>>>A RESEARCH LESSON
A Research Lesson: Frederick Douglass
American National Biography (ANB) Online contains multiple features that make it possible
to use biography as an end in itself and as a starting point for doing research that explores
the achievements of individuals and the roles they played in shaping the American experience. The lessons, which can be used either as written or as models, demonstrate the value
of this resource in teaching both skills and content.
Step 1
• What are the essential facts about Douglass’ life?
Ask students to do a quick search by typing Frederick
Douglass in the box labeled “Search Now” on the home page
and clicking on the green Search button to the right of the
box. From the Search Results List page, click on the article.
Students will find several features in the left hand column
that can be used to conduct their research on Douglass. The
first section identifies “Occupations and Realms of Renown.”
(Note that “Abolitionists” is given as one of the Realms of
Renown; this will be of use later in the lesson.) The second
section notes the availability of a bibliography and online
resources; the third lists cross-references within the ANB
Online; and the fourth cites articles that appear in The Oxford
Companion to United States History that relate to Douglass.
Before exploring these features, have the students read the
biographical essay, paying close attention to the photograph
as well as the contents of the article. Provide the following
questions for them to consider as they review the essay:
• What experiences impelled him to seek his freedom?
• What factors made it possible for him to escape from
slavery?
• What difference did it make that he was literate?
• Why did he become involved in the movement to
abolish slavery?
• What role did he play in this movement?
• Why was his participation in the movement
important?
• What were his most important contributions to the
movement?
• Why did Douglass endorse violence?
• What effect did the Civil War have on his thinking
about civil rights for African Americans?
• What steps did Douglass take to improve the status of
African Americans in the decades after the war?
• Based on the discussion of Douglass’ career as well as
the photograph taken of him in 1875,
what sense did Douglass have of himself
and his place in American society?
Step 1
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AMERICAN NATIONAL BIOGRAPHY ONLINE TEACHER’S GUIDE
Step 2
Once the students have gleaned the essential information
from the biographical essay about Douglass, instruct them to
work their way through the articles in the Oxford Companion
that are cited. Several of these provide background on racial
attitudes and the institution of slavery in the United States.
Others deal with efforts to end slavery and/or restore civil
rights to African Americans. A few focus on Douglass’
legacy. Students should skim through the articles, locate the
sections that relate to Douglass and his work, then read and
take notes on the relevant material. By placing Douglass’ life
and work in historical context, they should be better able to
appreciate the challenges Douglass faced and the extent of
his achievements.
Step 3
For additional background, ask students to research the
cross-references in ANB Online. Again, they can skim
through these articles to locate the sections that relate to
Douglass, slavery, abolition, and/or civil rights. They should
take notes from this research as well.
Step 4
The secondary sources that they have used thus far will
provide background for the next step in the students’
research: examination of primary sources and, in particular,
Douglass’ speeches and writings. They can access “Online
Resources” either by clicking on the phrase under “Article
Sections” or by scrolling to the end of the biographical
essay.
Instruct students to click on the website for “Frederick
Douglass, Life and Times of Frederick Douglass his Early
Life as a Slave, his Escape from Bondage, and his
Complete History to the Present Time.” This website
includes a section labeled “Learn More.” There, students
will find a brief biography of Douglass, a bibliography
(“Selected readings...”), and a list of newspaper articles
reporting on Douglass’ 1845–47 speaking tour in Great
Britain. These reports are themselves primary sources,
giving firsthand accounts of the contents of Douglass’ talks
and of the audiences’ responses. The tremendous
outpouring of support, as noted in the ANB essay, resulted
in Douglass’ return to the United States and publication of
the North Star. The last item in the “Learn More” section
is Douglass’ explanation of why he decided to establish this
newspaper; it is entitled “Our Paper and Its Prospects.” Ask
students to print and read this item carefully. The
background reading from the ANB Online and the Oxford
Companion should enhance their understanding of this
document and their ability to analyze and evaluate the
source. Guiding questions might include:
• What was the connection between his tour of Great
Britain and his decision to establish a newspaper?
• How did Douglass justify establishing another
abolitionist newspaper?
• What was his purpose in establishing the North Star?
• What did he hope to accomplish?
• What evidence did he produce that this paper would
be successful?
• What is the tone of his article?
• Was Douglass realistic in predicting the success of this
newspaper?
• Was he correct that a newspaper published by African
Americans would make a significant contribution to
the abolitionist movement?
Step 4
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>>>A RESEARCH LESSON
Step 5
Continuing to work from the same website, ask students
to scroll to the bottom of the page and click on “Return to
‘North American Slave Narratives’ Home Page.” There, they
will find an “Introduction to Slave Narratives”—a secondary
source that gives helpful guidance for reading accounts, such
as those written by Frederick Douglass. Once they have read
this article, they can click on “Return to Documenting the
American South....,” which appears at the end of the essay.
On that website, students can go to the left hand column,
click on DAS Author Index, click on “D,” then scroll down
to the various narratives written by Douglass. Most of these
are quite long, but you may wish to have the students dip
into one or two to get the flavor of Douglass’ writing.
Step 6
Having been introduced to slave narratives, students
might be interested in learning about other African
Americans who became abolitionists. The easiest way to
identify these individuals is to do a “Custom Search” using
ANB Online. In the box for “Realms of Renown,” ask them
to type “Abolitionists.” (Make sure they use the plural of the
word.) Then have them check the box under “Special
Collections” labeled “Black History” and click on the green
search button at the top of the page. Since the search will
turn up over 30 individuals, you might ask each student to
read one or two of the essays and report back to the class.
In reading about these Black Abolitionists, ask the students to
pay particular attention to the following questions:
• Was this person ever a slave?
• Where did he/she live?
• When did he/she live?
• What motivated this person to become an abolitionist?
• What dangers did this person face?
• What means did this person use to help bring about
emancipation?
• What contribution did he/she make to help free blacks?
As students pool the answers to these questions, the class
can begin to formulate a generalization about Black
Abolitionists and the role they played in bringing about the
emancipation of slaves in the United States.
Step 7
To conclude the exercise, ask students—either in a written
assignment or in class discussion—to compare Frederick
Douglass to the other Black Abolitionists they read about.
What characteristics and experiences did he share with
them? What made him different and, ultimately, “the most
influential African American of the nineteenth century”?
Step 6
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