Grade 3- Quarter 2Frederick Douglass Standards Assessment Toolbox
Standard: SS3H2. Students will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.- Frederick Douglass (civil rights)
- Explain social barriers, restrictions, and obstacles that Douglass had to overcome and describe how he overcame them.
- Identify on a political map specific locations significant to the life and times of Douglass.
- Describe how place (physical and human characteristics) had an impact on the life of Douglass.
- Describe how Douglass adapted to and was influenced by his environment.
- Trace examples of travel and movement of Douglass and his ideas across time.
- Describe how the regions in which Douglass lived affected his life and had an impact on his cultural identification.
- Describe how Douglass displayed positive character traits of cooperation, diligence, courage, and leadership.
- Explain how Douglass used positive character traits to support his beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
- Explain how Douglass chose when to respect and accept authority.
Exceeds 3+ / In addition to the 3 makes applications and inferences beyond expectations. / Suggested Tasks & Assessments
3 / Independently discusses obstacles that Frederick Douglass faced and how he overcamethem
2 / Progressing towards discussing obstacles that Frederick Douglass faced and how heovercame them
1 / Does not discuss obstacles that Frederick Douglass faced andhow he overcame them
Critical Knowledge & Skills
- Note that only selected aspects of these standards are reported on the report card, although ALL are taught. The 3-2-1 descriptors above correlate to the report card.
- Obstacles that Douglass faced – a former slave living in dangerous times; in the midst of increased tensions and regional arguments between pro- and anti-slavery advocates.
- Describes the cultural and geographic systems of Douglass involves exploring where he lived in his lifetime and why and how his location affected his accomplishments and obstacles.
- Describes how Douglass displayed positive character traits of cooperation, diligence, courage, and leadership. Link his character traits to his accomplishments and talk about how students can develop those same traits today to accomplish their own goals.
- Explore how Douglass chose when to respect and accept authority: he accepted the authority of his allies in the abolitionist movement and respected each individual even while the rights of many were not yet guaranteed.
- Clarify that one can “fight” and expand freedom through means other than military. With Douglass, he used his writing and speaking skills to give speeches and publish the leading abolitionist newspaper.When possible, have students explore primary sources and Douglass’s own words.