Reading Guide Themes History 1301, Fall 2015, A. Jordan

As you read The Narrative of the Life Frederick Douglass, keep your eyes open for some of the major themes and motifs that appear throughout his work. Douglass is a master at turning the events in his life to literary currency. He does more than tell: he shows – the secret behind all great storytelling.

Douglass emphasizes the importance of education in his life. How does he describe his life before he began to educate himself? How does he describe others? By what means does he come into knowledge? What is the effect?

One of the chief themes of Douglass’ Narrative is religion, and especially Christianity. How does Douglass describe it? What are its purposes in a slaveholding society? Do you have enough information from the novel to conclude whether or not Douglass would consider himself a Christian?

Think of how slavery as an institution impacts the various characters. Consider its impact on the enslaved and the shadow it casts on their development as human beings. Think also of the slaveholders. How does slavery affect them? What affect does slavery have on everyone who comes into contact with it?

Some parts of Douglass’ Narrative are very violent, even gory. Sometimes the descriptions of violent seem to stretch on for pages without giving the reader much relief. Think of the instances in which violence occurs. What plot elements bring it forward? What function does the violence serve?

The Narrative often shifts between urban and rural settings. For Douglass, visiting the city usually on a sense of freedom and liberation. How is this? What does Douglass do and see in the city and how does his experience compare with that on the plantation?

In partial fulfillment of the curricular requirements of Lone Star College, all dual credit students will complete a paper in which they investigate and analyze one of the following themes present within The Narrative of the Life Frederick Douglass. Students should use the accompanying questions to help them develop their understanding the theme and the various ways Douglass develops upon it throughout his narrative.

Douglass emphasizes the importance of education in his life. How does he describe his life before he began to educate himself? How does he describe others? By what means does he come into knowledge? What is the effect?

One of the chief themes of Douglass’ Narrative is religion, and especially Christianity. How does Douglass describe it? What are its purposes in a slaveholding society? Do you have enough information from the novel to conclude whether or not Douglass would consider himself a Christian?

Think of how slavery as an institution impacts the various characters. Consider its impact on the enslaved and the shadow it casts on their development as human beings. Think also of the slaveholders. How does slavery affect them? What affect does slavery have on everyone who comes into contact with it?

Some parts of Douglass’ Narrative are very violent, even gory. Sometimes the descriptions of violent seem to stretch on for pages without giving the reader much relief. Think of the instances in which violence occurs. What plot elements bring it forward? What function does the violence serve?

The Narrative often shifts between urban and rural settings. For Douglass, visiting the city usually on a sense of freedom and liberation. How is this? What does Douglass do and see in the city and how does his experience compare with that on the plantation?

1. 
   Considering their reading, students will develop a thesis regarding Douglass’ treatment of the theme they choose.
   
2. 
   Students will develop a number of body paragraphs in which they prove their thesis by discussing Douglass’ depiction of the theme. This number of body paragraphs will vary but will probably be more than 3. In each body paragraph, students should provide appropriate in text citations, using the Chicago Manual of Style guide provided.
   
3. 
   Students will develop a conclusion to end their paper.
   

1. 
   Typewritten, Double-Spaced on Letter-size (8 1/2" x 11") Plain White Paper. Font Size must be Times New Roman or Calibri 12 point
   
2. 
   at least 4 -5 pages in length
   
3. 
   Properly cited according to the Chicago Manual of Style
   
4. 
   A title page according to the following format:
   

Paper Title

History 1301: Lone Star College/Atascocita High School

Date submitted

The Chicago Manual of Style is the standard form for source documentation among historians. It is also the understanding at Lone Star College that you conduct research based on multiple sources and cite them according to the Chicago Manual of Style. Here is a quick guide to citations:

When citing a source (quote, paraphrase, or the ideas of someone else), you must place a footnote at the end of the sentence in which the quote or reference appears. To add a footnote:

Select the “References” option from your toolbar.

Click on “Insert Footnote” This will place a footnote at the exact spot you have positioned your cursor. It will also create a space on the bottom of the page on which you will write your citation information. It will number automatically.

For example:

Notice that in the box above, the two statements both reflect Jordan’s thesis. However, the content is used, it must be cited. Remember to put the citation at the end of the sentence, not the end of the quote or idea.

Single book by a single author:

Now, if you want to cite the book by Jordan a second time later on in the paper, all you need to have after the footnote is:

f you want to cite Jordan immediately after you’ve cited Jordan, you need to write “Ibid, page number:

Please note: You may only use the “Ibid” citation if the citation immediately preceding it is exactly the same! If you are citing different page numbers, you must make that notation (ex: Ibid., 77).

For a journal entry, such as the POA readers, you need to cite as follows:


^Ira Berlin, “I Will Be Heard: William Lloyd Garrison and the Early Abolitionist Movement,” in, Portrait of America, eds. Stephen B. Oates and Charles J. Errico. (Boston: Houghton Mifflin Co., 2007), 207.

And if you want to cite the article a second time: