Influential People and Historical Documents Mr. Webster’s Class.
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Historical People Pockets Interactive Notebook Activities Created by Mandy Gregory ~2013~ All Rights Reserved 6 Hands On Standards Based Activities
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Historical People Pockets
Interactive Notebook ActivitiesCreated by Mandy Gregory ~2013~ All Rights Reserved
6 Hands On Standards Based Activities
This packet was created to provide hands- on activities for your Frederick
Douglass unit. These activities are perfect for interactive notebooking or can be stored in the provided “Historical People Pocket.” Each activity comes
with projectable copy to make it easier to complete with the students. Please note that the teacher will need to provide some text about Douglass for
these activities. The activities include:
Historical People Pocket- a pocket to store all the activities from this packet
Frederick Douglass Book and Questions- one page mini book with questions about Fredrick Douglass’ life and achievements.
Frederick Douglass Book Character Traits Flip Flap Book- Three flaps book
for students to record how Frederick Douglass displayed each trait and prove it with evidence from the text. Please note the teacher will need to
provide the text/ textbook for this activity. A journal response is also provided for this activity as an extension.
Frederick Douglass Timeline- A cut and paste timeline of Frederick Douglass’
life. A journal response is also provided for this activity as an extension.
Frederick Douglass Map- A map of important places in Douglass’ life. Students create a matching colored key.
Frederick Douglass Step Book- A step book with “big idea” questions about
Frederick Douglass. This would be a great short answer assessment. A journal response is also provided for this activity as an extension.
Frederick Douglass Word Search- word search with important vocabulary
about Frederick Douglass. This is a great early finisher activity.Happy Learning!
http://www.tips-for-teachers.com/http://mandys-tips-4-teachers.blogspot.com/
Frederick Douglass Pocket Cover
This is a catch all spot to store all your Frederick Douglass activities in this unit!
To Prepare for the Activity:1. Print one copy of the page for every two students.2. Have one piece of 9 inch by 12 inch construction paper (any
color) per student.
Directions for Completing the Activity with the Students:1. Have students color in the cover page.2. Fold the construction paper in half hamburger style to create
a pocket. Staple the edges.3. Cut out the cover page4. Glue on the cover page. 5. Insert all loose activities in the pocket.
*Please note that this pocket will NOT fit in most notebooks for interactive notebooking and is intended to be a place to store all activities for classrooms that do not use interactive notebooks.
Please note : The Frederick Douglass word search on page 42 is a great early finisher activity.
Frederick Douglass Pocket Cover
Historical People Pockets
Frederick Douglass
By ______________
Historical People Pockets
Frederick Douglass
By ______________
Frederick Douglass Book and Questions
This activity meets the standard:SS3H2 The student will discuss the lives of Americans who expanded
people’s rights and freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B.
Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D.
Roosevelt (New Deal and World War II), Eleanor Roosevelt (United
Nations and human rights), Thurgood Marshall (civil rights), Lyndon B.
Johnson (Great Society and voting rights), and Cesar Chavez (workers’
rights).
To Prepare for the Activity:1. Print one copy of the Frederick Douglass book per student.
2. Print one copy of the Questions About Frederick Douglass page for
every TWO students.
3. Print one copy of the Life of Frederick Douglass pocket label (if you
are making the pocket). There are enough copies for FOUR students
on one page.
4. One sheet of construction paper (any color) that is 7 inches by 11
inches.
Directions for Completing the Activity with the Students:1. First, have students create the book. Have students first fold the
paper down (hamburger fold). Ask students to NOT open the fold.
Then ask students to fold the paper hotdog style.
2. Students can read the book independently or in partners and answer
the questions. Or the teacher can complete this whole group. A
projectable book and questions are included for a whole group lesson.
3. If you are creating the pocket, fold the construction paper in half to
create a 7 inch by 5 ½ inch pocket. Staple the sides. Glue on the pocket label (The Life of Frederick Douglass) and glue into
notebooks.
Please note : The Frederick Douglass word search on page 42 is a great early finisher activity.
Frederick Douglass Book and Questions Example
Frederick Douglass Projectable Book
Frederick Douglass
1818-1895
Frederick Douglass Projectable Book
Frederick Augustus Washington Bailey was born as a slave in Maryland in 1818.
Frederick dreamed of learning to read and wanted an education. However, at this time, slaves were not allowed an education.
But Frederick was smart and convinced poor boys in hisneighborhood to teach him what they learned in school in exchange for bits of food. 1
Frederick Douglass Projectable Book
Frederick fed his dreams of an education with his passion. The more he learned about liberty, the more he wanted it.
At the age of 20 he escaped to freedom. Soon after, he married Anna Murray. They changed their last name to Douglass.
They moved to NewBedford, Massachusetts, where Frederick impressed an abolitionist group which hired him as a speaker. 2
Frederick Douglass Projectable BookFrederick Douglass spent his life fighting for causes he believed in.
He became a famous speaker and spoke out against slavery. He wrote a book about his life to help others understand the life of a slave. He also started the antislavery newspaper called The North Star and helped slaves escape using the Underground Railroad. Frederick Douglass worked closely with President Lincoln during the Civil War. They planned how to help slaves escape from slavery and discussed fair treatment for African American soldiers. He spoke about other causes he believed in, like women's rights.
3
Frederick Douglass Projectable Questions About Frederick Douglass1. What was Frederick Douglass’ name at
birth? ______________________________________________________________________________________
2. How did Frederick Douglass learn to read? _____________________________________________________________________________________________
3. Name three ways Frederick Douglass fought against slavery. ______________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________
Questions About Frederick Douglass Answer Key
1. What was Frederick Douglass’ name at birth? His name was Frederick Augustus Washington Bailey
2. How did Frederick Douglass learn to read? He convinced poor boys in his neighborhood to teach him what they learned in school in exchange for bits of food.
3. Name three ways Frederick Douglass fought against
slavery. He became a famous speaker and spoke out against slavery. He wrote a book about his life to help others understand the life of a slave. He also started the antislavery newspaper called The North Star and helped slaves escape using the Underground Railroad. President Lincoln during the Civil War to help plan how to help slaves escape and fair treatment for African American soldiers. He speaks about other cause he believes in, such as women's rights.
The Life
o
f Fre
de
rick
D
ou
gla
ss
The Life
o
f Fre
de
rick
D
ou
gla
ss
The Life
o
f Fre
de
rick
D
ou
gla
ss
The Life
o
f Fre
de
rick
D
ou
gla
ss
Frederick Augustus Washington
Bailey was born as a slave in
Maryland in 1818.
Frederick dreamed of learning
to read and wanted an education.
However, at this time, slaves were not allowed an education.
But Frederick was
smart and convinced
poor boys in hisneighborhood to teach him what they learned in school in
exchange for bits of food.
Frederick fed his dreams of an
education with his passion. The
more he learned about liberty,
the more he wanted it.
At the age of 20 he escaped to
freedom. Soon after, he married Anna Murray. They
changed their last name to
Douglass.
They moved to NewBedford, Massachusetts, where Frederick impressed an
abolitionist group which hired
him as a speaker.
Frederick Douglass spent his life
fighting for causes he believed in.
He became a famous speaker and spoke out against slavery. He wrote a
book about his life to help others understand the life of a slave. He
also started the antislavery newspaper called The North Star and
helped slaves escape using the Underground Railroad. Frederick
Douglass worked closely with President Lincoln during the Civil
War. They planned how to help slaves escape from slavery and discussed
fair treatment for African American soldiers. He spoke about other
causes he believed in, like women's rights.
Frederick Douglass
1818-18951 23
Questions About Frederick Douglass
1. What was Frederick Douglass’ name at birth?
_____________________________________
2. How did Frederick Douglass learn to read? ________
________________________________________
________________________________________
3. Name three ways Frederick Douglass fought against
slavery. _______________________________
________________________________________
________________________________________
Questions About Frederick Douglass
1. What was Frederick Douglass’ name at birth?
_____________________________________
2. How did Frederick Douglass learn to read? ________
________________________________________
________________________________________
3. Name three ways Frederick Douglass fought against
slavery. _______________________________
________________________________________
________________________________________
Questions About Frederick Douglass Answer Key
1. What was Frederick Douglass’ name at birth? His name was Frederick Augustus Washington Bailey
How did Frederick Douglass learn to read? He convinced poor boys in his neighborhood to teach him what they learned in school in exchange for bits of food.
3. Name three ways Frederick Douglass fought against
slavery. He became a famous speaker and spoke out against slavery. He wrote a book about his life to help others understand the life of a slave. He also started the antislavery newspaper called The North Star and helped slaves escape using the Underground Railroad. He worked with President Lincoln during the civil way to help plan how slaves would escape and discussed fair treatment for African American soldiers. He spoke about other causes he believed in, like women's rights.
Frederick Douglass Book Character Traits Flip Flap Book
This activity meets the standard:CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
To Prepare for the Activity:1. Print one copy of the flip flap book per student. 2. Make sure to copy the pages back to back on the printer. My
printer is set to print on both sides- flip pages on the short edge. 3. Please note these sheets make enough copies for TWO students.
Cut the paper in half on the dotted line in the center of the page.4. If you would like to include the journal response, copy the page.
Please note that one page has enough journal responses for SIX students.
Directions for Completing the Activity with the Students:1. First, have students create the flip flap book. Students will cut on
the dotted lines and fold on the solid line.2. Ask students to use their book and resources to describe how
Frederick Douglass shows each character trait. This is a great time to model quoting text to use as text evidence.
3. If this is being added to a notebook, ask students to glue the foldable into the notebook by putting glue on the directions.
4. An additional journal response is included for students to cut and glue into notebooks.
****Please note that no answer key is included because answers may vary. See the photograph for a sample answer for the journal
response.****
Please note : The Frederick Douglass word search on page 42 is a great early finisher activity.
Frederick Douglass Book Character Traits Flip Flap Book Example
Projectable Frederick Douglass Book Character Traits Flip Flap Book Example
Frederick Douglass showed liberty because
_____________________________
_____________________________
__________________________. I
think this because the book says _______
_____________________________
_____________________________
_________________on page ____.
Frederick Douglass showed justice because
_____________________________
_____________________________
__________________________. I
think this because the book says _______
__________________________________________________________
_________________on page ____.
Frederick Douglass showed freedom of
conscience and expression because_____
_____________________________
__________________________. I
think this because the book says ____________________________________
_____________________________
_________________on page ____.
Name ____________________________ Date __________
Frederick Douglass Character Traits
Directions: Explain how Frederick Douglass showed these three character traits: liberty, justice, and freedom of conscience and expression. Use the text to support your answer.
liberty
just
ice
Freedom
of
consc
ience
and
express
ion
Name ____________________________ Date __________
Frederick Douglass Character Traits
Directions: Explain how Frederick Douglass showed these three character traits: liberty, justice, and freedom of conscience and expression. Use the text to support your answer.
liberty
justic
e
Freedom
of
consc
ience
and
expressio
n
Frederic
k D
ouglass sh
ow
ed lib
erty
becau
se
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. I
thin
k th
is becau
se th
e b
ook say
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_on p
age _
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Frederic
k D
ouglass sh
ow
ed ju
stice b
ecau
se
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. I
thin
k th
is becau
se th
e b
ook say
s __
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_on p
age _
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_.
Frederic
k D
ouglass sh
ow
ed fr
eedom
of
consc
ience an
d e
xpressio
n b
ecau
se_
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. I
thin
k th
is becau
se th
e b
ook say
s __
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_on p
age _
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Frederic
k D
ougl
ass
show
ed lib
erty
becau
se
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_. I
thin
k t
his
becau
se t
he b
ook s
ays
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_on p
age _
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_.
Frederic
k D
ougl
ass
show
ed just
ice b
ecau
se
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. I
thin
k t
his
becau
se t
he b
ook s
ays
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_on p
age _
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_.
Frederic
k D
ougl
ass
show
ed f
reedom
of
consc
ience a
nd e
xpress
ion b
ecau
se_
__
__
__
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. I
thin
k t
his
becau
se t
he b
ook s
ays
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_on p
age _
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What was Frederick Douglass’
most important character trait?
Why do you think this?
What was Frederick Douglass’
most important character trait?
Why do you think this?
What was Frederick Douglass’
most important character trait?
Why do you think this?
What was Frederick Douglass’
most important character trait?
Why do you think this?
What was Frederick Douglass’
most important character trait?
Why do you think this?
What was Frederick Douglass’
most important character trait?
Why do you think this?
Additional journal response question for character traits foldable. Please note there are enough questions for 6
students on this page.
Frederick Douglass TimelineThis activity meets the standard:SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a. d. Trace examples of travel and movement of these historic figures and their ideas across time.
To Prepare for the Activity:1. Print one copy of timeline page per student. 2. If you would like to include the journal response, copy the page.
Please note that one page has enough journal responses for SIX students.
Directions for Completing the Activity with the Students:1. First, have students cut off the bottom half of the page. 2. If your school has access to PebbleGo.com(a paid membership
site) there are many wonderful examples of timelines about different historical figures. These are great to explain the purpose and how to read and use a timeline. A projectable version is included to help complete this task whole class.
3. Have students cut out each of the dates and LAY them out in the correct spot.
4. Have students raise their hand to have their dates checked for accuracy.
5. Students can then glue the dates into the correct boxes.6. If this is for notebooks, have students fold the timeline in half
and glue into the notebook.7. An additional journal response is included for students to cut and
glue into notebooks.
****Please note that no answer key is included for the journal response because answers may vary. See the photograph for a sample
answer****
Please note : The Frederick Douglass word search on page 42 is a great early finisher activity.
Frederick Douglass Timeline Example
Projectable Frederick Douglass Timeline
1818 184818381828 1858 188818781868 1898
Frederick Douglass is born
in Maryland in 1818
In 1838 he escapes slavery
and marries Anna Murray.
In 1848 he starts The North Star
newspaper.
He moves his family to
Washington, DC in 1872.
He publishes his first
autobiography in 1845.
He meets with President Lincoln
in 1863.
In 1895 he dies of heart failure.
1818 184818381828 1858 188818781868 1898
Frederick Douglass is born
in Maryland in 1818
In 1838 he escapes slavery
and marries Anna Murray.
He publishes his first
autobiography in 1845.
In 1848 he starts The North Star
newspaper.
He meets with President Lincoln
in 1863.
He moves his family to
Washington, DC in 1872.
1818 184818381828 1858 188818781868 1898
In 1895 he dies of heart failure.
Frederick Douglass Timeline Answer
Key
What was the most important event in Frederick Douglass’ life? Why do you think
this?
What was the most important event in Frederick Douglass’ life? Why do you think
this?
What was the most important event in Frederick Douglass’ life? Why do you think
this?
What was the most important event in Frederick Douglass’ life? Why do you think
this?
What was the most important event in Frederick Douglass’ life? Why do you think
this?
Additional journal response question for the timeline. Please note there are enough questions for 5 students on this page.
Frederick Douglass Map
This activity meets the standard:SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a. d. Trace examples of travel and movement of these historic figures and their ideas across time.
To Prepare for the Activity:1. Print one copy of map page for every two students.
Directions for Completing the Activity with the Students:1. If possible, project this map for students to see on a
Promethean or Smart Board. Because it is map skills, and the map is still relatively small (even though I enlarged it as much as possible) it can be hard for students to differentiate the states. A projectable blank page is included.
2. Model how to color in the key to match the states. 3. Have students color in the matching states.4. If this is for notebooks, have students glue it into the
notebook.
Please note : The Frederick Douglass word search on page 42 is a great early finisher activity.
Frederick Douglass Map
Douglass was born in Maryland. (MD)
He escapes slavery to New York (NY) by disguising himself as a sailor.
He speaks at an antislavery group in New Bedford, Massachusetts.(MA)
AtlanticOcean
Projectable Frederick Douglas Map
Dougl
ass
was
born in M
aryla
nd. (M
D)
He e
scap
es
slav
ery t
o N
ew
York
(NY
) by d
isgu
isin
g him
self
as
a sa
ilor.
He s
peak
s at
an a
nti
slav
ery g
roup in
New
Bedfo
rd, M
assa
chuse
tts.
(MA
)
Dougl
ass
was
born in M
aryla
nd. (M
D)
He e
scap
es
slav
ery t
o N
ew
York
(NY
) by d
isgu
isin
g him
self
as
a sa
ilor.
He s
peak
s at
an a
nti
slav
ery g
roup in
New
Bedfo
rd, M
assa
chuse
tts.
(MA
)
Douglass was born in Maryland. (MD)
He escapes slavery to New York (NY) by disguising himself as a sailor.
He speaks at an antislavery group in New Bedford, Massachusetts.(MA)
AtlanticOcean
Frederick Douglas Map Answer Key
Frederick Douglass Step BookThis activity meets the standard:SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy. a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Cesar Chavez (workers’ rights). b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them. SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a. b. Describe how place (physical and human characteristics) had an impact on the lives of these historic figures. c. Describe how each of these historic figures adapted to and was influenced by his/her environment. e. Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification.
To Prepare for the Activity:1. Print one copy of the step book for each student.2. Make sure to have several staplers available.
Directions for Completing the Activity with the Students:1. Have students answer the questions on each page of the step book. The questions can be answered whole group, in partners , or independently. A projectable version is available for whole group practice.
Frederick Douglass Step Book
group practice.2. Have students cut out each page in the book.3. Students stack the pages with the shortest on top going to the
longest page on the bottom.4. Staple the book together at the top.5. If this is for notebooks, have students glue it into the
notebook.1. An additional journal response is included for students to cut
and glue into notebooks.
****Please note that no answer key is included for the journal response because answers may vary. See the photograph for a
sample answer****
Please note : The Frederick Douglass word search on page 42 is a great early finisher activity.
Frederick Douglass Step Book
How did growing up in the south affect Frederick Douglass’ feelings about slavery? ______________________________________________________________________________________________________
How did Frederick Douglass work to improve civil rights? _____________________________________________________________________________________________
What obstacles did Frederick Douglass have to overcome? How did he overcome them? ____________________________________________________________________________________________________________________________________
Why do we remember Frederick Douglass today?
Why do we remember Frederick Douglass today?
Why do we remember Frederick Douglass today?
Why do we remember Frederick Douglass today?
Why do we remember Frederick Douglass today?
Why do we remember Frederick Douglass today?
Additional journal response question for Fighting for a Change foldable. Please note there are enough questions for
6 students on this page.
How did growing up in the south affect
Frederick Douglass’ feelings about slavery? Answers may vary. Sample answer: Frederick Douglass grew up in the South and saw how horrible slavery was first hand because he was a slave. This made him want to make a change.
How did Frederick Douglass work to improve civil rights? Answers may vary. Sample answer: He made speeches against slavery and started an anti-slavery newspaper called the North Star. He helped slaves escape using the Underground Railroad and even helped fight for women's rights!
What obstacles did Frederick Douglass have to
overcome? How did he overcome them? Answers may vary. Sample answer: Frederick Douglass overcame many obstacles. He was a slave and was not allowed an education. He convinced poor neighborhood boys to teach him what they learned in school and then escaped slavery.
Fig
htin
g f
or
a C
han
ge
A
nsw
er
Key
Frederick Douglass Word Search
This activity meets the standard:CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
To Prepare for the Activity:1. Print one copy of the word search for every TWO students.
Directions for Completing the Activity with the Students:1. Students can complete independently or in pairs.2. This is an excellent early finisher task students can return to
when they finish other activities in this packet.
Frederic
k D
ougl
ass
ABO
LIT
ION
IST
CIV
ILC
ON
SC
IEN
CE
EN
SLA
VED
EX
PR
ESSIO
NFR
EED
OM
JUST
ICE
LIB
ER
TY
PR
EJU
DIC
ER
IGH
TS
SLA
VER
Y
Frederic
k D
ougl
ass
ABO
LIT
ION
IST
CIV
ILC
ON
SC
IEN
CE
EN
SLA
VED
EX
PR
ESSIO
NFR
EED
OM
JUST
ICE
LIB
ER
TY
PR
EJU
DIC
ER
IGH
TS
SLA
VER
Y
Frederick Douglass Word Search Answer Key
ABOLITIONISTCIVIL
CONSCIENCEENSLAVED
EXPRESSIONFREEDOM
JUSTICELIBERTY
PREJUDICERIGHTS
SLAVERY
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