Frederick Douglass Program
Video Clip List
|
| Clip # |
Start Time
| End Time
| Description
|
| 1 |
0.00 |
1:01 |
Introduction to program; headings of each of Douglass' "lives" |
| 2 |
1:01.2 |
2:08.3 |
Who was Frederick Douglass? Leadership through language; explained freedom and slavery |
| 3 |
2:08.4 |
2:55.4 |
His stature in the 19th century compared to today |
| 4 |
2:55.5 |
4:20.1 |
His stature today; how he disappeared from the national consciousness; the stature of the Narrative |
| 5 |
4:56.9 |
5:59.1 |
American in the mid-19th century; Mexican War, expansion of slavery; Douglass concerned with ending slavery |
| 6 |
5:59.2 |
7:58.3 |
Population of slaves, free colored persons; impact on the U.S.; only slave population that had reproduced itself; map of states and territories; abolitionist realized that a crusade was needed to end slavery, would not fade away because of its connection to wealth |
| 7 |
7:58.4 |
9:33.7 |
Political parties and their impact; division within abolitionists-dissatisfaction with Whig and Democratic party, formation of Liberty party and the Free Soil party |
| 8 |
9:33.8 |
10:36.3 |
Douglass and Cedar Hill in 1878 after moving to DC from Rochester; proud of the status of the site, connection to power |
| 9 |
11:29.4 |
13:16.6 |
Education, parents; little formal education, the Bible, the Columbian Orator; mystery about how he came about his "magical" use of words; desire to use language to get out of slavery, tell his own story, develop a critique of slavery Watch | Back to Lesson |
| 10 |
13:16.7 |
13:57.0 |
Parents-father likely a white man; orphan in virtually every way; searching for a home |
| 11 |
14:55.8 |
16:06.5 |
Douglass' views on integration: African Americans were Americans and entitled to all the same rights; fights for school integration; beyond abolition he strived for the rights of all Americans Watch | Back to Lesson |
| 12 |
16:57.8 |
18:50.9 |
Ms. Medford's choice of writing-1886, speech made after a massacre of men in MI; when you tread on any one person's rights, you hurt yourself; response to disillusionment of expectations of equality after Reconstruction |
| 13 |
18:53.0 |
21:44.1 |
Time in Europe and influence of British abolitionists; purchase of freedom, escape from John Brown association; race theorists; British writers, i.e. Sir Walter Scott, Shakespeare |
| 14 |
21:55.0 |
24:42.1 |
The meaning of July 4th to the Negro-text and explanation; height of satirical and ironical mode Watch | Back to Lesson |
| 15 |
25:21.6 |
27:42.2 |
British funding his activism; beginnings of newspaper The North Star; split with William Lloyd Garrison |
| 16 |
27:51.1 |
30:47.1 |
Treatment of mixed race people today and by Douglass; his views of his own mixed race; priority given to race and why |
| 17 |
30:47.2 |
31:48.7 |
Overview of Cedar Hill; he lived there from 1877 |
| 18 |
32:32.8 |
34:28.5 |
Entrance to house; site of his collapse and death; east parlor; 90% of artifacts are original; |
| 19 |
34:28.5 |
36:16.0 |
1883 oil painting ; Oliver Wendell Phillips bus |
| 20 |
36:16.1 |
38:56.0 |
Library; desk acquired outside the U.S. House of Representatives; books are being conserved; copy of the Columbian Orator; took his first copy with him to freedom; desk site of writing of the Narrative |
| 21 |
40:08.1 |
44:24.6 |
Helen Pitts, Douglass' second wife; because she was white, many were outraged; Ida B. Wells-father daughter relationship, young agitator; relationships with other black leaders; Douglass often stood on his own |
| 22 |
47:22.4 |
49:22.2 |
Booker T. Washington relationship; becomes leader after Atlanta speech; both interested in industrial arts; Washington willing to forgo equality while gaining economic access |
| 23 |
50:16.7 |
53:35.5 |
Question about relationship between Lincoln and Douglass; parallels in education, use of language; met three times; Douglass distrusted him at first, then worked with him |
| 24 |
53:53.8 |
56:08.6 |
First life-life as a slave; map of Talbot County in Chesapeake Bay; place of birth dispute |
| 25 |
56:08.7 |
57:50.0 |
Inclusion in the Declaration of Independence and Constitution; they were not "pro-slavery"; principles of founding were adequate to protect equality Watch | Back to Lesson |
| 26 |
57:50.0 |
58:43.9 |
Tour of dining room; shows wealth |
| 27 |
58:44.0 |
59:53.5 |
Mother of Kim Elder explains her daughter's history studying and teaching about Douglass-more than just a job |
| 28 |
59:53.5 |
1:01.49 |
West parlor-family room; piano, violin; portrait of Lincoln |
| 29 |
1:02.0 |
1:04.34 |
Women's strength in reform movements of 30's, 40's, 50's; came to recognize their own rights were lacking; 1848 Seneca Falls; clash comes in 1868-69 when Congress is debating black male vote; Douglass pushed for their suffrage first, because they had no other options Watch | Back to Lesson |
| 30 |
1:04:35 |
1:06:46 |
Introduction of Nettie Washington Douglass-Great-great grand daughter of Frederick Douglass and Booker T. Washington |
| 31 |
1:06:47 |
1:08:18 |
Her experiences teaching about black history |
| 32 |
1:09:13 |
1:11:07 |
David Walker & Henry Highland Garnett as agitators to end slavery, possible influences on Douglass |
| 33 |
1:11:42 |
1:13:05 |
Did not write about Islamic faith; did write about Christianity; it influenced his worldview |
| 34 |
1:13:18 |
1:15:32 |
Applications of Darwin's Origin of the Species; Douglass hated social Darwinism theories applied to race |
| 35 |
1:17:15 |
1:19:47 |
Frederick Douglass' attitude toward his mixed race heritage; Douglass hoped the fiction of race could be driven out, but knew it was impossible |
| 36 |
1:20:00 |
1:20:30 |
Visual pan showing Cedar Hill in relation to the U.S. Capitol building |
| 37 |
1:26:46 |
1:29:13 |
Biographical and historical information related to Douglass |
| 38 |
1:29:40 |
1:31:03 |
Met with John Brown, but decided not to participate in Harper's Ferry because he did not want to attack the federal government |
| 39 |
1:31:44 |
1:35:11 |
Golden age of oratory; gestures, repetitiveness (a refrain); studied orator; deep baritone voice; oratory was argument and performance; mimicry; recruiting speeches during Civil War; typical length Watch | Back to Lesson |
| 40 |
1:35:15 |
1:36:56 |
The essence of the natural rights tradition; abolitionist relationship to founding documents
|
| 41 |
1:36:57 |
1:39:57 |
Intimate relationship to German radical 48'er fascinated with Douglass after reading his autobiography; she was also an intellectual mentor |
| 42 |
1:40:17 |
1:41:19 |
There is no progress without struggle; Douglass defends the actions of abolitionists as justified |
| 43 |
1:41:20 |
1:42:37 |
His parents; father may have been his owner; no connections to his family, because of slavery |
| 44 |
1:42:43 |
1:46:10 |
Education and emigration; Douglass opposed black emigration from the U.S., but softened after Dred Scott; booked passage to Haiti before the Civil War |
| 45 |
1:46:22 |
1:47:51 |
Tour of Cedar Hill kitchen, a part of the home; laundry room, wooden tubs and washboards; water system |
| 46 |
1:48:22 |
1:49:21 |
Assessment of Frederick Douglass' financial wealth |
| 47 |
1:49:22 |
1:50:48 |
David Wilberforce -British anti-slavery movement-in the age of the enlightenment there was such a thing as natural rights; contradiction of slavery to the Age of Reason |
| 48 |
1:50:49 |
1:51:42 |
Visuals of Baltimore, where Douglass lived as a slave in his teens |
| 49 |
1:50:49 |
1:51:31 |
Relationship with Lincoln |
| 50 |
1:51:31 |
1:54:55 |
Relationship with other presidents: none with Andrew Johnson; campaigned in 1868 for Ulysses S. Grant; Hayes appointed him to federal post; "stalwart" Republican |
| 51 |
1:54:56 |
1:55:47 |
Visuals of Rochester, site of The North Star |
| 52 |
1:54:56 |
1:59:21 |
Why are there no black historians on the C-SPAN program? Douglass' view of race. Terminology: Douglass' view of the term African American Watch | Back to Lesson |
| 53 |
2:00:45 |
2:02:45 |
Relationship with Harriet Tubman; his sons as soldiers in black troops in Civil War |
| 54 |
2:02:46 |
2:05:10 |
Nettie Washington Douglass: What students know about Douglass-that he taught himself to read and write; Memorial Day-Frederick Douglass' role in the Civil War |
| 55 |
2:05:50 |
2:07:22 |
1852 4th of July speech pronouns change after the Civil War started: "My 4th of July…" Watch | Back to Lesson |
| 56 |
2:07:22 |
2:08:45 |
Twin Oaks, built by Frederick Douglass in town founded by his son; looks over Eastern Shore where Douglass was born
|
| 57 |
2:10:28 |
2:11:49 |
Visuals of Cedar Hill neighborhood, Anacostia |
| 58 |
2:11:15 |
2:13:06 |
How he earned money; worked for American Anti-Slavery Society; his wife supplemented their income; lecture circuit |
| 59 |
2:14:20 |
2:15:30 |
His involvement with Freedmen's Bank; first land-second credit; never subsidized enough |
| 60 |
2:15:31 |
2:17:32 |
Guest quarters; Harriet Beecher Stowe's desk, allegedly at which she wrote Uncle Tom's Cabin; his bedroom, with nightshirt, etc.; Anna's bedroom |
| 61 |
2:18:10 |
2:19:47 |
Was he ever physically threatened? Abolitionists were threatened; he knew he wasn't popular in some areas, but he was not deterred in speaking; possibility that Rochester house was burned down by arsonists |
| 62 |
2:21:12 |
2:21:22 |
Gravesite in Rochester visuals |
| 63 |
2:21:12 |
2:22:07 |
Douglass' was aware of Du Bois, but did not know him; he and Washington disagreed about means and speed with which to approach black equality |
| 64 |
2:22:08 |
2:24:11 |
Slave breaker; pivotal moment for Douglass in recreating himself Watch | Back to Lesson |
| 65 |
2:24:31 |
2:26:15 |
Reparations given to slave holders? Douglass was concerned about the lack of independent economic base for African Americans-sharecropping was not enough |
| 66 |
2:26:16 |
2:27:46 |
How were his speeches recorded? |
| 67 |
2:28:38 |
2:28:59 |
Race, equality |
| 68 |
2:29:00 |
2:29:44 |
Understanding freedom through its denial; laid down abolitionist vision |
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