Entry 6: A Second Grade Lesson on Frederick Douglass

A Second Grade Lesson on Frederick Douglass

Frederick Douglass was born into slavery.  After his mother died at the age of 7, Frederick was sent to live in Baltimore and be the companion to a white boy.  This benefited Frederick greatly because he was well taken care of and his mistress even began to teach him to read. She was told to stop teaching Frederick how to read, because slaves don’t read.  Frederick’s interest was already sparked and he worked to learn how to read and write.  Later in his live he was sent to a new master who was very cruel.  Eventually Frederick escaped to freedom.  Once he was free he did great things such as writing a newspaper that both blacks and whites read.  Frederick also became an adviser to Abraham Lincoln when he was president.  Frederick Douglas was determined to stand up for what he believed was right, and worked hard to achieve everything he earned though out his life.    (Content) 

Hand out a slip of paper to each student asking them what they would do if you saw your friend being mean to someone else? Tell students that their answers will not be shared with the rest of the class.  Give students a few minutes to write down their answer and then collect. On Discovery Education show the 5 minute video clip:  New York Up Close- Modern Day New York- The Underground Railroad Stops in New York.  This video clip is an introduction to what slavery was, and how some slaves escaped to freedom through the Underground Railroad.  It also introduces both Frederick Douglas and Harriet Tubman as important “conductors” on the underground rail road.  Discuss with students what the underground rail road was.  Be sure to explain that it was not trains that transported slaves to freedom.  Discuss Frederick Douglas’ part in helping slaves escape through the underground rail road.  (DOK 1) (CC.1.2.2.B) Discuss what conductors, and passengers meant on the underground rail road.  (CC.8.5.6-8) As students to use their prior knowledge about slavery to draw conclusions about what may have happened if people like Frederick Douglas and Harriet Tubman didn’t stand up for what they believed was right and work hard to achieve a goal.  (DOK 3)  Have students work with a partner and create a Venn diagram to compare and contrast the North and the South during this time period.  Then discuss what made the North and the South different, and what were some things that were the same? (DOK 2)  (CC.1.5.2.A)  Finally, hand back students slips of paper from the beginning of the lesson.  Explain to students that during this time, some people believed that slavery was wrong, but they didn’t stand up for what they believed in and this allowed slavery to continue for a long time.  What did you say you would do if you saw one of your friends being mean to another person?  Would you just stand there and not say anything? Would you join in? Or would you stand up to your friend and tell them that what they are doing is wrong?  (DOK 4)  Connect this to the idea of slavery. Would you be like Frederick Douglas who worked really hard to make a change to something you knew was wrong?  I hope so! 

(Creative Idea)

Domains: 1a, 1b, 1c, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 4a, 4d, 4e, 4f

The content for lesson came from the Discovery Ed Video, as well as, the book A History of US: The New Nation 1789-1850. 

The creative idea for this lesson was sparked by an idea on the following website: http://maap.columbia.edu/lesson/20.html.