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The Abolitionists

Frederick Douglass was exposed to the abolitionist movement through the Black community and The Liberator, a newspaper edited by William Lloyd Garrison. Douglass won renown as an effective orator, which led many white Americans to accuse him of never having been a slave. This module explores the influence of his relationship with William Lloyd Garrison, and the impact of Douglass publishing his first autobiography. Students will analyze abolitionist and pro-slavery primary sources and consider discussion prompts for more dialogue and deeper reflection.

Essential Question:
How does Frederick Douglass use his celebrity and fame to aid the cause of abolitionism?

Thinking Questions:

  • What impact did William Lloyd Garrison and The Liberator have on Frederick Douglass?
  • Why did Frederick Douglass feel it was important that he write about his experiences as an enslaved person?
  • Why did Douglass include the words “Written By Himself” in his autobiography title, Narrative of the Life of Frederick Douglass, An American Slave?
  • How did Frederick Douglass respond to accusations against him?
  • How did the success of his first autobiography and his public speaking career affect Frederick Douglass?

Examine the image, Narrative of the life of Frederick Douglass, an American slave.

  • Look at the illustration, fonts used, and the overall design of the page. What does the title page tell you about the book?
  • What do you learn about Frederick Douglass from this title page that you might not learn anywhere else?
  • Why do you think the illustration was made?
  • Why is “Written by Himself” an important part of the book title?
  • Who do you think was the audience for this book?

Analyze the manuscript, Selections from the writings and speeches of William Lloyd Garrison. Declaration of Sentiments of the American Anti-Slavery Convention.

  • Close read the page and make observations about what you notice, wonder, and feel.
  • What was the purpose of the declaration of the American Anti-slavery Convention?
  • What is the author’s point of view?
  • Who do you think was the audience for this declaration?
  • Does this print support the abolitionist movement and the fight to end slavery? Why or why not?

Examine the pamphlet, “Outrage,” February 2, 1837. Handbill.

  • Close read the pamphlet and make observations about what you notice, wonder, and feel.
  • What is the purpose of this handbill?
  • What is the author’s point of view?
  • Who do you think was the audience for this handbill?
  • Does this print support the abolitionist movement and the fight to end slavery? Why or why not?

Standards

  • Students will analyze the impact of antebellum reform movements on American politics and society by:

    • Evaluating the impact of social reform movements on temperance, prison, and educational reform.

    • Tracing the evolution, arguments, and impacts of the antebellum women’s movement.

    • Identifying the methods, arguments, and impacts of the abolitionist movement.

  • D2.Civ.6.6-8. Describe the roles of political, civil, and economic organizations in shaping people’s lives.

  • D2.Civ.10.6-8. Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.

  • D2.Civ.14.6-8. Compare historical and contemporary means of changing societies, and promoting the common good.

  • D2.Geo.4.6-8. Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

  • D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts.

  • D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

  • RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

  • RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

  • RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

  • WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.