6+Key+Elements

1. Biographical information – Students identify at least five important facts about their biography subject’s life which illustrate how the course of their life led them to stand up to power. This must include a clear description of the injustice against which their biography subjects fought, including WHEN and WHERE.
 * 1) Born into slavery around 1817 in Tuckahoe, Maryland. He benefited from the rare circumstance of learning to read as a child. He was a house slave and his simpathetic mistress took the time to teach him how to read.
 * 2) Frederick escaped in 1838, using the papers of a free African American sailor. Already safe in non-slave territory in the North side of U.S he took the last name of Douglass and married Anna Murray, another free African-American.
 * 3) Douglass wrote a book about his experiences as a slave entitled, //Narrative of the Life of Fredrick Douglass//. As a result of the publication of this book, Douglass ran the risk of being captured and returned to slavery. To avoid being captured and returned to slavery, Douglass fled to Europe and gave lectures on a tour of the British Isles.
 * 4) When he returned to the U.S. in 1847 his friends saved enough money to pay for his freedom. They also raised money to support the publication of his newspaper the //North Star//.

2. Opponents – A.) Students identify the opponents of their biography subject. B.) Students explain why they opposed the actions and goals of their biography subjects. Slave owners were the opponents. Not just his opponent but the opponent of every african american slave. Slave owners

3. Legacy - A.) Students report the action or actions of their biography subject for which they will be remembered most. B) Students clearly explain the significance of this action or actions.

4. Connection to the present – A.) Students identify a conflict from current events related to the life and work of their biography subjects. B.) Students clearly describe the goals of the people from both sides of this conflict

. 5. Inspirational Words – Students identify a quote from a speech or written material of their biography subjects. A.) Students include the quote in their voicethread slideshows (both in print and read out loud). B.) Students explain why they find that particular quote powerful in today’s world.

"In all the relations of life and death, we are met by the color line." (Speech at the Convention of Colored Men in Louisville, Kentucky, September 24, 1883)

6. Artwork/Photography – A.) Students include an image (e.g. photograph, work of visual art, etc.) that is symbolic of the life and work of their biography subject. B.) Students provide analysis of the image (e.g. artist information, medium, year created, artist commentary). If the image is the work of an IAMS art student, commentary about the artwork by the student artist is included.