Little Rock School District Social Studies 6Th Grade

Little Rock School District Social Studies 6th Grade

First Nine Weeks: 1865-1900

Big Question: What social, economic, and political problems did Americans face at the turn of the 20th century?

Unit 1: Reconstruction and the New South (2-3 weeks)

Essential Question (s)/Guiding Questions/Content/Vocabulary Activities/Materials/Resources Unit 1 Activities Essential Questions: Introduction to review skills for studying history. Who was included in American democracy between1865-1900? Create a historical timeline about Reconstruction. Use How did the South change between1865-1900? the following website: Guiding Question(s): http://sheg.stanford.edu/upload/Lessons/Unit%205_Civil What rights did the 13th, 14th, and 15th amendments give to African %20War%20and%20Reconstruction/Reconstruction Americans? %20Timeline1.pdf How did Plessy vs. Ferguson restrict or suppress the rights given under the 13, 14th, and 15th amendment? Reconstruction Timeline Activity

Major understandings: 13th Amendment – “The End of Slavery: The Creation of • African Americans gained access to citizens’ rights through the 13th, the 13th Amendment” (Harper’s Weekly digital exhibit) 14th, 15th amendments, but then many lost access due to intimidation, http://13thamendment.harpweek.com CC Reading #1, Jim Crow laws 7 • Reconstruction, and national political events such as Plessy v. Ferguson, ultimately preserved the status quo Reading Focus (CCRH.6-8.6) and (CC.RH.6-8.7) • African Americans such as Booker T. Washington advocated education Radical Reconstruction and self-help as means to advancement for African Americans. Determine the perspectives and bias in written Social Studies Content/Common Core Focus documents by analyzing speeches on reconstruction Politics and Civics, 1865-1900 presented by Andrew Johnson and Thaddeus Stevens. Common Core Vocabulary : Distinguish between fact and opinion. Reading/Writing Focus Reading U.S. Constitution & Bill of Structured Academic Controversy Lesson Were African Americans Free During Reconstruction? Focus Text Rights Effects of Reconstruction Interpret Reconstruction Visual Information (CC.RH.6-8.7) 13th amendment

Revised 2013 LRSD Social Studies & Curriculum Committees 1 Little Rock School District Social Studies 6th Grade

Reconstruction Efforts to Establish Civil 14th amendment Use Reading Focus Radical Reconstruction for support. Rights for African Amerians Cite Textual 15th amendment Have student pretend they are members of Congress of Evidence (CC.RH.6-8.1) sharecropping 1866. Divide the class into groups of 3-4. Half groups Writing--Argumentative will prepare an argument for the Johnson plan of Booker T. Washington Explain whether Plessy v. Ferguson leniency. The other half must represent the hard-line violated the 14tth Amendment. Plessy v. Ferguson Radical Republicans. Throughout the unit you should http://www.pbs.org/wnet/jimcrow/stories create a chart that you list major points as you discuss _events_plessy.html them. These should be reviewed before students ASSESSMENT: begin. The students will then use primary sources Document-based question, “Reconstruction,” pp. 69-78 in Teaching and documents and other readings you provide to prepare Using Document-Based Questions for Middle School their arguments. The students can then argue why (CC.RH.6-8.1) (CC.RH.6-8.2) (CC.RH.6-8.3) (CC.W.6-8.1) (CC.W.6-8.2) they feel one plan is better than the other. Use the following questions as a guide: Rebuilding lives in the period from 1865-1900 left deep feelings and 1. What do we hope to accomplish? scars in most members of American society, both about the war and 2. Is it important to punish the South? Why? Why about the future. Have students do a piece of writing that reflects the not? feelings of one of the following people: 3. If we are hard on the South, won’t we teach  A recently freed man or woman them a lesson? Why?  A plantation owner  A Union or Confederate soldier Instructional Resources:  A small southern farmer Freedom’s Unfinished Revolution from American Social Their writing can be done in the form of a poem, short story, ballad, History Project, pages 145-278, has excellent short letter, song, or diary. primary source document excerpts with questions, which fulfill CC Reading #1, 2, 7, 8, 9 Have students keep a social studies notebook or journal in which they write the essential question for the first nine weeks, as well as the DocsTeach lessons: “To What Extent was guiding questions for each unit. At the start of the nine weeks and Reconstruction a Revolution?” each unit, have students draw a graphic organizer for the question, and http://docsteach.org/activities/3131 (part 1) add information, such as content area vocabulary, or major topics that http://docsteach.org/activities/3709 (part 2) help to answer the question, to the graphic organizer at the conclusion (CC.RH.6-8.1) of each class. Read Booker T. Washington’s “Atlanta Compromise Address.” (1895). http://historymatters.gmu.edu/d/39/ Write a paragraph summarizing Washington’s major points. Research the context in which the speech was given, to understand why it has been called one of the

most important speeches in U.S. History. (CC.RH.6-8.2) CC.W.6-8.4)

Focused Reading—Zion School (CC.RH.6-8.7)

DocsTeach lessons: “To What Extent was Reconstruction a Revolution?” http://docsteach.org/activities/3131 (part 1) http://docsteach.org/activities/3709 (part 2) (CC.RH.6-8.1)

Library of Congress document set and teachers’ guide “Jim Crow in America” http://www.loc.gov/teachers/classroommaterials/primarysou rcesets/civil-rights/ Read Booker T. Washington’s “Atlanta Compromise Address

Additional Resources: Content area reading: Chasing Lincoln’s Killer

STANDARDS Social Studies SLE’s C.4.6.8 Discuss the succession of leadership at the federal level (study with President Lincoln’s assassination) H.6.6.3 Define and discuss post Civil War Reconstruction from a state and national perspective C.5.6.9 Examine ways citizens utilize the rights guaranteed in the Bill of Rights (determine which of these rights applied to African Americans and women during this period) C.5.6.3 Evaluate reasons for writing the US Constitution (study as part of new state constitutions during reconstruction) C.5.6.4 Evaluate the importance of the US Constitution as a governing document for the US (ask what would have happened during Reconstruction without a federal constitution, also consider how the Supreme Court decision in Plessy v. Ferguson interpreted the Constitution) Common Core Standards Reading 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas or information of a primary or secondary; provide an accurate summary of the source distinct from prior knowledge or opinions.

3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered). 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 8. Distinguish among fact, opinion, and reasoned judgment in a text. 9. Analyze the relationship between a primary and secondary source on the same topic.

Writing 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen, facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

First Nine Weeks: 1865-1900 Big Question: What social, economic, and political problems did Americans face at the turn of the 20th century? Unit 2: The West, 1865-1900 (3-4 weeks) Essential Question (s)/Guiding Questions/Content/Vocabulary Activities/Materials/Resources Essential Question: Why do people move? Activities Guiding Questions: Locate and compare the overland trails used by settlers Why did people move west in the late 1800s? moving west: Santa Fe, San Francisco, Utah, Oregon, What problems did people in the West face between1865-1900? Colorado, etc. Draw upon pioneer journals, letters and What were the effects on Native Americans? diaries, newspaper advertisements, paintings, and Major Understandings: literature to develop a diary, reenact events, or • In the period between1865-1900, Americans moved west, to claim the illustrate episodes on the trails. (CC.RH.6-8.3) land offered by the Homestead Act. The larger population in the west encouraged the development of railroads, which brought more people Examine African American migration to Arkansas and and businesses. further West. • Migration brought about conflicts between newcomers and residents West by looking at the biography of Mifflin Gibbs, a Little of land west of the Mississippi River (large numbers of Native American Rock politician. groups, buffalo, Hispano settlers from the period when the land had been settled by Spain). Conflicts arose over land, power, and natural Make a cause/effect chart that shows the effects of the resources. discovery of natural resources (gold, copper, timber,

• The federal government (army, land policy) and railroads (paid by etc.) on settling the West government to build track) played major roles in Westward movement. Analyze the movement of new settlers from the Social Studies Content/Common Core Focus perspectives of Native Americans on the plains and in The West, 1865-1900 California from the perspectives of Hispano settlers Economics –natural resources already living in these territories. How did the relations Geography – cultural, physical and political geography of the U.S. between Native Americans and settlers change as more Constitution Day and Freedom’s Week newcomers arrived? What was the cost to Hispano Common Core Vocabulary : rancheros of California and New Mexico? Reading/Writing Focus Take notes in a journal or Homestead Act (1862) Transcontinental Railroad: “Completing the notebook to help answer the big Transcontinental railroad Transcontinental Railroad, 1869”: (CC Reading #1 and #2). question for the 9 weeks and Dawes Act essential question for the unit. Chinese Exclusion Act Draw upon literature, including the Little House series View America: The Story of Us clip, by Laura Ingalls Wilder, excerpts from Mark Twain’s disc 2, episode 2, 42:00-45:00, essays, and Prairie Songs by Pam Conrad to explain the then look at historic Sears- idea of the frontier. What kinds of people were drawn to Roebuck catalog ads on the the West, where did they come from and how well did Internet. (Google image search). they get along with one another? Lesson Plan on Mark Create your own advertisement Twain and the West: and explain why the good you http://www.pbs.org/weta/thewest/lesson_plans/lesson0 chose would be useful to someone 2.htm in the West between the years of Pre/Post Test For Freedom Week Sept 23 – 27 Congress 1865-1900. for Kids interactive assessment of basic freedoms and citizenship. ASSESSMENT: http://www.congressforkids.net/quiz_index.htm Write a “poem for two voices” contrasting two different perspectives on Native American/ westward migrant interactions. (template at Constitution Day Lesson Plans: http://www.edmondschools.net/Portals/0/docs/POEMTWOVOICES.pdf http://www.nea.org/tools/lessons/black-history- month.html Using an outline map of the United States, label the Mississippi and National Hispanic Heritage Month Lesson Plans: Missouri Rivers and the Rocky Mountains and draw in railroad lines, http://www.nea.org/tools/lessons/hispanic-heritage- major trails westward. Write a paragraph explaining how geography month-6-8.html affected Westward migration. Resources: America: The Story of Us video, disc 2,

episode 2 “Heartland” – transcontinental railroad, land and resources, especially 6:30-11:30 (RR), 11:45-13:15 (land), and 21:00-27:03 (buffalo)

Prezi: Migration and the American West (images, documents) http://prezi.com/kofhipuzqq6l/migration-and-the- american-west/ Use a document analysis form to analyze one of the paintings in the Prezi http://www.archives.gov/education/lessons/worksheets/

DocsTeach lessons: “Reasons for Westward Expansion,” “Impact of Westward Expansion,” “Settlement of the American West” http://docsteach.org/activities/search? mode=browse&menu=open&era[]=the-development- of-the-industrial-united-states

Library of Congress document set and lesson plan on assimilation and Indian Boarding Schools http://www.loc.gov/teachers/classroommaterials/lessons/ind ianschools/

Textbook chapter 4, lesson 1 (126-133) and chapter 5, lesson 1 (146-150) and railroad artifacts (152-153)

STANDARDS Social Studies SLE’s H.6.6.28: Describe the developments linking the east and west (e.g., Homestead Act, railroads, Pony Express, telegraph, cattle trails, and wagon trains H.6.6.4: Discuss the impact of Manifest Destiny on the United States.

E.8.6.4: Evaluate the influences the discovery of natural resources has on the movement of people (e.g., gold, silver, oil) H.6.6.13: Explain the conflict between the American Indians and settlers moving westward (e.g., Battle of Little Big Horn, American Indian Movement) G.3.6.2- Distinguish between push and pull factors (apply to immigrants to the West) G.2.6.1 - Examine the effects of contributions of people from selected racial, ethnic, and religious groups to the cultural identity of AR and the US (such as African American farmers who moved to Arkansas and the Midwest, Chinese and Irish immigrants who worked on the railroads) G.2.6.2 - Describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the culture of AR and the US G.2.6.3 - Identify the occurrences of cultural diffusion, cultural exchange, and assimilation in local and national history (i.e. diffusion of Spanish/Mexican food, language, ranching methods, Dawes Act attempted to enforce assimilation, Carlisle Indian boarding school) G.1.6.4 -Explain the importance of the major river systems of the US and Arkansas G.1.6.6 - Analyze a map of the fifty states and identify regions E.9.6.12-Discuss the various marketing techniques • advertising, • mail order catalog, • increasing demand for goods and services

G.1.6.8 - Construct a map of the US using all basic map components: compass rose, map scale, legend/key, inset map, title G.1.6.10 -Discuss reasons for the location of political boundaries and capital cities due to physical features of the nation or states Common Core Standards Reading 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas or information of a primary or secondary; provide an accurate summary of the source distinct from prior knowledge or opinions. 3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered). 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 5. Describe how a text presents information (e.g., sequentially, comparatively, and causally). 6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion, or avoidance of particular facts). 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 8. Distinguish among fact, opinion, and reasoned judgment in a text. 9. Analyze the relationship between a primary and secondary source on the same topic.

Writing 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. 3. (See note; not applicable as a separate requirement) Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational texts to support analysis reflection, and research.

First Nine Weeks: 1865-1900

Big Question: What social, economic, and political problems did Americans face at the turn of the 20th century?

Unit 3—Immigration and Growth of Cities, 1870-1900 (3 weeks)

Essential Question (s)/Guiding Questions/Content/Vocabulary Activities/Materials/Resources Major Understandings: New immigrants contribute diverse aspects Activities to American society and economy. Trace population growth of any city in the United States Essential Question: How did immigration change the U.S. from 1865 to 1900 by charting the results on a large between1870-1900? graph to compare over time (see urbangrowthstats). Guiding Questions: Use the Internet to find historical pictures to enhance What were the positive and negative effects of immigration? the charts. Compare charts with charts of other cities. What were the positive and negative effects of the growth of cities? Make a poster, newspaper, or magazine advertisement Social Studies Content/Common Core Focus for passage to the U.S. Include information about cost, Immigration from 1870 through 1900. health requirements, job opportunities, amenities, etc. Growth of cities and urban problems (housing, transportation, sanitation, crime) View the Library of Congress website “The Great American Writing: Vocabulary : Potluck” at Keep a journal or notebook with answers to the Ellis Island h tt p : / / w ww. l o c. gov / te a c h ers / cl a ssr oom m ateria l s / p r ese n tati nine weeks’ big question and unit essential Statue of Liberty o n sa nd act i v itie s / p re s e n tat i o n s / i m m i g rat i o n / c k b k/ Have question. YMCA students write how-to instructions for a recipe introduced by immigrants, and then create an illustrated cookbook using Jacob Riis Write a booklet of poems or a narrative poem historic photographs. CC Writing #2

Revised 2013 LRSD Social Studies & Curriculum Committees 10 Little Rock School District Social Studies 6th Grade expressing the feelings of immigrants (before the Assimilation trip, during the trip, and upon arrival). You may Americanization Make a newspaper geared to immigrants in the early also include the initial reactions of immigrants to Urbanization 1900s. Include articles and an advertising section for their new homes, such as any experiences they jobs and apartments. Muckraker may encounter finding apartments, jobs, etc. (CC.W.6-8.3) Gilded Age Describe the ways in which immigrants learned to live and work in a new country. Draw upon excerpts from Write a biography of an immigrant who made an first hand accounts, stories, and poems, which describe important contribution to the U.S. Use primary living and working conditions. How did urban reformers and secondary sources to explain how the person like Jane Addams and Jacob Riis try to serve the needs you chose made a difference. The Ellis Island of new immigrants? What role did public schools website has primary source documents for settlement houses have in helping immigrants settle famous immigrants who traveled through the into their new communities? office. http://www.ellisisland.org/genealogy/ellis_island_f Draw upon evidence in historical studies, documentary amous_arrivals.asp photographs, political cartoons, and children’s stories to explain how different people lived in America in the late 19th century. How difficult was it to move up in American Society? Did minority groups and immigrants establish and practice their own religions and customs? ASSESSMENT: Draw upon evidence at the Library of Analyze the documents and answer the questions for each, then write Congress’s site: an essay describing three ways in which immigrants contributed to life h tt p : / / w ww. l o c. gov / te a c h ers / cl a ssr oom m ateria l s / p r i m a in America, and discuss at least two reasons why many Americans were r y s o u rcese t s / c h il d re n s-l i v e s / on chil dren’s li ves to opposed to immigration as referenced in Teaching and Using Document ex pl a i n how different people lived in America in the Based Questions for Middle School, “Immigration,” pp. 79-89. late 19th century.

First Nine Weeks’ Anchor Assessment: Compare immigration in the late 19th century with Study the work of important journalists like Jacob Riis (text p. 172, immigration today using a Venn diagram. Consider http://xroads.virginia.edu/~ma01/davis/photography/riis/riis.html) and questions such as “who immigrated?”, “why?” and Ida B. Wells-Barnett “where did they move?” Then take the immigration (http://www.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.ht quiz at ml). Then, like these journalists, identify a problem that Americans h tt p : / / w ww. pb s . o r g / i nd e p e nd e n tle n s / n ew a m er i ca n s / q faced between the years of 1870-1900. Write a newspaper editorial u i z . h t m l to learn about immigration facts and myths. persuading your readers that this is an important problem, and offer a

Revised 2013 LRSD Social Studies & Curriculum Committees 11 Little Rock School District Social Studies 6th Grade possible solution. Resources Emma Lazarus, “The New Colussus” http://xroads.virginia.edu/~cap/liberty/lazarus.html textbook pp. 118-119 – cause and effect “Reading Social Studies” Chapter 5, Lesson 3, pp. 160-163 Video clips America: The Story of Us, disc 2, episode 3 “Cities”, 28:15-34:00 (slums, tenements) http://www.ellisisland.org/

Lower East Side Tenement Museum primary source activities: http: // www.tenem ent.o rg/educatio n_lesso nplans.htm l

Immigrant Experience simulation: h tt p : / / w ww. c o r e k no wle d g e. o r g/ m i m i k / m i m i k_ up l o a d s / les s o n _ p la n s / 8 0 1 / T h e % 2 0 I mm i g rati o n % 2 0 Ex p erie n c e. pd f

STANDARDS Social Studies SLE’s H.6.6.29 Analyze the following components of immigration to the United States:  Push-pull factors  Settlement patterns G.3.6.2- Distinguish between push and pull factors G.2.6.1 - Examine the effects of contributions of people from selected racial, ethnic, and religious groups to the cultural identity of AR and the US G.2.6.2 - Describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the culture of AR and the US G.2.6.3 - Identify the occurrences of cultural diffusion, cultural exchange, and assimilation in local and national history C.5.6.7 - Examine the process of becoming a citizen of the US Common Core Standards Reading 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas or information of a primary or secondary; provide an accurate summary of the source distinct from prior knowledge or opinions. 3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a law, how

interest rates are raised or lowered). 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 5. Describe how a text presents information (e.g., sequentially, comparatively, and causally). 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 9. Analyze the relationship between a primary and secondary source on the same topic.

Writing 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. 3. (See note; not applicable as a separate requirement) Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Revised 2013 LRSD Social Studies & Curriculum Committees 14