Social Studies Framework Quarter 1 African American History High School

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan. The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.

Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

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Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TN Corehttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors.  Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

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KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments. Pg.31

Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities – Suggested Tasks, DBQs, TDQs, assignments and projects for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleWIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English (page 31)

Note:

What is a DBQ/TDQ?

Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.

DBQS/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.

Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

*If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox.

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Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. (Ex: obvious, expose, establish and verify.)

Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Ex: lynching, abolitionist, slavery)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with the written

word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.References

McEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

WIDA4

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WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

Example: Speaking 9-12“Social issues & inequities”Entering:Name major social issues or inequities depicted in illustrations (e.g., slavery)

Beginning:Characterize major social issues or inequities depicted in illustrations (e.g., slavery)

Developing:Give examples or descriptions of social issues or inequities depicted in illustrations or political cartoons

Expanding:Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives

Bridging: Discuss and pose solutions to social issues or inequities depicted in illustrations or political cartoons

Example: Reading 9-12 “Historical events, figures, and leaders”Entering:Match examples of historical events with illustrations and labels

Beginning:Identify features, people, or events depicted in illustrations and phrases

Developing:Identify features, people, or events depicted in illustrations and phrases

Expanding:Interpret effects of historical events on people's lives during different time periods using graphic organizers and text

Bridging:Detect trends based on historical events or people's actions using grade-level text

AFRICAN AMERICAN HISTORY – Topics and Big Ideas (HIGH SCHOOL)

Time 1st Part

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Suggested

Week 1The Influence of Geography on Slavery Big Ideas: Although economics motivated the slave trade, other motivations existed.

Weeks 2-3

The Growth of Slavery in America 1619-1860Big Ideas: Slavery spreads in the New World. The economics of the South flourish. Conflict arises.

Weeks 4-5African American Life 1619-1860 Big Ideas: African American Life Survives in an unjust South. The African American Family become rooted.

Weeks 6-7African Americans During the Civil War and ReconstructionBig Idea: African American soldiers were used while being denied rights. Can segregation exist in war?

Weeks 8-9African American Life After Emancipation through WWI Big Idea: African American Life and the Emancipation What was the reaction like after the signing?

TimeSuggested

2nd Part

Weeks 1-2African Americans and the Harlem RenaissanceBig Idea: Harlem was where the rebirth started and the place to be.

Weeks 3-4 African American Life During the Great Depression and World War II

Week 5The Modern Civil Rights Movement Big Idea: The Civil Rights Movement begins.

Week 6-9African American Issues in Contemporary TimesBig Ideas: Issues remain a concern.

* Please note that these time frames are suggested/estimated times. Instructional timing may vary due to schedule complications, remediation efforts or other factors.

Social Studies Framework Quarter 1 African American HistoryThe Influence of Geography on Slavery

Week 1

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TN State Recommended Reading/Anchor text:Journal of a Residence on a Georgian Plantation in 1838-1839 by: Frances Anne “Fanny” Kemble (1140L) http://www.pbs.org/wgbh/aia/part4/4h2922t.html

TN Social Studies Standards Big Idea, DBQs & VocabularySuggested Tasks & Resources

AAH.1 Analyze the economic, political, and social reasons for focusing the slave trade on Africa, including the role of Africans, Europeans, and colonists. (C,E,H)

Big Idea: Although economics motivated the slave trade, other motivations existed.

AAH.1Besides economics, what other factors were important in the advent of the slave trade?

AAH.1 Students will analyze the economic, political, and social reasons for focusing the slave trade on Africa, including the role of Africans, Europeans, and colonists.After watching video of the history of the Trans-Atlantic slave trade(links listed below), students will work in collaborative groups to brainstorm at least three reasons why the slave trade was focused in Africa. During the brainstorming process, students need to consider the role of Africans, Europeans, and colonists. Then students will come together to present their findings for a whole-class discussion facilitated by the teacher. After the class discussion, have students write two paragraphs discussing economic and social reasons for why the slave trade was focused in Africa. Who benefitted most from using Africans as, first indentured slaves, and then enslaved people? Literacy RH.11-12.2, WHST.11-12.7

Atlantic Slave Trade—http://www.bbc.co.uk/religion/religions/christianity/history/slavery_1.shtml

http://www.slate.com/articles/life/the_history_of_american_slavery/2015/06/animated_interactive_of_the_history_of_the_atlantic_slave_trade.html

Inside the Slave Ship—http://www.slate.com/articles/life/the_history_of_american_slavery/2015/06/history_of_american_slavery_olaudah_equiano_and_life_aboard_a_slave_ship.html?wpsrc=sp_all_article_storypromo

AAH.2 Analyze the role of geography on the growth and development of slavery. (E, G)

AAH.2 Why was Africa considered fertile ground for the Trans-Atlantic slave trade?

Big Ideas: Slavery spreads in the New World. The economics of the South flourish. Conflict arises.

AAH.2Create informational pamphlets that explain the African slave trade and the role geography had on the growth and development of slavery. Literacy RH.11-12.7, WHST.11-12.6Maps of African kingdoms throughout time—http://www.timemaps.com/history/africa-979ad

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African Slave Trade—http://www.history.com/shows/mankind-the-story-of-all-of-us/videos/african-slave-trade

Black Rice— https://www.nytimes.com/books/first/c/carney-rice.html

AAH.3 Assess the impact of the slave trade on Africa and the colonies. (E)

AAH.3 When did the first enslaved Africans arrive in the Americas?

AAH.3Write an informational essay discussing the impact the slave trade had on Africa and the colonies. Be sure to discuss the changes that took place on the continent of Africa. For instance, the slave trade impacted the agrarian culture in Africa. Also discuss how the colonists benefitted from using slave labor in America. Anchor Text: Journal of a Residence on a Georgian Plantation in 1838-1839 http://www.pbs.org/wgbh/aia/part4/4h2922t.htmlLiteracy RH.11-12, WHST.11-12.2.BHave students to identify one specific item, program or plan that led to an increase in slavery during this era. Assign students to research more on how this helped grow slavery and what effect it had on those currently held in slavery and those who were still arriving. Students should present the findings from their research to the class. Reference links for AAH.3:Origins of slave trade—http://www.history.com/topics/black-history/slavery/videos/origins-of-slaverySlavery’s impact on Africa—http://news.bbc.co.uk/2/hi/africa/6504141.stmOnline text of The Interesting Narrative of the Life of Olaudah Equianohttp://www.gutenberg.org/files/15399/15399-h/15399-h.htm

AAH.4 Identify and explain the Middle Passage as one of the largest forced migrations in human history.(C,H)

AAH.4 What is the Middle Passage and the seasoning process? Content Vocabulary (Tier 3):

AAH.4Using the Anchor texts in the links listed below, students should Identify and explain the Middle Passage as one of the largest forced migrations in human history. Students will can create self-generated questions and answers that broaden their peers

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Indentured servant, Trans-Atlantic,Abolitionist Movement,Middle Passage Academic vocabulary (Tier 2): Trade, possession, labor, encounter, expose, extract(See page 4 for Vocabulary Instructions)

understanding. Use the links below as appropriate. Students should use multiple sources on this subject, demonstrating understanding of the historical facts under investigation.Literacy WHST.11-12.7

Links to Anchor Texts References:Information on the first Africans arriving in Jamestown – http://www.pbs.org/wgbh/aia/part1/1p263.htmlJamestown, Virginia Free Black, Anthony Johnson—http://www.pbs.org/wgbh/aia/part1/1p265.html Journal of a Residence on a Georgian Plantation in 1838-1839—http://www.gutenberg.org/files/12422/12422-h/12422-h.htmUncle Tom’s Cabin—http://www.gutenberg.org/files/203/203-h/203-h.htmThe first Africans in America—http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/page/2/-271The Africans in America—http://www.pbs.org/wgbh/aia/part1/index.html

The Growth of Slavery in America 1619-1860Weeks 2-3

TN State Suggested Readings/Anchor Text:The Meaning of the Fourth of July for the Negro, Frederick Douglass (1250L) http://www.pbs.org/wgbh/aia/part4/4h2927t.html

TN Social Studies Standards Big Ideas, Questions & Vocabulary Suggested Activities & ResourcesAAH.5 Analyze the economic, social, religious, and legal justifications for the establishment and continuation of slavery.

AAH.5When did the first enslaved Africans arrive in the British colonies which now make up the United

AAH.5 Analyze the economic, social, religious, and legal justifications for the establishment and continuation of slavery.Create a presentation that discusses the various reasons that

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(C,E,H) States? Were Africans enslaved only in the southern states? What role did religion play in the enslavement of Africans?

Big Ideas: Slavery spreads in the New World. The economics of the South flourish. Conflict arises.

were used to establish and continue the institution of slavery. DBQs: What were some of the justifications for the establishment and continuation of slavery? Was “Racism” at the heart of every justification for the continuation of slavery? What were some of the economic, social, religious, and legal justifications for the establishment and continuation of slavery? Write a one page paper, discussing this topic. Use the links below to gain content and information.Literacy RH.11-12.1,2; WHST.11-12.4,6,7

The Black Atlantic—http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/the-black-atlantic/George Washington and slavery – http://www.pbs.org/wgbh/aia/part2/2h9.html http://www.pbs.org/wgbh/aia/part2/2i1629.html http://www.pbs.org/wgbh/aia/part2/2i1630.html http://www.pbs.org/wgbh/aia/part2/2i1631.html http://www.ushistory.org/presidentshouse/slaves/index.htmThe relationship between black and white children – http://www.pbs.org/wgbh/aia/part2/2i1626.html http://www.pbs.org/wgbh/aia/part2/2i1627.htmlThe growth of cotton and slavery –http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/page/2/#497

AAH.6 Identify and evaluate the various ways Africans in America resisted slavery. (C,H)

AAH.6 Did Africans resist slavery and, if so, how?

AAH.6Identify and evaluate the various ways Africans in America resisted slavery.Propaganda was used to get out the image of the “happy slave”. Write a cause-effect essay examining some of the causes that led to the acceptance of the view of the “happy slave”. Be sure to discuss how slaves really were

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feeling and why they were unable to speak out against the belief that they were “happy” as enslaved people. Determine the motivation of the authors of this type of propaganda.The Happy Slave—http://edsitement.neh.gov/lesson-plan/frederick-douglasss-narrative-myth-happy-slaveand usehttp://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/activity02-myth-of-happy-slave.pdfLiteracy WHST.11-12.1.A,2.B4,6,7

AAH.6 Use a graphic organizer to discuss some of the various ways in which slaves revolted against the institution of slavery. In the graphic organizer, describe the specific incidence, the impact it had on the slaves, and whether or not the incident was successful in impacting the slaves’ lives at all. Use the information from the graphic organizer to write an informational paper discussing the various revolts that took place during the age of slavery. Be sure to give specific details for each incident. Use MLA format. Slave Rebellions—http://www.history.com/topics/black-history/slavery-iv-slave-rebellionshttp://www.pbs.org/wgbh/aia/part3/3p1576.htmlLiteracy WHST.11-12.9

AAH.6Divide the class into three groups to research the Gabriel, Vesey, and Turner rebellions, considering the following questions:

What made others see Gabriel, Vesey, or Turner as leaders? What events and ideas prompted the rebellion? Who was involved (e.g., slaves, free blacks, whites)? What alliances

had to be formed? What were the risks and dangers for the people involved?

What were the goals of the rebellion? Was the rebellion successful? Why? How did the response affect enslaved and free blacks?

And using newspapers, speeches, letters, or other documents, have students

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present their research to the class in one of the following formats: a meeting in which the conspirators discuss their plans, the trial of the conspirators, or a discussion of the rebellion among free northern blacks. Literacy WHST.11-12.4,6,7Use the links listed below for content knowledge and information:January 13, 1777 petition of slaves in Massachusetts seeking freedom http://www.pbs.org/wgbh/aia/part2/2h32.htmlFounding of the Pennsylvania Abolition Society http://www.pbs.org/wgbh/aia/part3/3p249.htmlMum Bett – http://www.biography.com/people/mum-bett-7324 http://www.pbs.org/wgbh/aia/part2/2p39.htmlhttp://loki.stockton.edu/~kinsellt/projects/sedgwick/storyReader$29.htmlBelinda Royall – http://www.royallhouse.org/slavery/belindas-petition/http://tuftsjournal.tufts.edu/archive/2002/august/calendar/royall2.shtml http://www.jstor.org/discover/10.2307/4491599?uid=2129&uid=2&uid=70&uid=4&sid=21103998748081Nat Turner’s Rebellion—http://www.pbs.org/wgbh/aia/part3/3p1518.htmlhttp://www.history.com/topics/black-history/nat-turner

AAH.7 Analyze the role slavery played in the development of nationalism and sectionalism. (C,E,H,P)

AAH.7 What role did slavery play in the development of sectionalism in the United States?

AAH.7 Analyze the role slavery played in the development of nationalism and sectionalism by creating a presentation (PowerPoint or Prezi) discussing both sectionalism and nationalism. What effect did these ideals have on the institution of slavery? What role did slavery have on the development of nationalism and sectionalism? What was the Era of Good Feelings? Be sure to explain what both sectionalism and nationalism were and what it meant for America during this time. Literacy WHST.11-12.7Use the links listed below for content knowledge and information:

Nationalism and Sectionalism—https://iweb.tntech.edu/kosburn/honors/nationalism%20and%20sectionalism%20after%20the%20war%20of%201812.htm

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Era of Good Feelings—http://americanns.weebly.com/era-of-good-feelings.html

AAH.8 Assess the development of the abolitionist movement and its impact on slavery and the nation. (C,H,P)

AAH.8Big Idea:How did the abolitionist movement affect slavery?

Content Vocabulary (Tier 3):Nationalism, Abolitionists, Constitution Nat Turner, Dred Scott, Civil War, Slave Rebellion, Fugitive Slave Act

Academic vocabulary (Tier 2): Principles, Divine, Reproach, Liberty, Discourse, Freedom, Impunity See pg.4 for Vocabulary Instructions

AAH.8 Assess the development of the abolitionist movement and its impact on slavery and the nation.The Abolitionist movement gained new momentum during the early 19th century as many critics of slavery hardened their views and began to reject the idea of gradualism, the slow and steady progress towards the goal of the freedom of slaves. With the growth of the movement came a formal organization in both the North and the South. Who were some of the leading proponents during this time period? What were these abolitionists’ beliefs and goals? How did they attempt to achieve these goals? How did this emergence of a formally organized movement impact the lives of slaves, especially when considering such laws as the Fugitive Slave Act of 1793? Write a one-page paper discussing how the abolitionist movement during this time period impacted slavery. Some form of abolitionism had been in place since colonial times. Were the abolitionists during the 19th century more effective at achieving their goals? Why or why not? Literacy WHST.11-12.7Use the links listed below for content knowledge and information:

Anchor Text:The Meaning of the Fourth of July to the American Negro by Frederick Douglass—http://www.pbs.org/wgbh/aia/part4/4h2927t.html

Abolitionist Movement—http://www.history.com/topics/black-history/abolitionist-movementhttp://www.ushistory.org/us/28b.asphttp://www.u-s-history.com/pages/h477.html

Frederick Douglass and the Abolitionist Movement—http://www.frederick-douglass-heritage.org/abolitionist-movement/

African American Life Weeks 4-5

TN State Suggested Readings & Anchor Texts:

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Uncle Tom’s Cabin, Harriet Beecher Stow (1650L)The Lincoln – Douglas Debates (1500L) http://www.history.com/topics/lincoln-douglas-debates

TN Social Studies Standards Big Ideas, Questions & Vocabulary Suggested Activities & ResourcesAAH.9 Compare and contrast African-American urban and rural communities in the North and the South. (C,G)

AAH.9How did life differ for African-Americans in the northern and southern states?

Big Ideas: African American Life Survives in an unjust South. The African American Family become rooted.

AAH.9Living conditions were very different in the North and South following the abolishment of slavery. Have students use a Venn Diagram to compare/contrast African-American urban and rural communities in the North and the South. Then student should write two paragraphs discussing the differences between the North and the South and how it led to the Great Migration. Literacy WHST.11-12.6,7 Use the links listed here for content knowledge:Frederick Douglass’ autobiographyhttp://docsouth.unc.edu/neh/douglass/douglass.htmlSlave narratives http://public.wsu.edu/~campbelld/amlit/slave.htm http://docsouth.unc.edu/neh/intro.htmlCaptivity narratives http://public.wsu.edu/~campbelld/amlit/slave.htmTwelve Year A Slave text online http://docsouth.unc.edu/fpn/hughes/hughes.htmlIncidents in the Life of a Slave Girl text onlinehttp://www.readbookonline.net/title/47019/The Great Migration—http://www.history.com/topics/black-history/great-migrationhttp://www.pbs.org/wnet/jimcrow/stories_events_migration.htmlhttp://www.npr.org/templates/story/story.php?storyId=129827444http://www.newyorker.com/magazine/2010/09/06/the-uprooted

Ask students to read the first chapter of Uncle Tom’s Cabin online. In the text, the slave trader shares, in detail, his ideas about the humanity of slaves and how they are to be treated. Outline these ideas to create a description of the system of slavery as viewed by Stowe. According to Stowe, what drives the system of slavery? What ideas enforce the system of slavery? How did these impact families during this time period? Literacy RH.11-12.1, WHST.11-12.6,7

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From the state’s recommended list:Anchor Text:Uncle Tom’s Cabin, Harriet Beecher Stowe—http://www.gutenberg.org/files/203/203-h/203-h.htm http://nationalera.wordpress.com/further-reading/a-note-on-the-text/ http://nationalera.wordpress.com/

AAH.10 Describe and analyze the African-American family in antebellum America. (C)

AAH.10How did the population of slaves in the United States increase? How did this differ from increases in other western hemisphere slaveholding nations? How did the idea of “family” apply to slaves during this time period? Was this different from ideas of “family” among free blacks?

AAH.10 Describe and analyze the African-American family in antebellum America. In small collaborative groups, create an underground newspaper for the African-American community during the Antebellum era. The newspaper should have one news story, one editorial, one local events announcement, and several other small stories. The focus of the stories should be to depict conditions for African-American families during this period. Literacy WHST11-12.1.B, 7Have students use these links for content knowledge and information:

African American Families in Antebellum America—http://nationalhumanitiescenter.org/tserve/freedom/1609-1865/essays/aafamilies.htmhttp://www.historycentral.com/Ant/People/African.htmlhttp://www.pbs.org/wgbh/aia/part4/4p2956.htmlhttp://www.udel.edu/BlackHistory/antebellum.htmlhttps://learn.uakron.edu/beyond/africanam_antebellum.htmhttp://www.nccivilwar150.com/history/african-american.htm

Living Conditions—http://www.pbs.org/wnet/slavery/experience/living/history.html

Anchor texts from the state’s recommended list:Lincoln-Douglas Debates—http://www.nps.gov/liho/learn/historyculture/debates.htmhttp://www.history.com/topics/lincoln-douglas-debatesUsing Anchor Texts: The first reading students will read the debates aloud in their entirety in groups. Then upon the second reading, the groups will be read shorter sections and develop guiding questions. Then, the groups will pass the questions which have been written on cards (about five questions) to

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another group who will read the text again answering the questions they were given from the other group.

AAH.11 Describe the development of African-American institutions such as religion, education and benevolent organizations. (C)

AAH.11What role did religion play in the life of African-Americans during this time period? When, where and how did African-American denominations develop? Did free African-Americans in the north have full citizenship and full rights or did they also suffer discrimination? If not, what forms of discrimination did they face?

AAH.11During the Reconstruction era African-Americans sought autonomy through the development of their own churches, schools, and benevolent organizations. Research prominent organizations such as the African Episcopal church. Consider how the organization was started. What impact did its founders wanted to have on African-Americans? What effect did these organizations have on the African-American family and individual as they worked to build a new sense of identity in a changed society? Write a two-three page paper explaining the impact the black church, school, or benevolent organization had on the new African-American citizen. Absalom Jones was a founder of the African Episcopal Church. He was born in slavery in Delaware during a time when slavery was being debated for its morality. Jones taught himself to read and write and at the age of 16 was sold to a shopkeeper where he was able to attend night school for black people, operated by the Quakers. Research Absalom Jones and write an analytical essay explaining his background and his contribution to black religion. Include an analysis of how he sought to develop one of the first black churches. Also, speak to his motivation to begin the church? What impact did the church have on black families?

Literacy WHST.11-12.1.B, 7Have students use these links for content knowledge and information:

The Black Church—http://www.pbs.org/godinamerica/black-church/http://www.digitalhistory.uh.edu/exhibits/reconstruction/section2/section2_church.html

Religion—http://www.pbs.org/wnet/slavery/experience/religion/history2.html

African Episcopal Churchhttp://www.pbs.org/wgbh/aia/part3/3h471.html

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http://www.pbs.org/wgbh/aia/part3/3h1588.html

Richard Allen –http://www.biography.com/people/richard-allen-21056735 http://www.ame-church.com/our-church/our-history/http://www.christianitytoday.com/ch/131christians/denominationalfounders/richardallen.html

Absalom Jones – http://www.pbs.org/wgbh/aia/part3/3h85.htmlhttp://www.episcopalarchives.org/Afro-Anglican_history/exhibit/leadership/jones.php http://www.aecst.org/ajones.htm http://docsouth.unc.edu/neh/bragg1915/summary.htmlMother Bethel A.M.E. Church – http://www.ushistory.org/tour/mother-bethel.htm http://christianity.about.com/od/AME/a/AME-Church-History.htm http://www.motherbethel.org/mus.phphttp://nationalhumanitiescenter.org/search.htm?cx=005555332814368213198%3Ajwvis4yqe7g&cof=FORID%3A11&q=Richard+Allen&sa.x=0&sa.y=0Describe the development of African-American institutions such as education and benevolent organizations.Hampton, Virginia – http://www.theroot.com/articles/history/2014/06/first_free_african_american_community_possibly_unearthed_in_hampton_va.htmlNew Philadelphia, Illinois – http://www.newphiladelphiail.org/ http://www.anthro.illinois.edu/faculty/cfennell/np/http://www.cr.nps.gov/nR/twhp/wwwlps/lessons/130newphila/index.htmDred Scott –http://www.oyez.org/cases/1851-1900/1856/1856_0/ http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/9stlouis/9stlouis.htm

Library of Congress oral history recordings of former slaves –

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http://memory.loc.gov/ammem/collections/voices/index.html

AAH.12 Identify and explain the contributions of African-Americans in science and the arts. (C)

AAH.12How did African-Americans contribute to the growth of America during this time?

Content Vocabulary (Tier 3):Freedman, Chattel, Slave Codes, Absalom Jones, Episcopal Church, Reconstruction

Academic Vocabulary (Tier 2):Benevolence, Fugitive, Property, Equality, holders, housed, field See pg.4 for vocabulary instruction

AAH.12The teacher assigns each student a notable contributor to science/medicine or the arts. The students will prepare a presentation that provides details about the person’s life, contributions, and how the contribution impacted or changed American society. Literacy WHST.11-12.2.B,6,7,8Great Black Heroes—http://www.greatblackheroes.com/

Black Inventors—http://blackinventor.com/

Charles Drew—http://www.biography.com/people/charles-drew-9279094http://www.cdrewu.edu/about-cdu/DrCharlesRDrewhttp://www.ferris.edu/news/jimcrow/question/june04.htmhttp://blackinventor.com/charles-drew/

African Americans During the Civil War and ReconstructionWeeks 6-7

TN State Suggested Readings/Anchor Texts:The Lincoln–Douglas Debates (Lexile – 650L)Reminiscences of My Life in Camp with the 33rd United States Colored Troops, Susie King Taylor (Lexile 710L)U.S. Constitution - 13th, 14th, and 15th Amendments (Lexile Not rated) http://www.loc.gov/rr/program/bib/ourdocs/13thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/15thamendment.htmlReminiscences of MY Life in Camp with the 33rd United States Colored Troops, Susie King Taylor (Lexile 1370L)

TN Social Studies State Standards Big Ideas, Questions & Vocabulary Suggested Activities & ResourcesAAH.13 Evaluate President Lincoln’s views on slavery and the status of freed slaves in the United States. (P)

AAH.13What were President Lincoln’s views on slavery and the status of freed slaves in the United States?

AAH.13Assign students to read and research and read statements from Lincoln regarding slavery and the continuation or end of the institution and answer the following questions. Write a one-page paper discussing the answers to these questions: What were Lincoln’s views? What did he feel should happen

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regarding slavery? What did he plan to do about the practice? Did he call for the complete end to it? Was he constitutionally correct in his assessment? Was he morally correct in his assessment? Lincoln on Slavery—http://nps.gov/liho/historyculture/slavery.htmhttp://www.mrlincolnandfreedom.org/Literacy WHST.11-12.6,7Assign groups of students to research and create a presentation of the 13th, 14th, or 15th amendments. Presentations should include facts about the amendment, important dates, interpretations of the amendment, reactions to it and the effect it had on African-Americans and America in general. These amendments serve as anchor text and information about each is also included. Literacy WHST.11-12.6,7

13th, 14th & 15th Amendments to the U.S. Constitution – http://www.loc.gov/rr/program/bib/ourdocs/13thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/15thamendment.html

AAH.14 Identify and explain the roles of African-American soldiers, spies and slaves in the war effort in both the North and the South, including the 13th U.S. Colored Troops. (H,TN)

AAH.14How did the African-American soldiers impact the war effort? What role did African-American soldiers play in the war during this time period?

AAH.14 Identify and explain the roles of African-American soldiers, spies and slaves in the war effort in both the North and the South, including the 13th U.S. Colored Troops.View the video “Victors, Not Victims” about African-American soldiers and their contributions during the war. Write a two-paragraph summary of the message that is conveyed in the video. Why is this particular title relevant to the information being presented in the video? What are the speakers trying to get viewers to understand about African-American participation during the Civil War? Student should be able to explain the roles of African-American soldiers, spies and slaves in the war effort in both the North and the South, including the 13th U.S. Colored Troops.Literacy WHST.11-12.6,7African-American soldiers in the Civil War – http://ww2.tnstate.edu/library/digital/BlacKs.htm http://www.history.com/topics/american-civil-war/black-civil-war-soldiershttp://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/civilwar/aasoldrs/

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http://www.pbs.org/wgbh/americanexperience/features/timeline/lincolns-soldiers/

Frederick Douglass, one of the most prominent abolitionists and intellectuals of the Civil War era, once said, “He who would be free must strike the blow.” Research how the United States Colored Troops affected and participated in wars in order to “strike a blow” toward their freedom. Create a brochure that explains how Blacks participated in the Civil War. When Blacks were first allowed to fight on the battlefield? What were death rates like during the war for black people? And how were they treated once they returned from war? Literacy WHST.11-12.6,7Conduct research to analyze the effects of Reconstruction on the legal, political, social, cultural, educational and economic life of freedmen.Frederick Douglass –http://abrahamlincolnsclassroom.org/abraham-lincolns-contemporaries/abraham-lincoln-and-frederick-douglass/ http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/147douglass/147douglass.htm http://www.biography.com/people/frederick-douglass-9278324http://www.pbs.org/wgbh/aia/part4/4p1539.html

AAH.14 Use the links below to write a paper that explains: How African-American soldiers impacted the war effort? What role did African-American women soldiers play in the war? Literacy WHST.11-12.6,7

United States Colored Troops (USCT) – http://www.civilwar.org/education/history/usct/usct-united-states-colored.html http://www.civilwar.org/video/usctharijones.html (video clip)

What role did African-American women soldiers play in the war? Literacy WHST.11-12.6,7

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State recommended and Anchor text:Reminiscences of My Life in Camp with the 33rd United States Colored Troops, Susie King Taylor—http://docsouth.unc.edu/neh/taylorsu/taylorsu.html

AAH.15 Analyze the effects of Reconstruction on the legal, political, social, cultural, educational and economic life of freedmen. (H,P)

AAH.15What was Reconstruction? What did freedom mean to African-Americans? How did their lives change because of it? African American soldiers were used while being denied rights. Can segregation exist in war?

AAH.15White landowners essentially resumed a form of slavery with the emergence of the practice of sharecropping. Contracts between white landowners and black families essentially indebted the families to the landowner for life as they struggled to pay high interests on very low payments which they received for their services. Consider that many of the African-American signees of such contracts could not read or write and would have been limited in any challenges in a court of law and many times had few or other options to pursue with their new freedom. The teacher will facilitate a class discussion about sharecropping and how the typical arrangement was set up. Have students consider the following questions: What were the benefits for the white landowners under the system of sharecropping? What were the benefits for the newly freed African-Americans? What were the detriments of the system? Was sharecropping just a new form of legalized slavery in the face of the Emancipation Proclamation, which eventually led to the freedom of all slaves? Literacy WHST.11-12.6,7The class should have access to the following links for information and reference:Sharecropping—http://www.history.com/topics/black-history/sharecroppinghttp://www.pbs.org/wgbh/amex/reconstruction/sharecrop/sf_economy.htmlhttp://www.globalresearch.ca/debt-slavery-in-america-the-forgotten-history-of-sharecropping/5356693

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=14&cad=rja&uact=8&ved=0ahUKEwjdjeuH-qLJAhWKOz4KHccABk04ChAWCC4wAw&url=http%3A%2F%2Fwww.waterfordschools.org%2Fcms%2Flib4%2FCT01001345%2FCentricity%2FDomain

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How did Reconstruction policies affect African-Americans?

%2F201%2FReconstruction%25204%2520Sharecropping%2520KKK.doc&usg=AFQjCNH4W8eSg-rN_1Up4G4lKuMe9DrVJQ&sig2=yqukMs5co72WRVJ-kIOTNg

Write an argumentative paper discussing whether sharecropping was a new legalized form of slavery. Make sure you present a claim/argument in your paper. Provide thorough support for your claim. Address the counter claim for your argument as well. Support all claims with evidence from relevant texts. Literacy WHST.11-12.7Use the links listed.Assign students (or small groups) to research one of the African-Americans elected to a political office during the Reconstruction era. Students should find and detail information about the person’s life before the Civil War, what political office they were elected to (title, local, state, national), legislation and laws they helped create, influence and pass, the circumstances that caused the person to leave office and what they did after Reconstruction ended. Students should create a presentation and share it with the class. Literacy WHST.11-12.7

Freedmen’s Bureau—http://www.history.com/topics/black-history/freedmens-bureau

The Civil Rights of Freedmen—http://www.pbs.org/wnet/slavery/experience/legal/docs6.html

Effect of Reconstruction on Freedmen—http://www.socialstudieshelp.com/lesson_37_notes.htmhttp://www.westga.edu/~hgoodson/Reconstruction.htmhttp://www.history.com/topics/american-civil-war/reconstructionAfrican-Americans Elected –http://abcnews.go.com/Politics/OTUS/reconstruction-african-american-senators/story?id=18368916 http://www.georgiaencyclopedia.org/articles/history-archaeology/black-legislators-during-reconstruction http://www.thenation.com/article/rooted-reconstruction-first-wave-black-congressmen

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http://history.house.gov/Exhibitions-and-Publications/BAIC/Black-Americans-in-Congress/

AAH.16 Assess the successes and failures of Reconstruction as they relate to African-Americans. (H,P)

AAH.16How was the state of Tennessee involved in the Civil War and Reconstruction? What role did African-Americans play? How and when did Reconstruction end? What was the result for African-Americans in the south?

Content Vocabulary (Tier 3)Freedmen, reconstruction,KKK, Emancipation Proclamation 13th, 14th, 15th Amendments, sharecropping, slave codes Academic vocabulary (Tier 2):policy, contracts, circumstancesSee p. 4 for vocabulary instructions.

AAH.16Assign students (or small groups) to research one of the African-Americans elected to a political office during the Reconstruction era. Students should find and detail information about the person’s life before the Civil War, what political office they were elected to (title, local, state, national), legislation and laws they helped create, influence and pass, the circumstances that caused the person to leave office and what they did after Reconstruction ended. Students should create a presentation and share it with the class. Literacy WHST.11-12.7African-Americans Elected—http://abcnews.go.com/Politics/OTUS/reconstruction-african-american-senators/story?id=18368916http://www.georgiaencyclopedia.org/articles/history-archaeology/black-legislators-during-reconstructionhttp://www.thenation.com/article/rooted-reconstruction-first-wave-black-congressmen Successes and Failures of Reconstruction—http://www.nytimes.com/roomfordebate/2015/05/26/how-should-americans-remember-reconstruction/successes-and-failures-of-reconstruction-hold-many-lessons

African American Life after Emancipation Through World War IWeeks 8-9

TN State Suggested Readings/Anchor Texts):The Brown vs. Board of Education Opinion (1179L) http://www.uscourts.gov/educational-resources/educational-activities/history-brown-v-board-education-re-enactment

TN State Standards Guiding Questions & Vocabulary Instructional Activities & ResourcesAAH.17 Assess the economic and social impact of Jim Crow laws on African-Americans. (C,H,E)

AAH.17What were the economic and social effects of Jim Crow laws on African Americans?

AAH.17One of the tenets of the Jim Crows laws was the supposed truth that facilities and opportunities could be both separate and equal. Usually, the truth was anything but. Read the Jim Crow narratives (firsthand accounts from those impacted by Jim Crow laws) to understand how the laws were used to further deny African-Americans the opportunity to obtain economic and social equality

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in America following Reconstruction. Choose one of the narratives and write about the person’s life before Jim Crow and after, discuss how Jim Crow laws affected the person financially as well as socially. This paper should be one-to-two pages in length. Literacy WHST.11-12.7Jim Crow—http://www.crf-usa.org/black-history-month/a-brief-history-of-jim-crowhttp://americanhistory.si.edu/brown/history/1-segregated/white-only-1.htmlhttp://americanhistory.si.edu/brown/history/1-segregated/jim-crow.htmlVisit to the Jim Crow Museum film clip –http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/racist-images-and-messages-in-jim-crow-era/What role did the Ku Klux Klan play in affecting the upward mobility and social elevation of African Americans? How was the organization formed? What was its purpose? What tactics did it use in order to fulfill the vision of the organization? Were their activities legal? Explain. Write two paragraphs discussing the formation of the KKK and the impact it had on African-American’s lives. Literacy WHST.11-12.7KKK—http://www.history.com/this-day-in-history/kkk-foundedhttp://www.pbs.org/wgbh/americanexperience/features/general-article/flood-klan/https://www.pbs.org/wnet/jimcrow/stories_org_kkk.html

Wilhelmina Baldwin—https://www.pbs.org/wnet/jimcrow/narrative_baldwin.html

Charles Gratton—https://www.pbs.org/wnet/jimcrow/narrative_gratton.html

AAH.18 Analyze the legal ramifications of segregation laws and court decisions on American society. (H,P)

AAH.18What were some of the legal ramifications of segregation laws and court decisions that took place during this period?

AAH.18Assign students to review the Supreme Court decisions in Plessy v. Ferguson, Brown vs. Board of Education and/or Williams v. Mississippi. Did the justices interpret the 14th and 15th amendment correctly? Think about the laws as they were written and understood in that day, not today. Write an essay discussing

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your position on whether the decisions were interpreted correctly and cite evidence from the texts of the law and court decisions to support your point of view. Literacy WHST.11-12.7 Plessy v. Ferguson – http://www.pbs.org/wnet/jimcrow/stories_events_plessy.html http://www.oyez.org/cases/1851-1900/1895/1895_210

Have students independently research one of the notable court cases from this period. Use the research to create a presentation that provides background information about the person(s) involved in the case, the facts of the case, the outcome of the case, and how the court case affected American society, specifically African-Americans. Present findings to the class via one of various modes (PowerPoint, Prezi, iMovie). Literacy WHST.11-12.7,2,4

References Links:Dred Scott Decision—https://www.oyez.org/cases/1850-1900/60us393http://www.pbs.org/wgbh/aia/part4/4p2932.htmlhttp://www.history.com/this-day-in-history/dred-scott-decisionhttp://www.historyplace.com/lincoln/dred.htmhttp://www.loc.gov/rr/program/bib/ourdocs/DredScott.html

Brown v. Board of Education—http://www.uscourts.gov/educational-resources/educational-activities/history-brown-v-board-education-re-enactmenthttp://www.pbs.org/wnet/supremecourt/rights/landmark_brown.htmlhttps://www.oyez.org/cases/1940-1955/347us483http://www.nationalcenter.org/brown.html

13th, 14th, and 15th Amendments—http://www.loc.gov/rr/program/bib/ourdocs/13thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/15thamendment.html

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The Fifteenth Amendment in Flesh and Blood--http://history.house.gov/Exhibitions-and-Publications/BAIC/Historical-Essays/Fifteenth-Amendment/Introduction/

AAH.19 Compare and contrast the political movements that developed in response to Jim Crow laws, including the Niagara Movement, the NAACP, the Urban League, the Atlanta Compromise, the Colored Farmers’ National Alliance and Cooperative Union, Brotherhood of Sleeping Car Porters and the Anti-lynching crusade. (H,P)

AAH.19 What were some of the responses to segregation and disenfranchisement during this period in America? What led to the formation of organizations like the Urban League, the Niagara Movement, and the Brotherhood of Sleeping Car Porters?

AAH.19Have students perform independent research on one of the following: the Niagara Movement, NAACP, the Urban League, the Atlanta Compromise, Brotherhood of Sleeping Car Porters, Colored Farmers’ National Alliance, or the Anti-Lynching Crusade. How was the organization or movement founded? What was its vision and purpose? What notable accomplishments did the organization or movement have as it battled for equality against Jim Crow laws and codes? Create a presentation and present it to the class. Literacy WHST.11-12.6,7

Booker T. Washington and W.E.B DuBois had very different ideas about how to achieve equality and the upward mobility of the African American race. Write a comparison-contrast piece discussing their ideas. What were some similarities and differences? What was significant about their beliefs? Who supported the men and their vision for the African-American race? How do you know? Literacy WHST.11-12.6,7Niagara Movement—https://www.pbs.org/wnet/jimcrow/stories_events_niagara.htmlhttp://www.history.com/topics/black-history/niagara-movement

The NAACP: A Century in the Fight for Freedom – http://www.loc.gov/exhibits/naacp/index.htmlhttp://www.naacp.org/pages/naacp-history

The Urban League—http://find.galegroup.com/gic/infomark.do?&idigest=fb720fd31d9036c1ed2d1f3a0500fcc2&type=retrieve&tabID=T001&prodId=GIC&docId=CX2831400031&source=gale&userGroupName=itsbtrial&version=1.0http://www.pbs.org/wnet/jimcrow/stories_org_business.htmlhttp://www.socialwelfarehistory.com/organizations/national-urban-league/

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AAH.20 Compare and contrast the African-American political and legal personalities of the time period and their impact on American society, including Samuel McElwee, Robert R. Church Jr., Ida B. Wells, Randolph Miller and James Napier.

AAH.20Did all African-American leaders seek the same path to full inclusion in society? If not, why? Which do you think were the most effective?

AAH.21Did all African-American leaders seek the same path to full inclusion in society? If not, why? Which do you think were the most effective?

AAH.20-AAH.21The teacher can assign one of the notable African Americans of this period to the students. Students will research the person’s life. What is the person notable for? Compare and contrast the African-American political and legal personalities of the time period and their impact on American society, including Samuel McElwee, Robert R. Church Jr., Ida B. Wells, Randolph Miller and James Napier. Was there any controversy surrounding the person? What was it? Explain it. What was the result of the person’s efforts? What impact did his or her efforts have on American society? Present the findings in a PowerPoint or Prezi presentation. Literacy WHST.11-12.6,7Use the links below…

Samuel McElwee—http://www.blackpast.org/aah/mcelwee-samuel-allen-1857-1914http://ww2.tnstate.edu/library/digital/mcelwee.htm

Robert R. Church Jr.—http://www.blackpast.org/aah/robert-r-church-jr-1885-1952http://historic-memphis.com/biographies/robert-church/robert-church.html

Ida B. Wells—http://www.biography.com/people/ida-b-wells-9527635http://mshistory.k12.ms.us/articles/49/ida-b-wells-a-courageous-voice-for-civil-rightshttp://www.pbs.org/wnet/jimcrow/stories_events_wells.html

Randolph Miller—

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http://theblackhistorychannel.com/2013/randolph-m-miller-ex-slave-and-writer/http://www.hmhco.com/country/us/tennessee/social-studies/the-americans-reconstruction-to-the-present

James Napier—http://www.blackpast.org/aah/napier-james-carroll-1845-1940

AAH.22 Evaluate the economic, cultural, political, and social impact of African-American migration within and from the South, including the Exodusters, Benjamin “Pap” Singleton and the Second Generation Migration.

AAH.21 Describe the development of African-American institutions such as religion, education and benevolent organizations.

AAH.22Why did many African-Americans choose to leave the Jim Crow south?

AAH.21 What African American Institutions developed?

AAH.22Assign students to give a brief synopsis of the Great Migration and write an essay on the cultural, political, and geographic impact of the Great Migration on contemporary American life. Evaluate the economic, cultural, political, and social impact of African-American migration within and from the South, including the Exodusters, Benjamin “Pap” Singleton and the Second Generation Migration.

Links are belowUsing a blank United States map, assign students to create a map of Great Migration patterns and trends. Show on the map where African- Americans moved from and to during the process. Students should label the map with important cities and states.Literacy WHST.11-12.6,7Chicago’s Black Metropolis – http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/53black/53black.htmNew York City Race Riots of 1900 – http://www.loc.gov/rr/news/topics/nyriot.htmlDescribe the development of African-American institutions such as religion, education and benevolent organizations.

African-American experience in Ohio – http://dbs.ohiohistory.org/africanam/

NPR interview about Great Migrations – http://www.npr.org/templates/story/story.php?storyId=129827444AAH.21 Describe the development of African-American institutions such as religion, education and benevolent organizations.

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http://www.blacknews.com/directory/black_african_american_organizations.shtmlhttp://www.diversitybestpractices.com/news-articles/20-african-american-organizations-you-need-knowLiteracy RH.11-12.1,2

AAH.23 Describe the impact of African-American regiments in the western campaigns, the Spanish-American War and World War I, including Buffalo Soldiers and George Jordan.

AAH.23What role did the Buffalo Soldiers play in the war during this period?

Content Vocabulary (Tier 3):Plessy V. Ferguson, Niagara Movement, Talented Tenth, Jim Crow laws, Buffalo Soldiers, Black Migration, separate but equal

Academic Vocabulary (Tier 2) : Independence, equality, union, compromise, disenfranchisement, contract, unions See pg.4 for Vocabulary Instructions

AAH.23Write an informational essay about the Buffalo soldiers. How were they formed? How were they treated in comparison to their white counterparts? What were major obstacles the soldiers faced? Describe the impact of African-American regiments in the western campaigns, the Spanish-American War and World War I, including Buffalo Soldiers and George Jordan.

Literacy WHST.11-12.6,7

Buffalo Soldiers—http://www.nps.gov/yose/learn/historyculture/buffalo-soldiers.htmhttp://www.buffalosoldiers-amwest.org/history.htm

Interview with former Buffalo Solider—http://myfox8.com/2015/08/07/buffalo-soldiers/

Additional ResourcesAtlanta Compromise—http://www.pbs.org/wnet/jimcrow/stories_events_speech.htmlhttp://www.pbs.org/wnet/jimcrow/historical_docs/hist_doc_altantacomp1.htmlBrotherhood of Sleeping Car Porters—http://www.pbs.org/wnet/jimcrow/stories_org_brother.htmlhttp://www.pbs.org/wnet/jimcrow/stories_people_randolph.htmlhttp://dcc.newberry.org/collections/the-struggle-for-civil-rights-in-the-urban-northColored Farmers’ National Alliance—http://www.pbs.org/wnet/jimcrow/stories_org_populist.html

29 Links not working? Try using Firefox or Google Chrome!

Anti-Lynching Crusade—http://afroamhistory.about.com/od/segregation/a/Anti-Lynching-Movement.htmhttps://www.pbs.org/wnet/jimcrow/stories_people_wells.htmlhttp://ushistoryscene.com/article/aswpl/http://history.house.gov/Exhibitions-and-Publications/BAIC/Historical-Essays/Temporary-Farewell/Anti-Lynching-Legislation/Booker T. Washington and WEB DuBois—http://www.pbs.org/wgbh/pages/frontline/shows/race/etc/road.htmlhttp://www.biography.com/news/web-dubois-vs-booker-t-washingtonhttp://www2.kenyon.edu/Depts/Amerstud/blackhistoryatkenyon/Individual%20Pages/Washington%20and%20DuBois.htmOf Mr. Booker T. Washington and Others (1903), W.E.B. DuBois http://historymatters.gmu.edu/d/40https://www.gutenberg.org/files/408/408-h/408-h.htmPlessy v. Ferguson – http://www.pbs.org/wnet/jimcrow/stories_events_plessy.html http://www.oyez.org/cases/1851-1900/1895/1895_210Dred Scott Decision—https://www.oyez.org/cases/1850-1900/60us393http://www.pbs.org/wgbh/aia/part4/4p2932.htmlhttp://www.history.com/this-day-in-history/dred-scott-decisionhttp://www.historyplace.com/lincoln/dred.htmhttp://www.loc.gov/rr/program/bib/ourdocs/DredScott.htmlBrown v. Board of Education—http://www.uscourts.gov/educational-resources/educational-activities/history-brown-v-board-education-re-enactmenthttp://www.pbs.org/wnet/supremecourt/rights/landmark_brown.htmlhttps://www.oyez.org/cases/1940-1955/347us483http://www.nationalcenter.org/brown.html13th, 14th, and 15th Amendments—http://www.loc.gov/rr/program/bib/ourdocs/13thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/15thamendment.html

These sites can be used to enhance your lesson plans!

30 Links not working? Try using Firefox or Google Chrome!

Ever Fi (Economics, financial Literacy & African American History)

www.everfi.com/login Literacy Design Collaborative- Curricular Library

https://coretools.ldc.org/ Read Works (Informational Passages/Articles including Paired Texts)

http://www.readworks.org/ Newsela (Informational topics)

https://newsela.com/ Britannica www.school.eb.com Username: shelby Password:

county To Log on to ImageQuest

Go to: quest.eb.com Username – shelby Password - county The World Almanac Online (for middle and high)

http://online.infobaselearning.com/Direct.aspx?aid=237361&pid=WE29Access Credentials: for middle and highUsername: shelbycty-2nd Password: digital

Engage New Yorkhttps://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

Achieve The Core http://achievethecore.org/ Gilder-Lehrman

https://www.gilderlehrman.org/programs-exhibitions/affiliate-school-program Teacher Tube (Uses your SCS Log-in) McGraw Hill: http://connected.mcgraw-hill.com (for SCS teachers only- call 1 (800) 437-3715 for Log-in)