Read this excerpt from Narrative of the Life of Frederick Douglass:We were not regularly allowanced. Our food was coarse corn-meal boiled, This was called mush. It was put into a large wooden tray or trough, and set down upon the ground. The children were then called, like so many pigs, and like so many pigs they would come and devour the mush; some with oystershells, others with pieces of shingle, some with naked hands, and none with spoons. He that ate fastest got most; he that was strongest secured the best place; and few left the trough satisfied.Which best explains how Douglass uses objectivity to convey his perspective in this passage?A.He uses formal word choice, like "allowanced" and "secured," to establish his authority.B.He creates pathos by referring to his hunger to make readers feel sorry for him.C.He avoids sentimentality by simply describing the conditions in which enslaved people lived.D.He includes details, such as "wooden tray" and "oystershells," that verify his experience.SUBMITarrow_backPREVIOUS

Read the following excerpt from Frederick Douglass's Narrative of the Life of Frederick Douglass, an American Slave:We were not regularly allowanced. Our food was coarse corn-meal boiled. This was called mush. It was put into a large wooden tray or trough, and set down upon the ground. The children were then called, like so many pigs, and like so many pigs they would come and devour the mush.How does the objective style of this excerpt add power to the story?A.It focuses on facts about mush without including Douglass's own opinion of it.B.It uses a simile that refers to the children as "pigs" to avoid sentimentality.C.It uses strong imagery to describe mush in order to appeal to the reader's senses.D.It understates the qualities of mush so that Douglass appears unbiased.SUBMITarrow_backPREVIOUS

Read this excerpt from Narrative of the Life of Frederick Douglass:As to my own treatment while I lived on Colonel Lloyd's plantation, it was very similar to that of the other slave children. I was not old enough to work in the field, and there being little else than field work to do, I had a great deal of leisure time. The most I had to do was to drive up the cows at evening, keep the fowls out of the garden, keep the front yard clean, and run of errands for my old master's daughter, Mrs. Lucretia Auld. The most of my leisure time I spent in helping Master Daniel Lloyd in finding his birds, after he had shot them. . . . I was seldom whipped by my old master, and suffered little from any thing else than hunger and cold.Which best explains how Douglass uses objectivity to convey his perspective in this passage?A.He creates pathos by referring to his hunger and being whipped to make readers feel sorry for him.B.He describes his treatment chronologically to show that he is presenting the facts correctly.C.He describes his experiences on the plantation simply, in order to avoid bias and sentimentality.D.He uses formal word choice, like "errands" and "seldom," to establish his credibility.

What does Douglass mean when he says "bread of knowledge"? Frederick Douglass was an early civil rights leader. An escaped slave, he joined the abolitionist movement in the early 1840s. This passage is from his autobiography, published in 1845.I lived in Master Hugh's family about seven years. During this time, I succeeded in learning to read and write. In accomplishing this, I was compelled to resort to various stratagems [tricks]. I had no regular teacher. My mistress, who had kindly commenced to instruct me, had, in compliance with the advice and direction of her husband, not only ceased to instruct, but had set her face against my being instructed by any one else. . . . My mistress was, as I have said, a kind and tender-hearted woman; and in the simplicity of her soul she commenced, when I first went to live with her, to treat me as she supposed one human being ought to treat another. . . .When I went there, she was a pious, warm, and tender-hearted woman. . . . Slavery soon proved its ability to divest her of these heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness. The first step in her downward course was in her ceasing to instruct me. . . . From this time I was most narrowly watched. If I was in a separate room any considerable length of time, I was sure to be suspected of having a book, and was at once called to give an account of myself. All this, however, was too late. The first step had been taken. . . . The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent of errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return. I used also to carry bread with me . . . This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge. . . . I was now about twelve years old, and the thought of being a slave for life began to bear heavily upon my heart. . . . While in this state of mind, I was eager to hear any one speak of slavery. . . . Every little while, I could hear something about the abolitionists. It was some time before I found what the word meant. . . . I got one of our city papers, containing an account of the number of petitions from the north, praying for the abolition of slavery in the District of Columbia, and of the slave trade between the States. From this time I understood the words "abolition" and "abolitionist," and always drew near when that word was spoken . . . I went one day down on the wharf of Mr. Waters; and seeing two Irishmen unloading a scow of stone, I went, unasked, and helped them. When we had finished, one of them came to me and asked me if I were a slave. I told him I was. He asked, "Are ye a slave for life?" I told him that I was. . . . They both advised me to run away to the north; that I should find friends there, and that I should be free. . . . from that time I resolved [decided] to run away. . . . . Meanwhile, I would learn to write.A:A. a dictionaryB:B. foodC:C. freedomD:D. education

Read the following excerpt from Frederick Douglass's autobiography:I was seldom whipped by my old master, and suffered little from any thing else than hunger and cold. I suffered much from hunger, but much more from cold.Which one of these did Douglass use to establish ethos?A.SlangB.SubjectivityC.ObjectivityD.Emotional languageSUBMITarrow_backPREVIOUS

What did Frederick Douglass do when he escaped from slavery?