OKLDR 8Th Grade US History Final
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John Brown Visual Thinking Strategy Activity Worksheet 1 – “John Brown: Friend Or Foe”
tragic prelude Pre and Post Visit Packet 7th & 8th grade students Tragic Prelude pre AND POST VISIT Packet Table of Contents Section 1 – Pre-Visit Materials Section 2 – Post-Visit Materials Supplemental Math and Science Programs can be found on the Mahaffie website (Mahaffie.org). – “How Does the Cannon Work” – “Trajectory” Page 2 Tragic Prelude pre VISIT Packet Section 1 – Pre-Visit Materials Page 3 Tragic Prelude Pre-Visit Lesson Plan OBJECTIVES 1. The student will analyze how the issues of slavery and popular sovereignty fostered a bloody feud between the states of Kansas and Missouri. 2. The student will analyze the specific events that occurred during “Bleeding Kansas” and put those events into context with the U.S. Civil War. 3. The student will identify key figures during the Kansas/Missouri Border Wars. ESSENTIAL QUESTIONS 1. What led to the disputes between Kansas and Missouri? 2. How was the issue of slavery decided in Kansas? STANDARDS Kansas Social Studies Benchmark 1.3 - The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues. Benchmark 2.2 - The student will analyze the context under which significant rights and responsibilities are defined and demonstrated, their various interpretations, and draw conclusions about those interpretations. Benchmark 4.2 - The student will analyze the context of continuity and change and the vehicles of reform, drawing conclusions about past change and potential future change. Common Core CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. -
Bleeding Kansas Series Returns to Constitution Hall State Historic Site
December 30, 2014 Bleeding Kansas Series Returns to Constitution Hall State Historic Site LECOMPTON, KS—Dramatic interpretations and talks about the violent conflict over slavery highlight the 19th annual Bleeding Kansas series, which begins January 25, 2015. The programs are held at 2 p.m. Sundays, through March 1. Bleeding Kansas describes that time in Kansas Territory, from 1854 to 1861, during the struggle to determine whether the new state would be free or slave. Each of these programs explores aspects of the state’s unique history. January 25 - “The Kansas Statehouse Restoration,” Barry Greis, statehouse architect, with remarks by Matt Veatch, state archivist, Kansas Historical Society. This program is a Kansas Day commemoration. February 1 - “Railroad Empire Across the Heartland: Rephotographing Alexander Gardner's 1867 Westward Journey Through Kansas,” John Charlton, photographer, Kansas Geological Survey, University of Kansas with remarks by Nancy Sherbert, curator of photographs, Kansas Historical Society. Charlton will sign copies of his book after the presentation, which will be available for purchase the day of the event. February 8 - “John Brown vs. W.B. 'Ft. Scott' Brockett,” first-person portrayals by Kerry Altenbernd, as abolitionist John Brown, and Jeff Quigley, as proslavery advocate W.B. Brockett, discussing Bleeding Kansas and the Battle of Black Jack. February 15 - “James Montgomery, The Original Jayhawker,” Max Nehrbass, Labette Community College history instructor, with historian Rich Ankerholz portraying James Montgomery. February 22 - "If It Looks Like a Man: Female Soldiers and Lady Bushwhackers in the Civil War in Kansas and Missouri," Diane Eickhoff and Aaron Barnhart, authors and historians. March 1 - “John Brown’s Money Man: George Luther Stearns, Abolitionist,” Dr. -
Whitewashing Or Amnesia: a Study of the Construction
WHITEWASHING OR AMNESIA: A STUDY OF THE CONSTRUCTION OF RACE IN TWO MIDWESTERN COUNTIES A DISSERTATION IN Sociology and History Presented to the Faculty of the University of Missouri-Kansas City in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY by DEBRA KAY TAYLOR M.A., University of Missouri-Kansas City, 2005 B.L.A., University of Missouri-Kansas City, 2000 Kansas City, Missouri 2019 © 2019 DEBRA KAY TAYLOR ALL RIGHTS RESERVE WHITEWASHING OR AMNESIA: A STUDY OF THE CONSTRUCTION OF RACE IN TWO MIDWESTERN COUNTIES Debra Kay Taylor, Candidate for the Doctor of Philosophy Degree University of Missouri-Kansas City, 2019 ABSTRACT This inter-disciplinary dissertation utilizes sociological and historical research methods for a critical comparative analysis of the material culture as reproduced through murals and monuments located in two counties in Missouri, Bates County and Cass County. Employing Critical Race Theory as the theoretical framework, each counties’ analysis results are examined. The concepts of race, systemic racism, White privilege and interest-convergence are used to assess both counties continuance of sustaining a racially imbalanced historical narrative. I posit that the construction of history of Bates County and Cass County continues to influence and reinforces systemic racism in the local narrative. Keywords: critical race theory, race, racism, social construction of reality, white privilege, normality, interest-convergence iii APPROVAL PAGE The faculty listed below, appointed by the Dean of the School of Graduate Studies, have examined a dissertation titled, “Whitewashing or Amnesia: A Study of the Construction of Race in Two Midwestern Counties,” presented by Debra Kay Taylor, candidate for the Doctor of Philosophy degree, and certify that in their opinion it is worthy of acceptance. -
[email protected] [email protected] Izadi [email protected]
Boolify Safe Search Kids KidzSearch Safe Search Kids KidzSearch Boolify Kid'sSearch KidRex [email protected] [email protected] [email protected] . 1. Chromium Hope . Boolify Dib Dab Doo and Dilly Too 1. Broch 2. Talib, Mahmuddin & Husni 3. Large, Beheshti & Rahman 4. Large, Beheshti 5. Large Ask Kids Yahoo kids KidsClick 1. Huan-ling 2.Vanderschantz, Hinze, & Cunningham 3. Waikato 1. Duarte Torres, Weber & Hiemstra GoGooligans, Kiddle, Searchy Pants, Dmoz, Yahoo Kids (Yahooligans), Study Search, Famhoo, Onekey, SweetSearch KidzSearch Boolify Safe Search Kids Dib Dab Doo and Kidtopia Kid's Search Dilly Too IPL2 for Kids Awesome Library Thinga Cybersleuth kids y s s s r d d d s a i r i i o t h r e h d s k s e o K t B i c k r K b s c a i r s k d e c r r x i a h d N D o i K h r i a t i n l a e b L o p l g a c o r e f u b e o e K y r o e n K R l C r o e a S t - i c a m S i a l r f s d f r M k d i a s m h z i e d p s D ' i y d s i t 2 u r u i o g d o S T d t K c i b e s K i q L A K i n e T A K a e b i S K f P K F D y I u a w C S Q A + - - - - + - - - - - - - - - - + - - + + + + + + + + + + + + + + + + + + + + - - + - - + + + + + + + + + + + + + ry ds ds ds a i i i r er ds k et oo t B i ch K b K ch r i s ks ds ck r er r ia h ds N D i o r h K t i l ex L o li ga a c o ea r f u b e on ea K yb r op n e R l C o e a K t S - i a c S i m l rr f s d f r M k d i s m i h z ea d s D i d y s i t 2 u r u i o d ga op S T d' t K i b e i K A K i n e K T A ac es b i Sq K f PL K F D y I u a w C S Q A + - - + - - + + + + - + + + - + - + + - - - + - - - -
Grade 6 Learning from Home: Day 2 Here Is Your Learning to Complete Whilst You Are at Home Today
Grade 6 Learning from Home: Day 2 Here is your learning to complete whilst you are at home today. If you have any questions please feel free to send your teacher an email via Compass. Have a wonderful day of learning. Reading Learning Intention: To make a prediction before reading and give evidence from Focus the text Success Criteria: I am successful when I can: Visit the website storybox online. The username and password are below: Activity Username: taylorshill Password: taylorshill Search for the following text: When the Wind Changed by Colin Lane https://storyboxlibrary.com.au/stories/when-the-wind-changed Firstly, using information on the front cover, make a prediction. Don’t forget to activate your prior knowledge. Record your prediction in your Reading Slide on Google Drive. Remember to include the date, title of the text and your response. Then, listen to the story and check if your prediction was correct. Record the reasons why or why not your prediction was correct or incorrect. After this you are to complete 30mins of Independent Reading and complete a Track or work on your Reading Goal. Access Reading Eggspress and complete your assigned activities Writing / Writer’s Notebook / Spelling Learning Intention: To research and develop a plan Focus Success Criteria: I am successful when I can: - Use keywords to research my topic - Find useful and appropriate websites - Put findings into my own words - Develop a user friendly plan - Plan the structure of a persuasive text (Title, opening statement, arguments with evidence and concluding statement) Activity Reflect on the topic you chose yesterday and begin to research, finding evidence to support your arguments . -
FORT SCOTT HISTORICAL AREA Capt
FORT SCOTT HISTORICAL AREA Capt. Philip St. George Cooke [1843], Maj. Clifton Wharton [1844], and Col. Stephen W. Kearny [1845]. Fort Scott, in Bourbon County, extreme eastern Ranging the northern Plains and the Rocky Moun Kansas, was established in 1842 as a base for U.S. tains, the dragoons marched as far as the modern Fort Scott Army peace-keeping efforts along the vague "Per states of New Mexico, Colorado and Wyoming. HISTORICAL AREA, KANSAS manent Indian Frontier" between the established They also helped provide escort for wagon-trains on states of the Union and the unorganized territories the Santa Fe Trail. to the west. It was abandoned in 1853, after this concept was dropped, and Kansas and Nebraska THE "BLEEDING KANSAS" YEARS territories were opened to white settlement. The fort area then became a civilian community and, during In 1846 — four years after Fort Scott was estab the "Bleeding Kansas" period [1854-1861] — when lished — came the War with Mexico. Most of the free-staters and pro-slavery factions struggled for dragoons were rushed off to distant battle-fields; supremacy — was the focus of much civil distur i0rit some fifty infantry soldiers kept the post function (0ft % ^^ bance. ing. Things were quiet here during those war years During the Civil War [1861-1865] Fort Scott was — 1846-1848. Perhaps this was because the fort was reactivated and was an important supply center and here; if so, the "Indian Frontier" idea was working staging area for Union armies fighting in Missouri, well hereabouts. the Indian Territory [modern Oklahoma], and Arkan War's end [1848] brought over a half-million square sas. -
Case Study Aug A5 Revised
may 2017 Author Fahmi Ramadhiansyah Editor Dirgayuza Setiawan, M.Sc Viyasa Rahyaputra Designer and Layouter Ristyanadya Laksmi Gupita Summary The internet is growing at the rate that is unstoppable. It does not only grow in terms of contents and adaptability, but most importantly, it also grows in terms of users. Children, in particular, have begun to access the internet, and they might be exposed to ‘unsafe’ information swarming all over the internet. Search engines with content fltering features then began to emerge, as a way to ‘protect’ the children. However, this drew backlashes from the proponents of freedom and wise internet usage, claiming the efort to flter contents from children is taking away parts of the children’s rights. This case study is solely dedicated to cover the controversy and will be concluded with where the controversy is heading. introduction The unceasing development of information technology has created a world where the internet becomes an integral part of a child life. Whether for educational purpose or sole entertainment, children nowadays have become increasingly literate in the usage of internet service. Terms such as ‘digital native’ and ‘net generation’ are being used to empha- size the importance of new technologies within the lives of young people.i When it comes to education, the internet is valuable for children both because it enhances the class environment and it introduces children, from early stages of their lives, into today’s information society.ii One of the most essential services of the internet that are used the most by children is the Internet Search Engine (ISE). -
Unit Title: Reality Check – Unresolved Issues
Colorado Teacher-Authored Instructional Unit Sample Social Studies 8th Grade Unit Title: Reality Check – Unresolved Issues INSTRUCTIONAL UNIT AUTHORS Ellicott School District Kelli Cabrera Richard Campbell Anja Centennial Diane Garduno Nathaniel Miller BASED ON A CURRICULUM OVERVIEW SAMPLE AUTHORED BY Archuleta School District Scott White Del Norte School District Jill Martinez Greeley School District Therese Gilbert Colorado’s District Sample Curriculum Project Curriculum Sample District Colorado’s Poudre School District Gabrielle Wymore This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacher- authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: JANUARY 15, 2016 Colorado Teacher-Authored Sample Instructional Unit Content Area Social Studies Grade Level 8th Grade Course Name/Course Code 8th Grade Social Studies Standard Grade Level Expectations (GLE) GLE Code 1. History 1. Formulate appropriate hypotheses about United States history based on a variety of historical sources and SS09-GR.8-S.1-GLE.1 perspectives 2. The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through SS09-GR.8-S.1-GLE.2 Reconstruction and their relationships with one another 2. Geography 1. Use geographic tools to analyze patterns in human and physical systems SS09-GR.8-S.2-GLE.1 2. Conflict and cooperation occur over space and resources SS09-GR.8-S.2-GLE.2 3. Economics 1. -
Digital Research HOW to NARROW YOUR SEARCH
Digital Research HOW TO NARROW YOUR SEARCH FROM RESEARCHING IN A DIGITAL WORLD BY ERIK PALMER Digital Research Terms • Tells the browser what you are looking for • Connects your device to the Internet • Searches the Web for your request • NOT A PLACE or all‐knowing source of knowledge • IS an enormous network of interconnected computers • www. Is the Worldwide Web—a collection of documents and other resources formatted to be accessed on the internet i.e. http: (Hyper Text Transfer Protocol) •Program designed to help us find related information according to our search terms •Examples: Google, Bing, WebMD, MapQuest, Dogpile, Northern Lights, etc. •Kid friendly: Kidsclick!, KidzSearch, KidRex, Google Scholar; GoGooligans, etc. GR06_U6_PT2_DigitalResearch Strategic Action • By yourself generate a list of questions you want to know about your topic. • Time: 10 minutes. GO! • Now narrow down to your top 5 Questions • Time 5 min. GO! • Share your questions with a partner. • Time 3 minutes. GO! GR06_U6_PT2_DigitalResearch What is the question? GR06_U6_PT2_DigitalResearch Formatting Search Questions: Boolean Searches • Cuts down the number of results • Refines your search by using three terms: Typing AND (&) between key words will show results AND where both terms are present OR Ex. Athens & Education; Sparta & Military NOT Typing OR (/) between key With some search words will return results that include either or both engines, typing NOT (‐) terms between key terms may limit results Ex. Athens or military; Sparta or Education Ex. Sparta & girls -
Motori Di Ricerca E Portali, Dei
2 Repertorio Il testo è un repertorio di oltre 180 motori di ricerca e portali, dei escluse le piattaforme commerciali come Amazon, iTunes, ecc. motori I motori di ricerca sicuri e consigliati, quali SearX, Qwant, Startpage e DuckDuckGo, sono stati omessi, così come Google (analizzato esclusivamente per il carattere quasi monopolistico), in quanto di Repertorio dei trattati nel volume Motori di ricerca, Trovare informazioni in rete. ricer Strumenti per le ricerche sul web. Il catalogo è articolato per macro-aree tematiche relative alle ca. motori di ricerca possibili ricerche: privacy e sicurezza, tipologia di contenuti e T risultati, musica, video, foto, immagini, icone, eBook, documenti. r ovar Il capitolo primo tratta i motori di ricerca sicuri e a tutela della Trovare informazioni in rete privacy. e Il capitolo secondo riporta i motori di ricerca focalizzati sulla infor Strumenti per le ricerche sul web tipologia di contenuti e risultati. Un esempio sono CC Search, per la ricerca di contenuti multimediali non coperti da copyright, mazioni oppure FindSounds per l’individuazione di suoni in fonti aperte. I capitoli successivi hanno come oggetto le risorse per la ricerca di contenuti documentali e multimediali. Flavio Gallucci in Il capitolo terzo raccoglie le risorse per la ricerca di foto, immagini r e icone. TinEye merita attenzione per la tecnica di reverse image ete. search, ovvero la ricerca a partire dal caricamento di una foto. Strumenti Il capitolo quarto elenca strumenti e risorse per la ricerca di brani musicali, l’ascolto di musica in streaming e l’individuazione di eventi. Il capitolo quinto propone i portali dedicati alla ricerca di video. -
Who Is John Brown?
YOUR KANSAS STORIES OUR HISTORICAL M-40 HISTORY SOCIETY Read Kansas! By the Kansas Historical Society Who is John Brown? Tragic Prelude is a mural of the abolitionist John Brown. Born in Torrington, Connecticut, on May 9, 1800, Brown’s Quaker upbringing instilled in him a lifelong hatred of slavery. As an adult he openly called for the abolishment of slavery and used his house to hide runaway slaves. At age 55 Brown moved to Kansas and played a prominent role during the “Bleeding Kansas” period. While in Kansas he voiced his strong opposition to slavery through speeches and violence. Following the sacking of Lawrence in April 1856 by proslavery forces, Brown and seven of his followers sought revenge. They murdered and mutilated five proslavery men in Franklin County. This event became known as the Pottawatomie Massacre. This action was denounced in both the North and the South. In 1859 Brown left Kansas Territory in hopes of sparking a slave uprising in the South. He was captured while trying to take the armory at Harpers Ferry, Virginia. Tried for treason and found guilty, he was executed by hanging on December 2, 1859. History has not always been kind to John Brown’s complex personality. Abraham Lincoln called him a “misguided fanatic.” His stirring speeches and brave composure while being executed made Brown a martyr for the abolitionists. Poems, ballads, and songs were written in his honor and his legend grew in popularity through the Civil War. Brown’s actions remain controversial to this day. Some condemn his brutal methods while others see his use of violence as a necessity in the fight against slavery. -
Colonel Edwin Vose “Bull” Sumner, Center, Dismisses the Free-State Legislature at Topeka, Kansas Territory, on July 4, 1856
Colonel Edwin Vose “Bull” Sumner, center, dismisses the free-state legislature at Topeka, Kansas Territory, on July 4, 1856. This illustration of the controversial action first appeared in the July 26, 1856, issue of Frank Leslie’s Illustrated Newspaper. Kansas History: A Journal of the Central Plains 33 (Autumn 2010): 164–83 164 KANSAS HISTORY SC APEGOAT ? Colonel Edwin V. Sumner and the Topeka Dispersal by Durwood Ball n July 4, 1856, Colonel Edwin Vose “Bull” Sumner dispersed the free-state legislature as it convened in Topeka, Kansas Territory. His controversial act intensified the heated congressional and public debate over federal policy, particularly the application of popular sovereignty, in that western territory and sparked an icy exchange with his old friend Secretary of War Jefferson Davis in August. Their correspondence, trafficked by the adjutant general of the U.S. Army, debated the nature of federal military intervention intended Oby President Franklin Pierce in Kansas and the propriety and legality of Sumner’s dispersal operation executed in Topeka. The Topeka dispersal and the Sumner-Davis exchange were the culmination of the first stage of federal military intervention, coinciding with Sumner’s command, in what became known as Bleeding Kansas. This article explores four issues related to the colonel’s controversial act: (1) the application of posse comitatus (public power) to law enforcement in Kansas; (2) Secretary Davis’s critique of constabulary operations conducted by Sumner from late May to early July; (3) the dispersal operation in Topeka; and (4) Sumner’s extraction from Kansas. Although critical of the dispersal, anti-Pierce newspapers in the North also accused the president of scapegoating the colonel for the administration’s failures in Kansas.