Oklahoma Social Studies 8.C.10.3.A
The Standard
- 8.C.10
- Analyze the social and economic transformations of the early nineteenth century.
- 8.C.10.3
- Summarize the impact of the Abolitionist Movement on the institution of slavery.
Assess the impact of the work of notable abolitionists, such as Frederick Douglass, William Lloyd Garrison, and Sojourner Truth.
Oklahoma Academic Standards for Social Studies (2026) · 8.C.10.3
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain how Douglass, Garrison, and Truth spoke or wrote against slavery. They use sources to identify whom each person reached and how their work affected the abolition movement.
What Mastery Looks Like
- A student can connect Douglass's speeches, Garrison's newspaper, and Truth's public speaking to the people each tried to persuade. They can use a source detail to explain an effect without claiming that one person ended slavery.
Common Misconceptions
- Students may think all three had been enslaved. Douglass and Truth had, but Garrison had not. They may also think a single speech or newspaper ended slavery.
How to Assess It
- Exit ticket: Choose Douglass, Garrison, or Truth. Name one thing that person did, identify whom it reached, and explain one effect using a source from class.
Lesson moves
Ways to Teach It
Give groups printed excerpts from a Douglass speech, The Liberator, and a report of Truth speaking; sort them by audience and method.
Ask: Why might Truth's public speaking reach someone who never read an abolitionist newspaper? Use a source detail.
Play a matching game with cards naming the North Star, The Liberator, and Truth's speeches; match each to a person and audience.
Use a sample petition to keep a local library open; compare its audience and call to action with Garrison's editorial.
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