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How Do Leaders Communicate Their Ideas?
A Look at the Words of John Brown,
Frederick Douglass and Sojourner Truth
Lesson 2:
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Lesson
Handouts
Academic Standards
Philanthropy Framework
9th-12th Grade
Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view
ELA: Cultural/Historical Contexts; Group Discussions; Persuasive Techniques; Presentations; Response to Text/Others
PHIL: African American; Leadership; Sacrifice; Women
SOC: Brown, John; Douglass, Frederick; Truth, Sojourner; 1 genOn; 10 genOn; 2 genOn; Abolition; Analyze/Interpret; Citizenship/Civic Engagement; Civil War/Reconstruction (1850-1877); Common Good; Core Democratic Values; Discrimination; Good Character; Harper’s Ferry; Historical Biographies; Human Rights; Inquiry; Personal Virtue; Primary/Secondary Sources; Racism; Reform Movements (1801–1861); Slavery; Underground Railroad; Voting

Purpose:

To enable students to identify the personal attributes of those individual volunteers who chose to be involved in the abolition movement and in the fight for women's suffrage.

Duration:

One to Two Fifty-Minute Class Periods

Objectives:

The learner will:

  • list three personal characteristics of various contributors to the abolition and suffrage movements in America.

  • list one personal sacrifice made by various individuals in the struggle to eliminate slavery.

  • identify three essential characteristics of effective public speaking.

Materials:

  • Video series: The Blue and The Grey
  • John Brown's Last Speech to the Court, 1859 (Attachment One)
  • Frederick Douglass: Boston Anti-Slavery Meeting (Attachment Two)
  • Sojourner Truth: "Ain't I A Woman?" (Attachment Three)
Handout 1
John Brown's Last Speech To The Court, 1859
Handout 2
Frederick Douglass: Boston Anti-Slavery Meeting
Handout 3
Sojourner Truth: Ain't I A Woman?

Instructional Procedure(s):

    Anticipatory Set:

    Put the words "abolitionism" and "antebellum" on the chalkboard.
    Go over the definitions of both terms:

  • abolitionism: the compulsory ending of slavery in the United States.
  • antebellum: the period of slavery in the United States, particularly in the years prior to the Civil War.
    • Ask students whether or not it would have been a big decision for someone to become an abolitionist. Explain to the class that history has always been made up of individuals who, because of their words and actions, shaped the history of America. Yet they were individuals who had to make a decision at some point to take the actions they did.
  • Give each student a copy of John Brown's Last Speech to the Court, 1859 (see Attachment One). Start by reviewing the role that John Brown played in Kansas and in his raid on Harper's Ferry. John Brown fought to make Kansas a free state, then went on to raid the arsenal at Harper's Ferry, Virginia. Commander Robert E. Lee led the group which captured John Brown. During the raid, Brown's son was among several individuals who were killed. Refusing to plead insanity, John Brown maintained a solemn and dignified demeanor throughout his trial.
    From the video The Blue and the Grey, show the speech John Brown gave before his sentencing following the raid on Harper's Ferry. If the video clip is not available, use a copy of his speech (see Attachment One). Discuss the questions provided with the speech. During the discussion, emphasize the importance of his personal beliefs or values to his actions, his demeanor and his persuasive speech.
  • Give each student a copy of Frederick Douglass: Boston Anti-Slavery Meeting (see Attachment Two). Give students some background on Douglass, including that he was born into slavery and escaped; was an orator and journalist supporting the abolition of slavery; and served as a government official in several capacities. Paragraph by paragraph, discuss the questions provided, emphasizing the following points: the difference between generosity and justice, the importance of high expectations of one's self and the importance of personal beliefs or values on his actions.
  • Distribute copies of Sojourner Truth: Ain't I A Woman? (see Attachment Three). Spend some time reviewing who she was.
    A very good synopsis of her life after her work in the Underground Railway is provided in For the Benefit of All: A History of Philanthropy in Michigan, page 37. She was a slave until the state of New York freed all of its slaves in 1828. Then she preached and traveled throughout most of the United States speaking out against slavery. She recruited supplies for African American regiments during the Civil War and advocated setting aside land in the West for a freed people's settlement. Ain't I A Woman? was one of her most famous speeches and had nothing to do with slavery, but everything to do with the rights of women. Discuss the questions included with her speech, emphasizing her message, how her life's experiences affected her beliefs and values, and her persuasive techniques in getting her message across.
  • Using the information gained from studying the three speeches and their speakers, ask the class to reach consensus on three qualities that make an effective speech and three qualities that make an effective speaker.

Assessment:

Ask each student to prepare a two or three-minute speech on one of the three speakers and the qualities that made him or her effective. Have each student pair off with another person and perfect the speech by delivering it to his or her partner. One note card may be used. Students should try to emulate those qualities and the content reflected upon by the whole group. Monitor groups randomly. A rubric used in grading should include these categories: historical accuracy, a good attention-getter, three specific reasons with examples demonstrating why the person was an effective speaker and a catchy conclusion which restates the reasons.

Bibliographical References:

  • Ellis, Susan, and Katherine Noyes. By the People: A History of Americans as Volunteers. San Francisco: Jossey-Bass, 1990.
  • Fugate, Sandy. For the Benefit of All: A History of Philanthropy in Michigan. Battle Creek: W.K. Kellogg Foundation, 1997.

Lesson Developed By:

Kristine Grunwald
Williamston Community Schools
Williamston High School
Williamston, MI 48895

Handouts:

Handout 1Print Handout 1

John Brown's Last Speech To The Court, 1859

"May it please the court, a few words to say…in the first place I deny everything but that which I have all along admitted, a plan on my part to free slaves. I never did intend murder, or treason, or the destruction of property, or to incite slaves to revolt or to make insurrection.

I have another objection. That is, it is unjust that I should suffer such a penalty.

Had I interfered in the manner which I did in behalf of the rich and powerful, would it have been all right? Every man in the court would have deemed it an act worthy of reward, not of punishment . . . I see a book placed here, which I suppose to be the Bible. That teaches me that whatsoever I would that men should do to me, I should do even so unto them.

It teaches me further to remember those in bonds as bonded with them. I believe that to interfere as I have done in behalf of His despised poor was not wrong but right.

Now, if it is necessary that I should forfeit my life and further mingle my life with the blood of my children and the blood of millions in this slave country whose rights are disregarded by wicked, cruel and unjust enactments, I submit, let it be done."

Questions for Discussion:

  1. What was his demeanor in addressing the court? Did he act fearful of facing the death penalty?
  2. How did he rely on a "higher authority" to convey his ideas? Why do you think he did so?
  3. Did he appear knowledgeable, educated and articulate?
  4. Even though he lost a son and would lose his own life, Brown concluded with the words "let it be done". What personal values were evident in this statement?
  5. Would this be a man you could be friends with? Why or why not?
  6. After his speech, the judge pronounced the sentence: "death by hanging." Why did the judge say: "May God forgive you?"
  7. Why might both a Northerner and Southerner say John Brown got what he deserved? Did he?
  8. John Brown later went on to say: "I am quite certain that the crimes of this guilty land can never be purged but with blood." Of what crimes was he speaking? Was he correct?
  9. Was John Brown an effective speaker? Why? What particular words or speaking qualities influenced your decision?

Handout 2Print Handout 2

Frederick Douglass: Boston Anti-Slavery Meeting

"The American people are disposed often to be generous rather than just. I look over this country at the present time, and I see educational societies, sanitary commissions, freedmen's associations and the like — all very good; but in regard to the colored people there is always more that is benevolent, I perceive, than just, manifested toward us. What I ask for the Negro is not benevolence, not pity, not sympathy, but simple justice.

Men are so constituted that they derive their conviction of their own possibilities largely from the estimate formed of them by others. If nothing is expected of a people, that people will find it difficult to contradict that expectation.

Everybody has asked the question, and they learned to ask it early of the Abolitionists, 'What shall we do with the Negro?' I have had but one answer from the beginning. Do nothing with us! Your doing with us has already played the mischief with us. Do nothing with us. If the apples will not remain on the tree of their own strength, if they are worm-eaten at the core, if they are early ripe and disposed to fall, let them fall! I am not for tying or fastening them on the tree in any way, except by nature's plan, and if they will not stay there, let them fall. And if the Negro cannot stand on his own legs, let him fall also. All I ask be given him a chance to stand on his own legs! Let him alone. If you see him on his way to school, let him alone-don't disturb him. If you see him going to the dinner table at a hotel, let him go! If you see him going to the ballot box, let him alone — don't disturb him! If you see him going into a workshop, just let him alone. Your interference is doing him a positive injury…Let him fall if he cannot stand-alone! If the Negro cannot live by the line of eternal justice . . . the fault will not be yours, it will be his who made the Negro, and established that line for his government. Let him live or die by that. If you will only untie his hands, and give him a chance, I think he will live . . ."

Questions for Discussion:
First Paragraph:

1. What do you think he meant by this statement?
2. What are some examples that show Americans are generous? Not generous?
3. What are some examples that show Americans are just? Not just?
Second Paragraph:
4. What did Douglass mean by this statement?
5. How do people decide what to do with themselves and their lives?
Third Paragraph:
6. What personal values of Douglass come through in this passage?
7. Why do you think Douglass uses repetition in this passage? Is it effective?
8. Do you think Douglass was effective in reaching non-abolitionists? Why or why not?

Handout 3Print Handout 3

Sojourner Truth: Ain't I A Woman?

"That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ain't I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain't I a woman? I could work as much and eat as much as a man-when I could get it-and bear the lash as well! And ain't I a woman? I have borne thirteen children, and seen them all sold off to slavery, and when I cried out with my mother's grief, none but Jesus heard me! And ain't I a woman?

That they talk about this thing in the head; what's this they call it? ("Intellect," someone whispers.) That's it honey. What's that got to do with women's rights or Negro's rights? If my cup won't hold but a pint, and yours holds a quart, wouldn't you be mean not to let me have my little half-measure full?

Then that little man in black there, he says women can't have as much rights as men, 'cause Christ wasn't a woman!' Where did your Christ come from? Where did your Christ come from? From God and a woman! Man had nothing to do with Him.

If the first woman God ever made was strong enough to turn the world upside down all alone, these women together ought to be able to turn it back, and get it right side up again! And now they is asking to do it, the men better let them.

Obliged to you for hearing me, and no, old Sojourner ain't got nothing more to say."

Questions for Discussion:

  1. What is the main message of her speech?
  2. List three particular points Sojourner makes in her speech.
  3. Is she effective in getting her message across? Why? What effective speaking techniques does she use to get her point across?
  4. What events from her life had the most effect on Sojourner's actions? Why?
  5. Would this be a person you would be friends with? Why or why not?

Philanthropy Framework:

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