Through a whole-class read-aloud of the historical fiction picture book (text provided), Friends for Freedom: The Story of Susan B. Anthony and Frederick Douglass, and two historical articles, students will compare activists Susan B. Anthony, Frederick Douglass, and Utahn Emmeline B. Wells. Students will examine the statue that depicts the friendship of Anthony and Douglass and complete one of the following: a) a compare/contrast essay, b) a sketch of a statue to represent the friendship between Anthony and Wells, or c) a dialogue between Anthony, Douglass, and Wells. The purpose of this lesson is to not only learn about these advocates for change, but to develop the skills of civil and respectful dialogue, particularly with those with whom we may disagree.

This course provides a basic history of American social, economic, and political development from the colonial period through the Civil War. It examines the colonial heritages of Spanish and British America; the American Revolution and its impact; the establishment and growth of the new nation; and the Civil War, its background, character, and impact. Readings include writings of the period by J. Winthrop, T. Paine, T. Jefferson, J. Madison, W. H. Garrison, G. Fitzhugh, H. B. Stowe, and A. Lincoln.

In this lesson, students analyze similarities and differences among depictions of slavery in "The Adventures of Huckleberry Finn", Frederick Douglass' "Narrative", and nineteenth century photographs of slaves. Students formulate their analysis of the role of art and fiction, as they attempt to reliably reflect social ills, in a final essay.

Students explore what it means to speak out for your beliefs, or to right a wrong. After watching a short video, they will reflect on Douglass’s courage and the importance of literacy in his activism. They will read excerpts from Douglass’s autobiographies and examine an 1850 etching of Douglass being pulled away from a stage prior to giving a speech. Finally, they will reflect on Douglass’s importance as both a historical figure and as a role model for their own lives.

As he formed his own political voice and ideologies, Frederick Douglass broke away from his abolitionist mentor, William Lloyd Garrison, to start the newspaper "The North Star" and give Black abolitionists a voice. This caused a rift in their relationship, as Douglass started to emerge as a political leader in his own right. He used words as battle axes, which can be seen fully in one of his most famous speeches, "What to the Slave is the Fourth of July?".

As a child, Frederick Douglass was relocated from a plantation on the eastern shore of Maryland to Baltimore. There he learned how to read and write—first from the wife of his master and then from poor, local immigrant children. The two books he read were the Bible and The Columbian Orator. This clip explores Douglass’ determination and resourcefulness in his early years to gain literacy skills, and how this new knowledge opened his eyes to a life beyond slavery.