US History

Civil War and Reconstruction (1850-1877)

African Americans

Law and Government

This collection uses primary sources to compare and explore the relationships between Frederick Douglass and Abraham Lincoln.

An 1879 photographic portrait of Frederick Douglass.

A photographic portrait of Abraham Lincoln, taken on October 11, 1858, two days before his sixth debate with Stephen Douglas.

An excerpt from the 1899 Charles Chesnutt biography of Frederick Douglass.

An excerpt from the 1847 Frederick Douglass speech given for the anniversary of the American Anti-Slavery Society.

The text of Frederick Douglass’s most famous speech, given in 1852, “What, to a slave, is the Fourth of July?”

A chapter describing Douglass’s early encounters with abolitionists, from his autobiography *My Bondage and My Freedom*, 1857.

An excerpt from a late nineteenth-century biography of Abraham Lincoln written by Noah Brooks.

The texts of two Lincoln speeches, one on the Dred Scott decision and the First Inaugural Address.

The Emancipation Proclamation, issued January 1, 1863 by Abraham Lincoln.

An 1888 reminiscence by Frederick Douglass about Abraham Lincoln. 

The original document of the Joint Resolution proposing the Fifteenth Amendment to the United States Constitution, 1869.

Transcription:

Fortieth Congress of the United States of America;  
At the third Session,  
Begun and held at the city of Washington, on Monday, the seventh day of December, on thousand eight hundred and sixty-eight.  
A RESOLUTION  
Proposing an amendment to the Constitution of the United States.  
 
Resolve by the Senate and House of Representatives of the United States of America in Congress assembled,  
(two-thirds of both Houses concurring) That the following article be proposed to the legislatures of the several States as an amendment to the Constitution of the United States, which, when ratified by three-fourths of said legislatures shall be valid as part of the Constitution, namely:  
Article XV.  
Section 1. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude—  
Section 2. The Congress shall have power to enforce this article by appropriate legislation—  
Schuyler Colfax [signature]  
Speaker of the House of Representatives.  
B F Wade [signature]  
President of the Senate pro tempore.  
 
Attn:  
[illegible]  
Clerk of House of Representatives.


Printed song lyrics to a song called “The Fifteenth Amendment,” circa 1870.

An anti-slavery song sung to the tune of "I think when I read that sweet story of old.”

An 1876 speech given by Frederick Douglass at the unveiling of the Freedmen’s Monument in Lincoln Park, Washington, DC. 

A photograph of Freedmen’s Statue, which was created by Thomas Ball, located in Lincoln Park in Washington, DC.

Questions

1. Use the [excerpt from the Chesnutt biography](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/94), the [chapter from Douglass’s autobiography](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/97), and the [excerpt from the Noah Brooks biography](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/98) to delve into the biographies of Abraham Lincoln and Frederick Douglass. Using textual evidence, describe three aspects of each of their lives that propelled them to a life of service and advocating for others. 

2. How did Lincoln’s view on slavery develop throughout his life? Give specific examples from the [texts of two Lincoln speeches](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/99) and the [Emancipation Proclamation](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/100). 

3. Cite textual evidence from the [excerpt from the Chesnutt biography](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/94), the [excerpt from an 1847 Frederick Douglass speech](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/95), the [text of “What, to a slave, is the Fourth of July?”](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/96), and the [chapter from Douglass’s autobiography](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/97) to discuss Frederick Douglass’s stance on the institution of slavery. Did Douglass believe slavery was incompatible with American democracy?

4. What was Douglass’s “true north?” Use the [texts of two Lincoln speeches](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/99), the [Emancipation Proclamation](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/100), the [1888 reminiscence by Frederick Douglass](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/101), and the [1876 speech given by Frederick Douglass](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/104) to determine how Lincoln’s stances and conclusions compare to Douglass’s. 

5. What are the striking features of Freedmen’s Statue as seen in the [photograph](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/105)? Explain the words Douglass used to describe Lincoln in his [1876 speech](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/104). How do you believe this speech and statue were perceived in the 1870s? How could they be viewed in a twenty-first century context?


Activity

Using the [1879 photographic portrait of Frederick Douglass](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/92), the [excerpt from the Chesnutt biography](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/94), the [excerpt from an 1847 Frederick Douglass speech](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/95), the [text of “What, to a slave, is the Fourth of July?”](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/96), the [Emancipation Proclamation](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/100), the [1888 reminiscence by Frederick Douglass](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/101), the [1876 speech given by Frederick Douglass](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/104), and the [photograph of Freedmen’s Statue](http://dp.la/primary-source-sets/frederick-douglass-and-abraham-lincoln/sources/105) as a guide, students should consider how Abraham Lincoln might have memorialized Frederick Douglass if the order of their deaths had been reversed. In groups of two to four, students should write a speech and develop plans for a memorial which would honor Frederick Douglass. The speech and plans should be developed from Lincoln’s perspective on the life, work, and accomplishments of Douglass. Students should present their speech and memorial plans to the class. This is a project which could appeal to all learners: auditory, visual, and kinesthetic. 

Teaching Guide: Exploring the Politics of Frederick Douglass and Abraham Lincoln

Resources

1. [Frederick Douglass Papers](https://www.loc.gov/collection/frederick-douglass-papers/about-this-collection/), the Library of Congress. 

2. [Abraham Lincoln Papers](http://memory.loc.gov/ammem/alhtml/malhome.html), the Library of Congress. 

3. [Frederick Douglass, 1818-1895](http://docsouth.unc.edu/neh/douglass/bio.html), Documenting the American South, The University of North Carolina at Chapel Hill. 

4. [Abraham Lincoln](https://www.whitehouse.gov/1600/presidents/abrahamlincoln), the White House. 


Overview

Abraham Lincoln and Frederick Douglass were both great men who rose from poverty to become advocates for freedom and equality. Although their backgrounds are seemingly different and their meetings brief, their work to end slavery is undeniable. Lincoln, born in 1809 to poor farmers in Kentucky, moved to Illinois, earned a law degree and was elected to state and national-level office. Douglass was born into slavery in Maryland. After Douglass’s escape, he became an ardent abolitionist, publishing his autobiography and a weekly abolitionist newspaper entitled The North Star. These men met three separate times during Lincoln’s presidency to discuss issues such as the Emancipation Proclamation and the Thirteenth Amendment. When Douglass was turned away from the White House on the day of Lincoln’s Second Inauguration, Lincoln called him back, saying, “There is no man in the country whose opinion I value more than yours.” This source set explores each man’s views and work to end slavery. 

English

Frederick Douglass and Abraham Lincoln

frederick-douglass-abraham-lincoln_01_87b8f01ec2ce02426d5bc895f331c354.jpg

Courtesy of the National Archives and Records Administration.

Legg, Frank W., “Frederick Douglass,” Digital Public Library of America, https://dp.la/item/87b8f01ec2ce02426d5bc895f331c354.

An 1879 photographic portrait of Frederick Douglass.

Cite this item

Tips for Students

Item 1 of 14 in the Primary Source Set Frederick Douglass and Abraham Lincoln