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Part I: Original Lesson Plan

Lesson Title: Frederick Douglass’s Narrative: Myth of the Happy Slave

History & Social Studies; Literature & Language Arts

Grade: 9-12; Lesson Plan Author: Mary Edmonds

10/08/14

Wikimedia Commons

In 1845 the Narrative of the Life of Frederick Douglass, an American Slave, and Written by

Himself was published. In it, Douglass criticizes directly—often

with withering irony—those who defend slavery and those who

prefer a romanticized version of it. Pitilessly, he offers the reader

a first-hand account of the pain, humiliation, and brutality of the

South's "peculiar institution.”

One myth that Southern slave owners and proponents perpetuated was that of the slave happily

singing from dawn to dusk as he or she worked in the fields, prepared meals in the kitchen, or

maintained the upkeep of the plantation. In his Narrative—particularly chapters 1 and 2—

Douglass quickly distinguishes the myth from the reality. He uses incidents of cruelty that he

witnessed along with songs of the slaves themselves—spirituals—to emphasize this distinction.

In this lesson, students analyze Douglass's first-hand account to see how he successfully

contrasts myths with the reality of life under slavery.

Note: Students are expected to have some knowledge of slavery in U.S. history in the pre- Civil

War period.
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Guiding Questions

• How does Frederick Douglass's skilled use of rhetoric craft a narrative that is also a

compelling argument against slavery?

• According to Douglass, what were some common misconceptions or myths about slaves

and their situation?

Learning Objectives

• Explain the use and effectiveness of precise word choice, imagery, irony, and rhetorical

appeals in a persuasive text that deliberately contrasts reality with myth.

• Explain Douglass’s exploration of the multiple meanings behind slave spirituals as a way

of understanding slave life.

Content Standards

CCSS.ELA-Literacy.CCRA.R.1. Read closely to determine what the text says explicitly and to

make logical inferences from it; cite specific textual evidence when writing or speaking to

support conclusions drawn from the text.

CCSS.ELA-Literacy.CCRA.R.4. Interpret words and phrases as they are used in a text, including

determining technical, connotative, and figurative meanings, and analyze how specific word

choices shape meaning or tone.

CCSS.ELA-Literacy.RL.8.1. Cite the textual evidence that most strongly supports an analysis of

what the text says explicitly as well as inferences drawn from the text.

Lesson Activities

Activity 1. The Myth of the Happy Slave

In chapter 2 of his Narrative, Douglass notes the maniacal violence perpetrated upon

slaves by their masters as well as the many deprivations experienced by the slaves, including
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lack of sufficient food, bedding, rest, and clothing. In this activity, students will focus first on the

reality of slave life and then consider the meaning of the spirituals slaves sang. The overall goal

of the exercise is to see the whole passage as culminating in an argument that the fact of

slaves singing is evidence that they are unhappy.

In Section 1 in the worksheet, Douglass highlights a terrifying fact of slave life:

whippings or beatings. As you read the passage aloud, have the students work independently to

circle the images that stand out and the words that cause the greatest discomfort. What effect do

these images and words have upon the reader? Why? Does Douglass successfully convey the

slave plight in this passage?

After highlighting the images and specific words they found most affecting, the students

should then switch gears and read Section 2 about Captain Lloyd's Great House Farm, a place

akin to heaven in many slaves' minds. Questions in the worksheet will help them understand the

significance of the plantation farm as a kind of “heaven” for the slaves.

Now have students read Section 3 about the spirituals that Douglass remembers the

slaves singing. Continue to have students answer the questions in the worksheet.

Read Section 4. Then ask what revelation Douglass has about the power of slave songs

that he missed when he was still a slave? Then, as a class, compare Douglass's feelings towards

the spirituals to what he has heard white Americans say about the songs. Why there is a

difference in feeling, understanding, and perception? What appeals does Douglass make to the

reader in his vivid description of the sound of the songs?

Finally, ask for volunteers to explain the following comparison or analogy with which

Douglass concludes: “The singing of a man cast away upon a desolate island might be as
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appropriately considered as evidence of contentment and happiness, as the singing of a slave; the

songs of the one and of the other are prompted by the same emotion.”

Assessment

Students should now be in a position to write about the overall rhetorical strategy of Douglass in

the first two chapters. He not only presents his younger self as a slave but he also makes a

compelling case for the injustice and inhumanity of the whole system. Ask students to write a

short essay about how Douglass employs the different rhetorical elements to narrate his story and

at the same time make his argument. Let them know they be able to come up with a thesis,

marshal and interpret evidence from the text to support their assertions, and have a strong

conclusion. In short, they need to write a well-organized essay demonstrating their knowledge of

the reading. Consult the final assessment rubric.

Part II: Revised Lesson

Lesson Title: Frederick Douglass’s Narrative: Myth of the Happy Slave

History & Social Studies; Literature & Language Arts

Grade: 9-12; Lesson Plan

Author: Suzanne Burch, 8/6/2020

Guiding Questions

• How does Frederick Douglass's skilled use of rhetoric craft a narrative that is also a

compelling argument against slavery?

• According to Douglass, what were some common misconceptions or myths about slaves

and their situation?

Learning Objectives

• Explain the use and effectiveness of precise word choice, imagery, irony, and rhetorical

appeals in a persuasive text that deliberately contrasts reality with myth.

• Explain Douglass’s exploration of the multiple meanings behind slave spirituals as a way

of understanding slave life.

Content Standards

SC C1.1.1: Gather information from print and multimedia sources to prepare for discussions;

draw on evidence that supports the topic, text, or issue being discussed; develop logical

interpretations of new findings; and restate new interpretations.

SC I-5: Determine meaning and develop logical interpretations by making predictions, inferring,

drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple

interpretations.

SC RI 5.1 Cite significant textual evidence to support synthesis of explicit and inferred meaning

and/or in areas the text leaves indeterminate; investigate multiple supported interpretations.

SC W2: W:2: Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization, and analysis of

content.

ISTE Standards

ISTE 2b. Students engage in positive, safe, legal and ethical behavior when using technology,

including social interaction online or when using networked devices.

3. Students engage in positive, safe, legal and ethical behavior when using technology, including

social interactions online or when using networked devices.

4a. Students know and use a deliberate design process for generating ideas, testing theories,

creating innovative artifacts or solving authentic problems

6d. Students publish or present content that customizes the message and medium for their

intended audience.

6c. Students communicate complex ideas clearly and effectively by creating or using a variety of

digital objects such as visualizations, models or simulations

Lesson Activities

Activities A, B, C: The Myth of the Happy Slave

In chapter 2 of his Narrative, Douglass notes the maniacal violence perpetrated upon slaves by

their masters as well as the many deprivations experienced by the slaves, including lack of

sufficient food, bedding, rest, and clothing. In this activity, students will focus first on the reality

of slave life and then consider the meaning of the spirituals slaves sang. In addition students will

identify SPACE CAT for Chapter 2 and apply SPACE CAT to their assigned song. (SPACE

CAT Template).

A. In pairs, students will randomly be assigned a slave spiritual to research.

Choose: Spin the WHEEL to get your song!

SONGS:

“Follow the Drinking Gourd”

“O Canaan”

“Wade in the Water”

“Steal Away”

“Swing Low, Sweet Chariot”

“Nobody Knows the Trouble I’ve Seen”

“Good News Member”

“We Shall be Free”

“Run to Jesus”

“Let us Break Bread Together”

“Go Down, Moses”

“Deep River”

B. Using textual evidence from the song lyrics and information from SPACE CAT, answer

the following questions about the song in a creative google slide show. Use MLA

citations.

1. Identify SPACE CAT for your song

2. Why does singing imply happiness? Does this song seem happy?

3. What is the message in your song? (Doesn’t necessarily have to be a code song)

4. Who was the message for?

5. Why did enslaved African Americans connect strongly with the themes/stories

found in the bible?

6. Why were spirituals sung by slaves? What purpose did they serve in their lives?

7. Include evidence of word choice, imagery, irony, and rhetorical appeals

8. What revelation Douglass has about the power of slave songs that he

missed when he was still a slave?

9. Compare Douglass's feelings towards the spirituals to what he has heard white

Americans say about the songs.

10. What appeals does Douglass make to the reader in his vivid description of the

sound of the songs?

11. Connect your answers to Chapter 2

Assessment

C. Using Canva, the pairs will create an album jacket of their song. Use the album cover

template available on Canva. Your album must include 2 pages (front and back), the title

of the song, approximate year it was written, 4 pictures, and at least 6 pieces of

information from Part B. Convey the overall feeling of the song through the design and

pictures. Keep in mind “the myth of the happy slave”.

Part III: Lesson analysis and redesign with focus on technology and diverse, digital

citizenship

Activity ISTE Standard SC Standard Lesson Objective Assessment Format of

Assessment

Watch ISTE 2b. SC Standard C1.1.1: Explain the use and Low Level Students
Video/ Students engage Gather information effectiveness of Assessment- will watch
Padlet in positive, safe, from print and precise word choice, PADLET the video
legal and ethical multimedia sources to imagery, irony, and discussion after and then
behavior when prepare for discussions; rhetorical appeals in a viewing video post a
using draw on evidence that persuasive text that comment in
technology, supports the topic, text, deliberately contrasts a Padlet.
including social or issue being reality with myth. Each
interaction discussed; develop student
online or when logical interpretations must
using networked of new findings; and respond to
devices. restate new two
interpretations. classmates
posts
Space Cat 4a. Students SC Standard I-5: Explain the use and Low-Level Students
know and use a Determine meaning and effectiveness of Assessment will fill out
deliberate develop logical precise word choice, Chart the SPACE
design process interpretations by imagery, irony, and CAT chart
for generating making predictions, rhetorical appeals in a for both
ideas, testing inferring, drawing persuasive text that texts in this
theories, conclusions, analyzing, deliberately contrasts lesson
creating synthesizing, providing reality with myth
innovative evidence, and
artifacts or investigating multiple
solving interpretations.
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authentic
problems
Presentation 6d. Students RI 5.1 Cite significant Explain the use and Mid-Level Students
publish or textual evidence to effectiveness of Assessment will present
present content support synthesis of precise word choice, Presentation their Slave
that customizes explicit and inferred imagery, irony, and Narrative
the message and meaning and/or in areas rhetorical appeals in a Google
medium for the text leaves persuasive text that Slide
their intended indeterminate; deliberately contrasts presentation
audience. investigate multiple reality with myth. to the class.
supported
interpretations.

Canva 6c. Students SC Standard W:2: Explain Douglass’s High-Level Pairs will
communicate Write exploration of the Assessment creatively
complex ideas informative/explanatory multiple meanings Project illustrate
clearly and texts to examine and behind slave their
effectively by convey complex ideas spirituals as a way of knowledge
creating or using and information clearly understanding slave of Slave
a variety of and accurately through life. Spirituals in
digital objects the effective selection, an album
such as organization, and jacket
visualizations, analysis of content.
models or
simulations

Before and After

How Technology Decisions Were Made

The original lesson plan contained worksheets to respond to the assigned reading. I have

changed the lesson to include a Google Doc SPACE CAT Template for the students to use for

both the assigned chapter and the assigned Slave Spiritual Song. Songs will be equitably

assigned by using an online choice wheel. The will students then research the songs answering

guiding questions using the internet and sources such as PBS and Library of Congress. Using the

SPACE CAT information and what they found in their research they will compile all of their

findings into a Google Slide presentation to share with their classmates. Finally, students will

take what they have compiled and create an album jacket using Canva, making sure to include

the most pertinent and moving information about their song. The technology in this lesson takes
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into account student learning, student product creation, varied research sources, and application

of knowledge on an informational graphic.

Diverse Needs of Learners

The SPACE CAT template is a graphic organizer that is appropriate for students with

organizational and processing difficulties. Google Slides is a tool that all of my students have

used before, so the process for the presentation is to disseminate information from all of their

sources to connect to the theme and deliver it to a specific audience. By pairing students, each

can contribute to the presentation which addresses accommodations for time or modified

assignment length. Canva, also done in pairs and will be a more time consuming activity as a lot

of students are not familiar with this website. Requiring students to create an album jacket

chunks information and helps with identifying only relevant information on the topic.

Targeted Aspects of Digital Citizenship

The lesson targets Digital Citizenship by focusing on awareness of the audience by

creating a Google Presentation specifically for peers. This lesson also requires students to create

a complex product via Canva that visually addresses specific requirements of the assignment.

Student collaboration requires them to maintain proper communication etiquette and the

directions offer credible websites to use for research. The SPACE CAT Template offers students

a deliberate process of organizing their information to input into Google Slides and Canva.
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References

Ela standards by grade level—South carolina department of education—8/6/20 5:49 pm. (n.d.).

Retrieved August 6, 2020, from https://ed.sc.gov/instruction/standards-learning/english-

language-arts/support-documents-and-resources/ela-standards-by-grade-level/

Frederick Douglass’s narrative: Myth of the happy slave. (n.d.). NEH-Edsitement. Retrieved

August 5, 2020. from https://edsitement.neh.gov/lesson-plans/frederick-douglasss-

narrative-myth-happy-slave

Iste standards | iste. (n.d.). Retrieved August 6, 2020, from https://iste.org/standards

Maloy, R.W., Verock, R.-E., Edwards, S., & Trust, T. (2021). Transforming leatning with new

technologies (Fourth Edition). Pearson/Allyn and Bacon. (Original work published 2014)