The+Last+Day+of+Slavery+Reinforcing+Activity

- Copy of // Frederick Douglass: The Last Day of Slavery // // - //Computers or other classroom technology for research (optional) - Notebook and Paper
 * Materials:**

At the beginning of class inquire students’ background knowledge on the topic of slavery. A few starting questions could be the following: 1 . How do many people view the way slave owners treated their slaves today? Is it a positive or negative view and why? 2. Who is Frederick Douglass? Why is he important to history?

After assessing students’ prior knowledge on the topic of slavery, discuss or define unfamiliar or large vocabulary within the text that students might have difficulty with to help them better comprehend and understand the story. Difficult vocabulary might include the following words:

-plantation -overseer -stallion -the “breaker” -primary source -secondary source

Read __Frederick Douglass: The Last Day of Slavery__ aloud to the students.

Read aloud the primary source: Frederick Douglass, //Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself//, autobiography, 1845.

@http://caho-test.cc.columbia.edu/ps/10162.html

After reading the book and primary source aloud have students engage in a class discussion over the following questions:

1. Why do you think it’s hard to stand up to someone more powerful than you? 2. Why might someone want to control who learns to read? Do you think everyone should learn how to read? 3. How would you define injustice? What are some examples we see of injustice in the story? 5. How does the primary source compare to the secondary source? Which did you like better? Which was more accurate?

After discussion have students write a letter to the mayor or president about an injustice they feel is taking place in the world today (i.e. such as the injustices that Frederick faced in the story). Students should not only write about what they think is wrong in the world, but also provide suggestions on how to improve the situation. Students may need to do research using classroom technology. Students must cite at least three examples from valid primary or secondary sources to defend their reasoning on why they feel something is particularly unjust.