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Rev. 1/2011 1 Rev. 1/2011 Date Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources/Assessment & Activities BEGINNING SCHOOL YEAR 2010-2011 BEGINNING SCHOOL YEAR 2010-2011 US1 ENDS HERE AND USII BEGINS. BEGINNING SCHOOL US1 ENDS HERE AND USII BEGINS. (SOL numbers/letters will change from USI to USII numbers/letters) YEAR 2010-2011 US1 ENDS HERE AND USII EQ2 – How did the Civil War change the lives - Effects of the War on African Americans BEGINS. of soldiers, women, and slaves? • African Americans fought in the Union army. Some African Americans accompanied Confederate units in the field. Activities: US1.10 – The student will demonstrate • The Confederacy used enslaved African Americans as ship workers, laborers, cooks and camp workers. knowledge of the effects of Reconstruction on • The Union moved to enlist African American soldiers early in the war Create timelines, flashcards, American life by • African American soldiers were paid less than white soldiers board games, pop-ups, maps, ABC reviews, A-Z books, • African American soldiers were discriminated against and served in segregated units under white officers a) identifying the provisions of the flipbooks, etc. th th th • Robert Smalls, a sailor and later a Union naval captain, was among the African Americans who later 13 , 14 , and 15 Amendments to achieved fame or earned the nation’s highest award. the United States Constitution and th th th People Bingo - The 13 , 14 , and 15 Amendments to the Constitution address the issues of slavery. their impact on the expansion of th • 13 Amendment – banned slavery in the United States or any of its territories freedom in America; Battle Maps • 14th Amendment – granted citizenship to all persons born in the United States and guaranteed them equal b) describing the impact of protection under the law Reconstruction policies on the Jean Fritz Books • 15th Amendment – insured all male citizens the right to vote regardless of race or color or previous South. condition of servitude Charts, dioramas EQ1 – What are the basic provisions of the th th th - These three amendments guaranteed equal protection under the law for all citizens. 13 , 14 , and 15 Amendments? Interpret political cartoons, - Reconstruction Policies and Problems slogans, etc. • EQ2 – What were the Reconstruction Southern military leaders could not hold office policies for the South? • Southerners resented Northern “carpetbaggers” who took advantage of the South during Reconstruction Journal writing, watercolor • African Americans held public office portraits, timelines of major • Northern soldiers supervised the South events. Week 1 Introductory Outline Debates and Week 2 USII.1 – The student will demonstrate skills - The student will memorize, place in order, and briefly describe the following list of important for historical and geographic analysis and events: Resources: responsible citizenship, including the ability to 1. Reconstruction 11. Suffrage 2. Westward Expansion/Indian Wars 12. Great Depression Textbook a) analyze and interpret primary and 3. Immigration 13. New Deal secondary source documents to 4. Industrialization 14. World War II Teacher selected increase understanding of events 5. Urbanization 15. Holocaust supplemental resources and life in United States history 6. Spanish- American War 16. Use of Nuclear Weapons from 1865 to the present; 7. World War I 17. Cold War Internet Resources b) make connections between past and 8. Roaring Twenties 18. Korean & Vietnam Conflict present; 9. Harlem Renaissance 19. Civil Rights Assessment: c) sequence events in US history from 10. Prohibition 20. Collapse of Communism 1865 to the present; - Teachers should incorporate the essential skills into instruction throughout the year. Teacher made tests d) interpret ideas and events from - All students must maintain a notebook (Review Booklet) of the notes, essential questions, etc. that different historical perspectives; will be passed on to the 7th grade teacher. See instructions at the end of this map. Quizzes e) evaluate and debate issues orally - Physical features/climate of the Great Plains: and in writing; • Flatlands that rise gradually from east to west Presentations f) analyze and interpret maps that • Eroded by wind and water include major physical features; • Low rainfall Activities: g) use parallels of latitude and • Frequent dust storms meridians of longitude to describe Review Booklet hemispheric location; h) interpret patriotic slogans and Oral Presentations 1 Rev. 1/2011 excerpts from notable speeches and documents; Debates i) identify the costs and benefits of specific choices made including the Writing Activities consequences, both intended and unintended, of the decision and Timelines, etc. how people and nations responded to positive and negative incentives. USII.2 – The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward. b) explaining relationships among natural resources, transportation, and industrial development after 1865; c) Locating the 50 states and the cities most significant to the historical development of the United States. EQ1 – How did people’s perceptions and use of the Great Plains change after the Civil War? Week 3 Reconstruction - Basic provisions of the Amendments Students should analyze and USII.3a. The student will demonstrate • 13th Amendment: Bans slavery in the United States and any of its territories. interpret primary and knowledge of the effects of Reconstruction on • 14th Amendment: Grants citizenship to all persons born in the United States secondary source documents American life by analyzing the impact of the and guarantees them equal protection under the law. to increase understanding of th th th 13 , 14 , and 15 Amendments to the • 15th Amendment: Ensures all citizens the right to vote regardless of race or events and life in United Constitution of the United States of America; color or previous condition of servitude. States history. - Reconstruction policies and problems EQ1 – What are the basic provisions of the • Southern military leaders could not hold office Make connections between 13th, 14th, and 15th Amendments? The 13th, • African Americans could hold public office the past and present and 14th, and 15th Amendments of the Constitution • African Americans gained equal rights as a result of the Civil Rights Act of sequence. of the United States of America address the 1866, which authorized the use of federal troops for its enforcement issues of slavery and guarantee equal • Northern soldiers supervised the South Interpret ideas and events protection under the law for all citizens. • Freedman’s Bureau, established to aid former enslaved African Americans in from historical perspectives. the South b) describing the impact of Reconstruction • Southerners resented northern “carpetbaggers,” who took advantage of the Resources: policies on the South and North; South during Reconstruction. - Reconstruction ended with the Election of 1876 Textbook EQ1 – What were the Reconstruction policies • for the South? Federal troops removed from the South Teacher selected The Reconstruction policies were harsh and • Rights that African Americans gained were lost through Black Codes. supplemental resources created problems in the South. - Lincoln: • Reconstruction plan called for reconciliation Internet Resources Reconstruction attempted to give meaning to • Preservation of the Union was more important than punishing the South the freedom that the former enslaved African - Lee Assessment: Americans had achieved. • Urged Southerners to reconcile at the end of the was and reunite as Americans when some wanted to fight Teacher made tests c) describing the legacy of Abraham Lincoln, • Became president of Washington College which is now known as Robert E. Lee, and Frederick Douglass. Washington and Lee University - Douglass: 2 Rev. 1/2011 USII.4c The student will demonstrate • Fought for adoption of constitutional amendments that guaranteed voting Quizzes knowledge of how life changed after the Civil rights War by describing racial segregation, the rise • Powerful voice for human rights and civil liberties for all. Presentations of Jim Crow Laws, and other constraints faced by African Americans and other groups in post Activities: reconstruction South. Review Booklet EQ1 – What is racial segregation? - Explain views of Reconstruction - Describe what radical Reconstruction was and how it ended Oral Presentations EQ2 – “Jim Crow” laws institutionalized a - Identify how the return of power to Southern Democrats affected Black Southerners system of legal segregation? - Discrimination against African Americans continued after Reconstruction. Debates - “Jim Crow” laws institutionalized a system of legal segregation. EQ3 – African Americans differed in their - African Americans differed in their responses to discrimination and “Jim Crow.” Writing Activities responses to discrimination and “Jim Crow?” - Racial Segregation: • Based on race Timelines, etc. • Directed primarily against African Americans, but other groups were also kept segregated • American Indians were not considered citizens until 1924 - African Americans were discriminated against by the passage of “Jim Crow” laws. - Characteristics of “Jim Crow” laws: • Made discrimination practices legal in many communities and states • Were characterized by unequal opportunities in housing, work, education, government - African American Responses: • Booker T.
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