Determine Central Ideas In the first two paragraphs above, Douglass addresses the
audience as "fellow citizens" but then sets up a
contrast between two separate groups of people.
Which group does he represent? Which group is
he addressing?

In the 1850s abolition was not a widely embraced movement in the United States. It was considered radical, extreme, and dangerous. In “What to the Slave Is the Fourth of July?” Frederick Douglass sought not only to convince people of the wrongfulness of slavery but also to make abolition more acceptable to Northern whites.

Frederick Douglass, ca 1855, Metropolitan Museum of Art.

Frederick Douglass, “What to the Slave Is the Fourth of July?” An Address Delivered in Rochester, New York, on July 5, 1855

At the invitation of the Rochester Ladies Anti-Slavery Society, Frederick Douglass delivered this speech on July 5, 1852, at Corinthian Hall in Rochester, New York. It was reported and reprinted in Northern newspapers and was published and sold as a forty-page pamphlet within weeks of its delivery. The 500 to 600 people who heard Douglass speak were generally sympathetic to his remarks. A newspaper noted that when he sat down, “there was a universal burst of applause.” Nonetheless, many who read his speech would not have been so enthusiastic. Even Northerners who were anti-slavery were not necessarily pro-abolition. Many were content to let Southerners continue to hold slaves, a right they believed was upheld by the Constitution. They simply did not want to slavery to spread to areas where it did not exist. In this Independence Day oration, Douglass sought to persuade those people to embrace what was then considered the extreme position of abolition.

He also sought to change minds about the abilities and intelligence of African Americans. In 1852 many, if not most, white Americans believed that African Americans were inferior, indeed, less than fully human. Douglass tries to dispel these notions through an impressive display of liberal learning. His speech gives ample evidence of knowledge of rhetoric, history, literature, religion, economics, poetry, music, law, even advances in technology.

there are two main types of historical sources: primary sources and secondary sources. a primary source is something that originates from the past. it can be a chronicle, a piece of pottery, or even a piece of glacial ice that gives us climate data about the levels of atmospheric carbon one thousand years ago.