Frederick Douglass – Assignments and due dates
The following assignments are based on The Narrative of the Life of Frederick
Douglass (1995 Dover Thrift Edition).
Tuesday,
11/8
 Check out book and watch short Frederick Douglass biography video.
 In your small group, read the biographical “Note” on page iii and
respond at the back of this packet to the note and the video.
 Read the following chapters (either as a group or silently). Discuss and
answer the corresponding questions on your Scantron sheet.
o Chapter I, questions 1-8
o Chapter II, questions 9-16
 Homework: Finish questions 1-16 and discuss outside of class.
 Leave numbers 17-30 blank on your Scantron sheet.
 Optional: Read Chapters III and IV
Wednesday,
11/9
 Read the following chapters (either as a group or silently). Discuss and
answer the corresponding questions on your Scantron sheet.
o Chapter V, questions 31-38
o Chapter VI, questions 39-46
o Chapter VII, questions 47-53
 Homework: Finish questions 31-53 and discuss outside of class.
 Leave numbers 54-61 blank on your Scantron sheet.
 Optional: Read Chapter VIII
Thursday,
11/10
 Read Chapter IX (either as a group or silently). Discuss and answer the
corresponding questions (62-68) on your Scantron sheet.
 Read Chapter X, page 39 starting with “I have already,” to page 43
ending with “was never whipped.” Write a response at the back of this
packet.
 Read Chapter XI (either as a group or silently). Discuss and answer the
corresponding questions (84-90) on your Scantron sheet.
 Homework: Finish questions 62-68 and 84-90 and discuss outside of
class.
 Leave numbers 69-83 blank on your Scantron sheet.
 Optional: Read the remainder of Chapter X
Monday,
11/14
Scantron sheet and written responses due at start of class.
#
Location
Question
Answer choices
1
Page: 1
Paragraph: 1
Line: 9
The phrase “want of” could most accurately be
restated as
(A)
(B)
(C)
(D)
(E)
2
Chapter I
Specific information about his birth date was
most likely so important to the author because
knowing the date of one's birth
(A) allows a person to mark important
milestones in life
(B) is important for acquiring various legal
documents
(C) creates pride when a birthday is
celebrated each year
(D) separates human beings from animals
(E) is an integral part of a sense of
personal identity
3
Page: 1
Paragraph: 2
The paragraph that begins with “My mother” is
notable for its
(A)
(B)
(C)
(D)
(E)
I only
I and ll only
I and III only
ll and III only
I, ll, and III
strident
sarcastic
even-handed
wry
disinterested
I. brevity
II. sense of pathos
III. narrow focus
desire for
lack of
curiosity about
misunderstanding of
demand for
4
Page: 2
Paragraph: 2
Line: 7
The tone of the author's elaboration about the
"special permission" masters could bestow
upon their slaves could best be described as
(A)
(B)
(C)
(D)
(E)
5
Page: 2
Paragraph: 2
Line: 17
Rhetorically, the sentence that begins with
“Never having” functions as a(n)
(A) specific instance of a generalization
(B) forceful reiteration of an assertion
(C) irrefutable confirmation of a
hypothesis
(D) convincing refutation of an argument
(E) surprising contradiction of a conclusion
6
Chapter I
The author's attitude toward masters who sold
their slave children could best be described as
(A)
(B)
(C)
(D)
(E)
snide
contemptuous
ambivalent
equivocal
condescending
7
Page: 3
Paragraph: 2
Lines: 2-3
The prediction from the "great statesman"
about the "downfall of slavery" was based upon
(A)
(B)
(C)
(D)
(E)
deductive reasoning
wishful thinking
faith in human decency
inductive reasoning
insight into parental sensibilities
8
Chapter I
Based on this chapter, the author's purpose is
most likely to
(A) educate his audience about the evils of
slavery
(B) present his own story to illuminate a
societal phenomenon
(C) evoke sympathy for the hardships he
endured
(D) demonstrate the erudition of which a
former slave is capable
(E) achieve catharsis without regard to the
response from an audience
9
Page: 7
Paragraph: 2
Line: 1
In the sentence that begins with "Mr. Severe"
the second clause, in relation to the first clause,
serves to
(A)
(B)
(C)
(D)
(E)
10
Page: 7
Paragraph: 3
Line: 2
Which of the following changes to the sentence
beginning with "He was less cruel" would
improve the parallelism in the sentence?
(A) Replace "He" with "Mr. Hopkins
(B) End the sentence with "than Mr.
Severe had been"
(C) Replace "made less noise" with "less
noisy"
(D) End the sentence with "than did Mr.
Severe"
(E) Add "and" before "less profane"
11
Page: 8
Paragraph: 1
The analogy comparing slaves to office-seekers
serves primarily to show that the slaves'
attempts to please their overseers were
(A)
(B)
(C)
(D)
(E)
pragmatic
cynical
patriotic
condescending
pitiable
12
Chapter II
The extreme meagerness of the slaves'
expectations is LEAST emphasized by their
attitude toward
(A)
(B)
(C)
(D)
(E)
Mr. Hopkins
the Great House Farm
beds
Colonel Lloyd's personal slaves
the clothing allowance
13
Chapter II
Douglass' discussion of the slaves' singing is
most notable for
(A)
(B)
(C)
(D)
(E)
hyperbole
paradox
antithesis
succinctness
invective
14
Page: 8
Paragraph: 4
Line: 11
The phrase “an expression of feeling” is an
example of
(A)
(B)
(C)
(D)
(E)
simile
personification
metonymy
allusion
apostrophe
qualify
contradict
reiterate
explain
undercut
15
Page: 9
Paragraph: 2
Douglass' utter astonishment likely arises from
his belief that
I.
people in the North are not as sensitive as
southerners
ll. people in the North have the advantage of
an outsider's perspective
III. the slave songs' reflection of suffering
should be almost self-evident
16
Chapter II
The chapter as a whole progresses from
(A)
(B)
(C)
(D)
(E)
I only
I and ll only
I and III only
ll and III only
I, ll, and III
(A) concrete explanation to abstract
theorizing
(B) objective reporting to emotional
reflection
(C) detached reminiscence to impassioned
advocacy
(D) nostalgic recollection to rueful
resignation
(E) disinterested observation to lugubrious
invective
Leave numbers 17-30 blank on your Scantron sheet.
31
Page: 16
Paragraph: 2
Line: 1
The sentence that begins with “I was seldom”
marks a shift in focus from
(A) all the slave children to Douglass in
particular
(B) Douglass' advantages on the plantation
to his hardships
(C) adults to children
(D) the masters' lives to the slaves' lives
(E) the abstract to the concrete
32
Page: 16
Paragraph: 2
The reference near the end of the paragraph to
"the pen with which I am writing" makes the
memories related in the second half of the
paragraph especially
(A)
(B)
(C)
(D)
(E)
33
Page: 17
Paragraph: 1
Line: 10
The sentence that begins with "I went at it" is
significant because it
(A) shows the author's childlike
hopefulness
(B) suggests that the author had not truly
worked hard before
(C) hints that the author will prosper in
Baltimore
(D) makes a subtle statement about the
entire slave labor system
(E) highlights the degree to which slaves
were able to remain hopeful
34
Page: 17
Paragraph: 2
Line: 1
From the paragraph that begins with “The ties”
it is apparent that, with regard to the move to
Baltimore, Douglass believed himself to be
(A)
(B)
(C)
(D)
(E)
poignant
melancholy
self-indulgent
lugubrious
wistful
on the horns of a dilemma
faced with a Hobson's choice
in a no-lose situation
making a Faustian bargain
between a rock and a hard place
35
Page: 17
Paragraph: 2
Lines: 16-17
The jingoistic sentiments expressed in the
proverb (“being hanged…”) find their closest
parallel in the attitude of
(A)
(B)
(C)
(D)
(E)
the old master
Mrs. Lucretia
Cousin Tom
the author
Master Daniel Lloyd
36
Page: 18
Paragraph: 1
The last two sentences of the paragraph imply
(A)
(B)
(C)
(D)
(E)
an allusion
an analogy
an elegy
a symbol
foreshadowing
37
Page: 18
Paragraph: 5
Lines: 1-3
In view of the context, the author's
characterization of his departure in the
sentence beginning with “I look” could best be
described as a(n)
(A) hyperbole
(B) non sequitur
(C) digression
(D) tautology
(E) understatement
38
Page: 19
Paragraph: 1
Line: 1
Douglass expects that he may be "deemed
superstitious" by some because he believes
God
(A)
(B)
(C)
(D)
(E)
I only
I and ll only
I and III only
ll and III only
I, ll, and III
I. exists
II. intervened in his particular case
III. is benevolent
39
Page: 19
Paragraph: 2
Line: 12
The phrase "did not answer" could most
accurately be restated as
(A)
(B)
(C)
(D)
(E)
did not serve the purpose
was not accountable
did not respond
was not a solution
did not conform
40
Page: 19
Paragraph: 2
In context, the second paragraph of the
chapter is
(A)
(B)
(C)
(D)
(E)
I only
I and ll only
I and III only
ll and III only
I, ll, and III
I. illogical
II. digressive
III. jarring
41
Page: 20
Paragraph: 1
Line: 13-14
Mr. Auld's statements that begin with "As to
himself” could best be characterized as
(A)
(B)
(C)
(D)
(E)
solicitous
unselfish
flippant
contemptuous
patronizing
42
Page: 20
Paragraph: 1
Lines: 11-22
Which of the following is grammatically and
thematically parallel to “just what I wanted”
(line 22)?
(A)
(B)
(C)
(D)
(E)
I only
I and ll only
I and III only
ll and III only
I, ll, and III
I. "forever unfit him" (line 11)
II. "a new and special revelation"
(lines 16-17)
III. "a grand achievement" (line 20)
43
Page: 20
Paragraph: 1
The identity of the "great evil" (line 34) Mr.
Auld fears can best be ascertained in light of
(A) "unlawful, as well as unsafe"
(line 6)
(B) "'If you give a nigger an inch"'
(line 7)
(C) "there would be no keeping him"
(line 11)
(D) "it could do him no good" (line 13)
(E) "a great deal of harm" (line 13)
44
Chapter VI
According to Douglass, city slaves owed their
relatively humane treatment to the city
slaveholders’
(A)
(B)
(C)
(D)
45
Chapter VI
Douglass most likely includes the example of
the Hamiltons and their slaves in order to
(A) acknowledge that some people have
no human feelings at all
(B) foreshadow the behavior that Mrs.
Auld will soon display toward
Douglass
(C) provide an extreme example of the
inevitable results of slavery
(D) highlight, through contrast, how much
most city slaves had to be grateful for
(E) evoke sympathy for the young
Douglass, who had to witness such
barbarity
46
Chapter VI
Based on this chapter, in can be inferred that
Douglass held all of the following opinions
EXCEPT that
(A) it is impossible to keep slaves and
remain unsullied
(B) ignorance can be a powerful weapon
(C) unexpected good can come from a
negative situation
(D) a sense of racial superiority is not
innate
(E) city slaveholders often felt affection for
their slaves
47
Page: 22
Paragraph: 1
Douglass' tone in the last two sentences of the
paragraph could best be described as
(A) sympathetic
(B) jocular
(C) irate
(D) sardonic
(E) nonchalant
48
Page: 22
Paragraph: 2
The second paragraph serves to
(A)
(B)
(C)
(D)
(E)
I.
point out that, over time, the true nature of
Douglass' Mistress came to light
II. explain Douglass' need to devise a plan for
self-education
III. comment on the institution of slavery in
general
innate sensitivity
concern with appearances
higher level of education
lack of awareness of how slaves were
treated on plantations
(E) understanding that slavery is in fact
immoral
I only
I and ll only
I and III only
ll and III only
I, ll, and III
49
Pages: 22-23
Which of the following is LEAST ironic?
(A) "simplicity”
(Page: 22 Paragraph: 2 Line: 2)
(B) "wrong"
(Page: 22 Paragraph: 2 Line: 6)
(C) "as well"
(Page: 22 Paragraph: 2 Line: 17)
(D) "better"
(Page: 22 Paragraph: 2 Line: 18)
(E) "Christian"
(Page: 23 Paragraph: 2 Line: 16)
50
Chapter VII
From Douglass' description of the dialogue
presented in "The Columbian Orator," it can be
inferred that
(A) the dialogue is an accurate recounting
of an actual exchange
(B) the author of the dialogue was the
slaveholder
(C) the dialogue is a hypothetical exchange
intended to make a point
(D) the author of the dialogue was a
former slave
(E) Douglass was inspired by the idea that
masters might be persuaded through
reason to free their slaves
51
Chapter VII
The torment Douglass experienced as a result
of his reading arose because
(A) he now knew he was more intelligent
than his masters
(B) the ideas he encountered had never
occurred to him before
(C) the authors could not know the real
horrors of slavery as Douglass did
(D) he realized how much he had been
deprived of by not learning to read
earlier
(E) thoughts that he had considered in a
vague way were now brought into
focus
52
Page: 24
Paragraph: 2
Line: 31
The phrase "no more forever"
(A)
(B)
(C)
(D)
(E)
Page: 24
Paragraph: 2
Lines: 29-36
In his discussion of freedom in the last 6 lines of
the paragraph, Douglass employs all of the
following EXCEPT
53
I. is a double negative
II. creates emphasis
III. is a non sequitur
I only
I and ll only
I and III only
ll and III only
I, ll, and III
(A) passive voice
(B) metaphor
(C) understatement
(D) parallelism
(E) personification
Leave numbers 54-61 blank on your Scantron sheet.
62
Chapter IX
The first sentence of the chapter likely implies
that Douglass was not able to "give dates"
when he
I. was experiencing the events described
II. initially· embarked on his journey toward
education
III. was writing the earlier chapters of the
Narrative
(A)
(B)
(C)
(D)
(E)
I only
I and ll only
I and III only
ll and III only
I, ll, and III
63
Chapter IX
Douglass attributes the slaves' lack of respect
for Captain Auld to the fact that Captain Auld
was
(A)
(B)
(C)
(D)
(E)
inconsistent and ineffectual
heartless and cruel
rigid and dishonest
sanctimonious and inhumane
violent and unreasonable
64
Chapter IX
Douglass' description of Mr. Cookman suggests
that, in the Auld household, Mr. Cookman was
(A)
(B)
(C)
(D)
(E)
effusive
circumspect
authoritative
secretive
demonstrative
65
Chapter IX
Douglass' censure for Master Thomas is
(A)
(B)
(C)
(D)
(E)
hyperbolic
qualified
ironic
absolute
tentative
66
Chapter IX
By repeatedly using the word "pious" Douglass
conveys his contempt for
(A) organized religion
(B) the principles of Christianity
(C) supposed religious conversion
(D) religious hypocrisy
(E) the use of the Bible to justify slavery
(The word “pious” appears toward the end of
the following paragraphs: Page 31 paragraph 1;
Page 33 paragraph 2; Page 33 paragraph 4; and
Page 34 paragraph 1)
67
Chapter IX
Douglass' bitterness is most evident in his
discussion of
(A) the visiting preachers
(B) the attack upon the "little Sabbath
school"
(C) the fact that the master was "not a
born slaveholder"
(D) his contrived trips to Master
Hamilton's farm
(E) the master's treatment of "Renny"
68
Page: 34
Paragraph: 1
Douglass' explanation in the last sentence of
Chapter IX for why he "made the change
gladly" underscores
(A) the nai'vete that characterized him
throughout his life as a slave
(B) the truth of an assertion he made early
in the chapter
(C) the extent to which rationalization was
necessary for self-protection
(D) his unwavering curiosity and thirst for
new experiences
(E) his desire to avoid giving the
impression that he indulged in self-pity
Leave numbers 69-83 blank on your Scantron sheet.
84
Page: 65-66
The tone of the paragraphs that begin with
“Very soon” and end with “the money” is
primarily
(A)
(B)
(C)
(D)
(E)
85
Chapter XI
The description of the choosing of his ultimate
name reflects all of the following
EXCEPT Douglass'
(A) pride in his heritage
(B) complete deference to Mr. Johnson's
wishes
(C) respect for Mr. Johnson
(D) association with reading and literature
(E) sense that he has finally reached safety
86
Page: 66
Paragraph: 3
Line: 9
In the sentence that begins with “I knew,”
Douglass' comments about the southern nonslaveholders are an example of
(A)
(B)
(C)
(D)
(E)
87
Chapter XI
A sense of incongruity is most keenly evoked
for Douglass when he observes
(A) the immense size of the ships along the
wharves
(B) the fullness of the enormous
warehouses
(C) people loading ships without singing
(D) men working purposefully and not
under threat
(E) the juxtaposition of churches and
beautiful dwellings
88
Page: 68
Paragraph: 1
Line: 16
Douglass most likely includes the detail that the
speaker was "a very religious old gentleman" to
emphasize
(A) that religious hypocrisy existed in the
north as well as the south
(B) the fact that older people had more
understanding of the immorality of
slavery
(C) the colored people's belief that mutual
protection was a moral duty
(D) his belief that capital punishment is
Biblically justifiable
(E) the central role the church played in
the lives of former slaves
89
Page: 68
Paragraph: 2
In the paragraph beginning with “I found,” a
sense of Douglass' attitude toward slavery as an
institution is most clearly conveyed by his use
of the word
(A)
(B)
(C)
(D)
(E)
"master" (line 3)
"rapture" (line 4)
"rob" (line 7)
"prejudice" (line 11)
"effort" (footnote)
90
Page: 69
Paragraph: 3
In the last paragraph of the chapter, Douglass
(A)
(B)
(C)
(D)
(E)
I only
I and ll only
I and III only
ll and III only
I, ll, and III
I.
creates ethical appeal by means of an
allusion
II. presents himself as a deferential man
III. puts the entire Narrative into context
lyrical
ebullient
wary
prosaic
discursive
the pathetic fallacy
an ad hominem fallacy
the false cause fallacy
the fallacy of hasty generalization
a red herring fallacy
Frederick Douglass – written responses
Name: _______________________________________________________ Date: __________ Period: __________
Answer the first two questions below after reading the biographical “Note” on page iii and watching the short
biographical video. Answer the third question after reading Chapter X, page 39 starting with “I have already,” to page
43 ending with “was never whipped.”
(1) In your own words, explain why Frederick Douglass felt he needed to write this autobiography:
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
(2) Frederick Douglass was one of the first in a long succession of powerful African-American public speakers, or
“orators.” Throughout American history, religious leaders, politicians, entertainers, and others have used strong
oratorical and rhetorical skills to advance their causes. Below is a partial list of such African-American public speakers.
Underline any names below that you recognize; circle them if you could describe who they are and what they did; and
put an asterisk next to them if you have ever seen video or listened to a recording of them speaking.
Frederick Douglass
Sojourner Truth
Booker T. Washington
Martin Luther King, Jr.
Shirley Chisolm
Thurgood Marshall
Fannie Lou Hamer
Malcolm X
Al Sharpton
Carol Moseley Braun
Jesse Jackson
Maya Angelou
Ed Bradley
Rita Dove
Sidney Poitier
Oprah Winfrey
Barak Obama
Michelle Obama
Russell Simmons
Samuel L. Jackson
Alicia Keys
John Legend
(3) What is your reaction to the passage from Chapter X – your thoughts and feelings on the scene? Keeping in mind that
this account is nonfiction, what modern-day life lessons might be taken from the passage?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________