Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resource for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARMUP

  Pose the following brainstorming questions to your students, directing them to record their responses on the Google Doc, share with a partner, and then with the class if they choose.

  1. What do you know about the abolitionist movement?

  2. Who were some of the people involved?

  3. What strategies did they utilize in the movement?

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage.

  We recommend having your students complete the activity in a jigsaw format to save time. Or, depending on time and resources, you may consider having your students engage in a Frayer's Model activity, where each student is responsible for completing one or two items. Students can then post their models around the room for reference throughout the lesson.

  Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• INTRODUCTION

  Play the following video clip that offers an introduction to Frederick Douglass. Direct your students to answer the related question on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Video Clip 1: Introduction to Frederick Douglass (0:49)

  1. Who was Frederick Douglass?

• BACKGROUND

  Direct students to the background section of their graphic organizers. Instruct them to view the following two video clips that provide background information about the United States in 1845 and take notes.

  Video Clip 2: The U.S. in 1845 (2:00)

  Video Clip 3: America in 1845 (1:21)

  Next, engage in a class discussion using the following guiding points:

  1. How does Edna Greene Medford describe the U.S. in 1845?

  2. Who was president of the United States at the time?

  3. Describe the population of the country.

  4. How was the slave population included in the census?

• EARLY YEARS

  Direct students to the early years section of their graphic organizers. Instruct them to view the following two video clips and answer the related questions on their graphic organizer. Students can share their findings with a partner, small group, or the class when finished.

  Video Clip 4: Frederick Augustus Washington Bailey (1:02)

  1. Why did Frederick Douglass change his name?

  Video Clip 5: Frederick Douglass' Life in Talbot County, MD (4:37)

  1. What was life like for Douglass when he lived in Talbot County, MD?

  2. Describe his relationship with his family.

• PUBLICATION

  Direct students to the publication section of their graphic organizers. Instruct them to view the following three video clips that summarize the publication and impact of Douglass' writing. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Video Clip 6: Impact of “Narrative of the Life of Frederick Douglass” (2:40)

  1. According to Edna Greene Medford, what was the immediate impact of this publication?

  2. Discuss its availability in the South.

  3. Describe the distribution of this book.

  Video Clip 7: Writing "Narrative of the Life of Frederick Douglass" (1:19)

  1. Explain how Douglass wrote this publication as Edna Greene Medford discussed.

  Video Clip 8: Reaction to Frederick Douglass' Writing (1:53)

  1. How does Edna Greene Medford describe Douglass' writing about slavery?

• ENGAGEMENT

  Direct students to the engagement section of their graphic organizers. Instruct them to view the following six video clips to learn more about Frederick Douglass. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Video Clip 9: Frederick Douglass in Baltimore, MD (5:44)

  1. Describe Frederick Douglass' arrival in Baltimore, MD as Bradley Alston explained.

  2. How did Douglass learn how to read?

  3. How did Hugh Auld respond to his wife Sophia teaching Douglass how to read, and how did Douglass view this reaction?

  4. What steps did Douglass take to continue learning?

  5. Describe Douglass' view of Sophia Auld.

  6. When did he equate learning to read with freedom?

  Video Clip 10: Who Was Edward Covey? (3:03)

  1. Who was Edward Covey and how did he affect Frederick Douglass?

  Video Clip 11: Who Was William Lloyd Garrison? (2:56)

  1. Who was William Lloyd Garrison?

  2. Describe his relationship with Frederick Douglass.

  3. According to Edna Greene Medford, why did the two men have a falling out?

  Video Clip 12: Frederick Douglass Lecture Circuit (0:41)

  1. How was the lecture circuit for Douglass?

  Video Clip 13: Reviews of "Narrative of the Life of Frederick Douglass" (2:08)

  1. Describe the reviews of Douglass' book that are featured.

  2. Describe Douglass' first attempt at escaping.

  Video Clip 14: Frederick Douglass Escape (8:24)

  1. Explain what occurred at Gardner' shipyard where Frederick Douglass was working and his subsequent switch to working in the Price shipyard.

  2. What prompted Frederick Douglass to plan his escape from Baltimore?

  3. Describe Douglass' escape.

  4. Was he in jeopardy throughout his journey?

• EXTENSION

  To provide additional context about the life of Frederick Douglass for your students, you may consider having them engage in this extension activity. Direct them to the extension section of their graphic organizer and instruct them to choose one of the following videos to view that highlight aspects of Douglass' life. They should respond to the accompanying question on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Video Clip 15: Frederick Douglass' Family Life (2:15)

  1. How did Anna Murray Douglass impact Frederick Douglass' life?

  Video Clip 16: Frederick Douglass in Photographs (8:08)

  1. Explain the role of photography in Douglass' life.

• CONCLUSION

  Have students view the following video to wrap up this lesson on Frederick Douglass and discuss some of the highlights of Douglass' legacy that are presented.

  Video Clip 17: Legacy of Frederick Douglass (0:57)

• REFLECTION

  Ask students to consider the information they learned from viewing the videos as well as class discussion and write a response to the following prompt:

  Do you think “Narrative of the Life of Frederick Douglass” shaped America? Explain your position citing evidence from the videos and class discussion.

• Teacher Tip

  Video Clip 18: Teaching Frederick Douglass (3:16)

  Charlotte-Mecklenburg Schools (NC) social studies teacher Bobby Harley, Author and Education Consultant Ernest Crim III, and Grants Pass High School (OR) American history teacher Lois MacMillan talked about teaching the "Narrative of the Life of Frederick Douglass."