FREDERICK DOUGLASS: LESSON STUDY:
A MAN & HIS TIMES

II. LESSON PLAN CONTENTS:

CONTEXT

What can we learn about Frederick Douglass from his “July 4th for the Negro Speech”?

ANTICIPATORY SET

What are three things you already know about Frederick Douglass? Take out a piece of paper and a pencil or pen. Have students share & make a list on overhead projector.

MATERIALS

• Handouts – “4th of July” speech and “Inconsistencies” graphic organizer
  
• fdouglass_chart.doc
  
• Transparencies – Frederick Douglass pictures and writing prompt

BACKGROUND: read on overhead projector.

• After 1850, when California became a state, the divisions between the North and the South became more intense. People from each side (pro-slavery or anti-slavery) wanted their followers to be really committed.
  
• The 4th of July was a major holiday celebrated across the whole country.
  
• Frederick Douglass was speaking to the Ladies Anti-Slavery Society (600 people) in Rochester, New York. (Rochester was the center of an area known for its religious revivals and abolitionist beliefs.)
  
• The audience members were already abolitionists (people who wanted to end slavery).
  
• The topic of this part of Frederick Douglass’ 4th of July Speech is about Americans’ inconsistencies in relation to the question of slavery. This is just one part of a much larger speech. We chose this part so we could examine Douglass’ argument for abolishing slavery. What does it mean to be inconsistent-iscuss as say one thing and do another or hypocritical.

TEACHER GUIDED INSTRUCTION

1. The thesis or argument of this part is the first sentence. What does it mean when you argue with someone? Adults also argue or speak or write giving convincing reasons about something important to them. The whole FD speech was arguing about the need to end slavery.

• Read and discuss the thesis.

2. Look at the questions on the second page of the graphic organizer that you’ll be answering at the end of our discussions.

3. Teacher reads the speech; students read along.

4. We’ll start by looking at how Douglass makes his argument and use the chart to follow the structure.

• There are two parts to his arguments about how Americans treat slaves. One side of the chart is about what Americans say and, the other side is what they actually do…(the reality for slaves). Note the bolded or dark words that start the reality parts. These are transition words or connectors that help carry the argument along.
  
  
• You’re going to work with a partner. Arrange. We’re going to do the vocabulary as we go along. Write down on your charts the meanings.

5. Do #1 together as a class. Do vocab

6. Read #2, Partners find second column. Check together. Do vocab. Read #3, 4, & 5 Do vocab. Partners do on their own. Check as a class. Read 6, 7, & 8. Do vocab. Partners do independently. Check as a class.

7. Students do 9 and do vocab and check as a class.

10.What is FD saying? What is his argument? Is his discourse eloquent? Why or why not?

INDEPENDENT STUDENT WORK

Answer three questions on “Inconsistencies” then answer the main question in argumentative essay form using all materials in the lesson and unit, “Why is Frederick Douglass important, and what does his life tell us about the time in which he lived?”