Name: English 11r adams The Narrative of the Life of Frederick Douglass (nfd)



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Name: English 11R Adams

The Narrative of the Life of Frederick Douglass (NFD) Study Guide Packet
Major Characters
Frederick Bailey, later Frederick Douglass, the slave narrator. He has inherited his slave status from his mother, Harriet Bailey. It is rumored that Douglass’s father is white (probably Captain Anthony) but this does not affect his social standing since

slavery is inherited through one’s mother.


Captain Aaron Anthony- Douglass’s first master and probably his father. Anthony is the clerk for Colonel Edward Lloyd, managing Lloyd’s surrounding plantations and the overseers of those plantations. Anthony is a cruel man who takes pleasure in whipping

his slaves, especially Douglass’s Aunt Hester. He is called “Captain” because he once piloted ships up the Chesapeake Bay.


Harriet Bailey- Frederick’s mother. Harriet is separated from him after his birth, and dies when he is seven years old. Throughout her life she tried to maintain family relations with him by walking 12 miles to see him at night four or five times during his lifetime.
Betsey Bailey- the grandmother who nurtures Frederick until he is six years old. He remains emotionally attached to her.
Thomas Auld -Aaron Anthony’s son-in-law. Frederick becomes his property upon Anthony’s death. He proves himself a cruel master, especially after he becomes religious.
Hugh Auld -the brother of Thomas Auld. Frederick is sent to live with Hugh in Baltimore. His home becomes a base for the young slave. Although Frederick leaves on occasions, he always seems to return. Hugh arranges for Frederick to learn the trade of caulker. Frederick makes his escape to freedom from Hugh Auld’s Baltimore home.
Douglass's Masters and their Families
Captain Anthony

Andrew-oldest son

Richard-youngest son

Lucretia-daughter married Capt. Thomas Auld

Hugh Auld -brother of Thomas Auld

Rowena Hamilton -second wife of Capt. Thomas Auld

Colonel Lloyd

Edward-son

Murray-son

Daniel-son

Mr. Winder-son-in-law

Mr. Nicholson-son-in-law


Study Questions for Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself

Preface

1. What purposes of this book are emphasized in its title? What function is served by the opening testimonials by W. H. Garrison and Wendell Phillips?

2. What does Garrison believe are the conclusions readers should draw from this book? Why is Daniel O'Connell an appropriate person to cite for an opinion of the effects of slavery?

3. What does Garrison believe are the most devastating effects of slavery? Is there evidence for this view from Douglass's Narrative?

4. Why does Garrison cite two reports of cases of slave murder? According to him, can slaves testify at law against cruelties perpetuated on them?

L:etter

5. What opinions about slavery does Phillips add in his introduction? Why does he believe Douglass's publication placed him in jeopardy?

6. Toward what audiences do these prefaces seem addressed?

Study Questions and Vocabulary
Chapter 1 (I)

Vocabulary –Fill in this chart complete with details.

Word:

Part of Speech:

Definition:

Sample phrase/sentence:

allusion










intimation










odious(ness)










deference










cudgel











conjecture












Chapter 1 (I) Study Questions –The Customs of Slavery

Allusion: Children of Ham – Genesis 9:20-27
1. In what state was Douglass born?

2. Why didn’t he know how old he was?

3. Name his mother. Why can’t he live with her?

4. Who was rumored to be his father?

5. What happened to him before he was a year old?

6. Why does Douglass think this was done?

7. How does he feel when he hears of his mother’s death?

8. Why do the slaves, who are also the children of the master, suffer more that the other slaves?

9. Who was Captain Anthony?

10. Who was Plummer and what kind of man was he?

11. What kind of man was Capt. Anthony?

12. Explain Aunt Hester’s treatment.

13. Give three (3) examples of dehumanization in this chapter.

14. Who raised Douglass and the other children?



Chapter 1 Notes:

Chapter 2 (II)

Vocabulary –Fill in this chart complete with details.

Word:

Part of Speech:

Definition:

Sample phrase/sentence:

evince










ineffable










obdurate











Chapter 2 (II) Study Questions –The State & Economy of Slavery
1. Of whom did Douglass’ master’s family consist?

2. What were the principal products raised on the plantation?

3. What were the economic circumstances of Douglass's master, Colonel Lloyd?

4. What conditions does he describe on the plantations?

5. How were the slaves housed and clothed?
6. Why were Peter, Isaac, Rick, and Jake envied by the other slaves?
7. If a slave was convicted of a high misdemeanor, what was his/her punishment?

8. What other things happened at this farm?

9. Name the overseer of this farm.

10. Why is his name ironic?

11. What kind of overseer was Mr. Hopkins?

12. What name did the slaves give the home plantation?

13. Why didn’t Douglass understand the songs sung by the slaves chosen to come to the Great

House Farm on errands?

14. How did these songs make him feel?

15. When did the slaves sing the most? What do these songs represent?



Chapter 2 Notes:

Chapter 3 (III)

Vocabulary –Fill in this chart complete with details.

Word:

Part of Speech:

Definition:

Sample phrase/sentence:

defile










brook










ascertain










imbibe










execrate












Chapter 3 (III) Study Questions –The Reverse Psychology of Slavery

Allusion: Job – from The Bible
1. What was the greatest attraction at the home plantation?

2. How were the slaves kept out of the garden?

3. What were Colonel Lloyd’s prized possessions?

4. What happened if a slave told the truth?

5. What does the expression “a still tongue makes a wise head” mean?

6. Explain the irony behind slaves fighting to defend the alleged virtues of theirmasters.



Chapter 4 (IV)

Vocabulary –Fill in this chart complete with details.

Word:

Part of Speech:

Definition:

Sample phrase/sentence:

immutable










debase










homage










servile










reprove












consummate












expedient












arraign













Chapter 4 (IV) Study Questions –The Double Standard
1. Who succeeded Mr. Hopkins?

2. What kind of man was he?

3. If a slave was accused of a misdemeanor, what was the result?

4. Why did Mr. Gore kill Demby the slave?

5. Give four (4) examples of slaves being murdered without consequences to the murderer.

Chapters 3 + 4 Notes:

Chapter 5 (V) Study Questions –The Transformation or Metamorphosis of Mrs. Sophia Auld

Vocabulary-none
1. Why did Douglass have so much leisure time?

2. Why was he so cold in the winter?

3. What did he use for a bed?

4. What is mush?

5. Why didn’t Douglass feel sad about leaving Col. Lloyd’s plantation?

6. What does Douglass feel the move to Baltimore did for him?

7. Of all the slave children that could have been picked to go to Baltimore, to what does Douglass attribute his being picked to go?
Chapters 5 Notes:

Chapter 6 (VI) Study Questions –The Taint of Slavery

Vocabulary –none
1. What was Douglass’ new mistress like?
2. Why did Douglass learn to read?

3. How are the slaves in the city different from the slaves on the plantation?

4. Describe the cruelty of Mrs. Hamilton.

Chapter 7 (VII)

Vocabulary –Fill in this chart complete with details.

Word:

Part of Speech:

Definition:

Sample phrase/sentence:

chattel










precepts










urchin











Chapter 7 (VII) Study Questions –The Right to Abolish Slavery
1. Give one example to show how slavery changed Douglass’ mistress.
2. Who helped teach Douglass to read and what reward did he give them?

3. Why does Douglass say that learning to read was a curse rather than a blessing?

4. Why did Douglass need to learn how to write?

5. How did he learn how to write?

6. What books does he read, and how do these influence his beliefs about slavery?

7. How does he come to learn about the abolitionist movement?




Chapter 8 (VIII)

Vocabulary –Fill in this chart complete with details.

Word:

Part of Speech:

Definition:

Sample phrase/sentence:

profligate










dissipation











Chapter 8 (VIII) Study Questions –The Indifference to Slavery
1. What is a valuation?

2. After the valuation and division of property, where was Douglass sent?

3. Who did Douglass say he would miss?

4. How did Master Andrew treat Douglass’ little brother?


5. What happened to Douglass’ grandmother?
6. By the end of this chapter, what is Douglass determined to do?

Chapters 6, 7, 8 Notes:

Chapter 9 (IX)

Vocabulary –Fill in this chart complete with details.

Word:

Part of Speech:

Definition:

Sample phrase/sentence:

sanction










sagacity










pernicious











Chapter 9 (IX) Study Questions –Is he a religious man?
1. What were Master Thomas Auld and his wife like at St. Michael’s?
2. What action, by slaveholders, was the height of meanness?
3. What was used to justify cruelty? Give an example.
4. What did religion do to a Master?
5. Who is Mr. Edward Covey (give his circumstances and reputation) and why was Douglass sent

to live with him for a year?




Chapter 10 (IX)

Vocabulary –Fill in this chart complete with details.

Word:

Part of Speech:

Definition:

Sample phrase/sentence:

Apostrophe

(literary term)














turbid










ague










goad










quail (not the bird)












imbue











concert (not the music)












perdition











to hector











redress












Chapter 10 (X) Study Questions –Turning Point Climax
Allusion: Hamlet – “To be or not to be” Act III, scene i

Patrick Henry – “Speech to the Virginia Convention” 1775


1. What kind of job did Douglass have for the first time in his life?

2. What happened to him after the first week with Mr. Covey?


3. Mr. Covey was one of the few slaveholders who did what?

4. What did the slaves call Mr. Covey and why?

5. What does Douglass say Covey turned him into (46)? What hopes encouraged him in his despair?

6. What is an apostrophe? (Not the piece of punctuation.) What was the apostrophe on pages

76-77 about and to whom was he addressing?

7. What did the fight with Mr. Covey do for Douglass?

8. Why were the days between Christmas and New Year’s Day important to the slaves?

9. What purpose did these holidays serve?

10. How was Mr. William Freeland different from Mr. Covey?

11. According to Douglass, who were the worst slaveholders?

12. What did Douglass resolve to do in 1835?

13. What does the following quote mean? .”…rather bear those ills we had/Than to fly to others,

that we knew not of ” ?

14. Why were the slaves going to take a water route as a means of escape?

15. Explain why Douglass, John, and Henry were taken to jail.

16. What was their greatest concern?

17. What did Douglass do with his pass? What about Henry?

18. Where was Douglass sent after Capt. Auld got him out of jail?

19. What was the reason for the fight Douglass found himself in and what happened to him

physically?

20. What skill did Douglass learn at the shipyard of Mr. Walter Price?

21. How much did he make per day? Per week? What did he have to do with all of his money

and why?


Chapter 10 Notes:
Chapter 11 (XI)

Vocabulary –Fill in this chart complete with details.

Word:

Part of Speech:

Definition:

Sample phrase/sentence:

imputation










exculpate








fetters









avow












myriad












commensurate












Spartan












palpable












habiliments












scathing













Chapter 11 (XI) Study Questions –Falling Action & Resolution: The Abolitionist Movement
Allusion: Sparta

Matthew 25:35


1. Why doesn’t Douglass give all the facts of his escape from slavery?

2. By giving Douglass part of the wages that he earned, what did Douglass believe of his master?

3. Why is September 3, 1838 significant to Douglass?

4. What was his motto?

5. Who was Anna Murray?

6. Why did Douglass change his name when he got to New Bedford?

7. What name was suggested for him?

8. What aspects of New Bedford life surprised him? What difficulties followed him in the exercise of his work?


9. What was The Liberator?

10. Who was Mr. Nathan Johnson?

11. What happened to Douglass when he spoke at an anti-slavery meeting in Nantucket?

Appendix –The Treatise Against Slavery


  1. What clarification of his views about the relation of religion and slavery does Douglass provide in the appendix?



  1. What effect might it have had on religious readers?



  1. Do you think the appendix provides a useful addition to the narrative of his life?



  1. As you think back on this book, what features of its content or rhetoric most impress you?

Narrative of the Life of Frederick Douglass English 11R-Adams

Project Choices Due:


Multiple Understanding - Group Work Project & Presentation –Test Grade

These tasks will help you integrate various information in the text to facilitate your understanding. Choose one of the following, create a detailed visual with appropriate and relevant text that best explicates the project you choose, and present your work to the class. You will have 2 class periods to work on this AND you and your whole class will be able to use these visuals for the essay test at the end of the unit.

** Choose form the 5 following: you may work with two other students in groups of 3.


  • Divide work up equally: by chapters or by talent, expertise, or ability for various aspects of the project/ presentation

  • use graphic organizers, PowerPoint or poster board for effect

  • try different colors, mediums and unique renderings of scenes or settings

  • try effective framing of visuals/ texts: ie. brochures or pamphlets for each student instead of a poster board

A. Create a timeline of the life of Frederick Douglass as described in Narrative of the Life of Frederick Douglass. Be creative, make it visually stimulating and briefly include ALL of the following:

  1. month/ year

  2. which master’s place

  1. brief list & description of his “job” & duties

(EASY-just look through all chapters; may use graphic organizers & poster board for effect)

B. Create a travel log of the life of Frederick Douglass as described in Narrative of the Life of Frederick Douglass. Be creative, make it visually stimulating and for each stop briefly include the following:



  1. year

  2. describe setting/ place he traveled to (from what state or town to another?)

3. brief description of why he traveled there & how he felt about it

(EASY -similar to project A -all chapters; may use graphic organizers & poster board for effect)

C. Create a Property/ Exchange Record of the life of Frederick Douglass as described in Narrative of the Life of Frederick Douglass. Be creative, make it visually stimulating and for each master that inherited Frederick, (he was only exchanged by a few hands) and briefly include the following:


  1. year

  2. master’s/slave owner’s name

  1. brief description of the(ethical/ moral –or not) treatment of Frederick by master

D. Create the Horror or Brutality Documentation of the life of Frederick Douglass as described in Narrative of the Life of Frederick Douglass. Be creative, make it visually stimulating and for each horror include the following:

1. year, his age



  1. name of overseer under which master

  2. VIVID and detailed description of the “horror” or cruelty FD was subjected or witness to (DETAILS - 6-8 incidents)

E. Create the Character Affected By Slavery Analysis of the life of Frederick Douglass as described in Narrative of the Life of Frederick Douglass. Be creative, make it visually stimulating and for each horror include the following:



  1. character & FD’s quote about him.her

  2. brief characterization before & after owning slaves with textual support

  3. VIVID and detailed description of the character’s transformation or understanding in FD’s eyes (DETAILS - 5 characters)

F. (2) X Create a Literary Elements & Techniques Log of Frederick Douglass’ use of various Language/ Writing Style techniques. Be creative, make it visually stimulating and for each include the following:

    1. chapter

    2. element/ Technique/ Device

    3. drawings/depictions of the actual element or technique/device in story’s scenes: i.e. irony, satire, imagery, figurative language, symbolism, contrast (characters, setting, revelations, lessons learned), structure & point of view (DETAILS - 6-8 different elements/ devices)

**Your grade for all projects & presentations, as always, will be judged depending on your Individual & Group Participation, relevance & accuracy of information, preparation, organization & neatness of project & presentation, creativity & originality of project & presentation, and clarity, effort, enthusiasm, and decorum.

Any form of PLAGIARISM will result in an automatic ZERO for your grade.

Name: Date: NFD Culminating Group Project

& Presentation Grade (100 Points)

Quality


Comments

Points

YOU


Preparation & Organization & Neatness of PROJECT

Handed in & presented on time

-5




Typed and neat; proper heading; original write up

-5




Fulfilled all requirements & followed directions; Visually stimulating; Evident logic & organization; Neatness & clarity of text & examples O, C

25




Relevance & Accuracy of Info.

Information is detailed, complete, thorough & true to the text, facts, dates and characters’ analyses are correct M, D

30




Creativity & Originality (board/poster, etc.)

Incorporated innovative ideas; utilized the board or space; attractive project; superior coherence, focus, direction, shape, language, style, connection & meaning; in character’s point of view & voice & effective devices for presenting MDOLC

20




Preparation & Organization & Neatness of PRESENTATION

Effective plan & delivery; Utilized 5-10 minute time period; Awareness of audience and purpose; Utilized & displayed resources & visuals when presenting; Responsibilities are clearly understood & equitably carried out amongst group members L

10




Clarity, Effort, Enthusiasm, & Decorum

Reflected clear & loud speech; Professional presentation style; Eye contact; Evident effort & enthusiasm for project & presentation

10




Proper decorum & etiquette during presentations (-no disrupting)

5




Total Points:




Bonus:

Total:

*circled comments = areas you need to improve upon *checked items = areas you succeeded in


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