Constructing An Argument

QUESTIONS: Be sure to use at least two primary sources and one secondary source from the list, and one primary or secondary source you find through research of the databases listed above. The textbook counts as a secondary source, as do the articles by historians. Introductions to the primary sources, written by historians/editors of the primary source collections, fall under the secondary source category as well.
Be sure to check with me if you have any questions about which sources count as primary and as secondary. It is extremely important that you meet the source requirement in order to receive a passing grade.
1.  Question: Consider The Narrative of Frederick Douglass, An American Slave and Incidents in the Life of a Slave Girl Written by Herself, by Harriet Jacobs as works of abolitionist literature. How did Douglass and Jacobs attempt to convince their readers to oppose slavery? Were these arguments that Douglass and Jacobs used against slavery primarily similar, or different, and why?
Note: Students should provide historical context for the abolition movement. Students might use the Slavery and Anti-Slavery database to provide this context.
-Frederick Douglass, The Narrative of Frederick Douglass, An American Slave (This is an electronic book accessible through our library.  Go to the library main page, click on the “Books” tab, type in title, and the link to the ebook will show up under the book title information.) Ch. VI, VII, X, and XI
-Documenting the American South: David Blight, “Frederick Douglass, 1818-1895”
-Documenting the American South: Selections from Incidents in the Life of a Slave Girl Written by Herself, by Harriet Jacobs

“The Jealous Mistress” (Ch. VI); “A Perilous Passage in the Slave Girl’s Life” (Ch. X); “The New Tie to Life” (Ch. XI); “Another Link to Life” (Ch. XIV); “Aunt Nancy” (Ch. XXVIII)

“About Harriet A. Jacobs (Harriet Ann), 1813-1897” (under the “Learn More” heading).
-Roark, et. al., The American Promise