Douglass, Frederick. "The Meaning of the Fourth of July for the Negro"Speech, …
Douglass, Frederick. "The Meaning of the Fourth of July for the Negro"Speech, Rochester, NY, July4, 1852. Independence Hall Association (ushistory.org). https://www.ushistory.org/declaration/more/douglass.htmlDescription: Douglass' address to a predominantly white audience regarding the celebration of the Fourth of July by African Americans
In addition to making historical points about nineteenth-century attitudes toward slavery, race, …
In addition to making historical points about nineteenth-century attitudes toward slavery, race, and abolition, you can use this speech to teach formal rhetoric. We have divided the address into four sections according to the function of each one. This division follows the classic structure of argumentative writing:
paragraphs 1–3: introduction (exordium) paragraphs 4–29: narrative or statement of fact (narratio) paragraphs 30–70: arguments and counter-arguments (confirmatio and refutatio) paragraph 71: conclusion (peroratio) We have included notes that explain the function of each section as well as questions that invite discussion of the ways in which Douglass deploys rhetoric to make his case.
This lesson features five interactive activities, which can be accessed by clicking on this icon . The first explores the subtle way in which Douglass compares the patriots of 1776 with the abolitionists of 1852. The second challenges students to determine how Douglass supports his thesis. The third focuses on his use of syllogistic reasoning, while the fourth examines how he makes his case through emotion and the fifth through analogy.
We recommend assigning the entire text . For close reading we have analyzed eighteen of the speech’s seventy-one paragraphs through fine-grained questions, most of them text-dependent, that will enable students to explore rhetorical strategies and significant themes. The version below, designed for teachers, provides responses to those questions in the “Text Analysis” section. The classroom version , a printable worksheet for use with students, omits those responses and this “Teaching the Text” note. Terms that appear in blue are defined on hover and in a printable glossary on the last page of the classroom version. The student worksheet also includes links to the activities, indicated by this icon .
This is a long lesson. We recommend dividing students into groups and assigning each group a set of paragraphs to analyze.
During this learning experience students will analyze and discuss a variety of …
During this learning experience students will analyze and discuss a variety of sources related to Juneteenth and Independence Day. They will compare and contrast the two holidays and grapple with the question, “How do different people and groups celebrate freedom and independence in the United States?”
By exploring myths and truths surrounding Independence Day, students think critically about …
By exploring myths and truths surrounding Independence Day, students think critically about commonly believed stories regarding the beginning of the Revolutionary War and the Independence Day holiday.
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
