Slavery and

Abolitionism

Next

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.

If you have difficulty

viewing the video,
you may need to log
into BrainPop one
time first from the
BCPS database pag
e
.

Image Source: clipart.com by subscription

How does an understanding of the historical and cultural

background of A Narrative of the Life of Frederick Douglass
enhance your reading of the novel?

2. Information
Sources

Next

You will use these resources to complete the activity on Slide 3:

Slavery:

The Triangular Trade and the Middle Passage (video)

Slave Memories
Virtual Tour of Slave Quarters
Interview of a Former Slave (video)
Slave and Free Soil Interactive Map
Life of a Household Maidservant
Living Conditions of a Slave
Life as a Free Slave
Black Codes Affecting Free Slaves

Abolitionism:

Abolition Movement
William Lloyd Garrison
William Lloyd Garrison and the Liberator
Abolitionist Movement
Emancipation Proclamation and the 13th Amendment

Womens Rights:

The Womens Movement and Abolitionism (video)

Susan B. Anthony
Lucy Stone
Elizabeth Cady Stanton
Lucretia Mott
Womens Suffrage (video)
Declaration of Sentiments and Resolutions

Underground Railroad:

Overview (video)
Overview (article)
Harriet Tubman
Map of escape routes
Aboard the Underground Railroad
Using Quilts as Codes (video)

3. Student Activity

Use this graphic organizer to take

notes about slavery, abolitionism,
womens rights, and the
Underground Railroad using the
information sources on Slide 2.
You will be using your notes to
complete the Assessment Activity
on Slide 4.
Image Source:
www.pics4learning.com

Next

4. Assessment
Activity

Now you will compose a journal entry

using the notes on your graphic
organizer.
Write a journal entry from the point of
view of a citizen deciding whether to
aid slaves in their escape OR write from
the point of view of a slave
contemplating escape.
Be sure to use information from your
graphic organizer to make your journal
entry sound accurate and authentic.
Carefully read the Scoring Rubric so that
you know how you will be assessed.
Image Source:
www.pics4learning.com

Next

5. Enrichment Activities

Further explore the topics you have

been studying by completing these
interactive simulations.

Image Source: www.scholastic.com

Image Source: www.mission-us.org

Next

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.

Time Frame: 1-2 days

Differentiation strategies for this lesson:

More challenging readings are indicated on Slide 2 with a

gold star.

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

Notes to the teacher:

Collaborate with your school library media specialist to
implement this lesson.
If students complete the Flight to Freedom simulation on
Slide 5, remind them to use their external password when
registering.
Inform students of the following:

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.

Last updated: July 2014

Created by Amy L. Samay, Library Media Specialist Intern
BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only.
All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzies Slam Dunk Lesson module.