Why Every High School Student Should Read The

Why Every High School Student Should Read The Narrative of the Life of Frederick Douglass Stefan Cohen U. S. History Teacher, NBCT School of the Arts, Rochester, NY NCSS Conference 2012 “If there is no struggle, there is no progress. ” Slide #1

I. The Pitch: Why All Kids Should Read Douglass’ Narrative Ø Curriculum: a lens for the study of nineteenth century America Ø Critical Thinking: a work of Literature in Historical Context Ø Inspiration: a story of courage and determination II. Close Reading of an excerpt III. Practical Classroom Applications Slide #2

Why Every High School Student Should Read The Narrative of the Life of Frederick Douglass Curriculum Connections Slide #3

In the Narrative, Douglass illustrates the History of Slavery Slide #4

Slavery according to its defenders: the Old Plantation Home A myth Douglass aims to debunk. Slide #5

The Diversity of the Slavery Experience as described by Douglass Slide #6

Skilled Work as a caulker on the Wharves of Fells Point in Baltimore 7

The “blood-stained” gate “It was the blood-stained gate, the entrance to the hell of slavery, through which I was about to pass. “ 8

In the Narrative, Douglass illustrates the Abolitionist Movement 9

Abolitionist Mentors William Lloyd Garrison 10

Abolitionist Mentors Wendell Phillips 11

Abolitionists who traveled with Douglass George Bradburn Henry Highland Garnet Gerritt Smith Charles Remond 12

Cazenovia, New York, 1850 Madison County Historical Society, Oneida, New York 13

Dangerous Work 14

Publication of the Narrative, 1845 15

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Divisions within the Movement Moral Suasion Political Action 17

The North Star 1847 and other publications in Rochester, NY 18

Underground Railroad 19

Women’s Rights Susan B. Anthony "Harmony! I don't want harmony. I want truth. " Abby Kelley Foster Amy Post 20

Women’s Rights . . . We hold these truths to be self-evident: that all men and women are created equal. . . The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world. . 21

Anna Murray Douglass 22

Split with Susan B. Anthony over Fifteenth Amendment American Woman Suffrage Association National Woman Suffrage Association Slide #23

Equal Rights Party 1872 Victoria Woodhull 24

Douglass turned down the request to be the Equal Rights Party’s Vice-presidential candidate. 25

July 5 th, 1852 Corinthian Hall, Rochester Slide #26

Abraham Lincoln-Stephen Douglas Debates Illinois U. S. Senate Race 1858 Political Race-Baiting Stephen Douglas: “. . found “I “[Douglass’. one of Lincoln’s Fred. speech] Douglass’ ally, conjures in the kinsmen, all person the friends another of Fred. ofrich Douglass, negro black equality negro, THE NEGRO, and is now negro traveling in this partabolition preaching citizenship to of rally the State as doctrines, one making manwhile around speeches Lincoln Abraham for his wasfriend Lincoln, discussing Lincoln thethe perfect assame the champion principles of black down embodiment here. ” men. ” (Charleston of (Freeport their principles. ” debate) (Charleston debate) 27

John Brown “Though a white gentleman, [Brown] is in sympathy a black man, and as deeply interested in our cause, as though his own soul had been pierced with the iron of slavery. " Shields Green "I could live for the slave, but he could die for him. " 28

Civil War: Emancipation & Black Troops “What he said on this day showed a deeper moral conviction against slavery than I had even seen before in anything spoken or written by him. “ "Douglass, I hate slavery as much as you do, and I want to see it abolished altogether. " 29

Chapter VI of the Narrative 1. Why did Mr. Auld forbid his wife to teach Douglass to write? 2. What did Douglass learn from this experience? 3. What are the values of this passage as a primary source about antebellum America? 4. What is happening in this passage in terms of Douglass’ own personal development? 5. What are the elements of non-fiction writing that make this compelling? 6. Do you agree with Douglass about the importance of his discovery? Does his account feel realistic or relevant for you? 30

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Frederick Douglass Family Tree 32 From Library of Congress

1877: INVITED BY VETERANS OF THE FIRST MAINE CAVALRY, A FAMOUS CIVIL WAR UNIT, TO JOIN THEM AT THEIR ANNUAL REUNION IN OLD ORCHARD BEACH. HE NOTED THAT IT WAS A SIGN OF GREAT PROGRESS IN RACE RELATIONS THAT HE HAD ENJOYED "A GAME OF CROQUET WITH LADIES AND GENTLEMEN OF A DIFFERENT RACE RIGHT OUT IN FRONT OF THE HOTEL. " 33

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Helen Pitts Douglass Cedar Hill, Washington, D. C. 35

Why Every High School Student Should Read The Narrative of the Life of Frederick Douglass Curriculum Connections Douglass provides examples and insight about: o o o o o living in slavery and the diversity of slavery experiences the Abolitionist Movement (strategies, arguments, personalities) the Underground Railroad the Women’s Rights Movement John Brown and other violent resistance to slavery the politics of antislavery and the coming of the Civil War Abraham Lincoln and his evolving views on race and equality Black troops during the Civil War Reconstruction, Civil Rights, and Republican politics The Narrative can be read as a powerful primary source for understanding the nineteenth century. 36

Why Every High School Student Should Read The Narrative of the Life of Frederick Douglass (critical thinking: recognizing the arguments) Douglass Persuades us by. . . telling the unsparing TRUTH about slavery countering the myth of happy slaves describing in detail real events and real cruelties highlighting the damage to families highlighting the sinful behavior slavery inspires (brutality, sexual violence and immorality) o highlighting the hypocrisy of the “slaveholding religion” (careful!) o showing the damage slavery does to white people o o o The Narrative can be read as a truthful, but also wellorchestrated piece of antislavery propaganda. 37

Why Every High School Student Should Read The Narrative of the Life of Frederick Douglass (studying human behavior and psychology) Douglass Deepens our Understanding of: o the true meaning of freedom; o the true meaning of slavery; o how individuals and society can attempt to manipulate and control us; o despair and redemption; o hopelessness and hope. The Narrative can be read as a study of human psychology and survival. 38

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Douglass Funeral, 1895 40

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Agitate! Power concedes nothing without a demand. It never did, and it never will. 45

Why Every High School Student Should Read The Narrative of the Life of Frederick Douglass (provides a real-life hero of courage and determination) Douglass Inspires us by. . . o understanding the value of education; o looking within himself to discover his humanity even in the worst external circumstances; o his patience and his intelligence; o his strength and his resistance (fighting back); o overcoming obstacles; o recognizing the dangers of alcohol; o not giving up on his goal; o his activism pursuing human rights for all; and o risking everything for a chance at freedom The Narrative can build character. 46