Learning to Read Frederick

Who is the Abolitionist leader that was born into slavery around 1818 in Talbot County, Maryland?

• Martina Luther King Jr.

• Rosa Parks

• Frederick Douglass

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

When Frederick Douglass stated the following about his Mistress, "That for her to treat me as a human being was not only wrong, but dangerously so."

Why was it dangerous and wrong for her to treat him as a human?

• Slaves were considered less than human

• If someone was caught teaching a slave to read and write they would be punished.

• They could make their own freedom papers.

• Knowledge is power. The more they know the more they have control.

• All of the Above

Tags

CCSS.RI. 9-10.1

CCSS.RI.11-12.1

CCSS.RI.8.1

CCSS.RL.8.1

CCSS.RL.9-10.2

How long did Frederick Douglass live in Master Hugh's Family?

• 5

• 4

• 7

Tags

CCSS.RI.11-12.10

CCSS.RI.6.10

CCSS.RI.7.10

CCSS.RI.8.10

CCSS.RI.9-10.10

Did he have a school or a teacher?

• Yes

• No

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

Did his mistress ever instruct him in reading?

• Yes

• No

Tags

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RI.9-10.10

CCSS.RL.8.10

CCSS.RL.9-10.10

When did the mistress treatment of Frederick Douglass change? What was the first step in her downward course?

• When she understood her role as a slave master or owner; when she ceased to teach him.

• when she left; and when he ran away.

Tags

CCSS.RI.8.10

CCSS.RI.9-10.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

What made his mistress angry?

• Seeing him with a newspaper

• Him sleeping

• Laughing

Tags

CCSS.RI.7.10

CCSS.RI.8.10

CCSS.RI.9-10.10

CCSS.RL.8.10

CCSS.RL.9-10.10

What does he mean when he says, She seemed to think that here lay the danger?

• Knowledge is power. If the slaves knew how to read and write they would understand how their lives should change. They could make freedom papers.

• That he would find his money

Tags

CCSS.RL.2.6

CCSS.RL.8.3

During Frederick Douglass's time, could education and slavery exist together?

• Yes

• NO

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

The overall organization of this excerpt can best be described as a(n)

• chronological sequence of events

• first person narrative with little analytical commentary by the speaker

• angry polemic rant against the evils of slavery

• statement of the narrators accomplishment followed by an explanation of how he reached it

• sympathetic portrayal of a system that vicitmized both the opressor and the opressed

Tags

CCSS.RI.8.10

CCSS.RI.9-10.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10