One of Douglass’s main goals throughout his narrative is to debunk a number of claims slavery supporters commonly used to justify slavery. Douglass chooses his topics carefully in order to respond to popular misconceptions. Using a T Chart, students can identify and share the myths Douglass uses to strengthen his abolitionist argument. They will depict the pro-slavery myths Douglass attacks in one column and contrast it with depictions of the realities that Douglass explains. Students can accompany the storyboards with explanations in their own words or specific quotations from the narrative.
As an extension, have students do further research into the myths and realities of slavery using other first hand accounts like Olaudah Equiano's autobiography. Students can add to their T-Chart or create a new one.
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard illustrating the myth vs. reality of slavery.
Encourage students to synthesize their learning by participating in a structured debate. Debates help students develop critical thinking and persuasive communication skills while deepening their understanding of Douglass's arguments and pro-slavery myths.
Divide the class into two groups: one representing pro-slavery advocates (using historical arguments) and the other representing abolitionists like Douglass. Assigning roles ensures all students engage with multiple perspectives and strengthens empathy and analytical skills.
Have students gather supporting evidence from Douglass's narrative and other primary sources. This builds research skills and prepares students for informed debate by grounding arguments in actual texts and historical context.
Set clear rules for turn-taking and respectful listening. Moderate the discussion to ensure all voices are heard and myths are effectively challenged with factual realities from Douglass's narrative and other accounts.
Encourage students to write brief reflections on what they learned and how the myths and realities of slavery relate to present-day social justice issues. This step deepens understanding and connects historical study to students' lives.
Frederick Douglass exposes several myths about slavery, such as the idea that enslaved people were content, incapable of education, or treated well. He reveals the harsh realities of violence, deprivation, and the humanity of enslaved individuals, using his personal experiences and direct quotes from his narrative.
Students can create a T-Chart by listing pro-slavery myths in one column and contrasting them with the factual realities Douglass describes in the other. Including quotes or their own explanations helps deepen understanding and supports critical thinking.
Effective methods include storyboarding using T-Charts, analyzing primary sources like Douglass’s and Equiano’s autobiographies, encouraging group discussions, and having students illustrate or write about the contrast between myths and real experiences of enslaved people.
Studying firsthand accounts like Douglass’s narrative helps students gain a deeper, more personal understanding of the realities of slavery, challenge historical misconceptions, and develop empathy and critical thinking skills.
Students can expand their T-Chart by researching additional firsthand accounts, such as Olaudah Equiano’s autobiography, and adding new examples of myths and realities. This broadens their perspective and strengthens evidence-based learning.