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My master's family consisted of two sons, Andrew and Richard; one daughter, Lucretia, and her husband, Captain Thomas Auld. They lived in one house, upon the home plantation of Colonel Edward Lloyd.
The response journal technique is appropriate for all three subject areas. In it students respond to the quotations in writing.
Teachers should encourage them to respond in a variety of increasingly complex ways. This will allow students to develop thinking and writing skills at the analytical and evaluative levels.
The first is called lack of engagement; the second engagement. However, the reader's articulation of her or his level of engagement with the text may be the first step in responding to it. For example, tell students, "Write about how the chapter makes you feel. Describing : Restating or reproducing information that is provided in the text requires selecting some important aspect of the text and is often the next level of response.
For example, tell students, "Select any quotation from this chapter, write about what you think it means. Conceiving : Making statements about meaning or inferring from important aspects of the text. For example, tell students, "Write about this quote, discuss not only what it means to you, but what it means in relationship to Frederick's life as a slave. Explaining : Explaining why the characters do what they do; examining their motivation.
For example, ask students to explain why learning to read was so important to Frederick.
Ask them, "What did he believe the ability to read would give him? Connecting : The reader connects her or his own experiences with the text. As in all responding to text, connecting is a recurrent movement between the text and one's experiences, knowledge, and attitudes. The reader may first recall a similar experience, next elaborate on that experience, next apply the experience to the text, later use the text to reflect on her or his own experience, and finally, interpret the text and the experience.
For example, ask the students to write about a time when they felt like they were trapped. Now, they might write or discuss how this experience would have been different if they saw little hope of escaping. Next, they might write or discuss what they would try to do to escape. Finally, they might put themselves in Frederick's place: what would they do to attempt to become free? Interpreting : The reader uses all the reactions above to interpret an overall theme or meaning of the text.
Conflict between slaves
For example, ask questions such as: "Why did Frederick write this narrative? What was the danger in writing it? When did Frederick conceive that freedom was a possibility? Judging : The reader makes judgments about the text: the truth of the text, the importance of the text, the quality of the text, etc.
What is the relationship of colonel lloyd to frederick’s master?
For example, ask student questions such as: "Why is this narrative still read today? Are there any lessons in it for you? Any lessons for the country? Sets the scene; Frederick tells us some of his early life and begins to explain life on the plantation. Describes the plantation system of Colonel Lloyd; discusses the daily existence of slaves on the plantation. Now discuss what you would possess if you were slave. Anthropology Write a diary and then make a chart of a day in the life of a slave. Discuss the meaning of these songs and examine if they were likely to be sung because of sorrow as suggested by Frederick.
Relates several anecdotes that tell readers more about plantation life and the thinking of slaves. Examine the irony of this prejudice. QUOTES Maxim laid down by slaveholders: "It is better that a dozen slaves suffer under the lash, than that the overseer should be convicted, in the presence of the slaves, of having been at fault" p. How does this system differ from the system developed in the early days of the Union?
History Go to the library and do research on the U. Present your findings to the class.
QUOTES "I may be deemed superstitious, and even egotistical, in regarding this event as a special interposition of divine Providence in my favor" p. Anthropology On a map plot the route that Frederick followed to get to Baltimore.
Narrative of the life of frederick douglass
It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master" p. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom" p.
Was there a pecking order among slaves
Education "In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both" p. Auld taught Frederick when he forbid Mrs. Auld to teach him to read. Go to the library and investigate the education of slaves in the United States.
Discuss: Was Frederick's situation typical? Why not? What are some of the "hidden curricula" in the schools you attended? How does Mr. Auld's lesson to Frederick relate to the concept of the 'hidden curriculum?
Relates what Mrs. Auld learned from keeping slaves; how Frederick came to hate slavery and how he learned to write. Auld] of these heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness" pp.
Frederick makes this comment on Is it possible that he is correct? Readdress this issue after you finish reading the book. Discuss how your experience differed from Frederick's. 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?
How did it differ from the methods used by Frederick? Compare this to how slaveholders felt about the education of slaves. Why was education considered essential for white children in New England and illegal for slave children in the south? QUOTES "At this moment [valuation of the property], I saw more clearly than ever the brutalizing effects of slavery upon both slave and slaveholder" p. Why does Frederick put this poem in his narrative immediately following the anecdote about his grandmother? What other poems has he written about slavery?
Why does Frederick call him the slave poet?
Explain why he is owned by so many different people. Moves to St. Look for examples of this throughout history. Discuss two of them.
QUOTES "I do verily believe that he sometimes deceived himself into the solemn belief, that he was a sincere worshipper of the most high God; and this, too, at a time when he may be said to have been guilty of compelling his woman slave to commit the sin of adultery" p. Why does Frederick find the sailing vessels so abhorrent to watch? What do they symbolize for him?