Name: P:

Week Chapters Pages

1 1-9 1-34 2 10 34-59 3 11 & Appendix 60-76

Vocabulary # Word POS Definition Pg #

1

rhetoric

n the art of using speech or the written word to persuade or influence an audience

N/A

2 ascertain v to figure something out/to search to find something out

vii

3

abolitionists

n before the civil war, this was a group of people who were politically active in trying to end slavery

vii

4

emancipation

n to be in a state free of enslavement/a common phrase at the time referring to the freeing of slaves

vii

5 eloquence n powerful and effective language vii 6 sanguine adj describing someone as cheerfully

optimistic or hopeful ix

7

advocates

n people who work for the benefit of others, usually those that are less fortunate

ix

8

anecdote

n a short, usually amusing account of something that happened to someone; a short, entertaining true story

x

9 obdurate adj stubborn or unyielding to tender feelings or pity

9

10 divest v to deprive of, often used in the taking of property or rights

22

11 sunder v to divide or separate 27 12 maxim n an expression of a general truth or

principal 46

13 vindicate v to defend oneself against misconduct; to find proof against wrongdoing

47

Preview the Text Instructions: Answer the following two questions in a paragraph response.

Preface: Do a quick internet search. Who was William Lloyd Garrison? Why would the editors of this book choose to include his remarks in the preface of this book? Letter: Do a quick internet search. Who was Wendell Phillips, Esq? Why would the editors of this book choose to include his remarks in the preface of this book?

Instructions: Answer the following questions in complete sentences as you read. This is to help your reading comprehension of the text.

Reading Comprehension: Chapter 1 (pgs 1-5)

1. Explain what you learn about slaves’ birthdays in the first paragraph.

2. Who were Frederick Douglass’s parents? Why does he not

know his parents well? 3. Why is life very hard for slave mothers? Explain and provide

an example. 4. Why are slaves with white, slave-holding fathers, treated

harsher than other slaves?

5. Who was Douglass’s first owner? Why does he consider this

owner inhumane?

6. Why do you think Douglass includes the anecdote of his Aunt

Hester in his narrative? Explain in detail. Chapter 2 (pgs 5-9)

7. Douglass is given to his first master’s daughter, Lucretia, and her husband Thomas Auld for several years. They live on the Lloyd plantation. Describe the relative location of the Lloyd plantation.

8. Describe the economics of the plantation. What did they

grow? Where was it sold? What people were involved in the operation?

9. Why is Mr. Severe an apt name for the overseer at the Lloyd

Plantation? Give an example to back your answer.

10. Why was the next overseer, Mr. Hopkins, seen as a good overseer in Douglass’s eyes?

11. In the last paragraph, Douglass explains, “Crying for joy, and

singing for joy, were alike uncommon to me while in the jaws of slavery.” What does this mean?

Chapter 3 (pgs 9-12)

12. Who were Old Barney and Young Barney? Why were their jobs especially difficult?

13. What is one problem related to Colonel Lloyd having more

slaves than he can recognize? 14. Give a short explanation of the complexities of the

slave/owner relationship as described in the last few paragraphs of chapter 3.

Chapter 4 (pgs 12-15)

15. Why does Douglass describe Mr. Austin Gore as having the traits of a “first-rate overseer”?

16. What punishment did Mr. Gore face after the murder of

Demby? 17. Describe the laws regarding slaves in Talbot County, Maryland

regarding the killing of slaves. Chapter 5 (pgs 16-19)

18. Describe the treatment and condition of slave children. 19. Douglass is taken from the Lloyd Plantation when he is seven

or eight years old. Where is he sent?

20. How does Douglass feel about leaving the Lloyd Plantation? 21. What are Douglass’s first impressions of his new home in

Baltimore? Chapter 6 (pgs 19-21)

22. According to Douglass’s thinking, what initially keeps Sophy Auld from treating Douglass as a slave?

23. According to the second paragraph, how does the institution of

slavery change Sophy Auld? Use specific adjectives from the text in your response. (Please underline these words as well!)

24. Why does Mr. Auld forbid his wife from teaching Frederick Douglass to read? How does this information prove to be a turning point in Frederick Douglass’s life?

25. What revelation occurs to Douglass in this chapter? 26. Consider your own everyday life. What are some things that

you might normally do in the course of an average day that you would be unable to do if you were illiterate? How would your life be limited?

27. With the previous question and response in mind, explain how illiteracy may be used as a tool to control others. You can give examples from your own life or from the text.

Chapter 7 (pgs 22-26)

28. Who does Douglass find to teach him to read and write? 29. How does he learn? 30. See paragraphs 2-3. How does Douglass use irony to reinforce

slavery’s dehumanizing influence on slaveholders? 31. Describe the ironic relationship Douglass has with the poor

white children of his Baltimore neighborhood.

32. Why does the word abolition become important to Douglass? 33. How does Douglass learn to write? Chapter 8 (pgs 26-30)

34. What happens to Douglass after the death of Captain Anthony? 35. How does the “valuation” of property influence Douglass’s

view of slavery? Explain. 36. After Douglass returns to Baltimore, who dies? How does that

effect Douglass’s future?

37. Describe how Douglass’s grandmother helped to make the slaveholders rich? What does she receive in return for her life’s work?

38. Why do you think Douglass includes the poem by the poet,

Whittier, into his narrative? 39. What happens to Douglass at the end of Chapter 8? Where is

he sent? Chapter 9 (pgs 30-34)

40. Describe Thomas Auld. 41. Why does Douglass use words like “pious” and “benevolent” to

describe Thomas Auld?

42. Who is Mr. Covey? Why is Douglass sent to live with him? 43. This chapter has several instances of sarcasm. Give one

example of Douglass’s sarcasm in Chapter 9. Chapter 10 (pgs 34-59)

44. What was the reason for Douglass’s first beating by Mr. Covey? 45. Why did the slaves refer to Mr. Covey as “the snake”? 46. What did the ships on Chesapeake Bay symbolize for

Douglass? 47. Describe how the “battle with Mr. Covey was the turning-point

in my career as a slave”?

48. Describe why Douglass describes the holidays as “part and parcel of the gross fraud, wrong, and inhumanity of slavery”?

49. Why does Douglass think Mr. Freeland is a better master than

Mr. Covey? Explain. 50. Why do the slaves hide the fact that Douglass is teaching them

to read on Sundays? 51. What are some of the risks slaves face in attempting to escape

to the north? 52. Why is Douglass sent to Baltimore? 53. Describe Douglass’s work at the shipyard.

54. After Douglass is beaten at the shipyard, why is no one prosecuted for the crime?

55. How does learning a trade (calking in this case) improve

Douglass’s life? 56. Explain why an educated slave is not a good slave according to

Douglass. Chapter 11 (pgs 59-69)

57. Why does Douglass fail to disclose the particulars of his escape?

58. Why does Douglass want to “hire my time”, which means to

work in his spare time for extra income? Why would a slave-holder be cautious in allowing this? Explain the deal he makes with Master Hugh to allow this.

59. Then shortly after, why does Douglass lose the privilege of hiring out his time?

60. Find a metaphor on page 64 that relates to what it is like to be

a fugitive slave. 61. Where does Douglass eventually settle with his wife? Appendix (pgs 71-76)

62. Why did Douglass include the Appendix? 63. Summarize the main ideas of the Appendix.

Glossary

Word POS Definition in Context Pg #

PREFACE narrative n a nonfiction account of a specific time or event in

the author’s life vii

bondage n to be enslaved; slavery vii manacled adj to describe a person as being chained up or held

prisoner—used figuratively vii

thralldom n to be in a state of enslavement/in a state of being a slave

vii

pathos n the quality or power in an actual life experience vii indignation n a feeling of strong anger aroused be something that

is unfair, unworthy, or wrong vii

consecrated v to be devoted or dedicated to a cause or purpose vii felicitous adj describing someone’s actions or speech as

appropriate and well-timed viii

rendered v to become; to make viii prodigy n a person having extraordinary talent or ability viii manifestly adj to do or say something in a vary clear, straight-

forward way viii

attainments n the ability to meet one’s goals viii cultivation n a person with culture or sophistication viii chattel n personal property—in this instance referring to a

slave viii

succor v to give someone support or assistance viii Mason & Dixon’s Line

n the geographical division between the northern (free) states and southern (slave) states

viii

consecrate v to devote or dedicate oneself to some purpose ix impetus n an impelling or inspiring movement or force ix vocation n a calling, profession, or strong impulse ix anomalous adj to describe something or someone as irregular or

abnormal ix

diffidence n in a state of being restrained or reserved; in a state of shyness

ix

proselytes n a convert; someone who changes their opinion to another

ix

calumniators n people who make false or untrue statements about others

ix

illiberality n a state of being narrow-minded or biased ix privations n lack of the usual comforts or necessaries of life x prostrate adj weak x specious adj describing something as appearing to be pleasing or

good but is really deceptive or bad x

imbruted adj brutish; describing someone as animal-like or savage

x

stultified adj describing someone as foolish or ridiculous x fetters n chains x unutterable adj describing someone’s speech as unpronounceable

or incomprehensible x

abettors n people who aid someone in wrongdoing x execrable adj describing someone or something as detestable or

abhorrent x

chastisements n severe punishments xi aspirations n goals, dreams, etc. xi extremities n most extreme points-of-view or feelings xi augmented v to enlarge xi soliloquizing v reflecting on one’s own experiences xi apostrophizing

v personifying an object or idea; giving non-human things human qualities in a figurative manner

xi

sublimity n in a state of being sublime, which is a sense of grandeur or power

xi

Alexandrian Library

n An ancient library of Egypt, although no longer in existence, it is known in many ancient writings as the greatest collection of works and scholarship in the ancient world

xi

expostulation n earnest and kindly protest xi libels n lies xii flagellation n in a state of being punished severely, such as

whipping or lashing xii

skeptics n people who are unwilling to believe unsettling truths

xii

atrocity n an act of extreme cruelty xiii

impunity n protected from punishment xiii unmolested v to leave someone alone; to leave someone

unharmed xiii

salutary adj favorable or beneficial xiii pernicious adj describing something as hurtful or injurious xiii veracity n truthfulness xiii unimpeachable

adj describing someone as unquestionably truthful and honest

xiii

LETTER West India Experiment

n Referring to the 1833 emancipation of slaves in West India, a British colony

xv

keen adj describing something as intense xv Valley of the Shadow of Death

n an allusion to a biblical phrase in Psalms xvi

statute n law xvii consecrating v to make something sacred or honorable xvii Carolinas v referring to slaves in the Carolinas xvii

Narrative of the Life of Frederick Douglass CHAPTER I

impertinent adj acting in an inappropriate manner 1 intimation n hint of an idea 2 odiousness n an idea that is highly offensive or disgusting 2 mulatto a phrase no longer in use—a person with one parent

that is white and one parent that is black 3

Ham n biblical allusion; throughout history the “curse of Ham” was used to justify racism and the enslavement of Black Africans

3

lineal being in direct line, as a descendant or ancestor 3 cudgel n a short, thick stick used as a weapon; club 3 joist n a post, like a wooden stake 3 conjecture n an opinion or guess 4 sloop n a type of sailing of vessel 5

CHAPTER 2 misdemeanor n a criminal offense 6 evinced v to show clearly 6 privation n lack of usual comforts or necessities of life 6

woe n grievous distress, affliction, or trouble 6 betides v to happen to; come to; befall 6 blasphemy n irreverent behavior towards God/something sacred 7 providence n act of God for the good 7 cartwrighting v making or repairing carts 7 coopering v the making of barrels 7 reposed v to depend or rely on a person or thing (archaic) 7 rapturous adj describing something or someone as full of feeling

and joy 8

anguish n in a state of suffering or pain 8 ineffable adj incapable of being expressed or described in words;

unspeakable 8

CHAPTER 3 cultivated v land that has been carefully prepared for crops 9 stratagems n plans, schemes or tricks against an enemy 9 livery adj describing a place as somewhere for the stabling,

keeping, or hiring out of horses for money 10

supposition n an assumption or hypothesis 10 curried v to care for a horse by brushing and cleaning 10 Job n biblical allusion; the story concerning Job relates

that he is faithful to God while he has wealth, but forgets God when he loses his possessions

11

imbibe v to take in—in this case to take in an idea 12 execrate v to detest or hate 12

CHAPTER 4 eminent adj to describe something as being conspicuous or

noteworthy 12

impudence n in a state of insolence; within a frame of mind where you do not do what is expected of you

13

immutable adj describing something as unchangeable, ageless, and/or unalterable

13

homage n something done in honor of someone or something 13 servile adj describing something as submissive and oppressed 13 reproving adj describing something or someone as disapproving 13 consummate adj describing something or someone as complete or

perfect 13

expedient n a means to an end 14

subversion n the act of overthrowing or destroying 14 arraigned v called to appear in court for a crime 15

CHAPTER 5 scurf n the scales or small shreds of epidermis that are

continually exfoliated from the skin 16

aft adv at or close to 18 galling adj describing something as chafing and/or

exasperating 18

egotistical adj describing someone as vain and boastful 19 abhorrence n a feeling of extreme loathing and hate 19 blighting adj describing something or someone as ruinous or

destructive 19

CHAPTER 6 servility n slavery 19 ell n a former measure of length equal to around 45

inches (archaic) 20

vestige n a trace or mark 21 lacerated adj describing something or someone as mangled,

jagged, and/or torn 21

odium n intense hatred or dislike 21 offal n garbage 21

CHAPTER 7 depravity n within a state of immorality or corruption 22 precepts n commandments or rules 22 prudence n caution in regard to practical matters 23 The Columbian Orator

n first appearing in 1797, a collection of political essays, poems, and dialogues, was widely used in American schoolrooms in the first quarter of the nineteenth century to teach reading and speaking

23

Sheridan n (1751-1816) a London politician known for his speeches regarding freedom of the press and the abolition of slavery

24

unabated adj describing something or someone as forceful or powerful

24

denunciation n condemnation; censure; a formal accusation 24 unutterable adj describing an emotion as unspeakable or beyond

expression 24

scow n a ship built for carrying bulk material in an open hold; barge

25

larboard n the port (left-hand side while facing forward) of a ship

26

starboard n while facing forward, the right-hand side of a ship 26 tedious adj describing something as long, tiresome, and boring 26

CHAPTER 8 detestation n abhorrence or hatred 27 profligate adj describing someone as shamelessly immoral 27

CHAPTER 9 pious adj characterizing someone as dutifully spiritual and

having reference for God 31

destitute adj describing someone as lacking something 31 exhorter n someone who gives recommendations or warnings 32 sagacity n sharp perception; the ability to make good

judgments 33

sanction n permission or approval 33 pernicious adj describing someone or something as ruinous or

hurtful 34

CHAPTER 10 rods n a unit of length equal to 5.5 yards 35 fodder n food made of grain for cattle 36 forte n a person’s talent or skill in which the excel 37 discordant adj describing something as harsh or disagreeing 37 dregs n used metaphorically, the sediment and grit that

settles at the bottom of a container of liquids 37

languished v to be weak or feeble 38 apostrophe n listing the positive aspects of something or someone

in the from of a speech—often to a personified object or idea

38

turbid adj describing something as dense or confused 38 epoch n a particular period of time in history 39 interpose v to intervene 41 solemnity n in a state of earnestness, marked by a sober mood 41 staid adj describing someone or something as fixed, settled,

or permanent 44

insurrection n an act or instance of rising in revolt, rebellion, or resistance against civil authority or an established government

44

dissipation n unrestrained indulgence in wasteful amusement 45 sanctifier n someone or something that justifies and/or

legitimizes an idea or practice 46

presumptuous adj bold and confident in conduct 47 prudence n caution; discretion 49 Patrick Henry n influential founding father; most famously declared

“Give me Liberty, or give me Death!” in a speech about the British enforced Stamp Act of 1765

51

concert n agreement between two or more individuals in a plan

54

perdition n another word for hell; also known as a state of spiritual ruin

54

calk v to make a vessel watertight by filling the seams between the planks with a durable material

55

bowse v a nautical word; to raise something with the ropes of the ship

56

impropriety n a quality of inappropriateness 56 Lynch Law n generally, the practice of condemning and punishing

a person by mob action without a proper trial 57

grim-visaged n another way of saying grim-faced or with a grim expression

59

CHAPTER 11 imputations n fault or crime 59 exculpate v to clear from guilt; to be free of blame; to vindicate 59 myriads n a great number of persons or things 60 commensurate

adj having the same extent or duration 60

render v to make; to do 60 Darg Case n a court case concerning the harboring of an escaped

slave in New York City (1839) 65

Lady of the Lake

n a poem written by Sir Walter Scott around 1810 66

erroneous adj containing error; mistaken 66

Spartan-like adj reference to the ancient Spartans—a disciplined and simple people; someone that is frugal and lives in a simple way

67

betokened v to indicate; to give evidence of 67 dilapidated adj something that is decaying from age and/or neglect 67 stereotyped adj a way to make a document by the stamping of metal

plates on paper—this is an old process that is not used often today

68

habiliments n clothing 68 The Liberator n an abolitionist newspaper founded by William Lloyd

Garrison (see preface) in 1831 69

APPENDIX misnomers n a mistake 71 votaries n an ardent follower of a religion 73 Pharisees n people from biblical times; known for being self-

righteous and hypocritical 73

sepulchres n a tomb or burial place 73 infidel n an unbeliever; a person without religious faith 73 motes n a small particle or speck, usually referring to dust 74 dram n a small amount of liquid; a drink 74 mammon n biblical word meaning riches or material wealth 74 gewgaws n an object that is gaudy and useless; trinkets 74

TIMELINE OF THE NARRATIVE OF FREDERICK DOUGLASS (All dates are approximate since slaves were kept ignorant of the concept of time or dates.) 1818 Frederick Bailey (Douglass) born in Tuckahoe, near Hillsborough, Maryland. Mother—Harriet Bailey, a slave; father—a white man, perhaps the master. Separated from mother in infancy. 1824 Harriet Bailey dies; seen only by son four or five times when she’d travel twelve miles by foot at night. 1817-1825 Lived on the “Great House Farm” plantation of Colonel Edward Lloyd; master was Captain Anthony, Colonel Lloyd’s clerk. 1825 Moved to Baltimore, Maryland, home of Mr. Hugh Auld, brother of Colonel Lloyd’s son-in-law, Captain Thomas Auld. 1825 Mrs. Sophia Auld, new mistress, begins to teach Frederick to read; Mr. Auld finds out and forbids it, calling it “unlawful” and “unsafe.” 1825-1832 Lives with Aulds; continues to learn to read and write, often bribing the poor white children to help him. 1828 Returns to Colonel Lloyd’s plantation after death of Captain Anthony and his youngest son Richard so that property, including horses and slaves, can be divided between two surviving children, Mrs. Lucretia and Master Andrew; falls to the portion of Mrs. Lucretia and is returned to Baltimore. 1829 Reads “The Columbian Orator,” giving words to his feelings about slavery; learns the meaning of the word “abolition”

(The following dates are more accurate since Frederick has learned to read and understands dates.) March, 1832 Mrs. Lucretia and Master Andrew have both died; Master Thomas Auld, Lucretia’s husband, remarries and has a misunderstanding with Master Hugh. As punishment of Hugh, Frederick goes to live with Master Thomas in St. Michael’s, Maryland. Jan. 1, 1833 Sent to live with Mr. Covey who has the reputation “for breaking young slaves”. Jan. 1, 1834 Moved to home of Mr. William Freeland, three miles from St. Michael’s. Frederick begins a Sabbath school for slaves; if they were caught they would be whipped, but they wanted to learn to read and write. Jan. 1835 Mr. Freeland again hires Frederick from his master. Frederick and several other slaves plot an escape but are discovered and sent to jail. For a reason unknown to Frederick, Master Thomas Auld decides to send him back to Baltimore to Hugh Auld. 1835 Sent to learn the trade of caulking at a shipyard. Frederick learns quickly and is soon earning wages, which he must turn over to Master Hugh Auld. Sept. 3, 1838 Frederick escapes to New York. He marries Anna Murray, a free black woman, to New York. Sept. 15, 1838 The couple leaves for New Bedford. Aug. 11, 1841 At the anti-slavery convention at Nantucket Mr. William C. Coffin urges Frederick Douglass to speak.

Final Project: Literary Analysis Choose one of the following topics to focus your literary analysis. You must use examples from Frederick Douglass’s narrative to substantiate your argument.

Choices: Justice for slaves, as well as black people in general, is different from

justice for whites in the 19th century United States No one can be enslaved if she or he has the ability to read, write, and

think The way to enslave someone is to keep them from learning Slaves were treated no better than, sometimes worse than, livestock in

the United States In Douglass’s view, the religion of the slaveholders is hypocritical and

used to justify their actions

Wh

at

do

I n

eed

to

th

ink

ab

ou

t a

nd

c c

om

ple

te t

o r

each

my

lea

rnin

g g

oa

l?

Performance Criteria & Teacher Feedback Indicators Points Earned

Completed

Outline

Please staple to the back of essay when turning in for credit.

/5

Content

Checklist:

Clear thesis statement / 3 Clear topic sentences /3 Details backing your thesis come right from

the text /3

Page numbers from novel are in ( ) after examples

/3

In general, this essay is an analysis rather than a summary

/3

Total Content Points

/15

Utah Write

Score

*See Utah Write

Rubric

Ideas & Content /5 Organization /5

Voice /5 Word Choice /5

Sentence Fluency /5 Conventions /5

Total Utah Write Score

/25

Total Score

/45