Guided Reading Questions Narrative of the Life of Frederick Douglass

Teacher'S GUIDE FOR:

Frederick Douglass

By William Miller
Illustrations by Cedric Lucas

Synopsis
This movie book biography focuses on the childhood of Frederick Douglass leading up to a pivotal event in which he defends himself against a white slave breaker—a man whose job it was to interruption the spirit of any man or woman who might cause trouble or endeavour to escape. The forcefulness and courage which led Douglass to flee to the North and eventually become a leading abolitionist are evident in this defining act. Readers become a sense of the formative years of Douglass as he rebels against the slavery into which he was born. Separated from his mother as a boy, Douglass was keenly aware of the suffering of all slaves as he also faced numerous acts of cruelty. The book ends on a positive annotation in which Douglass promises that all slaves would one day exist free.

Background
Frederick Augustus Washington Bailey was born into slavery in Maryland in 1817 or 1818. Unlike most slaves, he was taught how to read by the wife of ane of his masters. In 1838, he escaped to the North where he changed his terminal name to Douglass. There he began reading an anti-slavery paper, the Liberator, edited by William Lloyd Garrison. Douglass, too, began speaking out about the sorrows of slavery and in 1845 wrote an autobiography, The Narrative of the Life of Frederick Douglass, An American Slave. He also began publishing his own anti-slavery newspaper, The North Star, in Rochester, New York. His home became a stop on the secret railroad every bit more escaped slaves fabricated their style north. During the Civil War (1861–1865), Douglass helped sign upwardly soldiers for the first black unit in the Union Regular army. He met with President Abraham Lincoln several times. Before his death in 1895, Douglass held several government jobs and published two more expanded versions of his life.

Instructor Tip

You lot may want to use Frederick Douglass: The Last Day of Slavery every bit office of your observance of Martin Luther Male monarch Jr. Twenty-four hour period (the third Monday in January) and during Feb, which is Blackness History Month.

Before Reading
Prereading Focus Discussion and Questions
Earlier introducing the book, yous may wish to take students discuss 1 or more of the following questions every bit a motivation for reading.

1. How practice you expect to be treated by others? How do you experience if people don't treat you well?
2. Why is it difficult to stand up to someone more powerful than yous?
3. How would y'all define injustice? What are some examples of injustice that you know about?
4. Do yous think everyone should learn how to read? Practise y'all ever call up of knowing how to read as a privilege or a right? Why might some people want to control who learns to read?

Exploring the Book
Display the book and read aloud the championship. If students are unfamiliar with Frederick Douglass, share information from the Background section of this guide or have them practice some preliminary research on their ain.

Encourage students to speculate on the relationship betwixt Frederick Douglass and the last twenty-four hour period of slavery.

Hash out the cover illustration and have students talk well-nigh how the picture might relate to the title of the volume.

Setting a Purpose for Reading
Enquire students to predict some things they might learn from this volume well-nigh Frederick Douglass.

Explain to students that this volume has won many children's literature awards. Equally they read the book, tell students to think about why the volume has been honored.

Vocabulary
Have students write downwardly unfamiliar words from the story. Some words that may be unfamiliar are: plantation, overseer, groom, wounds, atheism. Students tin work with partners to complete webs like the one shown here. Mail the webs so that others in the class accept admission to them.

READING AND RESPONDING
Discussion Questions
Here are some questions to use to aid students review the book and cover the text. Encourage students to refer to places in the volume and illustrations to back up their answers.

1. What did it mean to exist a slave in Frederick Douglass' time?
2. As a boy, what did Frederick observe near the slaves around him?
3. When an old man is punished, "Frederick felt the blows on his back, on the back of all the slaves who stood beside him." What does the author mean by this?
4. What was Covey's job? Why would a plantation possessor rent someone similar him?
5. Why didn't Covey like it when he saw Frederick reading?
6. What made Frederick run abroad from the plantation?
7. Why did Sandy give Frederick a magic root? Why exercise y'all think slaves believed in magic spells and charms?
8. For Douglass, what was the last mean solar day of slavery? What fabricated him defend himself against Covey? How was his behavior different from that of other slaves?
9. What promise did Frederick make to his mother? What do yous retrieve gave him the determination to make this promise?
10. This book only tells nearly the early years of Frederick Douglass. What predictions would you make about his later life?

Literature Circles
If you use literature circles during reading time, students might find the following suggestions helpful in developing the roles of the circumvolve members.

• The Questioner might utilize questions similar to those in the Give-and-take Question section of this guide to help grouping members explore the text.
• The Passage Locator might expect for lines that tell what Frederick Douglass is thinking.
• The Illustrator might draw pictures to show what Frederick dreams almost.
• The Connector might notice more than information almost the life of enslaved people on a plantation during the early on 1800s.
• The Summarizer might provide a brief summary of the text or pages that the grouping is discussing.
• The Investigator might find other books about Frederick Douglass.

There are many resource books available with more data about organizing and implementing literature circles. Iii such books you may wish to refer to are: *Getting Started with Literature Circles* past Katherine L. Schlick Noe and Nancy J. Johnson (Christopher-Gordon, 1999), *Literature Circles: Voice And Selection in Book Clubs and Reading Groups* by Harvey Daniels (Stenhouse, 2002), and *Literature Circles Resources Guide* past Bonnie Campbell Hill, Katherine L. Schlick Noe, and Nancy J. Johnson (Christopher-Gordon, 2000).

Reader's Response
Use the following questions or similar ones to help students call up almost the life of Frederick Douglass. Students might respond in reader's journals, oral discussion, or drawings.

1. What made Frederick Douglass different? (Note: "different" may be interpreted in a number or ways. Encourage students to think beyond the literal and obvious differences.)
2. When do you think Douglass first stopped "interim like a slave"?
3. How do the illustrations in this book add to your understanding of what happens?
4. After Frederick ran away from Covey, "he wished he were an creature: a creature with furs and claws to protect himself. . . . a bird, able to soar over the treetops . . ." What animal would you want to exist if you lot were in trouble? Why?
5. What would you tell a friend nigh Frederick Douglass? Why are the things y'all decide to tell important?

Other Writing Activities
You may wish to have students participate in one or more of the following writing activities.

1. Recall most an injustice that you feel is taking place today. Write a letter of the alphabet to the editor of a newspaper telling what you lot think is incorrect and offer your ideas for improving the situation.
2. Write a poem about Frederick Douglass.
3. Brand a timeline of events in the childhood of Frederick Douglass. Explicate how each consequence helped make him strong.
4. Frederick Douglass liked to read. What are some books you think he might have enjoyed? Why?
5. What do you think Frederick Douglass would say or do about some of the problems in today'south lodge? Why?

ELL/ESL Teaching Strategies
The following activities may be used with students who speak English language as a second linguistic communication.

1. Read aloud a judgement and take students repeat the sentence afterward you lot, pointing to each word every bit they speak.
2. Make a record recording of the story for students to listen to as they follow along in the book.
3. Ask English speakers to act out parts of the book equally you read them aloud.

Interdisciplinary Activities
To assist students integrate their reading experiences with other curriculum areas, introduce some of the following activities.

Social Studies

1. Assign students to discover out more about the life of Frederick Douglass. Point out that he escaped to the North while there was still slavery in the South, but he lived to encounter slavery abolished throughout the United States. Advise that students search online or browse through encyclopedias and other juvenile biographies.
2. Take students locate places associated with Douglass on a U.S. map. These might include Baltimore, Maryland; New York Urban center; New Bedford, Massachusetts; England; Rochester, New York; Washington, D.C.
3. Enquire students to do research on southern plantation life before the Civil War. Then accept them brand a diagram or drawing to show the dissimilar buildings located on a plantation and add captions or notes explaining the role of each building. Students might await on the Net and in social studies textbooks, encyclopedias, or issues of magazines such as COBBLESTONE for the information they need.

Science
Remind students that Frederick Douglass worked in the cotton fiber and corn fields on the plantation. Investigate one of these crops. Begin past showing a photograph of the plant. Inquire students to tell what they know about the plant. Develop a series of questions to investigate such as: How does the plant grow? In what kinds of climates does it grow best? What is the plant used for? Take students use nonfiction books, scientific discipline books, and encyclopedias to learn more than. Students might besides discover information on the Net.

Fine art
Draw attention to the creative person's use of color in the illustrations. What color does the artist use to show the woods? To show the field at dawn? How practise these colors make you experience? Encourage students to draw their own pictures of a scene from Frederick Douglass' life and to cull their colors to convey a mood or feeling. Set aside fourth dimension for students to share and discuss their piece of work with the class.

Nigh the Author and the Illustrator
William Miller is the author of numerous books for immature people including Zora Hurston and the Chinaberry Tree, a Reading Rainbow selection; Richard Wright and the Library Card, a Smithsonian magazine Notable Children'southward Book; Dark Golf, a Parents' Selection Award Gold Medal winner; The Piano, a "Teacher's Choices" choice; and Rent Party Jazz, a Bank Street College "Best Book of the Year" and The Bus Ride. Frederick Douglass: The Last Solar day Of Slavery received the Paterson Poetry Prize and was too called as a Notable Children's Book past Smithsonian magazine. Of his books on Hurston, Douglass, and Wright, Miller says "These books explore the early lives of 3 major African American authors. My purpose is to inspire young readers and encourage them to know more about Hurston, Douglass, and Wright."

Miller was raised in Anniston, Alabama, and at present lives in York, Pennsylvania, where he teaches creative writing and African American literature at York Higher.

Cedric Lucas is a native New Yorker who teaches art to middle school students in the Bronx. Lucas received his bachelor'southward caste in fine arts from the School of Visual Arts and his masters from Lehman College.

Frederick Douglass: The Last Day Of Slavery was Lucas' first movie volume. To brand the illustrations authentic, he did a lot of research at the Schomburg Center for Research in Black Civilization in New York City. "It [was] particularly challenging because there were actually no photos of Douglass as a young man," he says. Publishers Weekly noted that Lucas' "illustrations reinforce the sense of Douglas's remarkable endurance, decision and humanity."

Since Frederick Douglass was published, Lucas has illustrated several other books for children including Dark Golf game, also by William Miller. Lucas and his family live in Yonkers, New York.

Well-nigh This Title

Interest Level:

Grades 2 - 5

Reading Level:

Grades 3 - 3

Themes

Nonfiction, United States History, Slavery, Identity/Self Esteem/Conviction, Overcoming Obstacles, History, Forgiveness, Discrimination, Disharmonize resolution, Childhood Experiences and Memories, Bullying, African/African American Involvement, Biography/Memoir, Empathy/Compassion, Integrity/Honesty , Leadership, Optimism/Enthusiasm, Persistence/Grit, Respect/Citizenship, Cocky Control/Self Regulation, Pride

Collections

African American English Drove Grades iii-half-dozen, African American English Collection Middle School, Fluent Dual Language , Fluent English, Biography and Memoir Grades iii-half-dozen, Appendix B Diverse Drove Grades iii-6, Nonfiction Grades 3-6, Ceremonious Rights Book Drove, Blackness History Collection, Grades 3-vi, High-Low Books for Preteens (Grades 4-6), Persistence and Determination Collection, Backbone and Bravery Collection, Social Activism Drove Grades 6-8, English Guided Reading Level R, Teaching nearly Slavery Collection, Reconstruction Webinar Collection

African American Drove English 6PK

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