African American History

2013/2014
SHELBY COUNTY SCHOOLS
AFRICAN AMERICAN HISTORY CURRICULUM GUIDE

Written By: | Robert Sprayberry
Curriculum Map
Social Studies African American History
Social Studies
Curriculum Map African American History Curriculum Revision Committee

Written By:
Robert Sprayberry
Ljillauna V. Smith, Social Studies Coordinator, MCS Relzie Payton, Social Studies Coordinator, SCS Derryll Johnson, Curriculum Editor, MCS Department of Curriculum and Instruction
Shelby County Schools 1 of 62
Curriculum Map
Dear Educators:
This curriculum guide is an instructional tool designed to assist teachers in developing and implementing a quality Social Studies instructional program. With traces of Common Core implementation throughout, this map provides guidance for teachers as lesson plans are created. Although new Social Studies Standards will be introduced next year, we have taken the first step towards introducing Literacy Standards into this curriculum. In addition, we have also included a Tool Box, which lists district resources for you. This document contains live links and will be constantly updated each quarter as new information/strategies/resources become available. Each time the map is posted, it will be posted in its entirety. We suggest saving it on your desk top and overriding each version with the latest update. You also have the option of printing only the pages you need. The curriculum guide exists to provide assistance to teachers as they help student develop their understandings of the following essential questions:
Is America a land of opportunity? Is the exploitation of one group necessary for the advancement of another group? How can racism be eradicated in the U.S.? What were the inhumane aspects of being an American slave? What impact has slavery on race relations today? What affect did Reconstruction have on race relations in the United States? How have religion & education help African Americans obtain social justice?
We have taken the best from both districts and hope you will find this map useful. Best Regards,
Ljillauna Smith and Relzie Payton
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Table of Contents
Quarter One Quarter Two

Tool Box Appendix
Page 4 Page 29
Page 47 Page 48
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State Standards & Common Core State Standards (CCSS) FIRST QUARTER: Weeks 1 - 3 State Standard: Recognize the characteristics of the African continent (size, climate, population density) 3.1 CCSS: RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. State Standard: Recognize the birthplace of humanity and ancient civilizations 5.1 CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or (same as state standard) How have archeologists determined the birthplace of humanity? How do we gain knowledge about ancient civilizations? (same as state standard) How does the physical geography of Africa compare to that of other continents? Student Performance Indicators (SPI)

Guiding Questions Assessment /Activities Expectations Instructional Resources
Create a scale map of the world showing landforms, climate and population density. Cut the continents out so that they can actually be overlaid to compare size. Using population per square mile, create a graph demonstrating world population density.
The map will include all listed criteria. The graph can be completed using Excel for a finished product.
www.worldatlas.co m
With a focus on Egypt and Nubia, groups will research the various ancient civilizations, their cultures and their contributions. Presentations will include information on the process of researching these ancient civilizations and the validity of that research. .
Presentations can be completed using PowerPoint, presentation board, or 3-D presentations. The analysis will be typed and cited for a formal paper.
http://school.nettre kker.com/subject/? ctgry_id=X12448 http://school.nettre kker.com/subject/? ctgry_id=X124484
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State Standards & Common Core State Standards (CCSS) solve a problem. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. State Standard: Explore the empires of West Africa 5.2 Explore the history and impact of West African ancestry on family, religion, social structure and the arts 1.1 Understand the big business of slave trading and its impact on West Africa 2.1 CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, (same as state standard) How did trade impact the empires of West Africa? What was the impact of slave trading on West African society? Student Performance Indicators (SPI) Guiding Questions

Assessment /Activities Expectations Instructional Resources
Groups will research each of the West African empires including information about culture, politics and economics (including the slave trade) and how these ideas spread throughout various groups. As a class, a timeline will be developed to show the rise and fall of these empires and indicate the probable cause of the growth and decline of each.
Each group will present their information in their chosen format. The timeline will contain at least 25 entries and graphics for added interest.
http://www.hartford hwp.com/archives/ 34/index.html www.historyforkids .org
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State Standards & Common Core State Standards (CCSS) quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. State Standard: Investigate the Middle Passage as one of the largest forced migrations in human history 5.3 CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.3 Evaluate various explanations for actions or events (same as state standard) How did the Middle Passage impact those who became a part of it? Student Performance Indicators (SPI) Guiding Questions

Seminar various accounts that describe the experience of Middle Passage.
All class members will participate in the seminar. Opinions will be supported by specific information contained in the text.
http://www.yale.ed u/glc/inde x.htm http://www.archive s.gov/education/le ssons/amistad/
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State Standards & Common Core State Standards (CCSS) and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. State Standard: Recognize the legal sanctions that allowed for the transition from servitude to the enslavement of Africans in North America 4.1 Analyze the justifications (social, legal, religious) for the enslavement of Africans 5.4 CCSS: RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. State Standard: Understand the impact of African Americans on (same as state standard) What impact did African culture have on colonial (same as state standard) How did indentured servitude evolve into slavery in North America? Student Performance Indicators (SPI) Guiding Questions

Through a web search, have students create a timeline of laws that transformed the practice of indentured servitude for blacks to the institution of slavery.
Timeline will contain at least 15 entries and include the justification for each legal sanction.
http://www.pbs.org/ wgbh/aia/part1/1na rr3.html
Complete a bubble chart using the topics food, ideas, traditions,
Each entry onto the bubble chart will be supported by research and
http://www.yale.ed u/glc/gullah/index. Shelby County Schools 7 of 62
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State Standards & Common Core State Standards (CCSS) colonial culture 1.2a CCSS: RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. State Standard: Contrast the original draft of the Declaration of Independence to its final version and understand its impact on slavery 4.3 CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.3 Evaluate various explanations for actions or events (same as state standard) How does compromise change the progression of history? Student Performance Indicators (SPI) Guiding Questions culture?

Assessment /Activities arts/music, architecture, language, agriculture, technology, etc. African influence should be in the center bubble. Expectations logical explanation. Instructional Resources htm
Read both versions of the Declaration. As a class discuss the pros and cons of this compromise. To expand, allow the class to become a courtroom is which members of the Continental Congress are put on trial for this compromise.
Each member of the court proceedings will have a historically solid argument for his/her opinion and testimony. Each part will be practiced. The jury will have substantial reasoning for their decisions.
http://lcweb2.loc.g ov/ammem/amlaw/ lwjclink.html
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State Standards & Common Core State Standards (CCSS) and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Student Performance Indicators (SPI) Guiding Questions

State Standard: Identify the role and contributions of African Americans during the American Revolution 5.8
(same as state standard)
Was the enslavement of Africans in conflict with the ideas of the American Revolution?
Common Core/Writing Activity See Appendix A
See Appendix A
See Appendix A
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State Standards & Common Core State Standards (CCSS) Understand the contributions of African Americans to literature and the arts 1.2c CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. RH.11-12.8 Evaluate an authors Student Performance Indicators (SPI) Guiding Questions

Curriculum Map
State Standards & Common Core State Standards (CCSS) premises, claims, and evidence by corroborating or challenging them with other information. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Student Performance Indicators (SPI) Guiding Questions

State Standard: Understand the Constitutions role in the continuation of slavery (3/5 Compromise, allowance to extend the importation of slaves for 20 years) 4.6 Understand federal policies that addressed the expansion of slavery into new territories (Northwest Ordinance 1785) 4.5 CCSS: RH.11-12.1 Cite specific
Why did the American government continue to compromise on the issue of slavery?
Revisit the discussion of the Declaration of Independence compromise. Divide the class into equal teams to debate the pros and cons of these compromises and policies.
All class members will participate. Debate points will be well researched and supported by cited evidence.
http://lcweb2.loc.g ov/ammem/amlaw/ lwjclink.html
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State Standards & Common Core State Standards (CCSS) textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. FIRST QUARTER: Weeks 4-6 State Standard: Explore the conditions of slaves in the North prior to the abolishment of slavery by state constitutions 5.5 Recognize the gradual emancipation of slaves in the North 4.4 Understand the plantation system (same as state standard) How did slavery differ in each state in the early 1800s? Student Performance Indicators (SPI) Guiding Questions

Allow students to work in pairs. Each pair will research the life of slaves and freed blacks in a chosen state. A presentation will be completed in which the lives, communities, economic opportunities, etc will be discussed.
Presentations will take the format chosen by the students or teacher. Recommended are PowerPoint, presentation board, documentary. All listed criteria will be addressed in the presentation.
http://www.yale.ed u/glc/ http://www.slaveryi namerica.org/ http://www.pbs.org/ wnet/slavery/
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State Standards & Common Core State Standards (CCSS) 2.2 Understand the role of geography on the growth and development of slavery 3.2 Compares African American communities in the North and South 1.2b Understands the economic opportunities of freed black in both the North and South 2.3 CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a Student Performance Indicators (SPI) Guiding Questions

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State Standards & Common Core State Standards (CCSS) coherent understanding of an idea or event, noting discrepancies among sources. State Standard: Contrast slave life on the plantation with conditions of free blacks in the North and South 5.6 CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RH.11-12.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. (same as state standard) How did life differ for the various groups of African Americans during the preCivil War years? Student Performance Indicators (SPI) Guiding Questions

Using the information gained from the previous presentations, students will write a 3.5 essay comparing and contrasting slave life and the life of free blacks.
The essay will follow the 3.5 format. Word processing skills will be used for a formal paper.
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State Standards & Common Core State Standards (CCSS) RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. State Standard: Recognize the various methods of resistance and rebellions of African Americans to slavery 5.7 Analyze instance of slave resistance and rebellions 4.2 CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key (same as state standard) Why would slaves choose the various means of resistance? Student Performance Indicators (SPI) Guiding Questions

Write a story of a slave who participates and sees various forms of resistance and rebellion. In this story, the main character should examine why these forms of resistance are chosen and the results they gain. The planning for a rebellion should also be included with the reasoning of those who do and do not participate.
The story will contain a well developed main character, minor characters, a plot, setting, a climax, and a resolution. Pictures will add interest. Word Processing skills will be used.
http://www.michiga n.gov/hal/0,1607,7 -16017451_18670_443 90-158647-,00.html http://rmc.library.co rnell.edu/abolitioni sm/resistance.ht Shelby County Schools 15 of 62
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State Standards & Common Core State Standards (CCSS) term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RH.11-12.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. State Standard: Recognize the contributions of African American leaders (Frederick Douglass) 6.5 Understand the contributions of African American inventions and technologies through 1860 1.2d Understand the rise of abolitionist movements from the earliest (same as state standard) How did various people show leadership in the US during this time period? Student Performance Indicators (SPI) Guiding Questions

Assessment /Activities Expectations Instructional Resources http://school.nettre kker.com/subject/? ctgry_id=X153702
Create a research project on an African American leader from this period of history.
This project can be in the form of PowerPoint, research paper, project board, documentary, podcast, 3-D exhibition, etc. The project will be well developed and researched. Citing will be used.
http://www.yale.ed u/glc/ http://www.slaveryi namerica.org/ http://www.pbs.org/ wnet/slavery/ http://www.michiga n.gov/hal/0,1607,7 Shelby County Schools 16 of 62
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State Standards & Common Core State Standards (CCSS) periods through the beginning of the Civil War (antislavery societies, Underground Railroad, publications, public speeches) 5.10 CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) Student Performance Indicators (SPI) Guiding Questions

Assessment /Activities Expectations Instructional Resources -16017451_18670_443 90-158647-,00.html http://rmc.library.co rnell.edu/abolitioni sm/resistance.htm http://school.nettre kker.com/subject/
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State Standards & Common Core State Standards (CCSS) in order to address a question or solve a problem. RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. State Standard: Understand the origins and role of independent black churches through 1860 1.2e CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships (same as state standard) What was the role of the black church in the years prior to 1860? Student Performance Indicators (SPI) Guiding Questions

Using the primary documents provided, as well as others recommended by the teachers, students will create a history of the independent black church including its origins, role and impact.
The history will be written as a historical journal article. It will be a formal paper with citing.
http://memory.loc.g ov/ammem/award9 9/ncuhtml/csbcho me.html
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State Standards & Common Core State Standards (CCSS) among the key details and ideas. RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. State Standard: Understand federal policies that addressed the expansion of slavery (Missouri Compromise, Kansas-Nebraska (same as state standard) What was the role of government decisions in the development of nationalism and Student Performance Indicators (SPI) Guiding Questions

Create a chart that lists each policy/decision, its provisos, its purpose and the consequence of its enactment. From the
The chart will contain all listed policies/decisions. The essay will be in the 3.5 format and have a solid thesis with examples to
http://school.nettre kker.com/subject/? ctgry_id=X153608
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State Standards & Common Core State Standards (CCSS) Act, Compromise 1850/Fugitive Slave Laws) 4.5 Understand the impact of the Dred Scott decision 4.7 Identify the impact of slavery on the development of nationalism and sectionalism 5.9 CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.6 Evaluate authors Student Performance Indicators (SPI) Guiding Questions sectionalism?

Assessment /Activities information gained in the chart, write a 3.5 essay explaining the impact of slavery on the development of nationalism and sectionalism in the US. Other events and items can be added to strengthen the argument. Expectations support points. Word Processing skills will be used. Instructional Resources http://school.nettre kker.com/subject/? ctgry_id=X155307 www.teachushistor y.org
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State Standards & Common Core State Standards (CCSS) differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. FIRST QUARTER: Weeks 7 - 9 State Standard: Analyze the role of African Americans during the Civil War (soldiers, spies and workers to the war effort in the North and South) 5.11a (same as state standard) What impact did African Americans have on the outcome of the Civil War? Student Performance Indicators (SPI) Guiding Questions

Using primary documents create a graphic novel about an individual or group of African Americans as he/she/they participate in the Civil War.
The graphic novel will be at least six pages long. The story will contain a theme, plot, climax and resolution. The artwork will reflect the story line. The story will be
http://docsouth.unc .edu/fpn/texts.html
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State Standards & Common Core State Standards (CCSS) CCSS: RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. State Standard: Recognize the effects and limitations of the Emancipation Proclamation 4.8 CCSS: RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (same as state standard) How did the Emancipation Proclamation impact slavery? Student Performance Indicators (SPI) Guiding Questions

Assessment /Activities Expectations based on factual information. Instructional Resources
As a class, read and seminar on the Emancipation Proclamation.
All members of the class will participate in the seminar. Opinions and statements will be based on information gained from the text.
http://libertyonline. hypermall.com/Lin coln/emancipate.ht ml
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State Standards & Common Core State Standards (CCSS) RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. RH.11-12.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. Student Performance Indicators (SPI) Guiding Questions

State Standard: Analyze the role of African Americans during Reconstruction 5.11 Investigate the impact of black codes and the Civil Rights Acts of Reconstruction 4.10 Analyze the impact of the 13th, 14th and 15th Amendments on society 4.9 CCSS: RH.11-12.2 Determine the central ideas or information of
How did the period known as Reconstruction affect the lives and history of African Americans?
In groups, students will choose a specific area of the Reconstruction time period in which to complete an extensive study. These groups will teach the class about this topic using various tools and activities of their choosing.
Presentations will serve to provide the class with an in-depth study of the topic chosen. Activities and assessments must be included. Presentations will represent the students ideas of good teaching. This is a peer-teaching activity.
http://school.nettre kker.com/subject/? ctgry_id=X155316 http://www.digitalhi story.uh.edu/recon struction/index.htm l http://americanhist ory.about.com/od/r econstruction/Rec onstruction_Era.ht
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State Standards & Common Core State Standards (CCSS) a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Student Performance Indicators (SPI) Guiding Questions

Assessment /Activities Expectations m Instructional Resources
State Standard: Analyze the successes and failures of Reconstruction on the life of freedmen 5.11b CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships
How did the period known as Reconstruction affect the lives and history of African Americans?
Using the information gained in the previous class presentations, students will write a 3.5 essay analyzing the success and failures of Reconstruction.
The essay will be written in the 3.5 format with a strong thesis and examples to support points. The information will be reflective of the teaching that took place in the prior group project.
http://school.nettre kker.com/subject/? ctgry_id=X155316 http://www.digitalhi story.uh.edu/recon struction/index.htm l http://americanhist ory.about.com/od/r econstruction/Rec onstruction_Era.ht m
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State Standards & Common Core State Standards (CCSS) among the key details and ideas. RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. State Standard: Assess the impact of Jim Crow laws (Plessy v Ferguson, disenfranchisement) 4.11 (same as state standard) How did the Redeemer period impact the lives of African Americans? Student Performance Indicators (SPI) Guiding Questions

Research the period of history following Reconstruction (Redeemer Period). Create a chart that contains specific laws, policies and events that limited and voided
The chart will contain at least 12 entries.
http://www.digitalhi story.uh.edu/modul es/reconstruction/i ndex.cfm
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State Standards & Common Core State Standards (CCSS) CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RH.11-12.6 Evaluate authors Student Performance Indicators (SPI) Guiding Questions

Assessment /Activities the advancements made by Reconstruction. Expectations Instructional Resources Rednecks, Redeemers, and Race Mississippi after Reconstruction, 1877-1917 By Stephen Cresswell
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State Standards & Common Core State Standards (CCSS) differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. State Standard: Understand the impact of black regiments in the military (Buffalo Soldiers, Spanish American War) 5.12a CCSS: RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse (same as state standard) How did African American soldiers impact the outcome of American wars? Student Performance Indicators (SPI) Guiding Questions

Adding to the class display of little known heroes created during the study of the American Revolution, have students research Buffalo Soldiers and African Americans involved in the Spanish American War.
Required information will be included in each contribution to the display. Pictures or graphics will add interest.
http://www.buffalos oldiermuseum.com / http://www.itd.nps. gov/cwss/history/a a_history.htm
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State Standards & Common Core State Standards (CCSS) formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Student Performance Indicators (SPI) Guiding Questions

SECOND QUARTER: Weeks 1 - 3 State Standard: Recognize the impact of black political organizations (Niagara Movement, NAACP) 6.4a, 6.4b CCSS: RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. (same as state standard) What was the impact of the Niagara Movement and the NAACP? Create a T-Chart to compare the Niagara Movement and the NAACP. Items will include founders, foundational beliefs, geographic impact, # of members, time span. The T-Chart will contain all listed criteria. http://school.nettre kker.com/famous/i ndex.epl?ctgry_id= X156848&start=41 &keepchecks=yes &count=60
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State Standards & Common Core State Standards (CCSS) State Standard: Contrast the views of Booker T. Washington and WEB DuBois 6.1 CCSS: RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a Student Performance Indicators (SPI) (same as state standard) Guiding Questions How do the views of BTW and WEB DuBois compare?

Assessment /Activities Using selected writings from each, seminar the views of both, comparing and contrasting each. Expectations All members of the class will participate in the seminar. Opinions and statements will be based on information gained from the text. Instructional Resources http://school.nettre kker.com/famous/i ndex.epl?ctgry_id= X156848&start=41 &keepchecks=yes &count=60
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State Standards & Common Core State Standards (CCSS) coherent understanding of an idea or event, noting discrepancies among sources. State Standard: Analyze patterns of African American migration during the Great Migration 3.3 CCSS: RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. (same as state standard) Why did the Great Migration occur? Student Performance Indicators (SPI) Guiding Questions

Pretending to be a person from this time period, create a journal. The journal will contain entries discussing the reasons you are migrating, your feelings toward this move, the journey, and life at the point of destination.
The journal will contain at least 25 entries. These entries will be historically accurate. Entries will respond to actual events and their impact on the writers life. They will give personal insight as to why the writer migrants and his/her feelings on society.
http://www.loc.gov/ exhibits/african/afa m011.html
http://www.loc.gov/ exhibits/african/afa m008.html http://understandin grace.org/history/in dex.html
State Standard: Recognize the impact of black political organizations (Urban League, Pan-Africa) 6.4c, 6.4d CCSS: RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or
What was the impact of the Urban League and the Pan-Africa Movement?
Create a T-Chart comparing the Urban League and the Pan-Africa Movement. Items will include founders, foundational beliefs, geographic impact, # of members, time span. Compare this chart to the one created previously.
The T-Chart will contain all listed criteria.
http://school.nettre kker.com/subject/? ctgry_id=X580260 http://www.nul.org/ history.html
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State Standards & Common Core State Standards (CCSS) solve a problem. State Standard: Recognize the achievements of African American culture during the Progressive Era (development of institutions, literature and art, inventions and technologies, schools, volunteer organizations, Harlem Renaissance, political leaders, sports and entertainment) 1.3 CCSS: RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. State Standard: Understand the impact of black regiments in the military (WWI) 5.12a CCSS: RH.11-12.1 Cite specific (same as state standard) How did African American soldiers impact the outcome of American wars? (same as state standard) How did life change for African Americans during the Progressive Era? Student Performance Indicators (SPI) Guiding Questions

In groups, students will create childrens books that teach younger children about African American culture and contributions during the Progressive Era.
Each childrens book will contain at least 12 pages of factual information written so that a child will enjoy and understand it. Pictures/drawings will be included.
Adding to the class display of little known heroes created during the study of the American Revolution, have students research African Americans involved in WWI. This
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State Standards & Common Core State Standards (CCSS) textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. SECOND QUARTER: Weeks 4 - 6 State Standard: Recognize the plight of African Americans, including women during the Great Depression 5.13 CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting (same as state standard) How did the hardships of the Great Depression affect African Americans? Student Performance Indicators (SPI) Guiding Questions

Assessment /Activities research will include the impact the war had on soldiers as they returned home. Expectations Instructional Resources
Using the internet, find statistics that show unemployment rates for African Americans during the Great Depression. Create a chart that will then be transformed into a graph.
The chart will show unemployment rates for various sectors of the population. Excel will be used to transform the chart into a graph.
Invisible Women of the Great Depression
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State Standards & Common Core State Standards (CCSS) insights gained from specific details to an understanding of the text as a whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. State Standard: Recognize the impact of New Deal policies 4.12 CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, (same as state standard) How did the New Deal affect the lives of African Americans? Student Performance Indicators (SPI) Guiding Questions

Create a chart of New Deal policies and programs. Include the name of the policy/program, its purpose, its target group, and how African Americans benefited from the program. If numbers can be found, include the number of African Americans who actually benefited directly from the program.
Chart will contain all listed criteria.
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State Standards & Common Core State Standards (CCSS) quantitatively, as well as in words) in order to address a question or solve a problem. Student Performance Indicators (SPI) Guiding Questions

State Standard: Recognize the plight of African Americans during WWII (Tuskegee Experiment) 5.13c Understand the impact of black regiments in the US military (WWII) 5.12a CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.7 Integrate and evaluate multiple sources of
In what ways did WWII impact the lives of African American?
Adding to the class display of little known heroes previously created, have students research African Americans involved in WWII. This research should include the impact the war had on soldiers as they returned home as well as information regarding the Tuskegee Experiment.
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State Standards & Common Core State Standards (CCSS) information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. State Standard: Understand the contributions of black workers from farm to factory during WWII 5.13a Analyze the successes and failures of the Civil Rights Movement (Executive Order 8802) 4.13a Recognize the contributions of African America leaders (A Philip Randolph) 6.5 Evaluate the role and contributions of black women during WWII 5.13b CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting (same as state standard) In what ways did WWII impact the lives of African American? Student Performance Indicators (SPI) Guiding Questions

Research the causes, the primary documents, the events that led to Executive Order 8802 and the effects of that order. Create a play that demonstrates the cause and effects of Executive Order 8802.
The play will contain several acts that show the frustration of African American workers, the planning of and the meeting between Randolph and Roosevelt, and the effects of the Order.
Curriculum Map
State Standards & Common Core State Standards (CCSS) insights gained from specific details to an understanding of the text as a whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Student Performance Indicators (SPI) Guiding Questions

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State Standards & Common Core State Standards (CCSS) Student Performance Indicators (SPI) Guiding Questions

SECOND QUARTER: Weeks 7 - 9 State Standard: Analyze the successes and failures of the Civil Rights Movement (legal victories prior to 1954) 4.13b CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where Shelby County Schools 37 of 62 (same as state standard) What were the reasons and effects of the Civil Rights Movement? Common Core/Writing Activity See Appendix B See Appendix B http://school.nettre kker.com/timeline/ ?timeline=1
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State Standards & Common Core State Standards (CCSS) the text leaves matters uncertain. RH.11-12.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. State Standard: Analyze the successes and failures of the Civil Rights Movement (Brown v Board of Education) 4.13b Analyze the Freedom Movement and its impact on American history from 1954 to 1965 (Little Rock Nine, Clinton 10) 5.14b Analyze the Freedom Movement and its impact on American history from 1954 to 1965 (same as state standard) What impact did the various events, individuals, and decisions of the Civil Rights Movement have on the lives of African Americans? Student Performance Indicators (SPI) Guiding Questions

Each student will choose from the listed content topics. The student will become an expert on his/her topic. An exhibition-style project will be created. Each student will present his/her project to the class providing information that creates learning among peers.
The project will contain all listed criteria. The class will question the presenter to enable his/her to elaborate on his/her findings. A formal reflection paper and bibliography will accompany the project.
http://school.nettre kker.com/subject/? ctgry_id=X159043 http://library.thinkq uest.org/J0112391 /civil_rights_leader s.htm
http://www.america .gov/st/pe opleplaceShelby County Schools 38 of 62
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State Standards & Common Core State Standards (CCSS) (lynching of Emmett Till) 5.14a Recognize the contributions of African American leaders (Medgar Evers) 6.5 Analyze the impact of the KKK on black America 6.3 (same as state standard) Analyze the Freedom Movement and its impact on American history from 1954 to 1965 (Nashville Lunch Counter sit-in, Diane Nash, Freedom Summer) 5.14c, 5.14d Analyze the successes and failures of the Civil Rights Movement (Voting Rights Act 1965) 4.13f Examine the effect of US economic policies during the Civil Rights Movement (Tent City) 2.4 Examine the economic tactics engaged by the Civil Rights Movement (boycotts, sit-ins) 2.5 Understand the significance of the Moynihan Report on black American families 5.16 Student Performance Indicators (SPI) Guiding Questions

Assessment /Activities Expectations Instructional Resources english/2008/Dece mber/2009010614 3316jmnamdeirf0. 7848017.html http://www.npr.org/ templates/story/sto ry.php?storyId=47 00724 http://www.civilright smuseum.org/stud enresources.htm
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State Standards & Common Core State Standards (CCSS) Contrast the views of Martin Luther King, Jr. and Malcolm X 6.2 Recognize the contributions of African American leaders (Stokely Carmichael) 6.5 Recognize the impact of black political organizations (Nation of Islam, Black Panther Party) 6.4f, 6.4e Analyze the successes and failures of the Civil Rights Movement (legislation passed during the Civil Rights Era, Civil Rights Acts, Fair Housing Act 1968, court-ordered busing) 4.13d, 4.13e, 4.13g, 4.13h Understand the impact of Affirmative Action in America (Executive Order 11246) 2.6 Understand the significance of the Family Assistance Plan on black American families 5.16 Recognize the impact of the Vietnam War on black America 5.15 Recognize the impact of black Student Performance Indicators (SPI) Guiding Questions

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State Standards & Common Core State Standards (CCSS) political organizations (Rainbow Coalition) 6.4i Recognizes the contributions of African American leaders (Jesse Jackson) 6.5 CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, Student Performance Indicators (SPI) Guiding Questions

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State Standards & Common Core State Standards (CCSS) reasoning, and evidence. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. State Standard: Recognize the impact of black political organizations (Project 21, black conservatives: JC Watts, Allen Keyes, Codeleeza Rice, Clarence Thomas, Thomsa Sowell, Walter Williams, Ken Hamblin, Armstrong Williams) 6.4g, 6.4h CCSS: RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.3 Evaluate various explanations for actions or events (same as state standard) What role do African American conservatives play in American government and society? Student Performance Indicators (SPI) Guiding Questions

Create a table of modern-day African American conservatism. Include the organizations/ persons name, his/her/its purpose/ position, and his/her/its stance on a specific issue.
The table will contain all listed criteria.
http://www.aarlc.or g/index.asp
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State Standards & Common Core State Standards (CCSS) and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. State Standard: Examine the growth of the black middle class 2.7 Examine the persistence of black poverty 2.8 Understand the issues confronting contemporary African Americans in the continuing struggle for equality 5.17 CCSS: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. (same as state standard) What are the major issues facing African Americans today? Student Performance Indicators (SPI) Guiding Questions

Read the articles provided as well as others chosen by the teacher. As a class discuss the findings related in the articles. Include in this discussion if factors related to economics are caused by inequality built into the system. In groups, design a government, nonprofit or for-profit program to alleviate the dilemma of black poverty and address issues of inequality if applicable.
The program will include a goal, purpose, budget, means of support, a written argument to gain support for the program, advertising that might need to be included, action plan, event planning, target audience, etc.
http://www.pbs.org/ wgbh/pages/frontli ne/shows/race/eco nomics/ http://www.time.co m/time/magazine/a rticle/0,9171,87931 9-2,00.html http://www.blackde mographics.com/m iddle_class.html/
http://www.census. gov/PressRelease/www/rele ases/archives/inco Shelby County Schools 43 of 62
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State Standards & Common Core State Standards (CCSS) RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. Student Performance Indicators (SPI) Guiding Questions

Assessment /Activities Expectations Instructional Resources me_wealth/002484 .html http://findarticles.c om/p/articles/mi_m 1365/is_3_32/ai_7 8629401
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State Standards & Common Core State Standards (CCSS) RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. State Standard: Understand the cultural achievements of African Americans from 1860 to the present (sports and entertainment, professionals, political leaders, Nation of Islam, the King holiday, Afrocentricity, Hip Hop Nation) 1.3g-m CCSS: RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. (same as state standard) How can we create a timeline that demonstrates the achievements and struggles in African American history? Student Performance Indicators (SPI) Guiding Questions

Complete the prior timeline by adding the years 1955 to the present. Add all achievements by groups and individuals, important events and legal triumphs.
There will be at least 75 items added to the timeline. Graphics will be added and cause and effect shown when applicable.
http://school.nettre kker.com/timeline/ ?timeline=1
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Primary Source Library
African American History - Appendix
Appendix A:
Name ____________________________________________________________ U.S. History Document Based Essay Question Essential Question: Was the enslavement of Africans in conflict with the ideas of the American Revolution?
Part One: Complete each short answer questions that accompanies each document. Part Two: Write an essay with an introduction, thesis statement, and a conclusion that addresses the following: What ideas and issues motivated the American colonist to seek independence? What role did Africans (enslaved and free) play in the Revolution? How did the ideas of the American Revolution conflict with the treatment of Africans?
Word Bank
Unalienable not able to take away Deriving to gain, to obtain Consent to approve, permit, allow Grievance - a complaint as against an unjust or unfair act Unredressd (unredressed) not correcting a wrong Bear arms to use weapons, guns, swords, etc Contradictory against Trifling of very little importance Vain without real significance, value, or importance Trampling to walk all over, to stomp and destroy

Document One: All mankind... being all equal and independent, no one ought to harm another in his life, health, liberty or possessions.
Source: Quote by John Locke, Two Treatises of Government, 1689 According to this quote, what did John Locke believe about mankind? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ Document Two:
Source: Political Cartoon created by Benjamin Franklin in 1754 According to Benjamin Franklin, the creator of this political cartoon, what did the colonies need to do in order to protect their natural rights? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

Document Three: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable* rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving* their just powers from the consent* of the governed. That whenever any form of government becomes destructive to these ends, it is the right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness.
Source: The American Declaration of Independence, 1776 According to the Declaration of Independence, what do the American Colonists argue is their natural right? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ According to the Declaration of Independence, what do people have a right to do if they are denied their unalienable rights? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ Document Four: If the American Colonist fail to protect their rights, then the British government shall make us as tame and slaves, as the blacks we rule. Source: Quote by George Washington, 1775 According to George Washington, what does he fear will happen to the American colonist if they do not protect their rights? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

Document Five: No more, America, in mournful strain Of wrongs, and grievance* unredress'd* complain, No longer shalt thou (shall you) dread the iron chain, Which wanton* Tyranny* with lawless hand Had made, and with it meant t' enslave the land. Source: Excerpted from the poem To the Right Honourable William, Earl of Dartmouth written by Phillis Wheatley, the first published African American poet in the American colonies. According to Phillis Wheatley, what has the tyranny of the British Government done to the American Colonies? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ Document Six: I hereby declare all indentured servants, Negros and others free if they are able and willing to bear arms* and fight for the King. Source: Proclamation made by Lord Dunmore, Royal Governor of Maryland, and support of the King. According to this document, what are enslaved African Americans being promised if they oppose the revolution, and fight for the King? ______________________________________________________________________________________________ ______________________________________________________________________________________________ _____________________________________________________________________________________________

Document Seven: [Your} disgraceful practice of keeping African slaves, a custom so contradictory* to the laws of God, and in direct violation of the ideas of this revolution, and the natural and unalienable rights of mankind.ye trifling* patriots! who are making a vain* parade of being the advocates for the liberties of mankind, who are thus making a mockery of your profession, by trampling* on the natural rights and privileges of the Africans!
Source: Written by John Allen, a Baptist preacher who wrote the pamphlet The Watchmans Alarm, 1777 ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ Document Eight: King George has waged cruel war on human nature itself, violating its most sacred rights of life and liberty in the persons of a distant people who never offended him, captivating and carrying them into slavery in another hemisphere, or to incur miserable death in their transportation [here]. Source: Text removed from the final version of the Declaration of Independence, 1776 According to this removed text from the Declaration of Independence, what is king George being accused of doing? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ Why do you think the signers of the Declaration of Independence removed this from the final version of the document? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________
Appendix B: Civil Rights Document Based Question

The following questions and essay are based on the accompanying documents (1 8). Read and analyze each document carefully before answering the questions that follow. Historical Context: Civil rights are the protections and privileges of personal liberty given to all citizens by law. In the United States laws protecting civil rights appear in the Constitution, in the amendments to the Constitution (particularly the 13th and 14th Amendments), in federal statutes, and in state constitutions. Civil rights can refer to the equal treatment of all citizens irrespective of race, sex, or other class. Civil rights movements emerged as the mode for claiming more equal protection for all citizens and advocating new laws to restrict the effect of current discriminations. The African-American Civil Rights Movement refers to a set of events and reform movements in the United States aimed at abolishing racial discrimination against African Americans between 1954 to 1968, particularly in the South. Task: Using information from the documents and your knowledge of Social Studies, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to:
Discuss the fight for the civil rights of African Americans in the 1950s and 1960s. Discuss three reasons for the fight for civil rights. Describe three effects of the civil rights movement.

Part A
Document 1
all railway companies carrying passengers in their coaches in this state, shall provide equal but separate accommodations for the white, and colored races. No person or persons shall be permitted to occupy seats in coaches, other than the ones assigned to them, on account of the race they belong to. The object of the [Fourteenth] Amendment was undoubtedly to enforce the absolute equality of the two races before the law, but in the nature of things it could not have been intended to abolish distinctions based upon color, or to enforce social, as distinguished from political equality, or a commingling of the two races upon terms unsatisfactory to either.
--Plessy v. Ferguson Supreme Court Decision, 1892
1) What was the result of the Supreme Court decision Plessy v. Ferguson? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

Document 2
Segregation of white and Negro children [solely on the basis of race] in the public schools of a State,denies to Negro children the equal protection of the laws guaranteed by the Fourteenth Amendment -- even though the physical facilities of white and Negro schools may be equal. Where a State has undertaken to provide an opportunity for an education in its public schools, such an opportunity is a right which must be made available to all on equal terms. The "separate but equal" doctrine adopted in Plessy v. Ferguson, has no place in the field of public education.
Supreme Court Decision in Brown v. Board of Education of Topeka, Kansas, 1954
2) What was the decision the Supreme Court made about segregation in public schools in the Brown v. the Board of Education case? ________________________________________________________________ 3) What was the reason given by the court for their decision? ______________________________________________________________________________ __________________________________________________
4) What is the message of the political cartoon concerning school segregation? ________________________________ ________________________________ ________________________________ ________________________________
http://www.loc.gov/exhibits/brown/images/br0145s.jpg

Document 3
http://cnn.com/US/9801/18/king.legacy
http://www.pbs.org/fromswastikatojimcrow/racism.html
"Nurses. No person or corporation shall require any white female nurse to work in wards or rooms in hospitals, in which Negro men are placed. "Buses. All passenger stations in this state shall have separate waiting roomsand separate ticket windows for the white and colored races." "Railroads. The conductor of each passenger train isrequired to assign each passenger to the car, designated for the race to which such passenger belongs." "Restaurants. It shall be unlawful to conduct a restaurant or other place for the serving of food in the city, at which white and colored people are served in the same room, unless such white and colored persons are effectually separated by a solid partition extending from the floor upward to a distance of seven feet or higher, and unless a separate entrance from the street is provided for each compartment."
-- Jim Crow laws, Alabama, http://en.wikipedia.org/wiki/Jim_Crow_laws#Examples_of_Jim_Crow_laws_in_various_states
5) Name two ways in which the laws discriminated against African Americans in the South. ________________________________________________________________________________ ______________________________________________________

Document 4
"I have a dream that one day this nation will rise up and live out the true meaning of its creed: 'We hold these truths to be self-evident, that all men are created equal.'" "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." "Let freedom ring. And when this happens, and when we allow freedom ring when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children black men and white men, Jews and Gentiles, Protestants and Catholics - will be able to join hands and sing in the words of the old Negro spiritual: "Free at last! Free at last! Thank God Almighty, we are free at last!"
-- Martin Luther King, I Have a Dream Speech, Lincoln Memorial, 1963
6) What does Martin Luther King, Jr. hope the future will be like for his children? ______________________________________________________________________________ __________________________________________________
Crowd in front of the Lincoln Memorial listening to Martin Luther King, 1963
http://www.gmu.edu/library/specialcollections/protests.html
7) Based on this picture, what was one way Martin Luther King was able to get his message out to the people? _____________________________________________________________
Document 5
http://hippy.com/php/article-206.html
http://www.american.edu/bgriff/H207web/civrights/CivilRightsOutline.htm
8) Based on the pictures above, name one strategy that African Americans used to insist for their civil rights. _______________________________________________________________
Document 6
http://www.kl.oakland.edu/services/events/history_dept/womens_history_month_2004.htm 9) Based on the pictures above, name one thing that happened to people who tried to fight for civil rights. _______________________________________________________________
Document 7
We declare our right on this earth...to be a human being, to be respected as a human being, to be given the rights of a human being in this society, on this earth, in this day, which we intend to bring into existence by any means necessary. It doesnt mean that I advocate violence, but at the same time, I am not against using violence in self-defense. I dont call it violence when its self-defense, I call it intelligence. I dont favor violence. If we could bring about recognition and respect of our p eople by peaceful means, well and good. Everybody would like to reach his objectives peacefully. But Im also a realist. The only people in this country who are asked to be nonviolent are black people. How can you thank a man for giving you whats alread y yours? How then can you thank him for giving you only part of what is yours?
Excerpts from speeches by Malcolm X, http://www.malcolm-x.org/quotes.htm
10) What does Malcom X mean by the words by any means necessary in the quote above?
11) Why does Malcolm X feel that violence is sometimes necessary in the quest for civil rights? ______________________________________________________________________________ __________________________________________________

Document 8
"Theres some people whove gone over the state and said, Well, George Wallace has talked too strong about segregation. Now let me ask you this: how in the name of common sense can you be too strong about it? Youre either for it or youre against it. Theres no t any middle ground as I know of." "It is very appropriate that from this cradle of the Confederacy, that today we sound the drum for freedom.... Let us rise to the call for freedom-loving blood that is in us and send our answer to the tyranny that clanks its chains upon the South. In the name of the greatest people that have ever trod this earth, I draw the line in the dust and toss the gauntlet before the feet of tyranny, and I say segregation now, segregation tomorrow, segregation forever." "A racist is one who despises someone because of his color, and an Alabama segregationist is one who [honestly] believes that it is in the best interest of Negro and white to have a separate education and social order."
--Excepts from speeches, Governor George Wallace, Alabama
12) What is George Wallaces opinion on segregation? _______________________________________________________________ 13) According to Wallace, what is the difference between a racist and a segregationist? ______________________________________________________________________________ ________________________________________________

Part B
Essay: Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Use evidence from at least four documents to support your essay. Support your response with relevant facts, examples, and details. Include additional outside information. Historical Context: Civil rights are the protections and privileges of personal liberty given to all citizens by law. In the United States laws protecting civil rights appear in the Constitution, in the amendments to the Constitution (particularly the 13th and 14th Amendments), in federal statutes, and in state constitutions. Civil rights can refer to the equal treatment of all citizens irrespective of race, sex, or other class. Civil rights movements emerged as the mode for claiming more equal protection for all citizens and advocating new laws to restrict the effect of current discriminations. The African-American Civil Rights Movement refers to a set of noted events and reform movements in the United States aimed at abolishing public and private acts of racial discrimination against African Americans between 1954 to 1968, particularly in the South. Task: Using information from the documents and your knowledge of Social Studies, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to: Discuss the fight for the civil rights of African Americans in the 1950s and 1960s. Discuss three reasons for the fight for civil rights. Describe three effects of the civil rights movement.
Guidelines: In your essay, be sure to: Develop all aspects of the task. Include information from at least 4 documents. Include relevant outside information. Support the theme with relevant facts, details, and examples. Include an introduction with a topic sentence/thesis statement, a body with several paragraphs explaining and supporting your answer, and a conclusion. Use correct spelling, capitalization, grammar, and punctuation.
African American History - Appendix Civil Rights Documents Based Question
Answer Key
1) Segregation was considered legal by the Supreme Court. 2) Any of the following answers: Schools must be integrated. Segregation is not legal. Plessy v. Ferguson has no place in public education. 3) Either of the following answers: It denies Negro children the equal protection of the laws guaranteed by the 14 th Amendment. Education in public schools must be made available to all on equal terms. 4) The door of school segregation is being opened, but only inch by inch. 5) Any two of the following answers: They couldnt eat in white only restaurants; they had to use those marked colored only. Separate waiting rooms. White nurses could not take care of black men. 6) Either of the following answers: They will not be judged by the color of their skin, but by the content of their character. They will join hands with other people and be free at last. 7) He gave speeches to many people. 8) Marches OR Sit-ins 9) Buses were set on fire. OR People were sprayed by hoses. 10) Its OK to use violence to get what they want. 11) Either of the following answers: White people use violence against black people, therefore its used in self-defense. Its the only way to get what they want. 12) Segregation should continue. 13) A racist is one who despises someone because of his color, a segregationist honestly believes its in the best interest of the races to have a separate education.

African American History

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2013/2014

SHELBY COUNTY SCHOOLS

AFRICAN AMERICAN HISTORY CURRICULUM GUIDE

Social Studies African American History

Curriculum Map African American History Curriculum Revision Committee

Social Studies African American History

Shelby County Schools 2 of 62

Social Studies African American History

Quarter One Quarter Two

Shelby County Schools 3 of 62

Social Studies African American History

http://school.nettre kker.com/subject/? ctgry_id=X12448 http://school.nettre kker.com/subject/? ctgry_id=X124484

Shelby County Schools 4 of 62

Social Studies African American History

http://www.hartford hwp.com/archives/ 34/index.html www.historyforkids .org

Shelby County Schools 5 of 62

Social Studies African American History

Seminar various accounts that describe the experience of Middle Passage.

http://www.yale.ed u/glc/inde x.htm http://www.archive s.gov/education/le ssons/amistad/

Shelby County Schools 6 of 62

Social Studies African American History

http://www.pbs.org/ wgbh/aia/part1/1na rr3.html

Complete a bubble chart using the topics food, ideas, traditions,

http://www.yale.ed u/glc/gullah/index. Shelby County Schools 7 of 62

Social Studies African American History

http://lcweb2.loc.g ov/ammem/amlaw/ lwjclink.html

Shelby County Schools 8 of 62

Social Studies African American History

(same as state standard)

Common Core/Writing Activity See Appendix A

Shelby County Schools 9 of 62

Social Studies African American History

Shelby County Schools 10 of 62

Social Studies African American History

(same as state standard)

http://lcweb2.loc.g ov/ammem/amlaw/ lwjclink.html

Shelby County Schools 11 of 62

Social Studies African American History

http://www.yale.ed u/glc/ http://www.slaveryi namerica.org/ http://www.pbs.org/ wnet/slavery/

Shelby County Schools 12 of 62

Social Studies African American History

Shelby County Schools 13 of 62

Social Studies African American History

http://www.yale.ed u/glc/ http://www.slaveryi namerica.org/ http://www.pbs.org/ wnet/slavery/

Shelby County Schools 14 of 62

Social Studies African American History

http://www.yale.ed u/glc/ http://www.slaveryi namerica.org/ http://www.pbs.org/ wnet/slavery/

Social Studies African American History

Social Studies African American History

Shelby County Schools 17 of 62

Social Studies African American History

http://memory.loc.g ov/ammem/award9 9/ncuhtml/csbcho me.html

Shelby County Schools 18 of 62

Social Studies African American History

http://school.nettre kker.com/subject/? ctgry_id=X153608

Shelby County Schools 19 of 62

Social Studies African American History

Shelby County Schools 20 of 62

Social Studies African American History

Shelby County Schools 21 of 62

Social Studies African American History

As a class, read and seminar on the Emancipation Proclamation.

http://libertyonline. hypermall.com/Lin coln/emancipate.ht ml