FREDERICK DOUGLASS: LESSON STUDY:
A MAN & HIS TIMES

II. LESSON PLAN:

STUDENT QUESTION

“Why was Frederick Douglass important and what does learning about his life tell us about the times in which he lived?”

Specifically, in terms of the 4th of July speech, students were asked to who supported slavery, why Douglass believed Christians who supported slavery were inconsistent, and how did he developed his argument.

STANDARDS

Historical & Social Sciences Analysis Skills:

• Chronological & Spatial Thinking –
  1. Students explain how major events are related to one another in time.
  
  
• Research, Evidence, & Point of View -
  4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them.
  
  
• Historical Interpretation –
  1. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.

United States History & Geography: Growth and Conflict:

• 8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
  
  2. Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g. through writings and historical documents).
  
  
• 8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
  
  1. Describe the leaders of the movement (e.g. John Brown, Underground RR, Wm. Lloyd Garrison, Frederick Douglass).