Through Autonomy and Self Determination

Frederick Douglas

 Read pages (to “ell.”)  Focus: How does Mrs. Auld feel about teaching Frederick to read? (Complete the following chart as you read.) (NB 13) Soon after FD's arrival From the day of the confrontation with husband One year after the confrontation Quote: Feelings

 Take Mrs. Auld’s point of view. Write a journal entry that shows how you feel about teaching young Frederick to read. (NB 14)  Groups 1, 4, & 7: Write an entry from a time soon after Douglass’ arrival in your household.  Groups 2, 5, & 8: Write an entry from the day of the confrontation with your husband.  Groups 3 & 6: Write an entry from one year after the confrontation with your husband.  Must be a page long.

 On a loose-leaf piece of paper answer the following questions with a quote and an explanation of what it means. (NB 15 when graded)  P. 333: What does reading influence him to believe about slavery?  P. 334: How did knowledge affect him?  P. 335: Question #8. Respond to it in at least 3 sentences, and use a conjunction (For, And, Nor, But, Or, Yet, So). Quote is not needed.

 Define double standard (use synonyms)  Give an example of it, either personal or public.  (Help: Think of a time in your life when you felt you were treated unfairly. What was the situation (the double standard)? Explain how it made you feel and how you responded.)

Sojourner Truth

 Read page 346  Complete the SOAPStone chart (NB 17)SOAPStone  Outline the argument by indicating 3 of her objections and counter-arguments (NB 18)  Groups answer following questions with a quote and explanation (347) (NB 18 when graded):  Groups 1 & 5: Q. 1 and 5  Groups 2 & 6: Q. 2 and 6  Groups 3 & 7: Q. 3 and 7  Groups 4 & 8: Q. 4 and 8 ObjectionsCounter-arguments