Robert Roberts: Author and Abolitionist

Curriculum Connections

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Massachusetts History and Social Science Curriculum Framework

United States History, Geography, Economics, and Government > The Political, Intellectual, and Economic Growth of the Colonies, 1700-1775 (Gr. 5)

United States History, Geography, Economics, and Government > The Principles and Institutions of American Constitutional Government (Gr. 5)

United States History, Geography, Economics, and Government > The Growth of the Republic (Gr. 5)

U.S. History I > The Formation and Framework of American Democracy (Gr. 8-12)

U.S. History I > Economic Growth in the North and South, 1800-1860 (Gr. 8-12)

U.S. History I > Social, Political, and Religious Change, 1800-1860 (Gr. 8-12)

U.S. History I > The Civil War and Reconstruction, 1860-1877 (Gr. 8-12)

American Government > The Nature of Citizenship, Politics, and Government (Gr. 12)

American Government > Foundations of Government in the United States (Gr. 12)

American Government > Roles of Citizens in the United States (Gr. 12)

Massachusetts English Language Arts Curriculum Framework

Reading and Literature Strand > Standard 9: Making Connections (Gr. 5-6)

Reading and Literature Strand > Standard 9: Making Connections (Gr. 7-8)

Reading and Literature Strand > Standard 9: Making Connections (Gr. 9-10)

Reading and Literature Strand > Standard 15: Style and Language (Gr. PreK-12)

Reading and Literature Strand > Standard 15: Style and Language (Gr. 5-6)

Reading and Literature Strand > Standard 15: Style and Language (Gr. 7-8)

Reading and Literature Strand > Standard 15: Style and Language (Gr. 9-10)

Reading and Literature Strand > Standard 17: Dramatic Literature (Gr. 3-12)

Reading and Literature Strand > Standard 17: Dramatic Literature (Gr. 5-6)

Reading and Literature Strand > Standard 17: Dramatic Literature (Gr. 7-8)

Reading and Literature Strand > Standard 17: Dramatic Literature (Gr. 9-10)

Robert Roberts: Author and Abolitionist

Detailed Curriculum Connections

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Massachusetts History and Social Science Curriculum Framework

United States History, Geography, Economics, and Government > 5.12 The Political, Intellectual, and Economic Growth of the Colonies, 1700-1775 (Gr. 5)
Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the colonies.

United States History, Geography, Economics, and Government > 5.23 The Principles and Institutions of American Constitutional Government (Gr. 5)
Describe the responsibilities of government at the federal, state, and local levels (e.g., protection of individual rights and the provision of services such as law enforcement and the building and funding of schools).

United States History, Geography, Economics, and Government > 5.27 The Principles and Institutions of American Constitutional Government (Gr. 5)
Explain how American citizens were expected to participate in, monitor, and bring about changes in their government over time, and give examples of how they continue to do so today.

United States History, Geography, Economics, and Government > 5.31 The Growth of the Republic (Gr. 5)
Describe the significance and consequences of the abolition of slavery in the northern states after the Revolution and the 1808 law that banned the importation of slaves into the United States.

United States History, Geography, Economics, and Government > 5.35 The Growth of the Republic (Gr. 5)
Identify the key issues that contributed to the onset of the Civil War.

U.S. History I > USI.19 The Formation and Framework of American Democracy (Gr. 8-12)
Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups.

U.S. History I > USI.21 The Formation and Framework of American Democracy (Gr. 8-12)
Describe how decisions are made in a democracy, including the role of legislatures, courts, executives, and the public.

U.S. History I > USI.29 Economic Growth in the North and South, 1800-1860 (Gr. 8-12)
Describe the rapid growth of slavery after 1800 and analyze slave life and resistance on plantations and farms across the South.

U.S. History I > USI.30 Social, Political, and Religious Change, 1800-1860 (Gr. 8-12)
Summarize the growth of the American education system and Horace Mann's campaign for free compulsory public education.

U.S. History I > USI.31 Social, Political, and Religious Change, 1800-1860 (Gr. 8-12)
Describe the formation of the abolitionist movement, the role of various abolitionists, and the response of southerners and northerners to abolitionism.

U.S. History I > USI.35 The Civil War and Reconstruction, 1860-1877 (Gr. 8-12)
Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19 th c.

U.S. History I > USI.41 The Civil War and Reconstruction, 1860-1877 (Gr. 8-12)
Explain the policies and consequences of Reconstruction.

H. The Supreme Court case, Plessy v. Ferguson (1896)

American Government > USG.1.1 The Nature of Citizenship, Politics, and Government (Gr. 12)
Distinguish among civic, political, and private life.

American Government > USG.1.2 The Nature of Citizenship, Politics, and Government (Gr. 12)
Define the terms politics and government and give examples of how political solutions to public policy problems are generated through interaction of citizens with their government.

American Government > USG.2.6 Foundations of Government in the United States (Gr. 12)
Define and provide examples of fundamental principles and values of American political and civic life, including liberty, the common good, justice, equality, tolerance, law and order, rights of individuals, diversity, civic unity, patriotism, constitutionalism, popular sovereignty, and representative democracy.

American Government > USG.2.7 Foundations of Government in the United States (Gr. 12)
Identify and explain historical and contemporary efforts to narrow discrepancies between foundational ideas and values of American democracy and realities of American political and civic life.

American Government > USG.2.8 Foundations of Government in the United States (Gr. 12)
Evaluate, take and defend positions on issues concerning foundational ideas or values in tension or conflict.

American Government > USG.2.10 Foundations of Government in the United States (Gr. 12)
Analyze and explain ideas about liberty, equality, and justice in American society using documents, such as Reverend Martin Luther King's “I Have a Dream” speech and “Letter from Birmingham City Jail” (1963), and compare King's ideas to those in such founding documents as the Virginia Declaration of Rights (1776), the Declaration of Independence (1776), Massachusetts Declaration of Rights (1780), and The Federalist Papers (1788).

American Government > USG.5.2 Roles of Citizens in the United States (Gr. 12)
Describe roles of citizens in Massachusetts and the United States, including voting in public elections, participating in voluntary associations to promote the common good, and participating in political activities to influence public policy decisions of government.

American Government > USG.5.3 Roles of Citizens in the United States (Gr. 12)
Describe how citizens can monitor and influence local, state, and national government as individuals and members of interest groups.

American Government > USG.5.6 Roles of Citizens in the United States (Gr. 12)
Identify specific ways for individuals to serve their communities and participate responsibly in civil society and the political process at local, state, and national levels of government.

Massachusetts English Language Arts Curriculum Framework

Reading and Literature Strand > Standard 9: Making Connections
Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background.

Reading and Literature Strand > 9.4 Making Connections (Gr. 5-6)
Relate a literary work to information about its setting.

Reading and Literature Strand > 9.5 Making Connections (Gr. 7-8)
Relate a literary work to artifacts, artistic creations, or historical sights of the period of its setting.

Reading and Literature Strand > 9.6 Making Connections (Gr. 9-10)
Relate a literary work to primary source documents of its literary period or historical setting.

Reading and Literature Strand > Standard 15: Style and Language
Students will identify and analyze how an author's words appeal to the senses, create imagery, suggest mood, and set tone and provide evidence from the text to support their understanding.

Reading and Literature Strand > 15.1 Style and Language (Gr. PreK-12)
Identify the senses implied in words appealing to the senses in literature and spoken language.

Reading and Literature Strand > 15.3 Style and Language (Gr. 5-6)
Identify imagery, figurative language, rhythm, or flow when responding to literature.

Reading and Literature Strand > 15.5 Style and Language (Gr. 7-8)
Identify and analyze imagery and figurative language.

Reading and Literature Strand > 15.6 Style and Language (Gr. 7-8)
Identify and analyze how an author's use of words creates tone and mood.

Reading and Literature Strand > 15.7 Style and Language (Gr. 9-10)
Evaluate how an author's choice of words advances the theme or purpose of a work.

Reading and Literature Strand > Standard 17: Dramatic Literature
Students will identify, analyze, and apply knowledge of the themes, structure, and elements of drama and provide evidence from the text to support their understanding.

Reading and Literature Strand > 17.2 Dramatic Literature (Gr. 3-12)
Identify and analyze the elements of plot and character presented through dialogue in scripts that are read, viewed, written, or performed.

Reading and Literature Strand > 17.3 Dramatic Literature (Gr. 5-6)
Identify and analyze structural elements particular to literature in the plays they read, view, write, and perform.

Reading and Literature Strand > 17.5 Dramatic Literature (Gr. 7-8)
Identify and analyze elements of setting, plot, and characterization in the plays that are read, viewed, written, and/or performed:
•  setting (place, historical period, time of day);
•  plot (exposition, conflict, rising action, falling action): and
•  characterization (character motivations, actions, thoughts, development.

Reading and Literature Strand > 17.7 Dramatic Literature (Gr. 9-10)
Identify and analyze how dramatic conventions support, interpret and enhance dramatic text.

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