Drafting a Research Paper

Here is the info on how to organize.  You need to scroll down about halfway to get to it.

http://www.roanestate.edu/owl/Research.html

Here is a great link about writing research papers in general.

http://writing.wisc.edu/Handbook/PlanResearchPaper.html

Here is a sample research paper.

http://www.dianahacker.com/pdfs/hacker-daly-mla.pdf

Chapter 10 Study Guide, Due April 5

Chapter 10 - 30 pts (No quotes)

1. Why does Mr. Covey whip Frederick?
2. Why are the slaves so fearful of Mr. Covey? Why does their work go on in his absence?
3. Why is it “never safe to stop a single minute” (p. 73)?
4. What does Frederick mean by “Mr. Covey’s forte consisted in his power to deceive” (p. 74)?
5. Why does Mr. Covey buy a slave to use as a breeder?
6. Why does he hire Mr. Samuel Harrison, a married man? What irony does Frederick find in this?
7. How does Mr. Covey succeed in breaking Frederick?
8. How does Frederick succeed in again becoming a man?
9. Why does Frederick go to Master Thomas Auld?
10. Why does he return to Covey? Who convinces him to do so? What does Sandy Jenkins suggest that Frederick do?
11. How does Frederick win the fight with Mr. Covey?
12. Why does Frederick contend that Mr. Covey does not turn him in?
13. What would have happened to Frederick had Mr. Covey turned him in?
14. Why is Frederick’s battle with Mr. Covey “the turning-point in my career as a slave” (p. 82)?
15. How are the holidays used to “disgust the slave with freedom” (p. 85)?
16. Where does Frederick go after leaving Mr. Covey’s on January 1, 1834?
17. Who is his new master and how does he treat Frederick?
18. Why does Frederick include the anecdotes about the two religious slave holders Mr. Hopkins and Mr. Weeden? What point is he attempting to make?
19. Why and where does Frederick begin a Sabbath school? Why is it essential that the slaves tell no one about it?
20. What would the slaveholders like the slaves to do on the sabbath? Why is this ironic?
21. Why does Frederick decide to include the slaves in his Sabbath school in his plans to obtain his freedom? Why is this dangerous?
22. Frederick makes the point that many slaves would “rather bear those ills we had, than fly to others, that we knew not of ”(p. 93). How does this help explain why so few slaves escaped?
23. How do the slaves plan to run away?
24. What is the purpose of the “protections” written by Frederick?
25. What happens to their plan, and how do the “protections” nearly cause their deaths?
26. What happens to each of the slaves who attempted to run away?
27. When Frederick returns to Baltimore, what does he do?
28. Frederick again decides to fight when he is attacked. What happens to him? What does Master Hugh attempt to do for Frederick?
29. What must Frederick do with the wages he earns each week as a caulker? Why?

Chapter 9 Study Guide, Due April 4

Chapter 9 - 20 pts

1. Why does Frederick now know the date?
2. Who is Frederick’s newest Master?
3. What rule of slaveholding does Master Thomas Auld violate?
4. How did the slaves get food?
5. Why does Frederick say that “adopted slaveholders are the worst”?
6. What, according to Frederick, happens to Master Thomas Auld after his conversion to Christianity? Why?
7. Why does Frederick find irony in the fact that the slaves sabbath school is discontinued? Why does Frederick let Master Thomas’s horse run away?
8. Again, Frederick compares the treatment of slaves to the treatment of horses. How?
9. How does Master Thomas propose to ‘break’ Frederick?
10. Why is the use of the verb ‘to break’ ironic?
11. Why was Mr. Covey’s reputation for breaking slaves of great value to him?
12. Why does Frederick suggest that Mr. Covey’s “pious soul” (p.70) adds to “his reputation as a ‘nigger-breaker’” (p. 70)?

QUOTES

“After his conversion, he found religious sanction and support for his slaveholding cruelty” (p. 67).

“He would quote this passage of Scripture—’He that knoweth his master’s will, and doeth it not, shall be beaten with many stripes’” (p. 68).

“He resolved to put me out, as he said, to be broken” (p. 69).

“Master Thomas was one of the many pious slaveholders who hold slaves for the very charitable purpose of taking care of them” (p. 69). *

Chapter 8 Study Guide, Due April 1

Chapter 8, 20 pts

1. Why was Frederick forced to return to the plantation after the death of his master?
2. How was the value of the master’s property determined? How were the slaves valued?
3. Why was the division of property between Mistress Lucretia and Master Andrew so horrifying to the slaves?
4. What happened to Frederick’s grandmother after the deaths of Lucretia and Andrew?
5. How does this anecdote help explain the value of slaves?
6. How are slaves valued when compared to livestock?
7. Who owns Frederick by the end of chapter eight?
8. Why is Frederick forced to leave Baltimore?

QUOTES

“At this moment [valuation of the property], I saw more clearly than ever the brutalizing effects of slavery upon both slave and slaveholder” (p. 60).

“The hearth is desolate. The children, the unconscious children, who once sang and danced in her presence, are gone. She gropes her way, in the darkness of age, for a drink of water. Instead of the voices of her children, she hears by day the moans of the dove, and by night the screams of the hideous owl. All is gloom. The grave is at the door” (p. 62).

Chapter 7 Study Guide, Due April 1

Chapter 7, 30 pts

1. How did Mrs. Auld change and why did she change?
2. What plan did Frederick adopt to learn how to read now that Mrs. Auld was no longer teaching him?
3. Why is it ironic that he bribed the little white boys to teach him to read?
4. What irony does Frederick find in this statement: “It is almost an unpardonable offence to teach slaves to read in this Christian country”? (p. 54)
5. What did Frederick learn from the book “The Columbian Orator”?
6. How does Master Auld’s prediction about Frederick and learning come true?
7. How does Frederick learn the meanings of the words abolition and abolitionist?
8. What do the two Irishmen encourage him to do? Why does he not trust them?
9. How does Frederick learn to write?
10. How does he trick the white boys into teaching him new letters?

QUOTES

“Slavery soon proved its ability to divest her [Mrs. Auld] of these heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness” (pp. 52-53).

“The first step had been taken. Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell” (p. 53).

“I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. It opened my eyes to the horrible pit, but to no ladder upon which to get out” (p. 55).

“White men have been known to encourage slaves to escape, and then, to get the reward, catch them and return them to their masters” (p. 57).

Vocab list for Frederick Douglass

http://www.vocabulary.com/lists/24218

Chapter 6 Study Guide, Due March 29

CHAPTER VI - 20 pts

QUESTIONS

1. To what does Frederick attribute the kindness of Mrs. Auld?
2. What, according to Frederick, changes her?
3. Why is Mr. Auld angry when he finds that Mrs. Auld is teaching Frederick his letters?
4. Why does Frederick call Mr. Auld’s forbidding his learning how to read “invaluable instruction” (p. 49)?
5. Why does inability to read keep men enslaved according to Frederick and to Mr. Auld?
6. What does Frederick hope to gain by learning how to read?
7. Who teaches Frederick why black men are not taught to read?
8. Why is this lesson so important to him?
9. Why is the life of a city slave so much better than the life of a plantation slave?
10. Why does Frederick relate the story of the slaves Henrietta and Mary?

QUOTES

• “If you teach that nigger (speaking of myself ) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master” (p. 49).
• “I now understood what had been to me a most perplexing difficulty—to wit, the white man’s power to enslave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom” (p. 49).
• “In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both” (p. 50).
• “A city slave is almost a freeman, compared with a slave on the plantation” (p. 50).