style, literary form and intended effect
on the reader.
o 2.A.4d Describe the influence of the author’s
language structure and word choice to convey
the author’s viewpoint.
 2B. Read and interpret a variety of literary works.
o 2.B.4b Analyze form, content, purpose and
major themes of American literature and
literature of other countries in their historical
perspectives.
o 2.B.4c Discuss and evaluate motive, resulting
behavior and consequences demonstrated in
literature.
GOAL 4: Listen and speak effectively in a variety of
situations.
 4A. Listen effectively in formal and informal
situations.
o 4.A.4b Apply listening skills in practical
settings
 4B. Speak effectively using language appropriate to
the situation and audience.
o 4.B.4a Deliver planned informative and
persuasive oral presentations using visual aids
and contemporary technology as individuals and
members of a group; demonstrate organization,
clarity, vocabulary, credible and accurate
supporting evidence.
GOAL 5: Use the language arts to acquire, assess
and communicate information.
 5A. Locate, organize, and use information from
various sources to answer questions, solve problems
and communicate ideas.
o 5.A.4a Demonstrate a knowledge of strategies
needed to prepare a credible research report
(e.g., notes, planning sheets).
o 5.A.4b Design and present a project (e.g.,
research report, scientific study, career/higher
education opportunities) using various formats
from multiple sources.
 5B. Analyze and evaluate information acquired from
various sources.
o 5.B.4a Choose and evaluate primary and
secondary sources (print and nonprint) for a
variety of purposes.
Procedures
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Day One:
1. Tell students Frederick Douglass was a slave
who escaped to his freedom and became a leader
in the anti-slavery movement. Have students fill
in the KWL chart about what they know about
Douglass, slavery, or the anti-slavery movement.
A copy of the chart is located in the handout
section.
2. Have students go to the link displaying the
timeline of Frederick Douglass’s life. Students
should read the timeline and complete the guided
note outline found in the handout section. The
following link is for the timeline.
http://lcweb2.loc.gov/ammem/doughtml/timeline.html
3. After completing the activity, students should
have a discussion about who they think Douglass
was.
Day Two:
Before beginning the project, the teacher should read the
Preface to The Narrative of the Life of Frederick
Douglass aloud with the students. The preface can be
found with the following link:
http://lcweb2.loc.gov/ammem/doughtml/words.html
Once opening the page, click on Douglass in his own
words. This will show a link to The Narrative of the
Life of Frederick Douglass, An American Slave. This
will bring up a screen with the information about the
text. Underneath the picture of the text, there is a link to
view text. This will pull up a table of contents, and the
preface is listed along with the chapters the students will
need.
1. After reading the Preface aloud, the following
questions should be discussed
- What type of person do you think
Frederick Douglass was based on the
preface?
- Have you changed any of the ideas you
had from before after reading the
preface?
- What type of language was used to make
you think this?
- Historically speaking is Frederick
Douglass important? Why or Why not?
- Why is a preface important to read?
2. Present project assignment to the students. The
link is listed above. This will lead students to
the chapter they have been assigned. Student
should follow the assignment sheet for their
chapter. http://lcweb2.loc.gov/cgibin/query/r?ammem/lhbcb:@field(DOCID+@lit
(lhbcb25385div3))
Day Three:
1. Students should have class time to continue to
research and to put their projects together. Students
should determine the roles each group member
should have during the presentation.
Day Four and Day Five:
1. Students will present their projects to the class.
2. Students watching the presentations should each be
assigned a group to critique. The critique form is at
the end of this document.
Day Six:
1. Wrap up discussion of slaves and Frederick
Douglass’s impact on the United States.
2. Students should evaluate their groups and also
complete a self-evaluation.
3. Students should complete an in class writing
assignment to complete the unit. The prompt for this
assignment is located in the handouts section.
Evaluation
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This lesson should be evaluated by the presentation, and
required assignments. Also the students should
complete the writing assignment. This will give
instructor a sense of whether or not students have gained
an understanding of the material.
Extensions
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There are three extension activities for this learning
experience.
An Exploration of the Letters of Frederick Douglass
1. Students will read one of the letters written by
Frederick Douglass found at this website:
http://docsouth.unc.edu/neh/dougl92/menu.html
2. Select one of the letters under the Learn More
section and complete the worksheet Analysis of a
Letter found under the handout section.
3. Students should discuss the importance of letter
writing and its role in our society today. Do we
write letters? When? What has replaced letter
writing? Will people have primary sources to study
our lives?
Primary Resources from the Library of Congress
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Image
Description
Citation
URL
Picture of Frederick
Douglass
Charles White.
Frederick Douglass.
Lithograph, 1951.
Ben and Beatrice Goldstein
Foundation, Prints and
Photographs Division.
Reproduction Number: LCUSZC4-6167 (2-18)
http://memory.loc.gov/
cgibin/query/r?ammem/aa
odyssey:@field(NUM
BER+@band(cph+3g0
6167))
African-American man
bound to a pole being
whipped. White envelope
with blue ink. Image on left.
Civil War Treasures from
the New-York Historical
Society, [Digital ID,
nhnycw/aj aj01046e.g.,
nhnycw/ad ad04004]
http://memory.loc.gov/am
mem/ndlpcoop/nhihtml/cw
nyhshome.html
http://memory.loc.gov/
cgibin/query/r?ammem/c
wnyhs:@field(DOCID
+@lit(aj01046))
Thomas Nast's celebration of
the emancipation of Southern
slaves with the end of the
Civil War. Nast envisions a
somewhat optimistic picture
of the future of free blacks in
the United States. The central
scene shows the interior of a
freedman's home with the
family gathered around a
"Union" wood stove. The
father bounces his small child
on his knee while his wife
and others look on. On the
wall near the mantel hang a
picture of Abraham Lincoln
and a banjo. Below this scene
is an oval portrait of Lincoln
and above it, Thomas
Crawford's statue of
"Freedom." On either side of
the central picture are scenes
contrasting black life in the
South under the Confederacy
(left) with visions of the
freedman's life after the war
(right). At top left fugitive
slaves are hunted down in a
coastal swamp. Below, a
black man is sold, apart from
his wife and children, on a
public auction block. At
bottom a black woman is
flogged and a male slave
branded. Above, two hags,
one holding the three-headed
Thomas Nast.
Emancipation.
Philadelphia: S. Bott, 1865.
Wood engraving.
Prints and Photographs
Division. (5-9)
(Reproduction Number:
LC-USZ62-2573)
http://memory.loc.gov/
cgibin/query/r?ammem/aa
odyssey:@field(NUM
BER+@band(app+3a0
6245))
hellhound Cerberus, preside
over these scenes, and flee
from the gleaming apparition
of Freedom. In contrast, on
the right, a woman with an
olive branch and scales of
justice stands triumphant.
Here, a freedman's cottage
can be seen in a peaceful
landscape. Below, a black
mother sends her children off
to "Public School." At
bottom a free Negro receives
his pay from a cashier. Two
smaller scenes flank
Lincoln's portrait. In one a
mounted overseer flogs a
black field slave (left); in the
other a foreman politely
greets Negro cotton-field
workers.
Photo of Frederick Douglass
Picture found in the Narrative
of the Life of Frederick
Douglass.
Library of Congress,
Manuscript Division
http://memory.loc.gov/
cgibin/ampage?collId=mf
d&fileName=15/1500
1/15001page.db&recN
um=18
Library of Congress,
Manuscript Division
http://memory.loc.gov/
cgibin/ampage?collId=lhb
cb&fileName=25385/l
hbcb25385.db&recNu
m=1\
Rubric
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The Narrative of the Life of Frederick Douglass Presentation Project
5
4
3
2
Collaboration
with Peers
Almost always
listens to, shares
with, and supports
the efforts of others
in the group. Tries to
keep people working
well together.
Usually listens to,
shares with, and
supports the efforts
of others in the
group. Does not
cause "waves" in the
group.
Often listens to,
shares with, and
supports the efforts
of others in the
group but sometimes
is not a good team
member.
Rarely listens to,
shares with, and
supports the efforts
of others in the
group. Often is not a
good team member.
Content
Shows a full
Shows a good
Shows a good
understanding of the understanding of the understanding of
topic.
topic.
parts of the topic.
CATEGORY
Posture and Eye Stands up straight,
looks relaxed and
Contact
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.
Stands up straight
and establishes eye
contact with
everyone in the
room during the
presentation.
Sometimes stands
up straight and
establishes eye
contact.
Does not seem to
understand the topic
very well.
Slouches and/or
does not look at
people during the
presentation.
Stays on Topic
Stays on topic all
(100%) of the time.
Stays on topic most Stays on topic some It was hard to tell
(99-90%) of the time. (89%-75%) of the
what the topic was.
time.
Speaks Clearly
Speaks clearly and
distinctly all (10095%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (10095%) the time, but
mispronounces one
word.
Speaks clearly and
distinctly most ( 9485%) of the time.
Mispronounces no
more than one word.
Preparedness
Student is
completely prepared
and has obviously
rehearsed.
Student seems
pretty prepared but
might have needed a
couple more
rehearsals.
The student is
Student does not
somewhat prepared, seem at all prepared
but it is clear that
to present.
rehearsal was
lacking.
Enthusiasm
Facial expressions
and body language
generate a strong
interest and
enthusiasm about
the topic in others.
Facial expressions
and body language
sometimes generate
a strong interest and
enthusiasm about
the topic in others.
Facial expressions
and body language
are used to try to
generate
enthusiasm, but
seem somewhat
faked.
Often mumbles or
can not be
understood OR
mispronounces more
than one word.
Very little use of
facial expressions or
body language. Did
not generate much
interest in topic
being presented.
Comprehension Student is able to
accurately answer
almost all questions
posed by classmates
about the topic.
Student is able to
accurately answer
most questions
posed by classmates
about the topic.
Student is able to
accurately answer a
few questions posed
by classmates about
the topic.
Rubric Made Using:
RubiStar ( http://rubistar.4teachers.org )
Student is unable to
accurately answer
questions posed by
classmates about
the topic.
Handouts
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The Narrative of the Life of Frederick Douglass
KEL
(What we Know; what we Expect to know; what we Learned.)
Name: _______________________________
K: What I KNOW:
L: What we LEARNED:
E: What I EXPECT to find out:
Frederick Douglass Timeline
Guided Notes Activity
Frederick Douglass was a man who changed a lot of views on Slavery and equal rights for African American living in
the United States during the 1800’s. This is a pivotal point in United States history. Frederick Douglass was one of
the key people that helped to free the slaves and to start making America a free place for everyone. There were many
things that Frederick Douglass did in his life that influenced the choices and decisions he made. He was also given
many opportunities that other African Americans could only dream of having.
Using the link listed below, read through the timeline of Frederick Douglass’s life. Fill in the blanks of this outline to
note some of the important things that happened in Frederick Douglass’s life. Some of the lines are fill in the blanks
while you are reading, but others ask you to make a prediction about what influence the event may have had on his
life. Don’t skip ahead. Remember the questions that ask for predictions cannot be marked wrong because we have
not covered it yet. I am just asking for your best guess. Remember, if you have any trouble, ask. Enjoy exploring
Frederick Douglass’s life!
http://lcweb2.loc.gov/ammem/doughtml/timeline.html
This is only page one of the timeline. You will have to click on the links under the pictures to go to the next pages.
Click on 1818-1835
Frederick Douglass was not born with this name, he was born ______________________
___________________________. His mother was Harriet Bailey, a _____________. No one knows for sure who
Frederick’s father is, but rumor has it that his father was ___
__________________________. He was raised by _________________________ at __
__________________________ and didn’t get to see his mother very often.
Make a prediction: What is strange about his parentage? Why do you think he did not get to see his mother
very often?
When Frederick was six years old, he moved to a plantation _______________________.
In 1915, ___________________________________ because she dies the following year. After his mother died, he
went to live with ____________________________________.
Even though he was living there, he was still the property of Aaron Anthony. The year after he began living with this
couple, he asked Sophia __________________________.
Thomas Auld, his new master, makes her stop because __________________________.
Make a prediction: Why would Thomas Auld be afraid to let a nine year old boy learn to read? Nine year old
boys don’t usually cause a large amount of trouble for their caretakers.
Even though he was told to stop reading, he still _______________________________.
One of the things he read was a newspaper article on ____________________________
______________________. This is where he learns of the ________________________ movement. In 1833, he was
sent to _______________________________ to work for his owner Thomas Auld. While there, Thomas discovers
that Frederick is ________
___________________________ and stops him. The following year, Auld rents Frederick to
_______________________, who was known as a ____________________. After being beaten several times, he
________________________________. This man never beats him again. In 1835, he is hired out to William
Freeland. Here he secretly
_______________________________________________________________________.
Make a prediction: What caused Thomas to send Frederick away? Why were Frederick’s actions different
from what we typically learn about when we discuss slaves? Why do you think we don’t talk about people like
Frederick who stand up for themselves?
Click on the link to 1836-1846
In 1836, Frederick plans to _____________________, but he ends up _______________
______________________________. While he is here, he learns valuable information that helps him
_______________________ two years later. In 1837, He joined the East Baltimore mental Improvement Society,
which was _____________________________
_________________________. September 2, 1838, Frederick escaped to freedom by
______________________________________________________________________. This is where he changed his
name and became known as ________________________.
He was unable to take a job as a caulker because ________________________________
_________________________________.
Make a prediction: How do you think this event made Douglass feel? (If you are having trouble with this,
think about how you would feel if you were put in a group for an activity, and everyone else assigned to your
group said they would rather work alone because you were in the group.)
In 1839, Frederick Douglass subscribed to a publication called _______________________ written by
_______________________________. This publication was so revealing to Douglass that he went to hear its author
speak in April. He also becomes ________________________________, which begins his career as a public
speaker. Using his new skills, he makes a speech two years later at __________
__________________________________. A man named _______________________
convinces him to speak about his life as a slave. The Anti-Slavery Society was so impressed, that they
________________________________________. This event also begins a friendship between Douglass and
Garrison.
Make a prediction: What problems do you think this caused for Frederick Douglass? Why would Douglass
put himself at so much risk?
In 1843, an unfortunate incident happens to Douglass. His right hand was broken by ___
_______________________________ while he was attending an ___________________
________________. He never recovered full use of his hand. In 1845, Douglass published
__________________________________________. This is about _________
___________________________. This could have caused a lot of problems for Douglass because
__________________________________. He is never arrested because,
__________________________________________ while on a tour of England. For the first time in his life he is
_________________________________.
Click on 1847-1859 or the NEXT link
In 1847, Douglass purchases _____________________________________ and begins to publish
________________________. In 1884 three events happen that were considered risky. The first event was his
meeting _____________________________, an abolitionist. He also begins to help out runaway slaves that were
fleeing on __________
_______________________________. His daughter also suffers the effects of discrimination when she is asked to
leave her school because ______________________
______________. Douglass begins to fight against the _________________________ of public schools. In 1851, he
had a falling out with his good friend Lloyd Garrison about _
______________________________________. He merges his paper _______________ with Gerrit Smith’s paper
____________________________. This is when Douglass begins to become an independent person in the
antislavery movement.
In 1855, Douglass published his second autobiography, __________________________.
In 1859, John Brown and other abolitionists raised the federal arsenal at Harper’s Ferry. This affected Douglass
because he was forced to flee in order to escape _____________
________________. The charges brought against him were ______________________
________________ because _______________________________________________.
The Civil War begins in 1861. Many important events happened that made our nation what it is today because of the
war. One important event was Lincoln’s Emancipation Proclamation that
_______________________________________________________.
To help the war efforts, Douglass became a ______________________ for the 54th Massachusetts Infantry, the first
_________________________ regiment. His sons join this regiment. In August of this year, he meets with
______________________ to discuss ________________________________. One year later, he meets with him
again to discuss _____________________________________________________________.
Make a prediction: Have you ever heard of this meeting before? Why do you think it is unlikely that many
students have never heard of this before?
Click on 1877-1895 or the NEXT link
For the next several years, Douglass holds different elected positions. He publishes his third and final autobiography
________________________________________ in 1881. In 1882, Douglass’s wife died and caused him to
_________________________. He does something shocking in 1884 by marrying, ____________________. This
event is shocking because _____________________________________. He becomes the minister to Haiti, but is
relieved of this position because ________________________
________________________________. He dies February 20, 1895 of ____________
____________________________ after ____________________________________.
Make a prediction: What type of person do you think Frederick Douglass was based on the reading of this
timeline? Would you have liked to meet him? Would you have joined in his cause? Why or why not?
The Narrative of the Life of Frederick Douglass
Project Assignment Sheet
The Narrative of the Life of Frederick Douglass is a story of Frederick Douglass’s life and his experiences during his
life in slavery. He explains in detail the things he and other slaves had to endure. You have read the timeline and the
preface for the autobiography, so you already have a good idea of the type of person Frederick Douglass was. The
difference between the timeline you have already read and The Narrative of the Life of Frederick Douglass is that the
autobiography is in Frederick Douglass’s own words. It is an explanation of the first hand encounters he had and
what he thought about them. What you are reading is true.
The goal of this assignment if for students to break into small groups and collectively read an assigned chapter. Each
group is responsible for reading and annotating one chapter from the narrative. You will be divided up into 11
groups. Each group will also be responsible present the assigned chapter to the class. The chapters are found on line
at the Library of Congress. Annotations should include:




Thoughts your group had while reading
Questions your group is unsure about
Reasons why things might have happened
Anything that makes you think or have a reaction while you are reading
As a class, you will be teaching each other about Frederick Douglass and discussing the events in the narrative. Each
group will present their chapter to the class and lead the class in a discussion about what is found in the chapter. You
will also be required to make a visual aid and a handout for the rest of the class. You will have to locate the materials
for your handouts and visual aids at the Library of Congress Website. The following link will take you to The
Frederick Douglass Papers homepage at the Library of Congress website and there are links to other sites on the page
that will help you find resources. http://memory.loc.gov/ammem/doughtml/doughome.html
You need to have all of the following to turn in on the first day of presentations:
1. Annotations of your chapter from each group member
2. A copy of questions for discussion to engage the whole class
3. A summary of the chapter that you will read to the class.
4. A print out that highlights sections of the narrative that you will read out loud
5. A visual aid that further explains or illustrates something from your chapter
6. A handout that includes the summary of your chapter and the additional information you have on your visual
aid for the rest of the class.
7. A list of who was responsible for what part of the assignment
Critique Sheet for Frederick Douglass Presentations
Name of presenters:
Which chapter of the narrative did this group present?
Did the group members equally participate in the presentation?
Was the handout clear and useful for you?
What did this group do exceptionally well during their presentation?
What elements of this presentation could this group work to improve on?
Did the group do a good job leading a class discussion about their chapter? What did you
learn based on the discussion?
What questions do you still have after listening to the presentation and the discussion?
Frederick Douglass Writing Assignment
According to many scholars and historians, Frederick Douglass is considered one of the
nation’s leaders. Some people however disagree, saying that he didn’t accomplish
anything significant; therefore he should not be celebrated as a major historical figure.
Select one side of this argument and write an essay expressing why Douglass should or
should not be considered a great American leader.
Your essay should include your thoughts and ideas, but these ideas should be supported
from information found in the readings or discussions from class. Make sure that you
supply enough information to prove your case. You may use the writings and timeline
from class to help you with your essay.
Analysis of a Letter
Physical Characteristics:
What is the appearance of the letter you found? Using the picture provided on the
website, actually describe what you are looking at. Some items to consider: color,
texture, the way the words look on the page, the paper, illustrations, stamps,
blemishes.
Sender/ Receiver:
Who wrote the letter? When did this person write it?
Who received the letter? When did this person receive it?
Content:
Describe what the letter is about.
Who is the intended audience for this letter?
Why was this letter written?
List two historical events mentioned or alluded to in the letter.
List three important facts you learned from reading this letter.
1.
2.
3.
What questions do you have that are left unanswered from reading this letter? List
at least two.