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Comparing/Contrasting Abraham Lincoln and Frederick Douglass
Diana Hardenstein
Leaders, Terror and Black Soldiers in the Civil Wa
Students will explore the idea that Frederick Douglass and Abraham Lincoln were more alike than different. Students will be able to use prior knowledge to draw conclusions about the experiences that shaped these two men and the circumstances that led them to become friends.
Branch or Whip (2) books (Bible, Famous Speeches, Narrative of the Life of Frederick Douglass, Life of George Washington).
Use construction paper to cover textbooks and put titles on the cover to portray these books if they are unavailable.
Frederick Douglass, Autobiographies. New York: Library of America, 1994.
Other Materials:
Paper
Feather with Ink Pen Attached
Black Overcoat
White Dress Shirt
(2) Top Hats
Panama Hat
Wedding Bands
(2) Chain Links
Picture of Woman who could be Lincoln's Mother
Picture of Woman who could be Douglass' Mother
Plastic Farm Animals and/or Small Barn
Map of the United States
Copy of the U.S. Constitution
Large Play Money
Newspaper
one ninety minute block
4
How can seemingly different leaders have commonalities based on their life experiences?
Obtain an interesting looking bag/rucksack that is stuffed with items to keep its shape. On the bag, affix a variety of buttons with different messages and slogans. Make sure that the buttons are spread around the whole bag so that no matter where one looks, a button is visible.
Place the bag on a stool or table that is in the center of the room. Have students sit in a circle around the bag and observe it.
Hand out paper and markers and give students about ten minutes to write their thoughts about the bag. There is no right or wrong here, just observation/feelings about the bag.
After everyone has finished writing, ask students to read their writings out loud. This works best if one volunteers to start, then just continue around the circle. Encourage them by saying that all observations are correct, no right or wrong here. Let them know individually as they finish reading that it was good.
After all of the readings are complete, ask the group if everyone had the same observations. Tell the students that the name of this activity is "Perspectives".
Ask them: what does perspective mean, where do we get our perspective, what gives individuals different perspectives.....?
Possible answers may include: Upbringing, experiences, religion, nationality, gender, race, education, age, work experience......
Point out that all of these factor in to one's observation of a situation.
Prior to class beginning, arrange all of the items on a table in front of the class. After completing the "Perspectives" activity, ask for two volunteers to stand on either side of the table. One will play the role of "Abe", and one will be "Frederick". As you narrate the similarities, each one will hold up and show an item from the table to the students. You may want them to pass them around to the other students. "Abe" and "Frederick" will put on the appropriate clothes, hats, rings, etc as you narrate.
Have students brainstorm about which circumstances impacted Lincoln and Douglass. Explain that both Lincoln and Douglass were looking at an issue - the American Civil War, yet both saw different things.
Begin by stating that both men lived in the same time period, and though there were obvious differences, this lesson will focus on the similarities between the two leaders.
(If students are lacking in prior knowledge of Lincoln and Douglas, the teacher may need to provide background. Selected similarities and differences are provided by author of lesson plan. See below.)
Continue the lesson by narrating facts about each man's life. Use the objects on the table to do so. Randomly call on students to answer the question of how each object could represent something in the lives of these men:
Calendar - Both men lived during the same time period.
Both were born into poverty - (pull out insides of pant pockets to reveal empty pockets)
Branch or whip -("Abe" and "Frederick" should pick up the branches and hold them up for the class to see)
Abraham Lincoln was beaten by his father when he was a young man. He never recovered from the events, as is evident when his father was dying and requested to see Abraham; he reportedly stated that it wouldn't do either of them any good to see each other. His father died without seeing Abraham again.
Frederick Douglass was severely whipped by his slave master, Mr. Covey when he was sent "very early in the morning of one of our coldest days in the month of January, to the woods, to get a load of wood". "My cart was upset and shattered, my oxen were entangled among the young trees, and there was none to help me." "I told Mr. Covey what had happened, and how it happened." "He then went to a large gum-tree, and with his axe cut three large switches, and, after trimming them up neatly with his pocket-knife, he ordered me to take off my clothes. I made him no answer, nor did I move to strip myself. Upon this he rushed at me with the fierceness of a tiger, tore off my clothes, and lashed me till he had worn out his switches, cutting me so savagely as to leave the marks visible for a long time after. This whipping was the first of a number just like it, and for similar offenses...."
"Life With a Slave Breaker"
From the Narrative of the Life of Frederick Douglass 1845
(Library of America volume Frederick Douglass Autobiographies)
Books - Neither Abraham Lincoln nor Frederick Douglass received extensive formal education, yet both learned how to read.
Paper and pen - both men were self educated, and intelligent.
Pictures of mothers - both men lost their mothers at an early age.
Farm animals or barn - both men spent their young adulthood on farms.
Maps - both moved from border slave states to Free states.
Rings - both men were married
White dress shirt/black overcoat - both men rose from poverty to prominence and became self-supporting in their distinguished professions.
Top hat for Lincoln/Panama Hat for Douglass- Lincoln became President of the United States, and Douglass was appointed minister resident and consul general to the Republic of Haiti, and charge d'affaires, Santo Domingo.
*(Be sure to involve the students in the "audience" by soliciting their responses about how these objects apply to the lives of these two men. Ask students if they can think of other similarities that are not represented by the items on the table.)
At this time, "Abe" and "Frederick" should have on the following: shirt, overcoat, hat, and ring. The other items should either be on the table, or in the student audience. Tell the students that now you will discuss some of the differences in these men while you review their similarities. Ask students to point out some of the obvious differences.
Possible answers:
- Lincoln was Caucasian, Douglass was African American
- Lincoln was born free, Douglass was born a slave
- Lincoln was born free, Douglass had to purchase his freedom ("Frederick" should pick up the play money at this point)
- Lincoln was a lawyer and a politician, Douglass was a writer and newspaper publisher. ("Frederick" should hold up the newspaper)
- Lincoln used the war powers of the presidency to free slaves in the confederate states;("Abe" holds up the copy of the Constitution) Douglass used his newspaper to influence public opinion regarding rights and opportunities for blacks ("Frederick" holds up the newspaper again)
- Lincoln was primarily an orator; Douglass was both an orator and writer.
- Douglass was an abolitionist - he believed that the assumption that one person could own another was wrong and that slavery should be abolished by whatever means necessary; Lincoln opposed slavery - he believed that it was sanctioned by the right to property in the Constitution. ("Abe" should hold up the copy of the Constitution)
- Lincoln was assassinated at age 56; Douglass died of natural causes at age 77
To summarize the lesson, ask "Abe" and "Frederick" to review the items as they return them to the table. Begin with any item which significance they can remember. As the items return to the table, make sure that the statements they make are correct, and offer corrections if necessary. At the end, all of the items should be on the table, including the clothing pieces and rings.
End the lesson by drawing a Venn diagram on the overhead and ask students to call out similarities and differences that they can remember.
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