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Frederick Douglass
Diana Hardenstein
Leaders, Terror and Black Soldiers in the Civil Wa
Frederick Douglass said "What is possible for me is possible for you." By taking these keys and making them his own, he created a life of honor, respect and success.
Students will learn about Frederick Douglass and his role as a leader in this country.
Students will read and interpret four documents written by Douglass that depict scenes from his childhood, his bondage and freedom, emancipation, and an oration in Memory of Abraham Lincoln
Research facts about Frederick Douglass on the following sites:
http://www.pbs.org/search/search_results.html?q=frederick+douglass&neighborhood=none
http://americancivilwar.com/colored/frederick_douglass.html
time-line of Douglass’ life
http://americancivilwar.com/colored/colored_troops.html
colored troops
Make three posters using colorful poster-board and markers with the following messages:
1. Believe in yourself.2. Take advantage of every opportunity.
3. Use the power of spoken and written language to effect positive change for yourself and society.
1-2 90 minute sessions
3
How has the life of Frederick Douglass impacted American society?
Have student’s desks arranged in a semi-circle around a table on which the following objects or pictures of the objects are arranged:
Chain
Quilt
Top hat
Panama hat
Bowler hat
Pencil
Paper
Alphabet strip
Book
Portrait of Frederick Douglass
Map of the world
Boat/ship
Map of the during the Civil War
Portrait of Abraham Lincoln
Ask students to speculate in writing about the objects and come up with some ideas to link them to Frederick Douglass. (About 10 minutes)
Begin the lesson by identifying what the objects on the table are. Explain that Frederick Douglass was many things including: child, slave, runaway, student, friend, writer, speaker/orator, freedman, husband, confidant, adviser, abolitionist, and ambassador.
Hold up objects as you briefly overview his life:
Chain=slaveQuilt=underground railroad
Top hat=political activist
Panama hat=ambassador
Bowler hat=citizen
Ring =husband
Pencil=learned to write
Paper=wrote many essays, speeches, books
Alphabet strip=learned to read from his mistress
Book=read many books, used saved money to purchase his first book
Portrait of Frederick Douglass
Map of the world=he traveled to England
Boat/ship=travel
Map of the during the Civil War=involved in recruiting black soldiers
Portrait of Abraham Lincoln=adviser to the president
*Add any other objects that come to mind that would apply to the lesson
Hold up the posters individually and tell students that as they go through the lesson, they should make note of how Frederick Douglass sought to embody these ideas for success in his life.
http://americancivilwar.com/colored/frederick_douglass.html Prepare a power-point presentation using the site above for information. Break students into four groups. Give each group copies of the documents from the sites that follow: http://www.pbs.org/wnet/historyofus/web05/features/source/docs/C07.pdf Reading excerpt: This link is an excerpt from Douglass' life as a slave. 1845 http://www.pbs.org/wnet/historyofus/web05/features/source/docs/C08.pdf Reading excerpt: My Bondage and my Freedom http://www.pbs.org/wnet/historyofus/web09/features/source/docs/C02.pdf Reading Excerpt The meaning of Emancipation http://teachingamericanhistory.org/library/index.asp?documentprint=39 Reading Excerpt Oration in memory of Abraham Lincoln
Review Key events in Douglass' life using the time-line below:
Give students 10-15 minutes to review the time-line and note when the four documents were written. Have them highlight the dates and note what else was happening at that time.
Once students have read through their speech or writing, ask them to compose an outline of the writing that addresses the following points:
- When did Douglass make this speech or present this writing?
- Briefly summarize Douglass' message
- Describe the tone or language he use, giving at least one significant quote as an example.
- What reaction do you imagine Americans today would have to the speech or writing?
Give students an opportunity to share their essays. Discuss their ideas and findings.
To summarize the lesson, have each group identify which poster(s) correlate with what Frederick Douglass wrote. Have students write down as many ideas as they can that tie the objects on the table with Douglass' life.
A spokesperson from each group will summarize the input from group members and present findings to the class.
Conclude the lesson by having students discuss ways in which Frederick Douglass' influence can be seen in contemporary society.
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