TASK 2: CRITICAL READING QUESTIONS WITH ANNOTATION INSTRUCTIONS
TIMELINE: JUlY 1st to AUGUST 2013
DUE: UPON RETURN TO SCHOOL
DO NOT WAIT UNTIL THE LAST MINUTE!
•UNDERSTAND THE ASSIGNMENTS
•POST YOUR CLARIFYING QUESTIONS UNDER "GOT QUESTIONS" TAB
•COMPLETE IT THOUGHTFULLY NOW!
1. Download TASK 2 below. (MS Word version or PDF)
The Critical Reading Questions have been provided to you in MS Word or PDF. Download the version that will work best for you. If there is a problem with either file versions, please post a COMMENT in the QUESTIONS tab above.
The Critical Reading Questions have been provided to you in MS Word or PDF. Download the version that will work best for you. If there is a problem with either file versions, please post a COMMENT in the QUESTIONS tab above.
| task_2_crqs_douglass.docx |
| task_2_crqs_douglass.pdf |
2. By now, you should have secured your copy of the text. Now, it's time to CLOSELY READ! Here are some preparatory notes to situate you to CRITICALLY READING this text. NO SUPERFICIAL READING ALLOWED!
In AP Language, the act of reading is no simple matter. We all know you can read. But in this course, you must READ CLOSELY, CRITICALLY & ANALYTICALLY with a deep attention to:
-author's purpose, aim and intended impact
-author's style
-audience(s)
-historical, economic, political, religious, social, cultural context
You must understand and comprehend the texts read in AP Language beyond the whats (simple plot) and commit to reading the text for the hows and whys (analytical, rhetorical lens). This is the NEW STARTING POINT for the act of READING.
Your enrollment in AP Language means you are committing to fortifying and transforming your reading habits towards these ends. Your enrollment in AP Language means you are accepting the challenge to eradicate the ubiquitous tendency to remain in a "lazy" superficial mindstate.
INSTRUCTIONS FOR CRITICALLY READING:
1. Take your time and read for deep comprehension and understanding.
2. Annotate! Annotate! Annotate! Read to inquire, to observe, to notice. Read with a perceptive eye that notices what the author may be attempting to "do" through his/her use of language in order to affect the audience.
3. The Narrative by Douglass is well-written text which contains many elements you will find instructive for giving you a foundation for this course.
4. Closely read, annotate and respond to 1 or 2 chapters per day. Give yourself about 2 weeks or so to complete TASK 2 with thoroughness and depth of understanding. Conduct any relevant background research as necessary. Check out the ADDITIONAL RESOURCES LINK. You MUST always READ for depth in this course. To remain on a superficial level will, at the end, be a waste of time. Because your CRITICAL READING ALWAYS DRIVES YOUR WRITING, reading for insight, author's technique, analysis, etc. will ensure that you are comprehending necessary details while preparing ideas to eventually be formally written. CLOSE READING FEEDS THE WRITING.
More details for the formal writing assignment accompanying your reading will be described in TASK 3.
5. Read for the details, while keeping the bigger picture constantly in mind. In other words, you must be able to zoom into the text and notice the moves, strategies and choices the author makes while being able to explain the overall impact, purpose and effect of these "strategies" socially, politically, historically, culturally, etc.
In AP Language, the act of reading is no simple matter. We all know you can read. But in this course, you must READ CLOSELY, CRITICALLY & ANALYTICALLY with a deep attention to:
-author's purpose, aim and intended impact
-author's style
-audience(s)
-historical, economic, political, religious, social, cultural context
You must understand and comprehend the texts read in AP Language beyond the whats (simple plot) and commit to reading the text for the hows and whys (analytical, rhetorical lens). This is the NEW STARTING POINT for the act of READING.
Your enrollment in AP Language means you are committing to fortifying and transforming your reading habits towards these ends. Your enrollment in AP Language means you are accepting the challenge to eradicate the ubiquitous tendency to remain in a "lazy" superficial mindstate.
INSTRUCTIONS FOR CRITICALLY READING:
1. Take your time and read for deep comprehension and understanding.
2. Annotate! Annotate! Annotate! Read to inquire, to observe, to notice. Read with a perceptive eye that notices what the author may be attempting to "do" through his/her use of language in order to affect the audience.
3. The Narrative by Douglass is well-written text which contains many elements you will find instructive for giving you a foundation for this course.
4. Closely read, annotate and respond to 1 or 2 chapters per day. Give yourself about 2 weeks or so to complete TASK 2 with thoroughness and depth of understanding. Conduct any relevant background research as necessary. Check out the ADDITIONAL RESOURCES LINK. You MUST always READ for depth in this course. To remain on a superficial level will, at the end, be a waste of time. Because your CRITICAL READING ALWAYS DRIVES YOUR WRITING, reading for insight, author's technique, analysis, etc. will ensure that you are comprehending necessary details while preparing ideas to eventually be formally written. CLOSE READING FEEDS THE WRITING.
More details for the formal writing assignment accompanying your reading will be described in TASK 3.
5. Read for the details, while keeping the bigger picture constantly in mind. In other words, you must be able to zoom into the text and notice the moves, strategies and choices the author makes while being able to explain the overall impact, purpose and effect of these "strategies" socially, politically, historically, culturally, etc.
PREVIEW OF TASK 2: CRQs
AP Language and Composition
TASK 2
Frederick Douglass Critical Reading Questions (CRQs)
Frederick Douglass, Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself
DIRECTIONS
As you closely read text, use the following questions to guide your critical understanding of the Narrative and its intended impacts on the audiences of that time period.
à Respond to the following questions on a separate piece of paper, in complete sentences.
à Make sure to label your paper with appropriate headings.
à Most of your “answers” will take the form of a clear paragraph or multi-sentence response. In other words, no short, one or two word responses. Provide thoughtfulness, comprehension and context.
MATERIALS
1. Copy of the text (book form or digital online version)
2. Post-it notes for annotations if you have the book itself or if you purchased the book, writing and annotating the text on your own
3. Access to a reliable computer with internet and optional printer
4. Pencil, paper or notebook to record answers to Critical Reading Questions
PREFACE
1. What purposes of this book are emphasized in its title? What function is served by the
opening testimonials by W. H. Garrison and Wendell Phillips?
2. What does Garrison believe are the conclusions readers should draw from this book?
Why is Daniel O'Connell an appropriate person to cite for an opinion of the effects of
slavery?
3. What does Garrison believe are the most devastating effects of slavery? Is there
evidence for this view from Douglass's Narrative?
4. Why does Garrison cite two reports of cases of slave murder? According to him, can
slaves testify at law against cruelties perpetuated on them?
5. What opinions about slavery does Phillips add in his introduction? Why does he
believe Douglass's publication placed him in jeopardy?
6. Toward what audiences do these prefaces seem addressed?
Chapter 1
1.1 Why do you think Douglass is so detailed in describing his home and its location?
1.2 What kinds of knowledge about themselves does he believe are kept from slaves, and
why does he believe this is important?
1.3 What does Douglass regret in his memories of his parents?
1.4 What qualities does he associate with memories of his mother? Why wasn't he able to live with her?
1.5 What does he believe are some of the worse consequences of masters' siring of children
on their slaves?
1.6 What kinds of cruelty did Douglass witness as a boy?
1.7 What may be the motivation of the cruel beating of Aunt Hester?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 2
2.1 What were the economic circumstances of Douglass's master, Colonel Lloyd?
2.2 What conditions does he describe on the plantations? How were the slaves housed and clothed? Under what conditions did they work?
2.3 What explanation does Douglass give for the singing of slaves? What features does he
ascribe to the songs he heard? How do you interpret the refrain he reproduces? ("I am
going away to the Great House Farm!/ O, yea! O, yea! O!")
2.4 What seems to be his attitude toward the desire of other slaves to travel to the Great House
Farm?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 3
3.1 How did Col. Lloyd treat his stable keepers?
3.2 What incident does Douglass narrate to indicate why slaves often gave seemingly contented replies when asked about their treatment?
3.3 What does Douglass think of the practice he describes of slaves fighting to defend the
alleged virtues of their masters? To what psychological impulse does he attribute this?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 4
4.1 What violent events does this chapter record?
4. 2 Why do you think nothing was done to prosecute the murder of slaves?
4.3 How would you describe Douglass's style of writing here?
4.4 How does he show emotion in recounting the horrible sights he has witnessed?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 5
5.1 What were the circumstances of Douglass's life in childhood? What was his relationship
to his siblings?
5.2 What was his response to his removal to Baltimore? What sentiment did he hold about
his future?
5.3 What seems to be indicated about Douglass's character by his account of his childhood?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 6
6.1 What effect on the character of his new mistress Mrs. Auld does Douglass ascribe to
slavery?
6.2 What information does Mr. Auld unintentionally provide him?
6.3 How was Baltimore life different from that on the plantation?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 7
7.1 How does Mrs. Auld try to inhibit Douglass from learning to read and write? How does
he succeed in attaining his aim?
7.2 What books does he read, and how do these influence his beliefs about slavery?
7.3 How does he come to learn about the abolitionist movement?
7.4 What first suggests to his mind the possibility of escape?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 8
8.1 What happens to Douglass after the death of Captain Anthony?
8.2 What treatment of his brother does he witness?
8.3 After his return to Baltimore and the death of Master Andrew Auld, what is done to
Douglass's grandmother?
8.4 Whom does Douglass regret to leave when Master Thomas orders him sent from Master
Hugh's residence?
8.5 What kind of information does he seek before he leaves Baltimore, and for what purpose?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 9
9.1 Under what conditions did Douglass live when with Thomas Auld and his wife at St.
Michael's?
9.2 What behavior toward a lame woman slave does Douglass record?
9.3 In Douglass's view, what was the disappointing effect of Mr. Auld's conversion?
9.4 What was the fate of Mr. Wilson's Sabbath school for slaves?
9.5 What motivated Mr. Auld to send Frederick to Mr. Covey's farm?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 10
10.1 How did Mr. Covey treat Douglass and his peers?
10.2 What enabled Douglass to survive the incidents of the oxen and the beatings?
10.3 What psychological effect did Covey's brutality have on Douglass? What thoughts or
hopes encouraged him in his despair?
10.4 What assistance in his plight did Douglass seek? What responses did he receive? Why do
you think Mr. Auld refused to help him?
10.5 Why do you think Douglass included the incident of Sandy's offer of the root? What
seems to have been Douglass's attitude toward this form of African folk practice? Use text evidence to construct your response of his attitude.
10.6 How did Douglass regain his self-confidence?
10.7 How does he add interest to his description of his long fight with Mr. Covey?
10.8 How does he analyze the fact that Mr. Covey failed to prosecute him for resistance?
10.9 What lesson does he seem to have gained from this experience?
10.10 How does Douglass interpret the motives and psychological effects of the owner's
encouragement of excess among the slaves during holidays?
10.11 Do you think his analysis may be valid and correct? Why or why not?
10.12 What improvements does Douglass find in his labors for Mr. Freeland?
10.13 What were the results of Douglass's efforts to teach his fellow slaves?
10.14 How did he and his friends resolve to emancipate themselves, and how is their effort
failed?
10.15 Why do you think Mr. Auld sent the imprisoned Douglass back to Baltimore, rather than
punishing him more severely?
10.16 In Baltimore, how was Douglass treated in Mr. Gardner's shipyard, and how did he
resist? Why was his master unable to obtain legal redress on his behalf?
10.17 What trade did he learn, and how did this alter his status?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 11
11.1 What reasons does Douglass give for not describing more of his manner of escape?
11.2 What immediate considerations prompted Douglass to act?
11.3 How did he plan to leave without arousing suspicion?
11.4 What aspects of his escape does he especially remember?
11.5 What part does his intended wife play in these recollections?
11.6 How does he choose his new name? Why may he have found it fitting?
11.7 What aspects of New Bedford life surprised him?
11.8 What difficulties followed him in the exercise of his work?
11.9 What publication especially inspired Douglass?
11.10. How did he commence his career as an orator and writer?
11.11 What is the effect of the book's closure?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Appendix
A1 What clarification of his views about the relation of religion and slavery does Douglass
provide in the appendix?
A2 What effect might it have had on religious readers?
A3 Do you think the appendix provides a useful addition to the narrative of his life? How or why? Explain.
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
END OF TASK 2
TASK 2
Frederick Douglass Critical Reading Questions (CRQs)
Frederick Douglass, Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself
DIRECTIONS
As you closely read text, use the following questions to guide your critical understanding of the Narrative and its intended impacts on the audiences of that time period.
à Respond to the following questions on a separate piece of paper, in complete sentences.
à Make sure to label your paper with appropriate headings.
à Most of your “answers” will take the form of a clear paragraph or multi-sentence response. In other words, no short, one or two word responses. Provide thoughtfulness, comprehension and context.
MATERIALS
1. Copy of the text (book form or digital online version)
2. Post-it notes for annotations if you have the book itself or if you purchased the book, writing and annotating the text on your own
3. Access to a reliable computer with internet and optional printer
4. Pencil, paper or notebook to record answers to Critical Reading Questions
PREFACE
1. What purposes of this book are emphasized in its title? What function is served by the
opening testimonials by W. H. Garrison and Wendell Phillips?
2. What does Garrison believe are the conclusions readers should draw from this book?
Why is Daniel O'Connell an appropriate person to cite for an opinion of the effects of
slavery?
3. What does Garrison believe are the most devastating effects of slavery? Is there
evidence for this view from Douglass's Narrative?
4. Why does Garrison cite two reports of cases of slave murder? According to him, can
slaves testify at law against cruelties perpetuated on them?
5. What opinions about slavery does Phillips add in his introduction? Why does he
believe Douglass's publication placed him in jeopardy?
6. Toward what audiences do these prefaces seem addressed?
Chapter 1
1.1 Why do you think Douglass is so detailed in describing his home and its location?
1.2 What kinds of knowledge about themselves does he believe are kept from slaves, and
why does he believe this is important?
1.3 What does Douglass regret in his memories of his parents?
1.4 What qualities does he associate with memories of his mother? Why wasn't he able to live with her?
1.5 What does he believe are some of the worse consequences of masters' siring of children
on their slaves?
1.6 What kinds of cruelty did Douglass witness as a boy?
1.7 What may be the motivation of the cruel beating of Aunt Hester?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 2
2.1 What were the economic circumstances of Douglass's master, Colonel Lloyd?
2.2 What conditions does he describe on the plantations? How were the slaves housed and clothed? Under what conditions did they work?
2.3 What explanation does Douglass give for the singing of slaves? What features does he
ascribe to the songs he heard? How do you interpret the refrain he reproduces? ("I am
going away to the Great House Farm!/ O, yea! O, yea! O!")
2.4 What seems to be his attitude toward the desire of other slaves to travel to the Great House
Farm?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 3
3.1 How did Col. Lloyd treat his stable keepers?
3.2 What incident does Douglass narrate to indicate why slaves often gave seemingly contented replies when asked about their treatment?
3.3 What does Douglass think of the practice he describes of slaves fighting to defend the
alleged virtues of their masters? To what psychological impulse does he attribute this?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 4
4.1 What violent events does this chapter record?
4. 2 Why do you think nothing was done to prosecute the murder of slaves?
4.3 How would you describe Douglass's style of writing here?
4.4 How does he show emotion in recounting the horrible sights he has witnessed?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 5
5.1 What were the circumstances of Douglass's life in childhood? What was his relationship
to his siblings?
5.2 What was his response to his removal to Baltimore? What sentiment did he hold about
his future?
5.3 What seems to be indicated about Douglass's character by his account of his childhood?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 6
6.1 What effect on the character of his new mistress Mrs. Auld does Douglass ascribe to
slavery?
6.2 What information does Mr. Auld unintentionally provide him?
6.3 How was Baltimore life different from that on the plantation?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 7
7.1 How does Mrs. Auld try to inhibit Douglass from learning to read and write? How does
he succeed in attaining his aim?
7.2 What books does he read, and how do these influence his beliefs about slavery?
7.3 How does he come to learn about the abolitionist movement?
7.4 What first suggests to his mind the possibility of escape?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 8
8.1 What happens to Douglass after the death of Captain Anthony?
8.2 What treatment of his brother does he witness?
8.3 After his return to Baltimore and the death of Master Andrew Auld, what is done to
Douglass's grandmother?
8.4 Whom does Douglass regret to leave when Master Thomas orders him sent from Master
Hugh's residence?
8.5 What kind of information does he seek before he leaves Baltimore, and for what purpose?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 9
9.1 Under what conditions did Douglass live when with Thomas Auld and his wife at St.
Michael's?
9.2 What behavior toward a lame woman slave does Douglass record?
9.3 In Douglass's view, what was the disappointing effect of Mr. Auld's conversion?
9.4 What was the fate of Mr. Wilson's Sabbath school for slaves?
9.5 What motivated Mr. Auld to send Frederick to Mr. Covey's farm?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 10
10.1 How did Mr. Covey treat Douglass and his peers?
10.2 What enabled Douglass to survive the incidents of the oxen and the beatings?
10.3 What psychological effect did Covey's brutality have on Douglass? What thoughts or
hopes encouraged him in his despair?
10.4 What assistance in his plight did Douglass seek? What responses did he receive? Why do
you think Mr. Auld refused to help him?
10.5 Why do you think Douglass included the incident of Sandy's offer of the root? What
seems to have been Douglass's attitude toward this form of African folk practice? Use text evidence to construct your response of his attitude.
10.6 How did Douglass regain his self-confidence?
10.7 How does he add interest to his description of his long fight with Mr. Covey?
10.8 How does he analyze the fact that Mr. Covey failed to prosecute him for resistance?
10.9 What lesson does he seem to have gained from this experience?
10.10 How does Douglass interpret the motives and psychological effects of the owner's
encouragement of excess among the slaves during holidays?
10.11 Do you think his analysis may be valid and correct? Why or why not?
10.12 What improvements does Douglass find in his labors for Mr. Freeland?
10.13 What were the results of Douglass's efforts to teach his fellow slaves?
10.14 How did he and his friends resolve to emancipate themselves, and how is their effort
failed?
10.15 Why do you think Mr. Auld sent the imprisoned Douglass back to Baltimore, rather than
punishing him more severely?
10.16 In Baltimore, how was Douglass treated in Mr. Gardner's shipyard, and how did he
resist? Why was his master unable to obtain legal redress on his behalf?
10.17 What trade did he learn, and how did this alter his status?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Chapter 11
11.1 What reasons does Douglass give for not describing more of his manner of escape?
11.2 What immediate considerations prompted Douglass to act?
11.3 How did he plan to leave without arousing suspicion?
11.4 What aspects of his escape does he especially remember?
11.5 What part does his intended wife play in these recollections?
11.6 How does he choose his new name? Why may he have found it fitting?
11.7 What aspects of New Bedford life surprised him?
11.8 What difficulties followed him in the exercise of his work?
11.9 What publication especially inspired Douglass?
11.10. How did he commence his career as an orator and writer?
11.11 What is the effect of the book's closure?
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
Appendix
A1 What clarification of his views about the relation of religion and slavery does Douglass
provide in the appendix?
A2 What effect might it have had on religious readers?
A3 Do you think the appendix provides a useful addition to the narrative of his life? How or why? Explain.
Annotations
As you read this Chapter, are there any annotations you made related to
VELM (Vocabulary-Emotion-Logic-Morality?)
Rhetorical Element
How to Annotate
V
Interesting, unusual, or confusing vocabulary words
Circle, put letter “V” in margin, and include definition
E
Important emotional passages/quotes
(i.e. passages intended to get an emotional response and make the audience/reader feel a certain way)
Underline, put letter “E” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
L
Important logical passages/quotes
(i.e. passages that provide logical, rational reasons, explanations, clarifications)
Underline, put letter “L” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
M
Important moral (or ethical) passages/quotes
(i.e. passages about what is morally right or wrong; passages that show Douglass’s credibility as a writer)
Underline, put letter “M” in margin and briefly explain significance, impact or effect on the reading audience, especially during that time period
END OF TASK 2
