1 / 17

Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself (1845)

Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself (1845). Unit One, lesson Two: ever-changing identities in adolescent literature . 1. Why is Douglass specific about making friends with “little white boys”?. Me: Class:.

trilby
Télécharger la présentation

Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself (1845)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself (1845) Unit One, lesson Two: ever-changing identities in adolescent literature

  2. 1. Why is Douglass specific about making friends with “little white boys”? • Me: • Class:

  3. 2. How did Douglass learn how to read while running errands? • Me: • Class:

  4. 3. In what ways does Douglass’s life differ from the “white boys’” lives? • Me: • Class:

  5. 5. Which of these meanings of “trouble” is Douglass using? Why did he choose this word? How would the meaning have changed if he’d chosen the word “anger”? • This question pertains to the last sentence in paragraph one that begins: “These words used to trouble them…” • Me: • Class:

  6. 4. Douglass is describing events from the past. These “boys” are now adult men, so why would he avoid giving their names? • Me: • Class:

  7. Let’s write a paragraph to summarize Douglass’s first paragraph. • Intro Sentence: • First Body sentence: • Second Body sentence: • Third Body sentence: • Concluding sentence:

  8. Let’s read the second paragraph.

  9. 6. Why does Douglass describe the master’s response as both “desired” and “unexpected”? Why the contrast between these two words? • Me: • Class:

  10. 7. When Douglass says, “They gave tongue to interesting thoughts,” how is he using the word “tongue”? • Me: • Class:

  11. 8. What moral did Douglass learn from these books? • Me: • Class:

  12. 9. How does the word “enable” change the meaning of the line it appears in? How can documents “enable” him to “utter [his] thoughts” or write? • Me: Class:

  13. 10. In what ways is Douglass saying slaveholders are like robbers? Find and explore the structure of the sentence that gives voice to this idea most clearly. • Me: • Class:

  14. 11. What prediction did Douglass’s owner make about what would happen if he learned to read? Did it come true? Why or why not? • Me: • Class:

  15. 12. What is the horrible pit? Why does Douglass envy someone’s stupidity? • Me: • Class:

  16. 13. Why is freedom tormenting Douglass? • Me: • Class:

  17. Now, let’s write a paragraph that analyzes Douglass’s text. • To do so, spell out your answers to questions 5 and 6 in greater detail using evidence drawn from the text. • OR • Explain the irony in Douglass’s observation that “it is almost an unpardonable offence to teach slaves to read in this Christian country.” • Irony=contradiction

More Related