Unit Five: Human Rights || Textbook page 99, 100, 101, 102 & 103 || Class eleven and twelve || Unit Five: Human Rights || Lesson 5 Frederick Douglass || English first paper || Bangla meaning, line by line Bangla meaning, text questions and solution , short questions and summary ||
Warm-up Activity
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Who was Frederick Douglass?
Frederick Douglass was a formerly enslaved African American who became a leading abolitionist, writer, and orator in the 19th century. He was known for his powerful speeches and writings advocating for the end of slavery, equal rights for African Americans and women, and social justice. -
Are you familiar with the history of slavery in the United States?
Slavery in the United States lasted from the early 1600s until its abolition in 1865 with the 13th Amendment. Enslaved African Americans were forced to work under brutal conditions, primarily in the Southern states, and were denied basic human rights. The system of slavery played a crucial role in the country’s economy, particularly in agriculture, and its effects are still felt today. -
What is the connection between slavery and racism?
Slavery in the U.S. was deeply rooted in racist ideologies that justified the subjugation of African Americans. Enslaved people were dehumanized and treated as property based on the belief in white superiority. Even after slavery was abolished, systemic racism persisted through segregation, discriminatory laws, and social inequalities. -
Can you think of other historical figures who fought for the rights of marginalized groups, similar to Frederick Douglass?
- Harriet Tubman – A former enslaved person who led many to freedom through the Underground Railroad.
- Sojourner Truth – An abolitionist and women's rights activist known for her speech "Ain't I a Woman?"
- Susan B. Anthony – A leader in the women's suffrage movement.
- Mahatma Gandhi – Led India’s nonviolent struggle for independence from British rule.
- Martin Luther King Jr. – A civil rights leader who fought for racial equality through nonviolent protests.
- Nelson Mandela – Fought against apartheid and became South Africa’s first Black president.
B. Frederick Douglass, an important leader in the fight against slavery, was born into slavery around 1818 in Talbot County, Maryland. He became very well-known, advising presidents and giving talks to many people about various issues like women's rights and Irish self-rule.
Douglass wrote several books about his life, including his famous autobiography, Narrative of the Life of Frederick Douglass, an American Slave. Here is an excerpt from this book:
Chapter 1
I was born in Tuckahoe, near Hillsborough, and about twelve miles from Easton, in Talbot county. Maryland. I have no accurate knowledge of my age, never having seen any authentic record containing it. By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant. I do not remember to have ever met a slave who could tell of his birthday. They seldom come nearer to it than planting-time, harvest-time, cherry-time, spring-time, or fall-time. A want of information concerning my own was a source of unhappiness to me even during childhood. The white children could tell their ages.
I could not tell why I ought to be deprived of the same privilege. I was not allowed to make any inquiries of my master concerning it. He deemed all such inquiries on the part of a slave improper and impertinent, and evidence of a restless spirit. The nearest estimate I can give makes me now between twenty-seven and twenty-eight years of age. I come to this, from hearing my master say, sometime during 1835. I was about seventeen years old.
My mother was named Harriet Bailey. She was the daughter of Isaac and Betsey Bailey, both colored, and quite dark. My mother was of a darker complexion than either my grandmother or grandfather.
My father was a white man. He was admitted to be such by all I ever heard speak of my parentage. The opinion was also whispered that my master was my father, but of the correctness of this opinion, I know nothing, the means of knowing was withheld from me. My mother and I were separated when I was but an infant -before I knew her as my mother. It is a common custom, in the part of Maryland from which I ran away, to part children from their mothers at a very early age. Frequently, before the child has reached its twelfth month, its mother is taken from it, and hired out on some farm a considerable distance off, and the child is placed under the care of an old woman, too old for field labor. For what this separation is done, I do not know, unless it be to hinder the development of the child's affection toward its mother, and to blunt and destroy the natural affection of the mother for the child.
This is the inevitable result.
I never saw my mother, to know her as such, more than four or five times in my life; and each of these times was very short in duration, and at night. She was hired by a Mr. Stewart, who lived about twelve miles from my home. She made her journeys to see me in the night, travelling the whole distance on foot, after the performance of her day's work. She was a field hand, and a whipping is the penalty of not being in the field at sunrise, unless a slave has special permission from his or her master to the contrary-a permission which they seldom get, and one that gives to him that gives it the proud name of being a kind master. I do not recollect of ever seeing my mother by the light of day. She was with me in the night. She would lie down with me, and get me to sleep, but long before I waked she was gone. Very little communication ever took place between us. Death soon ended what little we could have while she lived, and with it her hardships and suffering. She died when I was about seven years old, on one of my master's farms, near Lee's Mill. I was not allowed to be present during her illness, at her death, or burial.
She was gone long before I knew anything about it. Never having enjoyed, to any considerable extent, her soothing presence, her tender and watchful care, I received the tidings of her death with much the same emotions I should have probably felt at the death of a stranger.
Some important word meaning
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Accurate (নির্ভুল) – Synonym: Exact (সঠিক), Precise (সুনির্দিষ্ট) | Antonym: Inaccurate (ভুল), Incorrect (ভুল)
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Knowledge (জ্ঞান) – Synonym: Information (তথ্য), Wisdom (প্রজ্ঞা) | Antonym: Ignorance (অজ্ঞতা), Unawareness (অজ্ঞতা)
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Ignorant (অজ্ঞ) – Synonym: Uninformed (অজ্ঞাত), Uneducated (অশিক্ষিত) | Antonym: Knowledgeable (জ্ঞানী), Informed (সচেতন)
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Privilege (বিশেষ অধিকার) – Synonym: Advantage (সুবিধা), Benefit (উপকারিতা) | Antonym: Disadvantage (অসুবিধা), Restriction (নিষেধ)
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Inquiry (অনুসন্ধান) – Synonym: Question (প্রশ্ন), Investigation (তদন্ত) | Antonym: Answer (উত্তর), Neglect (অবহেলা)
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Improper (অযথাযথ) – Synonym: Inappropriate (অনুপযুক্ত), Wrong (ভুল) | Antonym: Proper (যথাযথ), Appropriate (উপযুক্ত)
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Impertinent (অশোভন) – Synonym: Rude (অসভ্য), Disrespectful (অসম্মানজনক) | Antonym: Polite (ভদ্র), Respectful (সম্মানজনক)
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Restless (অস্থির) – Synonym: Uneasy (অশান্ত), Agitated (উত্তেজিত) | Antonym: Calm (শান্ত), Relaxed (নিঃশঙ্ক)
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Estimate (আনুমানিক হিসাব) – Synonym: Approximation (প্রাক্কলন), Guess (অনুমান) | Antonym: Exact Calculation (নির্ভুল হিসাব)
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Opinion (মতামত) – Synonym: View (দৃষ্টিভঙ্গি), Belief (বিশ্বাস) | Antonym: Fact (তথ্য), Certainty (নিশ্চয়তা)
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Whisper (ফিসফিসানি) – Synonym: Murmur (ফিসফিসানি), Mutter (বিড়বিড়ানি) | Antonym: Shout (চিৎকার), Yell (গর্জন)
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Deprived (বঞ্চিত) – Synonym: Disadvantaged (অসুবিধাগ্রস্ত), Devoid (শূন্য) | Antonym: Privileged (বিশেষ সুবিধাপ্রাপ্ত), Blessed (ধন্য)
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Custom (রীতি) – Synonym: Tradition (প্রথা), Practice (অভ্যাস) | Antonym: Change (পরিবর্তন), Innovation (নতুনত্ব)
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Considerable (বেশ বড়) – Synonym: Significant (গুরুত্বপূর্ণ), Substantial (প্রচুর) | Antonym: Insignificant (তুচ্ছ), Small (ছোট)
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Affection (স্নেহ-মমতা) – Synonym: Love (ভালোবাসা), Fondness (অনুরাগ) | Antonym: Hatred (ঘৃণা), Indifference (উদাসীনতা)
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Blunt (কঠোরভাবে স্পষ্ট) – Synonym: Direct (সরাসরি), Frank (স্পষ্টবাদী) | Antonym: Tactful (কৌশলী), Subtle (সূক্ষ্ম)
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Destroy (ধ্বংস করা) – Synonym: Ruin (বিনাশ), Annihilate (সম্পূর্ণ ধ্বংস) | Antonym: Build (গঠন করা), Create (সৃষ্টি করা)
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Inevitable (অপরিহার্য) – Synonym: Unavoidable (অনিবার্য), Certain (নিশ্চিত) | Antonym: Avoidable (পরিহারযোগ্য), Unlikely (অসাধারণ)
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Hardship (কষ্ট) – Synonym: Suffering (দুর্ভোগ), Struggle (সংগ্রাম) | Antonym: Comfort (সান্ত্বনা), Ease (সহজতা)
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Suffering (ভোগান্তি) – Synonym: Pain (যন্ত্রণা), Distress (দুর্দশা) | Antonym: Pleasure (আনন্দ), Relief (স্বস্তি)
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Penalty (শাস্তি) – Synonym: Punishment (দণ্ড), Fine (জরিমানা) | Antonym: Reward (পুরস্কার), Exemption (ছাড়)
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Permission (অনুমতি) – Synonym: Approval (অনুমোদন), Consent (সম্মতি) | Antonym: Prohibition (নিষেধ), Denial (অস্বীকৃতি)
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Proud (গর্বিত) – Synonym: Honored (সম্মানিত), Dignified (মর্যাদাপূর্ণ) | Antonym: Ashamed (লজ্জিত), Humble (নম্র)
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Soothing (শান্তিদায়ক) – Synonym: Comforting (সান্ত্বনাদায়ক), Calming (শান্ত করা) | Antonym: Disturbing (বিরক্তিকর), Agitating (উত্তেজনাপূর্ণ)
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Presence (উপস্থিতি) – Synonym: Attendance (উপস্থিতি), Existence (অস্তিত্ব) | Antonym: Absence (অনুপস্থিতি), Disappearance (অদৃশ্যতা)
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Tender (নরম, কোমল) – Synonym: Gentle (মৃদু), Soft (নরম) | Antonym: Harsh (কঠোর), Rough (রুক্ষ)
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Watchful (সতর্ক) – Synonym: Alert (সতর্ক), Observant (তীক্ষ্ণদৃষ্টি) | Antonym: Careless (অসতর্ক), Unaware (অজ্ঞ)
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Tidings (সংবাদ) – Synonym: News (খবর), Report (রিপোর্ট) | Antonym: Silence (নীরবতা), Secrecy (গোপনীয়তা)
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Emotion (আবেগ) – Synonym: Feeling (অনুভূতি), Sentiment (অনুভূতি) | Antonym: Indifference (উদাসীনতা), Apathy (অসংবেদনশীলতা)
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Stranger (অপরিচিত ব্যক্তি) – Synonym: Unknown person (অপরিচিত ব্যক্তি), Foreigner (বিদেশী) | Antonym: Acquaintance (পরিচিত), Friend (বন্ধু)
Here is the line-by-line Bangla meaning of the passage:
1. I was born in Tuckahoe, near Hillsborough, and about twelve miles from Easton, in Talbot county, Maryland.
আমি জন্মেছিলাম টাকাহোতে, হিলসবরোর কাছে, এবং ইস্টন থেকে প্রায় বারো মাইল দূরে, টালবট কাউন্টি, মেরিল্যান্ডে।
2. I have no accurate knowledge of my age, never having seen any authentic record containing it.
আমি আমার বয়স সম্পর্কে সঠিক কোনো ধারণা রাখি না, কখনোই কোনো নির্ভরযোগ্য নথি দেখিনি যাতে এটি লেখা আছে।
3. By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant.
এখন পর্যন্ত বেশিরভাগ দাসেরা তাদের বয়স সম্পর্কে ততটাই কম জানত, যতটা ঘোড়ারা তাদের নিজের বয়স সম্পর্কে জানে, এবং আমার জানা মতে অধিকাংশ মালিক চান যে তাদের দাসরা এভাবেই অজ্ঞ থাকুক।
4. I do not remember to have ever met a slave who could tell of his birthday.
আমি কখনো কোনো দাসের সাথে দেখা করিনি যে তার জন্মদিন বলতে পারত।
5. They seldom come nearer to it than planting-time, harvest-time, cherry-time, spring-time, or fall-time.
তারা সাধারণত তাদের জন্মদিন সম্পর্কে শুধু এটাই বলতে পারত যে এটি রোপণ মৌসুম, ফসল কাটার মৌসুম, চেরির মৌসুম, বসন্ত বা শরৎকালে ঘটেছিল।
6. A want of information concerning my own was a source of unhappiness to me even during childhood.
আমার নিজের জন্মতারিখ সম্পর্কে তথ্যের অভাব আমার শৈশবেও দুঃখের কারণ ছিল।
7. The white children could tell their ages.
শ্বেতাঙ্গ শিশুরা তাদের বয়স বলতে পারত।
8. I could not tell why I ought to be deprived of the same privilege.
আমি বুঝতে পারতাম না কেন আমি একই সুযোগ থেকে বঞ্চিত হব।
9. I was not allowed to make any inquiries of my master concerning it.
আমাকে আমার মালিকের কাছে এ নিয়ে কোনো প্রশ্ন করার অনুমতি দেওয়া হয়নি।
10. He deemed all such inquiries on the part of a slave improper and impertinent, and evidence of a restless spirit.
তিনি মনে করতেন, দাসদের এ ধরনের প্রশ্ন করা অনুচিত ও উদ্ধত আচরণ, যা তাদের অস্থির মনের পরিচয় দেয়।
11. The nearest estimate I can give makes me now between twenty-seven and twenty-eight years of age.
আমি অনুমান করে বলতে পারি, আমার বর্তমান বয়স সাতাশ থেকে আটাশের মধ্যে।
12. I come to this, from hearing my master say, sometime during 1835.
আমি এই অনুমানে পৌঁছেছি, কারণ ১৮৩৫ সালের কোনো এক সময়ে আমার মালিককে এটি বলতে শুনেছিলাম।
13. I was about seventeen years old.
তখন আমার বয়স প্রায় সতেরো বছর ছিল।
14. My mother was named Harriet Bailey.
আমার মায়ের নাম ছিল হ্যারিয়েট বেইলি।
15. She was the daughter of Isaac and Betsey Bailey, both colored, and quite dark.
তিনি আইজ্যাক ও বেটসি বেইলির মেয়ে ছিলেন, তারা দুজনেই কৃষ্ণাঙ্গ ছিলেন এবং গায়ের রং বেশ কালো ছিল।
16. My mother was of a darker complexion than either my grandmother or grandfather.
আমার মা আমার দাদা-দাদীর চেয়েও বেশি গাঢ় বর্ণের ছিলেন।
17. My father was a white man.
আমার বাবা একজন শ্বেতাঙ্গ ছিলেন।
18. He was admitted to be such by all I ever heard speak of my parentage.
যারা আমার পিতৃপরিচয় নিয়ে কথা বলতেন, তাদের সবাই একথা স্বীকার করতেন।
19. The opinion was also whispered that my master was my father, but of the correctness of this opinion, I know nothing, the means of knowing was withheld from me.
এমনও ফিসফিস করে বলা হতো যে আমার মালিকই আমার বাবা, তবে এটি সত্য কি না আমি জানি না, কারণ এ বিষয়ে জানার সুযোগ আমাকে দেওয়া হয়নি।
20. My mother and I were separated when I was but an infant -before I knew her as my mother.
আমি তখনো শিশু অবস্থায় ছিলাম, যখন আমার মা ও আমাকে আলাদা করে দেওয়া হয়েছিল—আমি তখনো তাকে মা হিসেবে চিনতাম না।
21. It is a common custom, in the part of Maryland from which I ran away, to part children from their mothers at a very early age.
যে মেরিল্যান্ড অঞ্চল থেকে আমি পালিয়েছিলাম, সেখানে শিশুদের খুব ছোট বয়সেই মায়ের কাছ থেকে আলাদা করা ছিল স্বাভাবিক নিয়ম।
22. Frequently, before the child has reached its twelfth month, its mother is taken from it, and hired out on some farm a considerable distance off, and the child is placed under the care of an old woman, too old for field labor.
প্রায়শই শিশুর বয়স বারো মাস হওয়ার আগেই তার মাকে আলাদা করে দূরের কোনো খামারে কাজে পাঠিয়ে দেওয়া হতো, আর শিশুটিকে এমন এক বৃদ্ধার তত্ত্বাবধানে রাখা হতো, যিনি মাঠের কাজ করার জন্য খুব বৃদ্ধ হয়ে গিয়েছিলেন।
23. For what this separation is done, I do not know, unless it be to hinder the development of the child's affection toward its mother, and to blunt and destroy the natural affection of the mother for the child.
এই বিচ্ছেদ কেন করা হতো, আমি জানি না—শুধু অনুমান করতে পারি যে এটি শিশুর মায়ের প্রতি ভালোবাসা গড়ে ওঠা ঠেকানোর জন্য এবং মায়ের মাতৃসুলভ অনুভূতি ধ্বংস করার জন্য করা হতো।
24. This is the inevitable result.
এটাই অনিবার্য ফল।
25. I never saw my mother, to know her as such, more than four or five times in my life; and each of these times was very short in duration, and at night.
আমি আমার জীবনে মাত্র চার বা পাঁচবার আমার মাকে দেখেছি, তাও খুব অল্প সময়ের জন্য এবং কেবল রাতে।
26. She was hired by a Mr. Stewart, who lived about twelve miles from my home.
তিনি মি. স্টুয়ার্ট নামের এক ব্যক্তির কাছে কাজ করতেন, যিনি আমার বাড়ি থেকে প্রায় বারো মাইল দূরে থাকতেন।
27. She made her journeys to see me in the night, travelling the whole distance on foot, after the performance of her day's work.
তিনি আমাকে দেখার জন্য রাতের বেলা আসতেন, দিনের কাজ শেষ করে পুরো দূরত্ব পায়ে হেঁটে পার হতেন।
28. She was a field hand, and a whipping is the penalty of not being in the field at sunrise, unless a slave has special permission from his or her master to the contrary-a permission which they seldom get, and one that gives to him that gives it the proud name of being a kind master.
তিনি মাঠের শ্রমিক ছিলেন, এবং যদি সূর্যোদয়ের সময় মাঠে উপস্থিত না থাকতেন, তাহলে শাস্তি হিসেবে চাবুক মারা হতো—যদি না বিশেষ অনুমতি থাকত, যা খুব কমই পাওয়া যেত, আর যারা অনুমতি দিত তারা নিজেদের ‘দয়ালু মালিক’ বলে পরিচয় দিত।
29. I do not recollect of ever seeing my mother by the light of day.
আমি কখনো দিনের আলোতে আমার মাকে দেখেছি বলে মনে পড়ে না।
30. She died when I was about seven years old, on one of my master's farms, near Lee's Mill.
আমি যখন প্রায় সাত বছর বয়সী, তখন তিনি মারা যান, আমার মালিকের এক খামারে, লি’স মিলের কাছে।
31. I was not allowed to be present during her illness, at her death, or burial.
আমাকে তার অসুস্থতা, মৃত্যু বা শেষকৃত্যের সময় উপস্থিত থাকতে দেওয়া হয়নি।
32. She was gone long before I knew anything about it.
তিনি মারা যাওয়ার অনেক পরে আমি এ সম্পর্কে জানতে পারি।
33. Never having enjoyed, to any considerable extent, her soothing presence, her tender and watchful care, I received the tidings of her death with much the same emotions I should have probably felt at the death of a stranger.
আমি কখনোই তার স্নেহময় উপস্থিতি বা যত্ন উপভোগ করতে পারিনি, তাই তার মৃত্যুর সংবাদ শুনে আমি ঠিক ততটাই অনুভূতিহীন ছিলাম, যতটা একজন অপরিচিত ব্যক্তির মৃত্যুতে হতাম।
Questions:
1. How did Douglass feel about not knowing his age?
2. Why did Frederick Douglass not know who his father was, and why was there speculation that his master might have been his father?
3. What references to racism did Douglass make in his writing?
4.. How did Douglass feel about his mother's passing?
5. How do you think Douglass's early experiences shaped his views on slavery?
Answer Question The Above Questions
Answers to the Questions
-
How did Douglass feel about not knowing his age?
Douglass felt a deep sense of unhappiness and injustice about not knowing his exact age. He noted that most enslaved people were kept ignorant of their birthdates, unlike white children, who could readily access such information. He saw this as an intentional effort by slaveholders to dehumanize enslaved individuals and keep them in a state of dependency and ignorance. -
Why did Frederick Douglass not know who his father was, and why was there speculation that his master might have been his father?
Douglass did not know his father because information about his parentage was deliberately withheld from him. He only knew that his father was a white man, as acknowledged by those around him. There was also speculation that his master was his father, which was a common situation in slavery, where white slaveholders often fathered children with enslaved women. However, Douglass had no way to confirm this, as the system of slavery denied enslaved people knowledge about their own family history. -
What references to racism did Douglass make in his writing?
Douglass highlighted the racist practices that dehumanized enslaved people. He pointed out how enslaved children were denied the basic right to know their own birthdates, a privilege given freely to white children. He also described the cruel practice of separating enslaved children from their mothers at an early age, preventing natural familial bonds from forming. Additionally, he noted how his mother was forced to work under extreme conditions and was punished if she was not in the field at sunrise, emphasizing the harsh and inhumane treatment of enslaved people. -
How did Douglass feel about his mother's passing?
Douglass expressed sadness but also emotional distance regarding his mother's death. Since he had only seen her a few times in his life, and always at night, he never had the chance to develop a close bond with her. He compared her passing to the death of a stranger, highlighting the cruel impact of slavery in depriving enslaved individuals of familial love and emotional connections. -
How do you think Douglass's early experiences shaped his views on slavery?
Douglass’s early experiences made him acutely aware of the brutality and injustice of slavery. The lack of knowledge about his age, the forced separation from his mother, and the possibility that his master was his father all demonstrated to him how slavery sought to strip away an individual's identity and humanity. These experiences fueled his later activism, inspiring him to fight for the abolition of slavery and the recognition of African Americans as full human beings deserving of rights and dignity.
C. Write the meanings of the following words/phrases:
i.. authentic record
ii. slave
iii. darker complexion
iv. privileges
v. parentage
vi. soothing presence
vii. restless spirit
viii. hardship
Now, write sentences using each of these words or phrases.
Answer Question No. C
Meanings of Words/Phrases
- Authentic record – A genuine or official document that provides accurate information.
- Slave – A person who is legally owned by another and forced to work without pay or freedom.
- Darker complexion – Having a deeper or more pigmented skin tone.
- Privileges – Special rights or advantages granted to a person or group.
- Parentage – The identity and ancestry of a person's parents.
- Soothing presence – A comforting or calming influence.
- Restless spirit – A person who is unsettled, eager for change, or dissatisfied.
- Hardship – Severe suffering or difficulty.
Sentences Using the Words/Phrases
- Authentic record – The historian found an authentic record proving that the land had been owned by the same family for centuries.
- Slave – Harriet Tubman risked her life to help slaves escape to freedom through the Underground Railroad.
- Darker complexion – My cousin has a darker complexion than I do, but we both have the same bright smile.
- Privileges – Access to quality education and healthcare should be rights, not just privileges for the wealthy.
- Parentage – The child was curious about his parentage and wanted to learn more about his ancestors.
- Soothing presence – Her grandmother’s soothing presence always made her feel safe and at peace.
- Restless spirit – With a restless spirit, he constantly traveled the world, searching for new adventures.
- Hardship – The Great Depression brought economic hardship to millions of people across the country.
D. Answer the following questions:
a. Why was it important for slave owners to keep their slaves ignorant of their age?
b. In what ways did Douglass's writing help the abolitionist cause?
c. What qualities do you think made Douglass a great leader?
d. Why is Frederick Douglass's autobiography still important today?
Answer Question No. D
Answers to the Questions
a. Why was it important for slave owners to keep their slaves ignorant of their age?
Slave owners kept their slaves ignorant of their ages as a way to dehumanize them and maintain control. By denying them basic knowledge about themselves, slaveholders reinforced the idea that enslaved people were property rather than individuals with personal histories and identities. This lack of information prevented slaves from forming a strong sense of self-worth and independence, making it easier for owners to keep them submissive and dependent. Furthermore, ignorance was a tool of oppression—ensuring that enslaved individuals could not question their status or demand better treatment.
b. In what ways did Douglass's writing help the abolitionist cause?
Douglass’s writing was a powerful tool for the abolitionist movement because it provided firsthand accounts of the brutality of slavery. His autobiography Narrative of the Life of Frederick Douglass, an American Slave exposed the harsh realities of enslavement, including the denial of basic human rights, family separation, and physical abuse. His eloquent and compelling storytelling challenged pro-slavery arguments and inspired many to join the fight for abolition. Additionally, his writings demonstrated the intelligence and capability of Black individuals, directly countering racist beliefs that justified slavery. Douglass’s words helped shift public opinion and influenced political leaders working toward emancipation.
c. What qualities do you think made Douglass a great leader?
Frederick Douglass possessed several qualities that made him an exceptional leader:
- Intelligence and Education: Despite being denied formal schooling, he taught himself to read and write, using knowledge as a tool for liberation.
- Courage: He escaped slavery and risked his life to speak out against the system, even though it put him in danger.
- Persuasive Communication: His speeches and writings were eloquent, powerful, and influential in changing people’s views on slavery and equality.
- Determination and Resilience: He faced numerous obstacles but remained steadfast in his mission to fight for freedom and justice.
- Advocacy for All: Douglass not only fought for the abolition of slavery but also championed women’s rights, Irish self-rule, and other social justice causes, showing his commitment to universal equality.
d. Why is Frederick Douglass's autobiography still important today?
Douglass’s autobiography remains relevant because it provides an unfiltered, firsthand account of the horrors of slavery, reminding modern readers of the struggles and injustices faced by enslaved individuals. It also serves as a testament to the power of education, literacy, and perseverance in overcoming oppression. Additionally, many of the issues Douglass fought against—such as racial inequality and social injustice—continue to exist today. His story inspires ongoing efforts to promote human rights, equity, and justice. The autobiography encourages critical reflection on history and its lasting impact, helping society learn from the past to create a more just future.
E. Subject-Verb Agreement:
Review the rules of subject-verb agreement. For example, singular subjects take singular verbs, and plural subjects take plural verbs.
Examples:
- Douglass was a leader in the abolitionist movement.
- His experiences shape his views on racism and slavery
2. Practice: Correct the errors in the following sentences:
a. Douglass have many challenges in his life.
b. His mother were separated from him early on.
c. Slaves was kept ignorant of their birthdates.
d. Douglass write an autobiography about his life..
3. Rewrite these sentences with correct subject-verb agreement.
Answer Question No. E
Subject-Verb Agreement Explanation
Definition:
Subject-verb agreement means that the verb in a sentence must match the subject in number (singular or plural).
- Singular subjects take singular verbs. (e.g., Douglass was a great speaker.)
- Plural subjects take plural verbs. (e.g., Slaves were denied education.)
Common Rules of Subject-Verb Agreement:
-
Singular subjects take singular verbs:
- Frederick Douglass was born into slavery.
- His mother was separated from him at an early age.
-
Plural subjects take plural verbs:
- Slaves were not allowed to know their birthdates.
- The white children could tell their ages, but enslaved children were denied this knowledge.
-
When a subject consists of two or more nouns joined by ‘and,’ use a plural verb:
- Douglass and other abolitionists fought against slavery.
-
When a singular subject is joined by ‘or’ or ‘nor,’ use a singular verb:
- Neither Douglass nor his mother was given freedom.
-
With indefinite pronouns (everyone, each, somebody), use a singular verb:
- Everybody was affected by slavery.
Practice: Correcting Subject-Verb Agreement Errors
Incorrect sentences and their corrections:
a. Incorrect: Douglass have many challenges in his life.
Correct: Douglass had many challenges in his life.
b. Incorrect: His mother were separated from him early on.
Correct: His mother was separated from him early on.
c. Incorrect: Slaves was kept ignorant of their birthdates.
Correct: Slaves were kept ignorant of their birthdates.
d. Incorrect: Douglass write an autobiography about his life.
Correct: Douglass wrote an autobiography about his life.
Examples from the Passage:
-
Correct Subject-Verb Agreement:
- Douglass was born in Tuckahoe, near Hillsborough. (Singular subject “Douglass” takes singular verb “was.”)
- Slaves were denied knowledge of their birthdates. (Plural subject “Slaves” takes plural verb “were.”)
- His mother was named Harriet Bailey. (Singular subject “mother” takes singular verb “was.”)
- The white children could tell their ages. (Plural subject “children” takes plural verb “could.”)
-
Errors if subject-verb agreement is broken:
- Incorrect: Douglass were born in Maryland. (should be was)
- Incorrect: His mother were named Harriet Bailey. (should be was)
- Incorrect: Slaves was denied knowledge. (should be were)
F. Comparative Exercise:
II.O/Alexius Chicham/UN News Female tea workers are going to drop the collected leaves at factory. Tea leaf pickers get 120 Taka ($1.5 USD)) daily wages to collect 24 KG leaves.
Read the excerpt from the Al Jazeera article titled "Why Are Bangladesh Tea Garden Workers Protesting?"
"We hardly get any type of facilities, don't have enough money for our children's education, we barely get 3 kg flour as ration once a week. Some days we don't even get to eat, which is why we are protesting," Kundu told Al Jazeera in Srimongal, known as Bangladesh's tea capital.
Another tea picker, Shamoli Bhuyia, told Al Jazeera: "The owners don't understand our plight. We have been demanding our daily wage be raised to $3 a day, then we will go back to work."
2. Compare the experiences of modern day tea workers in Bangladesh with those of Frederick Douglass in the United States. Consider the following questions:
a. What are the similarities in how they were treated?
b. What differences can you identify in their experiences?
c. How did the conditions of cheap/forced labour shape their identities and futures?
Focus on how both groups were controlled by powerful landowners and denied basic rights
Answer Question No. F
The experiences of modern-day Bangladeshi tea workers and Frederick Douglass as an enslaved person in the United States share striking similarities, despite existing in different historical and geographical contexts. Both groups were subjected to exploitative labor conditions, controlled by powerful landowners, and denied basic rights, but there are also key differences in the extent of their oppression and pathways to resistance.
Similarities in Treatment
- Exploitation and Low Wages – Both groups provided essential labor for agricultural production but received little to no compensation. Bangladeshi tea workers earn only about $1.50 per day, an amount insufficient to sustain their families. Similarly, Frederick Douglass, as an enslaved laborer, was not paid at all, as his work directly benefited his enslavers.
- Denial of Basic Needs – Bangladeshi tea workers report food shortages and inadequate housing, with some barely receiving enough rations to survive. Douglass, in his autobiographies, described how enslaved people were given minimal food, clothing, and shelter—barely enough to survive while maximizing the profits of their enslavers.
- Lack of Education – Tea workers struggle to afford education for their children, limiting social mobility. Douglass, and enslaved people in general, were deliberately denied education to keep them subjugated. He had to learn to read in secret, understanding that literacy was key to his freedom.
Differences in Their Experiences
- Legal Status – Douglass and other enslaved individuals were legally considered property, denied any personal freedom. In contrast, Bangladeshi tea workers, though severely underpaid, are legally free. However, their economic conditions create a form of modern indentured servitude, where they have little choice but to continue working under poor conditions.
- Resistance and Mobility – Douglass was eventually able to escape slavery, write his autobiography, and advocate for abolition. Bangladeshi tea workers have organized strikes and protests, demanding higher wages and better conditions, though their ability to escape poverty is still highly restricted.
Impact of Cheap/Forced Labor on Identity and Future
Both Douglass and Bangladeshi tea workers have faced systems designed to keep them powerless. Douglass's identity was shaped by his resistance to slavery, his fight for education, and his eventual activism. For modern tea workers, their labor sustains an industry that profits from their poverty, making it difficult to break out of generational cycles of exploitation. Their protests indicate a growing awareness of their rights, but their future remains uncertain, much like the uncertain fates of enslaved people before abolition.
While tea workers are not enslaved, they exist in a system of economic oppression that mirrors many aspects of historical forced labor, showing that struggles against exploitation continue across time and place.
G. Write an essay in 500-800 words on the following topic: 'Modern day slavery is rooted in the legacies of colonial exploitation."
Modern-Day Slavery is Rooted in the Legacies of Colonial Exploitation
Slavery, in its historical form, may have been legally abolished, but its modern manifestations continue to thrive. Across the world, millions of people are trapped in exploitative labor conditions that deprive them of their dignity, autonomy, and fair wages. Modern-day slavery—characterized by forced labor, human trafficking, debt bondage, and exploitative working conditions—is deeply rooted in the legacies of colonial exploitation. The systems that colonial powers established to extract resources, control labor, and accumulate wealth continue to shape global economic structures today, ensuring that former colonies and marginalized communities remain vulnerable to economic oppression.
Colonialism and the Foundations of Exploitative Labor
During the colonial era, European powers built vast economic empires by extracting resources and labor from colonized nations. These economies were structured to benefit the colonizers while keeping local populations in poverty. The transatlantic slave trade, plantation economies in the Caribbean and the Americas, and forced labor systems in Africa and Asia were all designed to maximize profits while denying basic human rights to the exploited.
Even after the formal abolition of slavery in the 19th and early 20th centuries, colonial powers found new ways to maintain control over labor. Indentured servitude, sharecropping, and coercive taxation systems forced former slaves and indigenous populations to work under exploitative conditions. The economic dependency created during colonial rule did not end with independence; instead, it transformed into new forms of economic oppression.
The Continuation of Colonial Labor Structures in Modern-Day Slavery
Today, many of the industries that rely on modern-day slavery—such as agriculture, mining, and textiles—operate in regions that were once colonized. The tea plantations of Bangladesh, the cocoa farms of West Africa, and the garment factories of South Asia all reflect the deep historical ties between colonial economic policies and present-day exploitation.
For example, in Bangladesh, tea plantation workers are paid extremely low wages and live in conditions that offer little opportunity for social mobility. These plantations were originally established by British colonizers, who designed them to rely on cheap labor. Even after independence, the system remained intact, with powerful corporations replacing colonial rulers but continuing the same exploitative labor practices.
Similarly, in the cocoa industry in West Africa, children are often trafficked and forced to work under hazardous conditions. The cocoa plantations of Ghana and Côte d'Ivoire were originally set up under colonial rule, and although the European powers left, the global demand for cheap cocoa—controlled by multinational corporations—has kept local farmers trapped in a cycle of exploitation.
Economic Dependence and Global Inequality
One of the most significant legacies of colonialism is the economic dependence of former colonies on low-wage labor and raw material exports. Many developing nations, especially in Africa, South Asia, and Latin America, remain economically reliant on industries that were designed during the colonial period to serve foreign interests.
Global supply chains today reflect the same patterns of economic inequality established under colonialism. Workers in developing nations produce goods for wealthy countries under conditions that deny them fair wages, healthcare, and labor rights. Corporations benefit from cheap labor and weak labor protections, ensuring that profits flow to the Global North while keeping workers in the Global South in poverty.
Debt bondage—another form of modern slavery—is also a direct result of colonial economic policies. Many former colonies were left with massive debts after gaining independence, forcing governments to implement austerity measures that weakened labor protections. As a result, many workers, especially in agriculture and domestic work, are trapped in cycles of debt, unable to escape exploitative conditions.
The Path Forward: Addressing Colonial Legacies in Modern Slavery
To combat modern-day slavery, it is crucial to address the historical structures that continue to perpetuate exploitation. This includes:
-
Strengthening Labor Laws and Protections – Governments in developing nations must enforce labor rights, ensuring that workers receive fair wages, safe working conditions, and the right to unionize. International organizations must hold multinational corporations accountable for labor abuses in their supply chains.
-
Economic Reforms and Fair Trade Practices – Formerly colonized nations need economic policies that reduce dependence on exploitative industries. Investing in education, infrastructure, and local industries can help create sustainable alternatives to low-wage labor. Wealthy nations must also reform trade policies to ensure that workers in the Global South receive fair compensation.
-
Ending Debt Bondage and Economic Exploitation – International financial institutions should provide debt relief for developing nations burdened by colonial-era debts. Ethical lending practices and stronger regulations on labor exploitation can help prevent workers from falling into cycles of forced Raising Awareness and Advocacy – Global awareness campaigns can put pressure on corporations and governments to eliminate exploitative labor. Consumers in wealthier nations can also contribute by supporting ethical brands and fair-trade products.
Conclusion
Modern-day slavery is not an isolated issue; it is the direct result of centuries of colonial exploitation. The systems that once enabled colonial rulers to extract labor and resources from colonized nations have evolved into global economic structures that continue to exploit workers today. By acknowledging and addressing these colonial legacies, the world can take meaningful steps toward ending modern slavery and ensuring that workers everywhere are treated with dignity and fairness.
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