Teachers Network
Translate Translate English to Chinese Translate English to French
  Translate English to German Translate English to Italian Translate English to Japan
  Translate English to Korean Russian Translate English to Spanish
Lesson Plan Search
Proud New Owners of teachnet.org... We're Very Flattered... But Please Stop Copying this Site. Thank You.
Our Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Popular Teacher Designed Activities
TeachNet NYC Dirctory of Lesson Plans

Teachers Network Leadership Institute
How-To Articles
Videos About Teaching
Effective Teachers Website
Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Teacher Research
For NYC Teachers
For New Teachers

TeachNet Grant:
Lesson Plans
TeachNet Grant Winners
TeachNet Grant Winners
Adaptor Grant Winners
TeachNet Grant Winners
Adaptor Grant Winners
TeachNet Grant Winners
Adaptor Grant Winners
Other Grant Winners
Math and Science Learning
Impact II
Grant Resources
Grant How-To's
Free Resources for Teachers
Our Mission
   Press Releases
   Silver Reel
   2002 Educational Publishers Award


New Teachers New York:
Lesson Plans by New Teachers, For New Teachers
The Making of an Abolitionist

Standards:  #1 US/NYS History; E2b; E4a.

Objective: Students will identify events in the early life of Frederick Douglass that may have led to his becoming a leading Abolitionist.

Materials: Miller, William. Frederick Douglass: The Last Day of Slavery. Lee & Low Books, Inc. New York: 1995.

Created by:
Matthew Robinson 

Location: M.S. 226, District 27, Queens
Grade: 7th Grade 
Subject: Social Studies
Length of time: 2 class periods.

If you have any questions regarding this activity, please contact Matthew.


Pre-Reading Activity: Discuss slavery and the abolitionists. Discuss accomplishments of the adult Douglass. Ask students to look at the book cover and describe what they see. Ask students what they think may be the significance of the title. Ask students what they believe this book will tell them. 

Reading Activity: Read story through once without stopping, making sure to display each illustration to the entire class. After completing it, ask the children if they have any questions. After answering questions and allowing time for any spontaneous discussion, reread it, pausing throughout to ask specific questions related to the plot. Again, remember to display the illustrations to the children. Some suggested questions to ask the class follow:

  • Ask the students to make a prediction about Douglass's mother. 
  • Ask why might the men and women have walked with their heads down? 
  • Detecting inconsistencies in text: Why would the overseer beat the slaves? Does his beatings have the desired effect?
  • Why would Douglass dream about going to New York? 
  • What is a slave breaker? Why was Douglass singled-out by this man? 
  • What kind of animals did Douglass dream he could become? Why would he have such dreams?
  • Why did Douglass have no faith in Sandy's root? What did Douglass believe? 
  • Discuss the meaning of the last line of the book. 

The edition of the book that I use has no page numbers; however, if you choose to use some of the above questions, where in the reading to ask them is obvious from the text. Again, answer any questions that the children may have, and allow for any discussion.

Follow-up: Arrange students into cooperative learning groups. Each group will then make a flow chart that covers the major plot points of the story. Have the class discuss their group flow charts, and together create a class flow chart on the blackboard. For homework, have the students choose two incidents from the story that they feel to be the most influential on the life of young Douglass and write a short essay detailing these events as well as create an illustration that depicts one of their two chosen incidents. 

Evaluation: The students' understanding and internalization of the story can be evaluated by three methods: by noting their answers during the reading of the story; by the thoroughness of their cooperative group flow chart; and, their ability to write an essay and create an illustration utilizing the class flow chart. 

Essay Rubric: 
1 - Good essay format (introduction, body, conclusion); no grammar/spelling mistakes; has a 
strong thesis.
2 - Essay format incomplete; some grammar/spelling mistakes; weak thesis. 
3 - Not written in essay form; many grammar/spelling mistakes; no thesis.

Teacher Anecdotal: 
The idea for using picture books came from a fellow teacher in a beginning reading class that I attended last year. So, at the end of last semester, I worked up this lesson plan. This year I used it this year with my 7th graders, and it went better than I had hoped. During my first class, the moment I told them that I was going to read them a story, they all got up, pushed their desks to the side of the room and sat on the floor (I forget sometimes that they are only 12 years-old). I left the desks to the side for all four classes until the end of the second reading and discussion. The kids loved it. I believe this was far and away their favorite lesson so far this year. And, they now know who Frederic Douglass and the abolitionists were.


Come across an outdated link?
Please visit The Wayback Machine to find what you are looking for.


Journey Back to the Great Before