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Abolitionism
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1. Question
Narrative of the Life of Frederick Douglass is an
autobiographical narrative written in 1845. It
chronicles Frederick Douglass journey from the
time he became a slave until he escaped to
freedom in the North.
An important theme that Douglass explores in his
writing is What does it take for the human
spirit to be free? In order to prepare you to
read his narrative and understand this theme,
you will be learning about slavery, abolitionism,
womens rights, and the Underground Railroad.
In order to give you an overview of these topics,
click on the picture to the right to view an
introduction of slavery in America.
2. Information
Sources
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Slavery:
Abolitionism:
Abolition Movement
William Lloyd Garrison
William Lloyd Garrison and the Liberator
Abolitionist Movement
Emancipation Proclamation and the 13th Amendment
Womens Rights:
Underground Railroad:
Overview (video)
Overview (article)
Harriet Tubman
Map of escape routes
Aboard the Underground Railroad
Using Quilts as Codes (video)
3. Student Activity
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4. Assessment
Activity
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5. Enrichment Activities
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6. Teacher Support
Materials
Grade Level and Content Area: GT 8 Language Arts
Common Core State Standards
Reading: CCRA.R.1. Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
Writing:
CCRA.W.7. Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and well-structured
event sequences.
Standards for the 21st Century Learner
1.1.6 Read, view, and listen for information presented in any format (e.g. textual,
visual, media, digital) in order to make inferences and gather meaning.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real-world situations, and further investigations.
ISTE NETS Standards for Students
3. Research and Information Fluency: Students apply digital tools to gather,
evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical
thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources. c.
Collect and analyze data to identify solutions and/or make informed decisions.
Direct students to use learning tools included in our BCPSlicensed databases, such as: audio read-aloud, labeled
reading levels/Lexiles, and embedded dictionaries.
Learning Styles addressed in this lesson:
Visual, Auditory, Reflective, Global, Analytical
Articles may cover more than one topic, and students may
need to write notes in more than one square of their
organizer while completing a reading
Links provided about slavery represent differing points of
view as each slave lived under different conditions and had
different life experiences that shaped their opinions
Some of the primary documents include vocabulary that
would not be considered politically correct today, but that
is used in a historical context and reflects vocabulary used
during the time period being studied.