In 1845 Frederick Douglass published what was to be the first of his three autobiographies: the Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself.  As the title suggests, Douglass wished not only to highlight the irony that a land founded on freedom would permit slavery to exist within its midst, but also to establish that he, an American slave with no formal education, was the sole author of the work.

 Before the 13th Amendment officially ended slavery in the United States, free and enslaved African Americans fought for their liberty, society’s recognition of their humanity, and the promise of equality. A variety of methods were used by enslaved African Americans to resist the conditions they experienced while in bondage. In this lesson plan, students will learn about three individuals whose actions are a representation of the bravery of African Americans who fought for their freedom and equality. 

This inquiry focuses on why enslaved people resisted slavery, the ways in which enslaved people showed resistance despite risks and the results of resistance.The questions, tasks, and sources in this inquiry asks students to examine the cultural, economic and political impacts of resistance to slavery.

Students will compare and contrast four petitions (primary sources) in favor of woman suffrage to identify reasons why women wanted the right to vote.