Contributor National Humanities Center
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- 01-01-2013
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In the 1850s abolition was not a widely embraced movement in the United States. It was considered radical, extreme, and dangerous. In “What to the Slave Is the Fourth of July?” Frederick Douglass sought not only to convince people of the wrongfulness of slavery but also to make abolition more acceptable to Northern whites. In addition to making historical points about nineteenth-century attitudes toward slavery, race, and abolition, you can use this speech to teach formal rhetoric.
In the 1850s abolition was not a widely embraced movement in the United States. It was considered radical, extreme, and dangerous. In “What to the Slave Is the Fourth of July?” Frederick Douglass sought not only to convince people of the wrongfulness of slavery but also to make abolition more acceptable to Northern whites. In addition to making historical points about nineteenth-century attitudes toward slavery, race, and abolition, you can use this speech to teach formal rhetoric.
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- Update
- 01-01-2013
- Content Type
- Lesson
- Grade Level
- Ninth grade, Tenth grade, Eleventh grade, Twelfth grade
- Object Type
- Website
- License
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Contributor National Humanities Center
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U.S. History
LESSON MODULE
Ninth grade, Tenth grade, Eleventh grade, Twelfth grade
“What to the Slave Is the Fourth of July?”
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