These curriculum standards have been edited to reflect the themes of the
Frederick Douglass National historic Site's annual contest, and are not
meant to reflect the breadth of the school system's social studies
standards. This document is meant to be an aid. For clarification or
more information please view the original document found at: \<insert
website\>\>.

DC Public School System

Social Studies Standards

**Kindergarten through Grade 2**

**Historical and Social Sciences Analysis Skills**

The intellectual skills noted below are to be learned through, and
applied to, the content standards for kindergarten through grade 2. They
are to be assessed *only in conjunction with* the content standards in
kindergarten through grade 2. *In addition to the standards for
kindergarten through grade 2, students demonstrate the following
intellectual, reasoning, reflection, and research skills:*

**H I S T O R I C A L R E S E A R C H , E V I D E N C E , A N D P O I N
T O F V I E W**

**1.** Students analyze societies in terms of the following themes:
military, political, economic, social, religious, and intellectual.

**2.** Students pose relevant questions about events they encounter in
historical documents.

**3.** Students distinguish fact from fiction.

**4.** Students use nontext primary and secondary sources, such as maps,
charts, graphs, photographs, works of art, and technical charts.

Grade 1

**Civic Values**

**1.2.** Students identify and describe the symbols, icons, songs, and
traditions of the United States that exemplify cherished ideals and
provide continuity and a sense of community across time.

Grade 2

**Civic Values**

**2.2.** Students describe the rights and responsibilities of
citizenship.

> **3.** Define the meaning of words associated with good citizenship
> (e.g., *politeness, achievement, courage, honesty,* and
> *reliability).* (P)

**2.4.** Students understand the importance of individual action and
character, and they explain, from examining biographies, how people who
have acted righteously have made a difference in others' lives and have
achieved the status of heroes in the remote and recent past. (P, S)

*Teachers are free to choose whatever biographies they wish. Here are
some suggestions:*

Neil Armstrong, Joan Baez, Benjamin Banneker, Sitting Bull, Luisa
Capetillo, Cesar Chavez, Linda Chávez, Roberto Clemente, France Anne
Córdova, **Frederick Douglass**, Thomas Edison, Albert Einstein, Juan
Carlos Finlay, Bill Gates, Alberto Gonzales, Dolores Huerta Daniel
Inouye,

Abraham Lincoln, Thurgood Marshall, Cecilia Muñoz, Rosa Parks, Louis
Pasteur, Colin Powell, Sally Ride, Jackie Robinson, Sacagawea, Jonas
Salk, Harriet Beecher Stowe, Clarence Thomas, Harriet Tubman, Booker T.
Washington, Walter Washington, Ida B. Wells, and the Wright

Brothers

**Grades 3 through 5**

**Historical and Social Sciences Analysis Skills**

The intellectual skills noted below are to be learned through, and
applied to, the content standards for grades 3 through 5. They are to be
assessed *only in conjunction with* the content standards in grades 3
through 5. *In addition to the standards for grades 3 through 5,
students demonstrate the following intellectual, reasoning, reflection,
and research skills:*

**C H R O N O L O G Y A N D C A U S E A N D E F F E C T**

**1.** Students place key events of the historical era they are studying
and interpret information contained within time lines and comparative
time charts.

**3.** Students explain how the present is connected to the past,
identifying both similarities and differences between the two, and how
some things change over time and some things stay the same.

**4.** Students summarize the key events of the era they are studying
and explain the historical contexts of those events.

**5.** Students distinguish cause from effect and identify and interpret
the multiple causes and effects of historical events.

**H I S T O R I C A L R E S E A R C H , E V I D E N C E , A N D P O I N
T O F V I E W**

**1.** Students analyze societies in terms of the following themes:
military, political, economic, social, religious, and intellectual.

**2.** Students differentiate between primary and secondary sources and
know examples of each.

**3.** Students pose relevant questions about events they encounter in
historical documents, eyewitness accounts, oral histories, letters,
diaries, artifacts, photographs, maps, artworks, and architecture.

**4.** Students use nontext primary and secondary sources, such as maps,
charts, graphs, photographs, works of art, and technical charts.

Grade 3

**H I S T O R Y O F D C ( 1 8 T H -- 2 0 T H C E N T U R I E S )**

**3.4.** Emphasizing the most significant differences, students describe
Washington, DC, at the end of the 18th, 19th, and 20th centuries.

**2.** Construct a chronological explanation of key people and events
that were important in shaping the character of Washington, DC, during
the 18th, 19th, and 20th centuries. (H, P, S)

**5.** Identify and research outstanding statements of moral and civic
principles made in Washington, DC, as well as the leaders who delivered
them, that contributed to the struggle to extend equal rights to all
Americans (e.g., Lincoln and his second inaugural address, **Frederick
Douglass and his speech against lynching at the Metropolitan AME
Church**, Martin Luther King Jr. and his speeches at the Lincoln
Memorial in 1957 and 1963, and Rodolfo "Corky" Gonzales at the Poor
People's March). (P)

US history and Geography making a new nation

Grade 5

**T H E N E W N AT I O N ' S W E S T W A R D E X P A N S I O N ( 1 7 9 0
-- 1 8 6 0 )**

**5.1.** Students trace the colonization, immigration, and settlement
patterns of the American people from 1789 to the mid-1800s.

**2.** Describe the enslaved immigrants from Africa from the 1790s
through the 1820s and the routes they traveled from disembarkment (e.g.
from New Orleans up the Mississippi and westward along the Gulf Coast,
from Mobile, Savannah, Charleston, Washington, DC, Baltimore, and
Philadelphia, westward, northward, and southward). (G, S)

**3.** Describe the process of the "internal slave trade" that saw
Africans born in the United States sold into the southernmost states
(Mississippi, Alabama, Georgia, and South Carolina) from more Northern
states (Virginia, North Carolina, and Maryland).

**5.3.** Students describe the rapid growth of slavery in the South
after 1800.

**1.** Describe how Southern colonists slowly altered their attitudes
toward Africans, increasingly viewing them as permanent servants or
slaves; the harsh conditions of the Middle Passage; the responses of
slave families to their condition; and the ongoing struggle between
proponents and

opponents of slavery. (S)

**2.** Describe the contributions of enslaved and free Africans to the
economic development of the colonies. (S, E)

**3.** Identify the characteristics of slave life and the resistance on
plantations and farms across the South. (P, S)

**4.** Explain the significance of and consequences ensuing from the
abolition of slavery in the Northern states after the Revolution, and of
the 1808 law that banned the importation of slaves into the United
States. (P, S)

**5.** Describe the impact of the cotton gin on the economics and
culture of slavery and Southern agriculture. (E, I)

**5.4.** Students identify prominent people and movements for social
justice in the United States, including:

**2.** Paul Cuffe, Martin Delany and the idea of emigration among
African Americans. (P, S)

**4.** Denmark Vesey, Nat Turner, and Gabriel Prosser and their
resistance to enslavement.

**5.** Prudence Crandall and education for free African Americans. (P,
S)

**6.** Susan B. Anthony, Sojourner Truth, and Elizabeth Cady Stanton and
equality for women. (P, S)

**7. Frederick Douglass**, the Grimke sisters, and William Lloyd
Garrison and the abolition of slavery. (P, S)

**5.5.** Students summarize the causes and consequences of the Civil
War.

**1.** Describe the extension of and controversy about slavery into the
territories, including popular sovereignty, the Dred Scott decision, and
the Kansas-Nebraska Act. (P, S)

**2.** Explain the role of abolitionists, including reformers
**Frederick Douglass**, William Lloyd Garrison, Harriet Beecher Stowe,
Martin Delany, and John Brown. (P, S)

**3.** Describe the emergence of Abraham Lincoln as a national political
figure and the secession of Southern states. (P)

**4.** Identify Union and Confederate States at the outbreak of the
Civil War, Yankees and Rebels (Blue and Gray), and the role of African
American troops in the war. (G, P)

**5.** Describe the experience of the war on the battlefield and home
front. (M, S)

**6.** Analyze the rationales for the Emancipation Proclamation and the
emancipation of African Americans in Washington, DC. (P, S)

**5.6.** Students explain the successes and failures of Reconstruction.

**1.** Describe the physical and economic destruction of the South. (G,
E)

**3.** Identify the goals and accomplishments of the Freedmen's Bureau.
(P)

**4.** Describe the 13th, 14th, and 15th amendments, as well as African
American political and economic progress. (P, E)

**5.** Analyze the rise of the Ku Klux Klan, black codes, vigilante
justice, and Jim Crow laws. (P, E)

**6.** Analyze the emergence of African American self-help
organizations, emigration to all-black towns in the West (e.g., the
Exodusters), and the call for reparations by formerly enslaved leaders
(e.g., Isaiah Dickerson, Callie House, and the ex-slave pension and
mutual relief association).

(P, S)

**5.14.** Students describe the key events and accomplishments of the
Civil Rights movement in the United States.

**3.** Identify key leaders in the struggle to extend equal rights to
all Americans through the decades (e.g., Mary McLeod Bethune, Ella Jo
Baker, César Chávez, **Frederick Douglass**, Rodolfo "Corky" Gonzales,
Charles Houston, Martin Luther King Jr., Thurgood Marshall, Carlos
Montes, Baker Motley, Rosa Parks, Malcolm X, Eleanor Roosevelt, and
Reies López Tijerina). (P)

**Grades 6 through 8**

**Historical and Social Sciences Analysis Skills**

The intellectual skills noted below are to be learned through, and
applied to, the content standards for grades 6 through 8. They are to be
assessed *only in conjunction with* the content standards in grades 6
through 8. *In addition to the standards for grades 6 through 8,
students demonstrate the following intellectual reasoning, reflection,
and research skills:*

**C H R O N O L O G Y A N D H I S T O R I C A L I N T E R P R E TAT I O
N**

**1.** Students explain how major events are related to one another in
time.

**2.** Students construct various time lines of key events, people, and
periods of the historical era they are studying.

**3.** Students explain the central issues and problems from the past,
placing people and events in a matrix of time and place.

**4.** Students understand and distinguish cause, effect, sequence, and
correlation in historical events, including the short-term causes or
sparks from long-term causes.

**5.** Students explain the sources of historical continuity and how the
combination of ideas and events explains the emergence of new patterns.

**6.** Students recognize the role of chance, oversight, and error in
history.

**7.** Students recognize that interpretations of history are subject to
change as new information is uncovered.

**9.** Students frame questions that can be answered by historical study
and research.

**10.** Students distinguish fact from opinion in historical narratives
and stories. They know facts are true statements because they are
supported by reliable evidence and can cease to be facts if new evidence
renders previous evidence wrong or unreliable.

**11.** Students distinguish relevant from irrelevant information,
essential from incidental information, and verifiable from unverifiable
information in historical narratives and stories.

**12.** Students assess the credibility of primary and secondary
sources, draw sound conclusions from them, and cite sources
appropriately.

**13.** Students assess the credibility and reliability of Internet
sources.

**14.** Students detect the different historical points of view on
historical events and determine the context in which the historical
statements were made (the questions asked, sources used, and author's
perspectives).

**15.** Students know the distinction between sound generalizations and
misleading oversimplifications and stereotypes, such as the attribution
of individual perspectives on historical events to entire demographic
groups.

Grade 8

**8.2.** Students understand the major events preceding the founding of
the nation and relate their significance to the development of American
constitutional democracy.

**3.** Analyze the philosophy of government expressed in the Declaration
of Independence, with an emphasis on government as a means of securing
individual rights (e.g., key phrases such as "all men are created equal,
that they are endowed by their creator with certain unalienable
rights"). (P)

**6.** Explain the nation's blend of civic republicanism, classical
liberal principles, and English parliamentary traditions. (P)

**7.** Describe the functions and responsibilities of a free press. (P)

**T H E C O N S T I T U T I O N O F T H E U N I T E D S TAT E S ( 1 7 7
7 -- 1 7 8 9 )**

**8.3.** Students analyze the political principles underlying the U.S.
Constitution, and they compare the enumerated and implied powers of the
federal government.

**3.** Explain the Constitution and its success in implementing the
ideals of the Declaration of Independence. (P)

**4.** Evaluate the major debates that occurred during the development
of the Constitution and their ultimate resolutions in such areas as
shared power among institutions, divided state-federal power, slavery,
the rights of individuals and states (later addressed by the addition of
the Bill

of Rights), and the status of American Indian nations. (P)

**6.** Describe the principles of federalism, dual sovereignty,
separation of powers, checks and balances, the nature and purpose of
majority rule, and the ways in which the American idea of
constitutionalism preserves individual rights. (P)

**8.4.** Students understand the foundation of the American political
system and the ways in which citizens participate in it.

**T H E D I V E R G E N T A N D U N I F Y I N G P A T H S O F T H E A M
E R I C A N P E O P L E ( 1 8 0 0 -- 1 8 5 0 )**

**8.7.** Students analyze the paths of the American people in the North
from 1800 to the mid-1800s and the challenges they faced.

**2.** Describe the influence of industrialization and technological
developments on the region, including human modification of the
landscape and how physical geography shaped human actions (e.g., growth
of cities, deforestation, farming, and mineral extraction). (G)

**5.** Describe the lives of black Americans who gained freedom in the
North and founded mutual aid societies, schools, and churches to advance
their rights and communities. (P, S)

**6.** Explain how the American North saw the emergence of ethnic
self-identities that became political power groups and defined
communities in urban areas (Germans, Irish, Jews, and black Yankees),
and describe the political struggles among them. (G, S, I)

**8.7.** Students analyze the paths of the American people in the North
from 1800 to the mid-1800s and the challenges they faced.

**7.** Trace the development of the American education system from its
earliest roots, including the roles of religious and private schools and
Horace Mann's campaign for free public education and its assimilating
role in American culture. (R, S)

**8.** Explain the women's suffrage movement (e.g., biographies,
writings, and speeches of Elizabeth Cady Stanton, Sojourner Truth, Maria
Stewart, Margaret Fuller, Lucretia Mott, and Susan B. Anthony). (P, S)

**8.8.** Students analyze the paths of the American people in the South
from 1800 to the mid-1800s and the challenges they faced.

**2.** Describe the development of the agrarian economy in the South,
the locations of the cotton-producing states, and the significance of
cotton and the cotton gin. (G, E)

**3.** Explain the characteristics of white Southern society and how the
physical environment influenced events and conditions prior to the Civil
War. (G, S)

**4.** Trace the development of slavery; its effects on black Americans
and on the region's political, social, religious, economic, and cultural
development; and the strategies that were tried to both overturn and
preserve it (e.g., through the writings of David Walker, Henry Highland
Garnet, Martin Delany and **Frederick Douglass**, as well as the
historical documents on Nat Turner and Denmark Vesey). (P, S)

**T H E D I V E R G E N T A N D U N I F Y I N G PAT H S O F T H E A M E
R I C A N P E O P L E ( 1 8 0 0 -- 1 8 5 0 )** *( c o n t i n u e d )*

**8.9.** Students analyze the divergent paths of the American people in
the West from 1800 to the mid-1800s and the challenges they faced.

**8.** Describe Mexican settlements and their locations, cultural
traditions, attitudes toward slavery, land-grant system, and economies.
(G, P, E)

**8.10.** Students analyze the issue of slavery, including the early and
steady attempts to abolish slavery and to realize the ideals of the
Declaration of Independence.

**1.** Describe the abolition of slavery in early state constitutions.
(P, S)

**2.** Describe the significance of the Northwest Ordinance in education
and in the banning of slavery in new states north of the Ohio River. (P,
S)

**3.** Identify the various leaders of the abolitionist movement (e.g.,
John Quincy Adams and his proposed constitutional amendment and the
Amistad case; John Brown and the armed resistance; Harriet Tubman and
the Underground Railroad; Theodore Weld, crusader for freedom; William
Lloyd Garrison and *The Liberator*; **Frederick Douglass and the *Slave
Narratives****;* Martin Delany and *The Emigration Cause*; and Sojourner
Truth and "Ain't I a Woman"). (P)

**4.** Describe the importance of the slavery issue as raised by the
annexation of Texas and California's admission to the union as a free
state under the Compromise of 1850. (P, S)

**5.** Analyze the significance of the States' Rights Doctrine, the
Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of
1850, Henry Clay's role in the Missouri Compromise and the Compromise of
1850, the Kansas-Nebraska Act (1854), the *Dred Scott v. Sanford*
decision (1857), and the Lincoln-Douglas debates (1858). (P)

**6.** Identify the conditions of enslavement, and explain how slaves
adapted and resisted in their daily lives.

**7.** Describe the lives of free blacks and the laws that limited their
freedom and economic opportunities (e.g., Cincinnati riots and the Ohio
Black Codes). (P, S, E)

**Grade 8**

**C I V I L W A R A N D R E C O N S T R U C T I O N ( 1 8 3 0 -- 1 8 7 7
)**

**8.11.** Students analyze the multiple causes, key events, and complex
consequences of the Civil War.

**2.** Compare the conflicting interpretations of state and federal
authority as emphasized in the speeches and writings of statesmen, such
as Daniel Webster and John C. Calhoun. (P)

**3.** Identify the constitutional issues posed by the doctrine of
nullification and secession and the earliest origins of that doctrine.
(P)

**5.** Explain the views and lives of leaders (e.g., Ulysses S. Grant,
Jefferson Davis, and Robert E. Lee) and soldiers on both sides of the
war, including those of black soldiers and regiments. (P, M)

**6.** Describe African American involvement in the Union army,
including the Massachusetts 54th Regiment led by Colonel Robert Shaw.
(M, S)

**8.** Explain how the war affected combatants, civilians, the physical
environment, and future warfare. (G, M, S)

**8.12.** Students analyze the character and lasting consequences of
Reconstruction.

**1.** Explain the 13th, 14th, and 15th amendments to the Constitution
and their connection to Reconstruction. (P)

**2.** List and describe the original aims of Reconstruction (e.g., to
reunify the nation) and its effects on the political and social
structures of different regions. (G, P, S)

**3.** Explain the effects of the Freedmen's Bureau and the restrictions
placed on the rights and opportunities of freedmen, including racial
segregation and Jim Crow laws. (P, S)

**4.** Trace the rise of the Ku Klux Klan and vigilante justice. (P, S)

**5.** Explain the movement of both white Northern entrepreneurs
(carpetbaggers) and black Yankees from the North to the South and their
reasons for doing so. (S, G, E)

**6.** Explain the push-pull factors in the movement of former slaves to
the cities in the North and to the West and their differing experiences
in those regions (e.g., the experiences of Buffalo Soldiers and the
Exodusters). (G)

**8.13.** Students analyze the transformation of the American economy
and the changing social and political conditions in the United States in
response to the Industrial Revolution.

**1.** Explain the location and effects of urbanization, renewed
immigration, and industrialization (e.g., the effects on social fabric
of cities, wealth and economic opportunity, and the conservation
movement). (G, S, E)

**2.** Identify the new sources of large-scale immigration and the
contributions of immigrants to the building of cities and the economy
(e.g.,Italians, Jews, Greeks, Slavs, and Asians); the ways in which new
social and economic patterns encourage assimilation of newcomers into
the

mainstream amid growing cultural diversity; and the new wave of
nativism. (G, S)

**3.** Explain ecological, economic and race factors that contributed to
the start of the mass migration of African Americans from the Southern
regions of the United States to the Northeast and Midwest regions. (G,
E, P, S).

**4.** Explain the connection between the ideology of Manifest Destiny
and accelerated economic growth of the United States in the late 19^th^
century (e.g., connection between U.S. business interests and military
intervention in Mexico, Central America, and the Caribbean). (P, E)

**Grades 9 through 12**

**Historical and Social Sciences Analysis Skills**

The intellectual skills noted below are to be learned through, and
applied to, the content standards for grades 9 through 12. They are to
be assessed *only in conjunction with* the content standards in grades 9
through 12. *In addition to the standards for grades 9 through 12,
students demonstrate the following intellectual, reasoning, reflection,
and research skills.*

**H I S T O R I C A L C H R O N O L O G Y A N D I N T E R P R E TAT I O
N**

**1.** Students compare the present with the past, evaluating the
consequences of past events and decisions and determining the lessons
that were learned.

**2.** Students analyze how change happens at different rates at
different times, understand that some aspects can change while others
remain the same, and understand that change is complicated and affects
not only technology and politics but also values and beliefs.

**3.** Students show the connections, causal and otherwise, between
particular historical events and larger social, economic, and political
trends and developments.

**4.** Students recognize the complexity of historical causes and
effects, including the limitations on determining cause and effect.

**5.** Students distinguish intended from unintended consequences.

**6.** Students interpret past events and issues within the context in
which an event unfolded rather than present-day norms and values.

**7.** Students understand the meaning, implication, and impact of
historical events and recognize that events could have taken other
directions.

**H I S T O R I C A L R E S E A R C H , E V I D E N C E , A N D P O I N
T O F V I E W**

**1.** Students distinguish valid arguments from fallacious arguments in
historical interpretations (e.g., appeal to false authority, unconfirmed
citations, *ad hominem* argument, appeal to popular opinion).

**2.** Students identify bias and prejudice in historical
interpretations.

**3.** Students evaluate major debates among historians concerning
alternative interpretations of the past, including an analysis of
authors' use of evidence and the distinctions between sound
generalizations and misleading oversimplifications.

**4.** Students construct and test hypotheses; collect, evaluate, and
employ information from multiple primary and secondary sources; and
apply it in oral and written presentations.

**Grade 11**

**T H E R I S E O F I N D U S T R I A L A M E R I C A ( 1 8 7 7 -- 1 9 1
4 )** *( c o n t i n u e d )*

**11.2.** Students analyze the transformation of the American economy
and the changing social and political conditions in the United States in
response to the Industrial Revolution.

**1.** Explain patterns of agricultural and industrial development as
they relate to climate, use of natural resources, markets and trade, and
the location of such development on a map. (G, E)

**3.** Explain the impact of the Hayes-Tilden Presidential election of
1876 and the end of reconstruction on African Americans (i.e., the rise
of Jim Crow laws, lynching, the First Great Migration). (P, S)

**Grade 12 (One Semester)**

**P R I N C I P L E S O F U . S . G O V E R N M E N T**

**12.1.** Students explain the fundamental principles and moral values
of the American Republic as expressed in the U.S. Constitution and other
essential documents of American democracy.

**3.** Explain how the U.S. Constitution reflects a balance between the
classical republican concern with promotion of the public good and the
classical liberal concern with protecting individual rights; and discuss
how the basic premises of liberal constitutionalism and democracy are

joined in the Declaration of Independence as "self-evident truths."

**12.2.** Students formulate questions about and defend their analyses
of tensions within our constitutional democracy and the importance of
maintaining a balance between the following concepts: majority rule and
individual rights; liberty and equality; state and national authority in
a federal system; civil disobedience and the rule of law; freedom of the
press and the right to a fair trial; and the relationship of religion
and government.

**Grade 12 (One Semester)**

**B R A N C H E S O F G O V E R N M E N T** *( c o n t i n u e d )*

**12.4.** Students summarize landmark U.S. Supreme Court interpretations
of the Constitution and its amendments.

**1.** Understand the changing interpretations of the Bill of Rights
over time, including interpretations of the basic freedoms (religion,
speech, press, petition, and assembly) articulated in the First
Amendment and the due process and equal-protection-of-the-law clauses of
the 14th

Amendment.

**2.** Analyze judicial activism and judicial restraint and the effects
of each policy over the decades (e.g., the Warren and Rehnquist courts).

**12.DC.6.** Students describe and explain the effect of
mid-19th-century efforts to abolish slavery.

**1.** Analyze the abolition movement in Washington, DC.

**2.** Using a map, trace the Underground Railroad.

**3.** Describe the provision of the Compromise of 1850 that outlawed
the slave trade in Washington, DC.

**4.** Debate Washington, DC's new Black Code.

**5.** Explain the Snow Riots, the Pearl Affair, and incidents of fear
and violence triggered by mounting tensions over slavery.

**S L A V E R Y, W A R , A N D E M A N C I PAT I O N** *( c o n t i n u
e d )*

**12.DC.7.** Students describe the effect the Civil War had on life in
Washington, DC, and they explain the effects of Compensated Emancipation
and the Emancipation Proclamation on the city.

**1.** Describe how the Union Army transformed the city into an armed
camp.

**2.** Describe the conflicting loyalties of people living in the city.

**3.** On a map, trace the creation of a ring of forts to defend the
city.

**4.** Explain the participation of white and black residents in the
Union and Confederate armies.

**5.** Explain how the city responded to the problems that accompanied
the sudden surge of population (e.g., soldiers and escaping slaves).

**6.** Describe the emancipation by compensation of slaves owned by
residents of Washington, DC, and the emancipation of slaves in the
Confederacy.

**R E C O N S T R U C T I O N P E R I O D**

**12.DC.8.** Students describe the era of Reconstruction in Washington,
DC.

**1.** Describe the Freedman's Bureau.

**2.** Explain the civil rights advancements.

**3.** List and identify achievements of African American leaders, such
as Francis Cardozo, **Frederick Douglass**, John Mercer Langston, and
James Wormley.

**4.** Trace the expansion of public education.

**5.** Explain the appearance of Howard University (1867) as a
multiracial, coeducational university.

**12.DC.10.** Students compare the employment (e.g., skilled and
unskilled trades, entrepreneurs) and educational opportunities (e.g.,
elementary through postsecondary training) for white and black
Washingtonians.

**1.** Describe how segregation and discrimination limited opportunities
for African Americans.

**2.** Describe disturbances resulting from racial tensions.

**3.** Explain how African American leaders resisted discrimination.

**4.** Outline the role that churches played in the lives of African
American Washingtonians.