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Name _____________________________________________________
A T
Date ___________________
from My Bondage and My Freedom by Frederick Douglass
Build Vocabulary
Spelling Strategy When creating the noun form of adjectives that end in -ent , replace
the t with -ce or -cy. For example, the words benevolent and stringent become benevolence
and stringency.
Using the Root -beneA. DIRECTIONS: The root -bene- means “well” or “good” and is part of many words relating to goodness. Complete each sentence with one of these words: beneficent, beneficial, beneficiary, benign.
1. As a ___________________________, my mother received some money and jewelry after her
aunt’s death.
2. The petitioners were fortunate to have a judge with a ___________________________ temperament.
3. Her work with the sick in Calcutta made Mother Teresa one of the most
___________________________ people of our time.
4. The labor reforms of the nineteenth century were ___________________________ to factory
workers struggling for better working conditions.
Using the Word Bank
congenial
benevolent
stringency
depravity
consternation
redolent
B. DIRECTIONS: Match each word in the left column with its definition in the right column. Write
the letter of the definition on the line next to the word it defines.
____
1. benevolent
a. agreeable
____
2. congenial
b. strictness; severity
____
3. consternation
c. kindly; charitable
____
4. depravity
d. dismay; alarm
____
5. redolent
e. corruption; wickedness
____
6. stringency
f. suggestive
C. DIRECTIONS: For each item, choose the lettered word that is closest in meaning to the numbered word. Circle the letter of your choice.
1. CONGENIAL:
a. contagious b. advantageous c. contrasting d. friendly
2. BENEVOLENT:
a. impartial b. generous c. sporadic d. impatient
3. STRINGENCY:
a. indifference b. tightness c. dullness d. dishonesty
4. DEPRAVITY:
a. viciousness b. indulgence c. abstinence d. deprivation
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Grammar and Style: Correlative Conjunctions
Correlative conjunctions are pairs of connectors that link words and phrases that are
grammatically similar. Common correlative conjunctions include either . . . or; neither . . . nor;
whether . . . or; not only . . . but also; and just as . . . so. The following sentence from My
Bondage and My Freedom illustrates the use of the correlative conjunctions either . . . or.
She either thought it unnecessary, or she lacked the depravity indispensable to shutting me
up in mental darkness.
A. Practice: In the following sentences, underline the correlative conjunctions. Write N next to
the number if the sentence has none.
____
1. Not only was he speeding, but he also ran a stop sign.
____
2. The superintendent was concerned with whether the board would pass or vote down
the resolution for a new gymnasium.
____
3. Neither the ice cream parlor nor the supermarket had butter pecan ice cream.
____
4. She collected money for the coaches’ gifts just as she said she would.
____
5. Did you read either of the books I gave you?
B. Writing Application: Complete each sentence so that the final version contains a pair of
correlative conjunctions.
1. Just as soldiers must obey their superiors, ______________________________________________
________________________________________________________________________________________.
2. Neither the general _____________________________________________________________________
________________________________________________________________________________________.
4. Not only did soldiers fight each other, ___________________________________________________
________________________________________________________________________________________.
5. The armies must either march through the forest________________________________________
________________________________________________________________________________________.
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Unit 4: Division, Reconciliation,
and Expansion (1850–1914)
3. We didn’t know whether we should visit the battlefield ___________________________________
________________________________________________________________________________________.
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Reading Strategy: Establish a Purpose
Establishing a purpose for reading helps you get more out of what you read. In reading the
excerpt from My Bondage and My Freedom, one possible purpose is to find out what slavery
was like from the point of view of an enslaved person. As you read the selection, use this chart
to list things that Frederick’s intimate view of that experience can tell you.
Thoughts
Feelings
Events
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Literary Analysis: Autobiography
In his autobiography, Frederick Douglass provides his readers with a unique view of what it
was like to be a slave. Douglass could have chosen to write a fictional work instead of an autobiography, but using an autobiographical form adds the power of real experiences to Douglass’s story.
DIRECTIONS: Read the following passages from the selection. Describe the effect of each passage
and suggest how the use of autobiography strengthens that effect.
It was no easy matter to induce her to think and to feel that the curly-headed boy, . . . who
was loved by little Tommy, and who loved little Tommy in turn; sustained to her only the relation of a chattel. I was more than that, and she felt me to be more than that. I could talk and
sing; I could laugh and weep; I could reason and remember; I could love and hate.
I was no longer the light-hearted, gleesome boy, full of mirth and play, as when I landed first
at Baltimore. Knowledge had come . . . This knowledge opened my eyes to the horrible pit,
and revealed the teeth of the frightful dragon that was ready to pounce upon me, but it
opened no way for my escape.
Unit 4: Division, Reconciliation,
and Expansion (1850–1914)
It was slavery—not its mere incidents—that I hated. I had been cheated. I saw through the attempt to keep me in ignorance . . . The feeding and clothing me well, could not atone for taking my liberty from me. The smiles of my mistress could not remove the deep sorrow that
dwelt in my young bosom. Indeed, these, in time, came only to deepen my sorrow. She had
changed; and the reader will see that I had changed, too. We were both victims to the same
overshadowing evil—she as mistress, I as slave.
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