![]() Standard F- The student explains conditions, actions, and motivations that contribute to conflict and cooperation within and among nations. ![]() Standard D- The student describes the ways nations and organizations respond to forces of unity and diversity affecting order and security. Theme VI: Power, Authority, and Governance Standard F- The student describes the role of institutions in furthering both continuity and change. Standard E- The student identifies and describes examples of tensions between belief systems and government policies and laws. Standard B- The student analyzes group and institutional influences on people, events, and elements of culture. Theme V: Individuals, Groups, and Institutions Standard E- The student identifies and describes ways regional, ethnic, and national cultures influence individuals' daily lives. Standard D- The student relates such factors as physical endowment and capabilities, learning, motivation, personality, perception, and behavior to individual development. Standard B-The student describes personal connections to place-associated with community, nation, and world. Standard A- The student relates personal changes to cultural, social, and historical contexts. Theme IV: Identity Development and Identity Standard G- The student describes how people create places that reflect cultural values and ideas as they build neighborhoods, parks, shopping centers, and the like. Theme III: People, Places, and Environments Standard D- The student explains why individuals and groups respond differently to their physical and social environments and/or changes to them on the basis of shared assumptions, values, and beliefs. Standard B- The student explains how information and experiences may be interpreted by people from diverse cultural perspectives and frames of reference. ![]() (National Council for the Social Studies) "Journey from Slavery to Statesman": The Homes of Frederick Douglass relates to the following Social Studies Standards: He was the author of many speeches, articles, and three autobiographies.īy examining Douglass's life and three of his homes, students will discover how Douglass grew from an enslaved youth to an empowered and empowering statesman. Douglass remained an advocate of social justice throughout his life, and died a respected statesman at Cedar Hill in 1895. minister to Haiti under President Harrison. In 1881, he served as the recorder of deeds for the District of Columbia in 1881. Douglass was appointed a United States marshal in 1877 and soon afterward purchased the Cedar Hill estate in Washington, DC. He became a leader who advised Abraham Lincoln. Remembering his own flight from slavery, he aided other freedom seekers. Douglass also became a journalist, founding a newspaper, The North Star. He became a traveling lecturer both in the U.S. Over time, Douglass developed impressive speaking skills, giving stirring and fiery speeches. ![]() He adopted a new name, married his sweetheart, and began a new life in New Bedford, Massachusetts. He finally escaped in 1838, dressed in a sailor's clothes and using the pass of a free black man. As a teenager, he made his first escape by canoe, but was caught and returned. Like others, Frederick Douglass yearned for freedom. ![]() Brought up by his grandmother in a small cabin, he gradually realized his enslaved condition but, he did not live it until his grandmother brought him to the home of his master that day. 1818 on the Eastern Shore of Maryland, Frederick Douglass never knew who his father was and only saw his mother a few times in his life. Under orders, she had just brought the enslaved child to their master's house at Wye Plantation and left him there. Sobbing, the small boy watched his grandmother walk away. This lesson is part of the National Park Service’s Teaching with Historic Places (TwHP) program. Other images courtesy of the National Park Service. Top-left image courtesy of the Library of Congress and top-right image courtesy of Janet Blyberg. ![]()
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