Tracing the Life of Frederick Douglass

by  Maryland Center for History and Culture

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During this live, interactive distance learning program, students will learn about the life of Frederick Douglass and many different forms of slavery that existed throughout the United States. By examining original historical evidence pulled from the Maryland Center for History and Culture's collections, students will gain a deeper understanding of the living and working conditions experienced by enslaved Africans and African Americans. Students will analyze primary sources, including letters and quotes from Douglass as well as multi-media clips. From slavery to freedom, students will gain a better understanding in regard to enslavement, and freedom using the lens of Frederick Douglass.

Program Rating

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About This Program


Point to Point: $125.00
By Request: $125.00


60 minutes

Target Audience

Education: Grade(s) 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Adult Learners

Minimum participants:


Maximum participants:


Primary Disciplines

Language Arts/English, Literacy, Social Studies/History

Program Delivery Mode

Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, etc...)

Booking Information

Programs are offered Tuesday through Friday.

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 24 hours notice.

About This Provider

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Maryland Center for History and Culture

Baltimore, MD
United States

The Maryland Center for History and Culture offers dynamic, interactive programs on topics in United States history for K-12, collegiate, and adult audiences. By exploring and discussing original historical evidence, including documents, images, artifacts, and audio and video clips, participants draw conclusions about important compelling questions about our nation's past.

Tyler Osborne

Program Details


1. This program begins with a discussion about Frederick Douglass and what the students already know about his life.
2. Students will discuss the institution of slavery and address their prior knowledge.
3. Using primary sources from the museum's collection, students will explore these sources and how historians use them.
4. Students will learn about Frederick Douglass' life using photographs, writing and other documents.
5. Students analyze the living and working conditions on a Maryland plantation versus enslavement in cities such as Baltimore.
6. We discuss how Douglass' life and legacy influenced the choices of his family, especially his children.
7. Time will be allowed for questions and answers.


Participants will:
- Analyze primary sources including photographs, text, and illustrations
- Gain a deeper understanding of mid- 19th century Maryland and labor
-Learn about different enslaved peoples' experiences through the lens of Frederick Douglass
- Explore the legacy of Frederick Douglass

Standards Alignment

National Standards

National Standards:
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RH.1 -- Reading Literacy in History/Social Studies: Reading Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RI.1 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RI.5 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RI.6 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.SL.1d -- Speaking and Listening

D1.5.3-5: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.
D2.His.4.3-5: Explain why individuals and groups during the same historical period differed in their perspectives.
D2.His.5.3-5: Explain connections among historical contexts and people perspectives at the time.
D2.His.6.305: Describe how people's perspectives shaped the historical sources they created.
D2.His.10.305: Compare information provided by different historical sources about the past.
D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.
D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past
D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose

State Standards

2.C.1.d Describe how cultural, economic and political differences contributed to sectionalism
5.C.4.a Describe pro-slavery and anti-slavery positions and explain how debates over slavery influenced politics and sectionalism.
5.B.5.a Explain the goals and policies of the various Reconstruction plans.
5.B.5.c. Identify the legal and illegal actions used to deny African-Americans civil rights.
5.C.4 Analyze the institution of slavery and its influence on societies in the United States
5.C.4.b Analyze the experiences of African-American slaves, and free blacks