Name:
P:
Week
1
2
3
Chapters
1-9
10
11 & Appendix
Pages
1-34
34-59
60-76
Vocabulary
#
Word
Pg #
Definition
N/A
n the art of using speech or the written
1 rhetoric
word to persuade or influence an
audience
2 ascertain
v to figure something out/to search to
vii
find something out
n before the civil war, this was a group of vii
3 abolitionists
people who were politically active in
trying to end slavery
n to be in a state free of enslavement/a
vii
4 emancipation
common phrase at the time referring to
the freeing of slaves
5 eloquence
n powerful and effective language
vii
6 sanguine
adj describing someone as cheerfully
ix
optimistic or hopeful
n people who work for the benefit of
ix
7 advocates
others, usually those that are less
fortunate
n a short, usually amusing account of
x
8 anecdote
something that happened to someone;
a short, entertaining true story
9 obdurate
adj stubborn or unyielding to tender
9
feelings or pity
10 divest
v to deprive of, often used in the taking
22
of property or rights
11 sunder
v to divide or separate
27
12 maxim
n an expression of a general truth or
46
principal
13 vindicate
v to defend oneself against misconduct;
47
to find proof against wrongdoing
POS
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 slaveholder 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
narrative
n
bondage
manacled
n
adj
thralldom
n
pathos
indignation
n
n
consecrated
felicitous
v
adj
rendered
prodigy
manifestly
v
n
adj
attainments
cultivation
chattel
n
n
n
succor
Mason &
Dixon’s Line
consecrate
impetus
vocation
anomalous
v
n
v
n
n
adj
diffidence
n
proselytes
n
Definition in Context
PREFACE
a nonfiction account of a specific time or event in
the author’s life
to be enslaved; slavery
to describe a person as being chained up or held
prisoner—used figuratively
to be in a state of enslavement/in a state of being a
slave
the quality or power in an actual life experience
a feeling of strong anger aroused be something that
is unfair, unworthy, or wrong
to be devoted or dedicated to a cause or purpose
describing someone’s actions or speech as
appropriate and well-timed
to become; to make
a person having extraordinary talent or ability
to do or say something in a vary clear, straightforward way
the ability to meet one’s goals
a person with culture or sophistication
personal property—in this instance referring to a
slave
to give someone support or assistance
the geographical division between the northern
(free) states and southern (slave) states
to devote or dedicate oneself to some purpose
an impelling or inspiring movement or force
a calling, profession, or strong impulse
to describe something or someone as irregular or
abnormal
in a state of being restrained or reserved; in a state
of shyness
a convert; someone who changes their opinion to
another
Pg #
vii
vii
vii
vii
vii
vii
vii
viii
viii
viii
viii
viii
viii
viii
viii
viii
ix
ix
ix
ix
ix
ix
calumniators
n
illiberality
privations
prostrate
specious
n
n
adj
adj
imbruted
adj
stultified
fetters
unutterable
adj
n
adj
abettors
execrable
n
adj
chastisements
aspirations
extremities
augmented
soliloquizing
apostrophizin
g
sublimity
n
n
n
v
v
v
Alexandrian
Library
n
expostulation
libels
flagellation
n
n
n
skeptics
n
atrocity
n
n
people who make false or untrue statements about
others
a state of being narrow-minded or biased
lack of the usual comforts or necessaries of life
weak
describing something as appearing to be pleasing or
good but is really deceptive or bad
brutish; describing someone as animal-like or
savage
describing someone as foolish or ridiculous
chains
describing someone’s speech as unpronounceable
or incomprehensible
people who aid someone in wrongdoing
describing someone or something as detestable or
abhorrent
severe punishments
goals, dreams, etc.
most extreme points-of-view or feelings
to enlarge
reflecting on one’s own experiences
personifying an object or idea; giving non-human
things human qualities in a figurative manner
in a state of being sublime, which is a sense of
grandeur or power
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
earnest and kindly protest
lies
in a state of being punished severely, such as
whipping or lashing
people who are unwilling to believe unsettling
truths
an act of extreme cruelty
ix
ix
x
x
x
x
x
x
x
x
x
xi
xi
xi
xi
xi
xi
xi
xi
xi
xii
xii
xii
xiii
impunity
unmolested
n
v
salutary
adj
pernicious
adj
veracity
n
unimpeachabl adj
e
West India
Experiment
keen
Valley of the
Shadow of
Death
statute
consecrating
Carolinas
impertinent
intimation
odiousness
mulatto
Ham
lineal
cudgel
joist
conjecture
sloop
misdemeanor
evinced
privation
n
adj
n
protected from punishment
to leave someone alone; to leave someone
unharmed
favorable or beneficial
describing something as hurtful or injurious
truthfulness
describing someone as unquestionably truthful and
honest
LETTER
Referring to the 1833 emancipation of slaves in
West India, a British colony
describing something as intense
an allusion to a biblical phrase in Psalms
xiii
xiii
xiii
xiii
xiii
xiii
xv
xv
xvi
n law
xvii
v to make something sacred or honorable
xvii
v referring to slaves in the Carolinas
xvii
Narrative of the Life of Frederick Douglass
CHAPTER I
adj acting in an inappropriate manner
1
n hint of an idea
2
n an idea that is highly offensive or disgusting
2
a phrase no longer in use—a person with one parent 3
that is white and one parent that is black
n biblical allusion; throughout history the “curse of
3
Ham” was used to justify racism and the
enslavement of Black Africans
being in direct line, as a descendant or ancestor
3
n a short, thick stick used as a weapon; club
3
n a post, like a wooden stake
3
n an opinion or guess
4
n a type of sailing of vessel
5
CHAPTER 2
n a criminal offense
6
v to show clearly
6
n lack of usual comforts or necessities of life
6
woe
betides
blasphemy
providence
cartwrighting
coopering
reposed
rapturous
n
v
n
n
v
v
v
adj
anguish
ineffable
n
adj
cultivated
stratagems
livery
v
n
adj
supposition
curried
Job
n
v
n
imbibe
execrate
v
v
eminent
adj
impudence
n
immutable
adj
homage
servile
reproving
consummate
n
adj
adj
adj
expedient
n
grievous distress, affliction, or trouble
to happen to; come to; befall
irreverent behavior towards God/something sacred
act of God for the good
making or repairing carts
the making of barrels
to depend or rely on a person or thing (archaic)
describing something or someone as full of feeling
and joy
in a state of suffering or pain
incapable of being expressed or described in words;
unspeakable
CHAPTER 3
land that has been carefully prepared for crops
plans, schemes or tricks against an enemy
describing a place as somewhere for the stabling,
keeping, or hiring out of horses for money
an assumption or hypothesis
to care for a horse by brushing and cleaning
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
to take in—in this case to take in an idea
to detest or hate
CHAPTER 4
to describe something as being conspicuous or
noteworthy
in a state of insolence; within a frame of mind where
you do not do what is expected of you
describing something as unchangeable, ageless,
and/or unalterable
something done in honor of someone or something
describing something as submissive and oppressed
describing something or someone as disapproving
describing something or someone as complete or
perfect
a means to an end
6
6
7
7
7
7
7
8
8
8
9
9
10
10
10
11
12
12
12
13
13
13
13
13
13
14
subversion
arraigned
n
v
scurf
n
aft
galling
adv
adj
egotistical
abhorrence
blighting
adj
n
adj
servility
ell
n
n
vestige
lacerated
n
adj
odium
offal
n
n
depravity
precepts
prudence
The
Columbian
Orator
n
n
n
n
Sheridan
n
unabated
adj
denunciation
unutterable
n
adj
the act of overthrowing or destroying
called to appear in court for a crime
CHAPTER 5
the scales or small shreds of epidermis that are
continually exfoliated from the skin
at or close to
describing something as chafing and/or
exasperating
describing someone as vain and boastful
a feeling of extreme loathing and hate
describing something or someone as ruinous or
destructive
CHAPTER 6
slavery
a former measure of length equal to around 45
inches (archaic)
a trace or mark
describing something or someone as mangled,
jagged, and/or torn
intense hatred or dislike
garbage
CHAPTER 7
within a state of immorality or corruption
commandments or rules
caution in regard to practical matters
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
(1751-1816) a London politician known for his
speeches regarding freedom of the press and the
abolition of slavery
describing something or someone as forceful or
powerful
condemnation; censure; a formal accusation
describing an emotion as unspeakable or beyond
expression
14
15
16
18
18
19
19
19
19
20
21
21
21
21
22
22
23
23
24
24
24
24
scow
n
larboard
n
starboard
tedious
n
adj
detestation
profligate
n
adj
pious
adj
destitute
exhorter
sagacity
adj
n
n
sanction
pernicious
n
adj
rods
fodder
forte
discordant
dregs
n
n
n
adj
n
languished
apostrophe
v
n
turbid
epoch
interpose
solemnity
staid
adj
n
v
n
adj
a ship built for carrying bulk material in an open
hold; barge
the port (left-hand side while facing forward) of a
ship
while facing forward, the right-hand side of a ship
describing something as long, tiresome, and boring
CHAPTER 8
abhorrence or hatred
describing someone as shamelessly immoral
CHAPTER 9
characterizing someone as dutifully spiritual and
having reference for God
describing someone as lacking something
someone who gives recommendations or warnings
sharp perception; the ability to make good
judgments
permission or approval
describing someone or something as ruinous or
hurtful
CHAPTER 10
a unit of length equal to 5.5 yards
food made of grain for cattle
a person’s talent or skill in which the excel
describing something as harsh or disagreeing
used metaphorically, the sediment and grit that
settles at the bottom of a container of liquids
to be weak or feeble
listing the positive aspects of something or someone
in the from of a speech—often to a personified
object or idea
describing something as dense or confused
a particular period of time in history
to intervene
in a state of earnestness, marked by a sober mood
describing someone or something as fixed, settled,
or permanent
25
26
26
26
27
27
31
31
32
33
33
34
35
36
37
37
37
38
38
38
39
41
41
44
insurrection
dissipation
sanctifier
presumptuous
prudence
Patrick Henry
concert
perdition
calk
bowse
impropriety
Lynch Law
grim-visaged
imputations
exculpate
myriads
commensurat
e
render
Darg Case
Lady of the
Lake
erroneous
n
an act or instance of rising in revolt, rebellion, or
resistance against civil authority or an established
government
n unrestrained indulgence in wasteful amusement
n someone or something that justifies and/or
legitimizes an idea or practice
adj bold and confident in conduct
n caution; discretion
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
n agreement between two or more individuals in a
plan
n another word for hell; also known as a state of
spiritual ruin
v to make a vessel watertight by filling the seams
between the planks with a durable material
v a nautical word; to raise something with the ropes
of the ship
n a quality of inappropriateness
n generally, the practice of condemning and punishing
a person by mob action without a proper trial
n another way of saying grim-faced or with a grim
expression
CHAPTER 11
n fault or crime
v to clear from guilt; to be free of blame; to vindicate
n a great number of persons or things
adj having the same extent or duration
v
n
n
to make; to do
a court case concerning the harboring of an escaped
slave in New York City (1839)
a poem written by Sir Walter Scott around 1810
adj containing error; mistaken
44
45
46
47
49
51
54
54
55
56
56
57
59
59
59
60
60
60
65
66
66
Spartan-like
betokened
dilapidated
stereotyped
habiliments
The Liberator
misnomers
votaries
Pharisees
sepulchres
infidel
motes
dram
mammon
gewgaws
adj reference to the ancient Spartans—a disciplined and
simple people; someone that is frugal and lives in a
simple way
v to indicate; to give evidence of
adj something that is decaying from age and/or neglect
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
n clothing
n an abolitionist newspaper founded by William Lloyd
Garrison (see preface) in 1831
APPENDIX
n a mistake
n an ardent follower of a religion
n people from biblical times; known for being selfrighteous and hypocritical
n a tomb or burial place
n an unbeliever; a person without religious faith
n a small particle or speck, usually referring to dust
n a small amount of liquid; a drink
n biblical word meaning riches or material wealth
n an object that is gaudy and useless; trinkets
67
67
67
68
68
69
71
73
73
73
73
74
74
74
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
What do I need to think about and c complete to reach my learning goal?
Performance Criteria & Teacher Feedback
Completed
Outline
Content
Checklist:
Utah Write
Score
*See
Utah Write
Rubric
Indicators
Please staple to the back of essay when turning in
for credit.
Points Earned
/5
 Clear thesis statement
 Clear topic sentences
 Details backing your thesis come right from
the text
 Page numbers from novel are in ( ) after
examples
 In general, this essay is an analysis rather than
a summary
/3
/3
/3
Total Content Points
Ideas & Content
Organization
Voice
Word Choice
Sentence Fluency
Conventions
/15
/5
/5
/5
/5
/5
/5
Total Utah Write Score
/25
Total Score
/45
/3
/3