STUDY GUIDE:
Below are specific questions and prompts to guide
your reading. While each of you will be posting responses and replies to
specific, assigned study guide items, you should try to respond to all of them
to your satisfaction while you read.
Frederick Douglass
1818-1895
A Short Biography of Frederick
Douglass
Frederick Douglass was one of the
foremost leaders of the abolitionist movement, which fought to end slavery
within the United States in the decades prior to the Civil War.
A brilliant speaker, Douglass was asked
by the American Anti-Slavery Society to engage in a tour of lectures, and so
became recognized as one of America's first great black speakers. He won
world fame when his autobiography was publicized in 1845. Two years later he
began publishing an antislavery paper called the North Star.
Douglass served as an adviser to
President Abraham Lincoln during the Civil War and fought for the adoption
of constitutional amendments that guaranteed voting rights and other civil
liberties for blacks. Douglass provided a powerful voice for human rights
during this period of American history and is still revered today for his
contributions against racial injustice.
Frederick Douglass sought to embody three keys for
success in life:
- Believe in yourself.
- Take advantage of every opportunity.
- Use the power of spoken and written
language to effect positive change for yourself and society.
Douglass said, "What is possible for me is possible for you."
By taking these keys and making them his own, Frederick Douglass created
a life of honor, respect and success that he could never have dreamed of
when still a boy on Colonel Lloyd's plantation on the Eastern Shore of
Maryland.
Discussion Prompt
-
What role do women play in Douglass's
Narrative? Pay close
attention to when or if female characters speak, to how female
characters relate to Douglass, and to the depiction of women in
relation to virtue.
-
Analyze Douglass's treatment of Christianity
in the Narrative. Why
does he include his “Appendix”?
-
How does Douglass describe New Bedford,
Massachusetts? How does this description undermine economic
arguments in favor of slavery?
-
Think about Douglass's private speech to the
ships in Chapter X. Why does Douglass recreate this speech in
his Narrative? What do
the ships represent? Why is this moment important within the
Narrative?
-
Analyze the various references to American
Revolutionaries in Douglass's
Narrative. How does Douglass's use of these references
differ from Garrison's and Phillips's? Why is the phrase “An
American Slave” included in Douglass's title?
Chapter by chapter- May help you with the above
prompts
CHAPTERS 1-5
Chapter I - Sets the scene; Frederick tells us
some of his early life and begins to explain life on the plantation.
Discussion Prompt
- Discuss life on the plantation for slaveholder,
overseer, and slave.
Chapter II- Describes the plantation system of
Colonel Lloyd; discusses the daily existence of slaves on the
plantation.
Discussion Prompt
- Discuss what you would likely possess if you were
an adult slave on Colonel Lloyd's plantation. and then discuss what you
would possess if you were a child slave.
Chapter III- Relates several anecdotes that
tell readers more about plantation life and the thinking of slaves.
Discussion Prompt
- Discuss the prejudice that existed among slaves
from different plantations. Examine the irony of this prejudice.
Chapter IV- Tells readers more about overseers
and relates incidents of slave murders.
Discussion Prompt
- Discuss the system of justice on the plantation.
Chapter V- Examines Frederick's life as a
slave child and discusses his leaving the plantation.
Discussion Prompt
- I am still thinking about this one, so what I
want you to do is to WRITE two potential prompts for this chapter, and
then ANSWER one of the prompts you wrote.
CHAPTERS 6-10
Chapter VI - Discusses learning to read and
explains its importance.
Discussion Prompts
- Discuss the irony of what Mr. Auld taught
Frederick when he forbid Mrs. Auld to teach him to read.
- Examine the concept of reading as equivalent to
freedom.
Chapter VII Relates what Mrs. Auld
learned from keeping slaves; how Frederick came to hate slavery and how
he learned to write.
Discussion Prompts
- Discuss the concept of learning as a curse rather
than a blessing. Frederick makes this comment in this chapter. Is it
possible that he is correct?
- Write about why learning to read is so important
to practicing freedom. Discuss your writing in a small group. Examine
the question: Did the slave owners understand that learning to read was
important to practicing freedom?
Chapter VIII - Discussion of slaves as
property; plight of old slaves; return to Baltimore.
Discussion Prompt
- Discuss John Greenleaf Whittier's poem that is
part of the text. Why does Frederick put this poem in his narrative
immediately following the anecdote about his grandmother?
Chapter IX - Moves to St. Michael's, Maryland,
with Master Thomas Auld; the irony of the Christian slaveholder is
discussed.
Discussion Prompts
- Frederick's contention that men use religion to
justify cruelty is not new. Discuss examples of this throughout history.
- Frederick points out many ironies in this
chapter. Discuss two of them.
Chapter X - How a man is made a slave; a slave
made a man.
Discussion Prompt
- Read aloud and discuss Frederick's discussion of
sailing vessels found in this chapter. Why does Frederick find the
sailing vessels so abhorrent to watch? What do they symbolize for him?
At the same time he finds hope in them. What is his hope? What are the
sailing vessels a metaphor of?
CHAPTER 11 AND APPENDIX
Chapter XI - Escape from slavery; becoming a
free man; involvement in the anti-slavery movement.
Discussion Prompts
- Often Frederick has more than one master (i.e.:
Masters Thomas and Hugh Auld; Master Thomas and Mr. Covey). Explain how
this is possible. Discuss who actually owned Frederick. This chapter
deals with the names of slaves. Notice that Frederick Douglass changed
names three times. Discuss why he changed names. See if you can find out
any information about the names of slaves.
- Douglass makes the point that he is initially
uncomfortable speaking to a white audience because he still felt like a
slave. However, with the encouragement of Mr. William C. Coffin he does
speak and soon gains a new sense of freedom and ease. What do these
points say to the teacher? There is a syndrome known as the Pygmalion
syndrome. Look it up. What does it mean? How does it relate to
Douglass's experience?
Appendix - Defense of his speaking out
against the Christianity of slave holders.
Discussion Prompt
- Discuss the comparison Douglass makes of the
slaveholding Christians of the South and the Pharisees and ancient
scribes
- Douglass points to many ironies in how
slaveholding Christians practice their religion/ Discuss these ironies.
- Read aloud and discuss the parody Douglass
"copies" on pp. 124-125. What is his intent of using it in his
narrative? Why is the word "union" used throughout it? In this parody is
he only criticizing the Christians of the south or is he also
criticizing the Christians of the north?
Below are thing to think about as you read the
text. They may help you to answer your discussion prompts.
.
CHAPTERS 1-5
Chapter I - Sets the scene; Frederick tells us
some of his early life and begins to explain life on the plantation.
Things to thing about
Why is
Frederick not sure when he was born?
What is Frederick's last name at birth?
Why would slaveholders want to keep a slave ignorant of such a simple
thing as the date of his birth? (Education)
Who were Frederick's mother and father?
Why does Frederick make the point that a slaveholder who has fathered a
child is likely to be tougher on that child?
Why does Frederick only rarely see his mother?
Is Frederick's relationship with his mother typical of other slave
children?
What is the role of the overseer on the plantation?
What is the relationship of the slaveholder to the overseer to the slave
on the plantation? (History)
What do we learn about Plummer, the overseer?
Who is Frederick's first master?
Why does Frederick tell the story of Lloyd's Ned?
Discussion Prompt
Discuss life on the plantation for slaveholder, overseer, and slave.
Chapter II- Describes the plantation system of
Colonel Lloyd; discusses the daily existence of slaves on the
plantation.
Things to thing about
Who were the family members of Frederick's master
Colonel Edward Lloyd?
What is the relationship of Colonel Lloyd to Frederick's master?
Was there a pecking order among slaves? Explain.
Why would a slave whose life on a plantation was very bad fear being
sold to a slave-trader?
Why was Severe an appropriate name for the overseer? (English)
Why is it difficult to find copies of slave songs?
Why does Frederick suggest that slaves sing out of sorrow rather than
out of joy?
Discussion Prompt
Draw a diagram of the holdings (including plantations and slaves) of Colonel
Lloyd. (History/Sociology)
Discuss what you would likely possess if you were an adult slave on Colonel
Lloyd's plantation. and then discuss what you would possess if you were a
child slave.
Chapter III- Relates several anecdotes that
tell readers more about plantation life and the thinking of slaves.
Things to thing about
How did Colonel Lloyd keep the slave boys from
taking his fruit?
Why was it particularly difficult to be the slaves in charge of Colonel
Lloyd's horses?
What is ironic about Colonel Lloyd's treatment of his horses compared to
the treatment of his slaves?
What happened to the slave who told Colonel Lloyd the truth about his
master?
What is a maxim?
Discussion Prompt
Discuss the prejudice that existed among slaves from different plantations.
Examine the irony of this prejudice.
Chapter IV- Tells readers more about overseers
and relates incidents of slave murders.
Things to thing about
Why is Mr. Austin Gore a "first-rate overseer"? What is the irony of
this description of him?
What is ironic about his name? What reason does Mr. Gore give for
killing Demby the slave?
What other examples does Frederick give of his statement "that killing a
slave, or any colored person, . . . is not treated as a crime, either by
the courts or the community" ?
Discussion Prompt
Discuss the system of justice on the plantation.
Chapter V- Examines Frederick's life as a
slave child and discusses his leaving the plantation.
Things to thing about
What was life like for Frederick on the plantation?
Why was Frederick so happy to be leaving the plantation?
Why did he particularly want to go to Baltimore?
What relationship did his new master have to his old master?
Why did Frederick, who was seven or eight, not know the month or year of
his sailing?
What were Frederick's initial impressions of his new mistress, Mrs.
Sophia Auld?
Discussion Prompt
I am still thinking about this one, so what I
want you to do is to WRITE two potential prompts for this chapter, and then
ANSWER one of the prompts you wrote.
CHAPTERS 6-10
Chapter VI - Discusses learning to read and
explains its importance.
Things to thing about
To what does Frederick attribute the kindness of Mrs. Auld?
What, according to Frederick, changes her?
Why is Mr. Auld angry when he finds that Mrs. Auld is teaching Frederick
his letters?
Why does Frederick call Mr. Auld's forbidding his learning how to read
"invaluable instruction"?
Why does inability to read keep men enslaved according to Frederick and
to Mr. Auld?
What does Frederick hope to gain by learning how to read?
Who teaches Frederick why black men are not taught to read?
Why is this lesson so important to him?
Why is the life of a city slave so much better than the life of a
plantation slave?
Why does Frederick relate the story of the slaves Henrietta and Mary?
Discussion Prompts
- Discuss the irony of what Mr. Auld taught
Frederick when he forbid Mrs. Auld to teach him to read.
- Examine the concept of reading as equivalent to
freedom.
Chapter VII Relates what Mrs. Auld
learned from keeping slaves; how Frederick came to hate slavery and how
he learned to write.
Things to thing about
How did Mrs. Auld change and why did she change?
What plan did Frederick adopt to learn how to read now that Mrs. Auld
was no longer teaching him?
Why is it ironic that he bribed the little white boys to teach him to
read?
What irony does Frederick find in this statement: "It is almost an
unpardonable offence to teach slaves to read in this Christian country?"
What did Frederick learn from the book "The Columbian Orator"?
How does Master Auld's prediction about Frederick and learning come
true?
How does Frederick learn the meanings of the words abolition and
abolitionist?
What do the two Irishmen encourage him to do? Why does he not trust
them?
How does Frederick learn to write?
How does he trick the white boys into teaching him new letters?
- Discussion Prompts
Discuss the concept of learning as a curse rather than a blessing.
Frederick makes this comment in this chapter. Is it possible that he is
correct?
- Write about why learning to read is so important
to practicing freedom. Discuss your writing in a small group. Examine
the question: Did the slave owners understand that learning to read was
important to practicing freedom?
Chapter VIII - Discussion of slaves as
property; plight of old slaves; return to Baltimore.
Things to think about
Why was Frederick forced to return to the plantation after the death
of his master?
How was the value of the master's property determined? How were the
slaves valued?
Why was the division of property between Mistress Lucretia and Master
Andrew so horrifying to the slaves?
What happened to Frederick's grandmother after the deaths of Lucretia
and Andrew? How does this anecdote help explain the value of slaves? How
are slaves valued when compared to livestock? [The ironic comparison of
slaves to livestock is a continuous theme of the narrative.]
Who owns Frederick by the end of chapter eight?
Why is Frederick forced to leave Baltimore?
Discussion Prompt
Discuss John Greenleaf Whittier's poem that is part of the text. Why does
Frederick put this poem in his narrative immediately following the anecdote
about his grandmother?
Chapter IX - Moves to St. Michael's, Maryland,
with Master Thomas Auld; the irony of the Christian slaveholder is
discussed.
Things to think about
Why does Frederick now know the date?
Who is Frederick's newest Master?
What rule of slaveholding does Master Thomas Auld violate?
How did the slaves get food?
Why does Frederick say that "adopted slaveholders are the worst"?
What, according to Frederick, happens to Master Thomas Auld after his
conversion to Christianity? Why?
Why does Frederick find irony in the fact that the slaves Sabbath school
is discontinued?
Why does Frederick let Master Thomas's horse run away?
Again, Frederick compares the treatment of slaves to the treatment of
horses. How?
How does Master Thomas propose to 'break' Frederick?
Why is the use of the verb 'to break' ironic? *
Why was Mr. Covey's reputation for breaking slaves of great value to
him?
Why does Frederick suggest that Mr. Covey's "pious soul" adds to "his
reputation as a 'nigger-breaker'"?
Discussion Prompts
- Frederick's contention that men use religion to
justify cruelty is not new. Discuss examples of this throughout history.
- Frederick points out many ironies in this
chapter. Discuss two of them.
Chapter X - How a man is made a slave; a slave
made a man.
Things to think about
Why does Mr. Covey whip Frederick?
Why are the slaves so fearful of Mr. Covey? Why does their work go on in
his absence?
Why is it "never safe to stop a single minute" (p. 73)?
What does Frederick mean by "Mr. Covey's forte consisted in his power to
deceive" (p. 74)?
Why does Mr. Covey buy a slave to use as a breeder?
Why does he hire Mr. Samuel Harrison, a married man? What irony does
Frederick find in this?
How does Mr. Covey succeed in breaking Frederick?
How does Frederick succeed in again becoming a man?
Why does Frederick go to Master Thomas Auld?
Why does he return to Covey? Who convinces him to do so? What does Sandy
Jenkins suggest that Frederick do?
How does Frederick win the fight with Mr. Covey?
Why does Frederick contend that Mr. Covey does not turn him in?
What would have happened to Frederick had Mr. Covey turned him in? *
Why is Frederick's battle with Mr. Covey "the turning-point in my career
as a slave" (p. 82)?
How are the holidays used to "disgust the slave with freedom" (p. 85)?
Where does Frederick go after leaving Mr. Covey's on January 1, 1834?
Who is his new master and how does he treat Frederick?
Why does Frederick include the anecdotes about the two religious slave
holders Mr. Hopkins and Mr. Weeden? What point is he attempting to make?
*
Why and where does Frederick begin a Sabbath school? Why is it essential
that the slaves tell no one about it?
What would the slaveholders like the slaves to do on the sabbath? Why is
this ironic?
Why does Frederick decide to include the slaves in his Sabbath school in
his plans to obtain his freedom? Why is this dangerous?
Frederick makes the point that many slaves would "rather bear those ills
we had, than fly to others, that we knew not of" . How does this help
explain why so few slaves escaped?
How do the slaves plan to run away?
What is the purpose of the "protections" written by Frederick?
What happens to their plan, and how do the "protections" nearly cause
their deaths?
What happens to each of the slaves who attempted to run away?
When Frederick returns to Baltimore, what does he do?
Frederick again decides to fight when he is attacked. What happens to
him? What does Master Hugh attempt to do for Frederick?
What must Frederick do with the wages he earns each week as a caulker?
Why?
Discussion Prompt
Read aloud and discuss Frederick's discussion of sailing vessels found in
this chapter. Why does Frederick find the sailing vessels so abhorrent to
watch? What do they symbolize for him? At the same time he finds hope in
them. What is his hope? What are the sailing vessels a metaphor of?
CHAPTER 11 AND APPENDIX
Chapter XI - Escape from slavery; becoming a
free man; involvement in the anti-slavery movement.
Things to think about
For what two reasons does Frederick tell us that he cannot relate
the means of his escape?
Why does he not approve of the underground railroad?
What does Master Hugh do to attempt to encourage Frederick to continue
to earn money? What effect does his encouragement have?
What does Frederick ask of Master Thomas? What is he told?
What arrangement does Frederick eventually make with Master Hugh? Why is
this arrangement to Master Hugh's advantage? Why does Frederick agree to
it?
What does Master Hugh do when he discovers that Frederick has left town
to find work?
Why does Frederick decide to work hard despite the dissolution of their
agreement?
When and to where does Frederick run away?
Why does he feel so lonely?
Who helps Frederick in New York? How?
How is it possible for Frederick and Anna to marry? Why is their
marriage such an important event?
Why does Mr. Ruggles suggest that Frederick not stay in New York and go
to New Bedford, Massachusetts?
Who helps Frederick and Anna in New Bedford? What does he do for them?
Why did Frederick change his name so many times? Who chooses Douglass?
Why?
What had Douglass believed about life in the North? Was he correct? What
does he find about life in the North?
How were the wharves in New Bedford different from those in Baltimore?
What conditions did he find for "colored people"?
What does Douglass discover about prejudice against color in New
Bedford?
How does Douglass make a living when he can't find work as a caulker?
How does Douglass become known to the "anti-slavery world"?
Why is Douglass at first reluctant to speak out against slavery?
Discussion Prompts
- Often Frederick has more than one master (i.e.:
Masters Thomas and Hugh Auld; Master Thomas and Mr. Covey). Explain how
this is possible. Discuss who actually owned Frederick. This chapter
deals with the names of slaves. Notice that Frederick Douglass changed
names three times. Discuss why he changed names. See if you can find out
any information about the names of slaves.
- Douglass makes the point that he is initially
uncomfortable speaking to a white audience because he still felt like a
slave. However, with the encouragement of Mr. William C. Coffin he does
speak and soon gains a new sense of freedom and ease. What do these
points say to the teacher? There is a syndrome known as the Pygmalion
syndrome. Look it up. What does it mean? How does it relate to
Douglass's experience?
Appendix - Defense of his speaking out
against the Christianity of slave holders.
Things to think about
Why do you think Douglass added the appendix?
What does he mean by "slaveholding religion"?
Why does Douglass contend that the church turns the other cheek on the
treatment of slaves?
How does he compare the slaveholding Christians to the Pharisees and
ancient scribes?
How does he criticize the church of the north?
Discussion Prompt
- Discuss the comparison Douglass makes of the
slaveholding Christians of the South and the Pharisees and ancient
scribes
- Douglass points to many ironies in how
slaveholding Christians practice their religion/ Discuss these ironies.
- Read aloud and discuss the parody Douglass
"copies" on pp. 124-125. What is his intent of using it in his
narrative? Why is the word "union" used throughout it? In this parody is
he only criticizing the Christians of the south or is he also
criticizing the Christians of the north?