Twelve self-contained critical thinking breakouts across three grade bands. Students open clues, weigh evidence, and crack four locks each — exploring the freedom days the national calendar often overlooks, from Frederick Douglass’s July 5 address to Juneteenth, Pinkster, Watch Night, and more. No logins, no prep, no data collected.
The day after the Fourth of July has its own history. On July 5, 1852, Frederick Douglass asked what freedom meant for those who were not yet free — and Black communities across the country built their own "freedom calendars." This suite invites students to investigate those days as evidence, not slogans.
Each grade band has its own hub, four teacher launch pages, four student breakouts, a private answer key, and a privacy & compliance policy.
Five lock types across the suite: date, evidence (multiple choice), word, order (sequence), and evidence-sort (multi-select).
Content is described as aligned to TEKS and Common Core strands, not reproductions of official standard text.
Licensing: CC BY 4.0 (content) · MIT (code).
🧭 Activity correlation guide — every activity by grade & content area, its TEKS & Common Core alignment, and CLEAR-process mapping.
🔑 Teacher answer key — all grades — one password-protected page (AES-256) with the answers to all twelve breakouts. Share the password with teachers only.
📋 For educators — standards & classroom use
These activities are written for Texas classrooms and aligned to the 2022 Social Studies TEKS. Consistent with Texas Education Code §28.0022, they present slavery and racism as failures to live up to the nation’s founding principles of liberty and equality — the argument Frederick Douglass made on July 5, 1852 — and are designed to be explored objectively and free from political bias. Students reason from primary-source evidence. No accounts, no logins, and no student data are collected. See the correlation guide for full alignment; this is a supporting resource, not legal advice.