Chapter 113. Texas Essential Knowledge and Skills for Social Studies
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Heroes of the Colored Race by Terry Ann Wildman Grade Level
Lesson Plan #2 for the Genius of Freedom: Heroes of the Colored Race by Terry Ann Wildman Grade Level: Upper elementary or middle school Topics: African American leaders Pennsylvania History Standards: 8.1.6 B, 8.2.9 A, 8.3.9 A Pennsylvania Core Standards: 8.5.6-8 A African American History, Prentice Hall textbook: N/A Overview: What is a hero? What defines a hero in one’s culture may be different throughout time and place. Getting our students to think about what constitutes a hero yesterday and today is the focus of this lesson. In the lithograph Heroes of the Colored Race there are three main figures and eight smaller ones. Students will explore who these figures are, why they were placed on the picture in this way, and the background images of life in America in the 1800s. Students will brainstorm and choose heroes of the African American people today and design a similar poster. Materials: Heroes of the Colored Race, Philadelphia, 1881. Biography cards of the 11 figures in the image (attached, to be printed out double-sided) Smartboard, whiteboard, or blackboard Computer access for students Poster board Chart Paper Markers Colored pencils Procedure: 1. Introduce the lesson with images of modern superheroes. Ask students to discuss why these figures are heroes. Decide on a working definition of a hero. Note these qualities on chart paper and display throughout the lesson. 2. Present the image Heroes of the Colored Race on the board. Ask what historic figures students recognize and begin to list those on the board. -
©2013 Luis-Alejandro Dinnella-Borrego ALL RIGHTS
©2013 Luis-Alejandro Dinnella-Borrego ALL RIGHTS RESERVED “THAT OUR GOVERNMENT MAY STAND”: AFRICAN AMERICAN POLITICS IN THE POSTBELLUM SOUTH, 1865-1901 By LUIS-ALEJANDRO DINNELLA-BORREGO A Dissertation submitted to the Graduate School-New Brunswick Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Philosophy Graduate Program in History written under the direction of Mia Bay and Ann Fabian and approved by ________________________ ________________________ ________________________ ________________________ ________________________ New Brunswick, New Jersey May 2013 ABSTRACT OF THE DISSERTATION “That Our Government May Stand”: African American Politics in the Postbellum South, 1865-1913 by LUIS-ALEJANDRO DINNELLA-BORREGO Dissertation Director: Mia Bay and Ann Fabian This dissertation provides a fresh examination of black politics in the post-Civil War South by focusing on the careers of six black congressmen after the Civil War: John Mercer Langston of Virginia, James Thomas Rapier of Alabama, Robert Smalls of South Carolina, John Roy Lynch of Mississippi, Josiah Thomas Walls of Florida, and George Henry White of North Carolina. It examines the career trajectories, rhetoric, and policy agendas of these congressmen in order to determine how effectively they represented the wants and needs of the black electorate. The dissertation argues that black congressmen effectively represented and articulated the interests of their constituents. They did so by embracing a policy agenda favoring strong civil rights protections and encompassing a broad vision of economic modernization and expanded access for education. Furthermore, black congressmen embraced their role as national leaders and as spokesmen not only for their congressional districts and states, but for all African Americans throughout the South. -
Arlington Classics Academy Student Handbook 2016-2017
ARLINGTON CLASSICS ACADEMY STUDENT HANDBOOK 2016-2017 STUDENT HANDBOOK Table of Contents ACA enrollment Policy and Procedures 2 Phone Calls/Cell Phones 22 Asbestos Notification 2 Physical Education 22 Attendance Policy 3 Physical Examinations/Health Screenings 23 Birthday Parties 5 Planners 23 Bullying 5 Pledge of Allegiance 23 Child Find 6 Promotion/Retention 23 Communicable Diseases 6 Publications 24 Dating Violence, Discrimination, Harassment, and Retaliation 7 Recitation of the Declaration of Independence 24 Discipline 10 Recognition 24 Dress Code 10 Sign-in/Sign-out Procedures 25 Drills – Fire, Tornado, and Other Emergencies 12 Student Participation 26 Drop-off/Pick-up Procedures 13 Student Records 26 Emergency School Closing Information 13 Summer School/Extended School Year 29 Exam for Acceleration 13 Support Services 29 Expectations and Agreements 14 Teacher Requests 30 Extracurricular Activities 14 Textbooks 30 Fees 14 Transportation/Travel/School Sponsored Trips 30 Field Trips 14 Vending Machines 30 Food Service/Child Nutrition 16 Visitors/Volunteers 31 Grading 17 Appendix 32 Holidays 17 Acceptable Use Policy/Agreement 33 Medication/Health and Wellness 18 Traffic Flow Maps 35 Parent Involvement 21 Medication Consent Form 38 Parent/School Compact 39 - 1 - STUDENT HANDBOOK ACA ENROLLMENT POLICY AND PROCEDURES Arlington Classics Academy (ACA) operates as an open enrollment public charter school and currently accommodates students in grades K-8 for Tarrant, Dallas, and Johnson counties only. Parents/guardians of new students must complete a Pre-Admission Form provided at the front desk of the school. An enrollment interview with an Arlington Classics Academy administrator is encouraged before the student starts class. During the interview, academic standards, dress code, attendance policies, and general school operations will be discussed. -
Celebrate Freedom Week Curriculum Guide
Oklahoma’s Celebrate Freedom Week Curriculum Guide Honoring All Who Served 2014 Oklahoma’s Celebrate Freedom Week Curriculum Guide 2014 © 2 0 1 4 . Oklahoma State Department of Education Page 2 Oklahoma’s Celebrate Freedom Week Curriculum Guide 2014 Contents Introduction 4 Requirements of the Celebrate Freedom Week Law 4-5 Celebrate Freedom Week Observance Dates 5 Oklahoma Academic Standards for the Social Studies 6 Internet Resources 7-11 Curriculum Resources 12-13 Literary Resources 14 Notable Social Studies Trade Books for Young People From the National 14 Council for the Social Studies (NCSS) Reading Lists Suggested Reading List 15-18 Veterans Day Assembly Resources 19 Celebrate Freedom Week Contact Information 20 Acknowledgments 21 © 2 0 1 4 . Oklahoma State Department of Education Page 3 Oklahoma’s Celebrate Freedom Week Curriculum Guide 2014 Introduction This curriculum guide for Celebrate Freedom Week has been prepared in compliance with O.S 70. 2001, Section 25-152, as amended by Section 1, Chapter 83, O.S.L. Supp. 2007. This guide will provide information on the requirements of the law, dates for observing Celebrate Freedom Week, various resources for instructional use, and resources for conducting a Veterans Day Assembly. In order to educate Oklahoma students about the sacrifices made for freedom on behalf of the country and the values on which this country was founded, November 11 has been designated “Veterans Day,” and the week in which November 11 falls has been designated “Celebrate Freedom Week” for the public schools of Oklahoma. As part of a social studies class, during Celebrate Freedom Week or during another full school week as determined by the local board of education, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the United States Constitution, including the Bill of Rights, in their historical contexts shall occur. -
Civics Alliance, Website, Our Work, Model Civics Code, 5 Special
THE CIVICS ALLIANCE NATIONAL ASSOCIATION OF SCHOLARS MODEL CIVICS LEGISLATION SPECIAL OBSERVANCES ACT Introduction Many states make provision for programs of civic instruction keyed to one or more federal holidays, or to other specified days, weeks, or months. We have incorporated elements of all categories of state statute pertaining to Special Observances into our model Special Observances legislation. Many states make provision for Special Observances unique to their state. Arizona commemorates Sandra Day O’Connor, Illinois commemorates Leif Erickson, New Jersey commemorates Commodore John Barry. We encourage states to add unique civic observances to the list we provide. We restrict our list to observances linked to federal holidays, or to other aspects of national commemoration. Model Legislative Text SECTION A: The governing body of any school district or public charter school shall conduct appropriate patriotic exercises, and prepare programs of relevant civic and historical instruction that convey the meaning and significance of the day, on the day or week preceding or following these holidays: (1) Constitution Day; (2) Columbus Day; (3) Veterans Day; (4) Thanksgiving Day; (5) Bill of Rights Day; (6) Martin Luther King Day; (7) George Washington’s birthday; (8) Abraham Lincoln’s birthday; (9) Armed Forces Day; and (10) Memorial Day. SECTION B: If any provision of this chapter, or the application of any provision to any person or circumstance, is held to be invalid, the remainder of this chapter and the application of its provisions to any other person or circumstance shall not be affected thereby. Existing State Statutes Arizona: A.R.S. § 15-710.01 [Sandra Day O’Connor civics celebration day; civics instruction requirement] Arkansas: ACA § 6-16-101 [Celebrate Freedom Week]; ACA § 6-16-107 [Patriotic holidays—Observance]; ACA § 6-16-121 [African-American history—Teaching materials] Florida: Fla. -
December 2001
EXPERIENCE AND LONGEVITY A COMMITMENT TO THE MARKETPLACE DECEMBERDECEMBER 20012001 Since 1985 we have been one of America’s largest active buyers and sellers of historical bonds and shares and are recognized as one of the world’s leading market makers for good quality American material. We have contributed in large part to the development of many of the finest collections of American material in the world today and understand the needs of both the casual and serious collector. EXCITING MAIL AND PHONE BID CATALOGS We conduct some of America’s finest mail bid auctions offering a large selection of items in virtually every collecting category imaginable. Our fully illustrated and well researched catalogs are an important permanent reference work for serious collectors and dealers alike. visit our website www.scottwinslow.com where you can enter our auctions • view our inventory • join our mailing list MILLER VANDERBILT PRIVATE TREATY SALES TO COLLECTORS, DEALERS AND CORPORATIONS We maintain a large and diversified inventory of items ranging in price from less than a dollar to in excess of $10,000 in the following categories: Autographs Automotive Aviation Banking * * * * Confederate and Southern States Decorative Early Finance Entertainment * * * * Insurance Mining Oil Railroad * * * * Shipping Telephone & Telegraph Utilities Most other topics For more information or a catalog, please contact us;- Scott J. Winslow Associates, Inc Post Office Box 10240, Bedford, New Hampshire 03110 (800) 225-6233 ~ (603) 641-8292 GREAT PAINTERS • BLACK MOVIES -
Founders' Month Celebrate Freedom Week Constitution Day September
Founders’ Month Celebrate Freedom Week Constitution Day September 2018 ResourCe Packet Compiled by Leon County Schools Academic Services August 2018 Florida Statutes Pertaining to Founders’ Month, Celebrate Freedom Week, and Constitution Day 1003.421 ReCitation of the DeClaration of Independence. (1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3 hours of appropriate instruction in each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration of Independence. (2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “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.” (3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty. (4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence. -
Grade 02 Social Studies Unit 03 Exemplar Lesson 01: I Am an American
Grade 2 Social Studies Unit: 03 Lesson: 01 Suggested Duration: 5 days Grade 02 Social Studies Unit 03 Exemplar Lesson 01: I am an American This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis The focus of the unit is learning about America’s national identity. The lesson addresses landmarks, monuments and government buildings of the United States, national symbols, and map skills. Students explore the idea of freedom and recognize some of the ways that freedom and national identity are symbolized. Geography is included as well so that students continue to develop an understanding of where they are in the world. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. -
Civil War and Reconstruction Exhibit to Have Permanent Home at National Constitution Center, Beginning May 9, 2019
FOR IMMEDIATE RELEASE Contact: Annie Stone, 215-409-6687 Merissa Blum, 215-409-6645 [email protected] [email protected] CIVIL WAR AND RECONSTRUCTION EXHIBIT TO HAVE PERMANENT HOME AT NATIONAL CONSTITUTION CENTER, BEGINNING MAY 9, 2019 Civil War and Reconstruction: The Battle for Freedom and Equality will explore constitutional debates at the heart of the Second Founding, as well as the formation, passage, and impact of the Reconstruction Amendments Philadelphia, PA (January 31, 2019) – On May 9, 2019, the National Constitution Center’s new permanent exhibit—the first in America devoted to exploring the constitutional debates from the Civil War and Reconstruction—will open to the public. The exhibit will feature key figures central to the era— from Abraham Lincoln and Frederick Douglass to John Bingham and Harriet Tubman—and will allow visitors of all ages to learn how the equality promised in the Declaration of Independence was finally inscribed in the Constitution by the 13th, 14th, and 15th Amendments, collectively known as the Reconstruction Amendments. The 3,000-square-foot exhibit, entitled Civil War and Reconstruction: The Battle for Freedom and Equality, will feature over 100 artifacts, including original copies of the 13th, 14th, and 15th Amendments, Dred Scott’s signed petition for freedom, a pike purchased by John Brown for an armed raid to free enslaved people, a fragment of the flag that Abraham Lincoln raised at Independence Hall in 1861, and a ballot box marked “colored” from Virginia’s first statewide election that allowed black men to vote in 1867. The exhibit will also feature artifacts from the Civil War Museum of Philadelphia—one of the most significant Civil War collections in the country—housed at and on loan from the Gettysburg Foundation and The Union League of Philadelphia. -
Hiram Rhodes Revels 1827–1901
FORMER MEMBERS H 1870–1887 ������������������������������������������������������������������������ Hiram Rhodes Revels 1827–1901 UNITED STATES SENATOR H 1870–1871 REPUBLICAN FROM MIssIssIPPI freedman his entire life, Hiram Rhodes Revels was the in Indiana, Illinois, Kansas, Kentucky, and Tennessee. A first African American to serve in the U.S. Congress. Although Missouri forbade free blacks to live in the state With his moderate political orientation and oratorical skills for fear they would instigate uprisings, Revels took a honed from years as a preacher, Revels filled a vacant seat pastorate at an AME Church in St. Louis in 1853, noting in the United States Senate in 1870. Just before the Senate that the law was “seldom enforced.” However, Revels later agreed to admit a black man to its ranks on February 25, revealed he had to be careful because of restrictions on his Republican Senator Charles Sumner of Massachusetts movements. “I sedulously refrained from doing anything sized up the importance of the moment: “All men are that would incite slaves to run away from their masters,” he created equal, says the great Declaration,” Sumner roared, recalled. “It being understood that my object was to preach “and now a great act attests this verity. Today we make the the gospel to them, and improve their moral and spiritual Declaration a reality. The Declaration was only half condition even slave holders were tolerant of me.”5 Despite established by Independence. The greatest duty remained his cautiousness, Revels was imprisoned for preaching behind. In assuring the equal rights of all we complete to the black community in 1854. -
"We Are in Earnest for Our Rights": Representative
Representative Joseph H. Rainey and the Struggle for Reconstruction On the cover: This portrait of Joseph Hayne Rainey, the f irst African American elected to the U.S. House of Representatives, was unveiled in 2005. It hangs in the Capitol. Joseph Hayne Rainey, Simmie Knox, 2004, Collection of the U.S. House of Representatives Representative Joseph H. Rainey and the Struggle for Reconstruction September 2020 2 | “We Are in Earnest for Our Rights” n April 29, 1874, Joseph Hayne Rainey captivity and abolitionists such as Frederick of South Carolina arrived at the U.S. Douglass had long envisioned a day when OCapitol for the start of another legislative day. African Americans would wield power in the Born into slavery, Rainey had become the f irst halls of government. In fact, in 1855, almost African-American Member of the U.S. House 20 years before Rainey presided over the of Representatives when he was sworn in on House, John Mercer Langston—a future U.S. December 12, 1870. In less than four years, he Representative from Virginia—became one of had established himself as a skilled orator and the f irst Black of f iceholders in the United States respected colleague in Congress. upon his election as clerk of Brownhelm, Ohio. Rainey was dressed in a f ine suit and a blue silk But the fact remains that as a Black man in South tie as he took his seat in the back of the chamber Carolina, Joseph Rainey’s trailblazing career in to prepare for the upcoming debate on a American politics was an impossibility before the government funding bill. -
Social Studies
SOCIAL STUDIES It is the policy of the Oklahoma State Department of Education (OSDE) not to discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs or employment practices as required by Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973. Civil rights compliance inquiries related to the OSDE may be directed to the Affirmative Action Officer, Room 111, 2500 North Lincoln Boulevard, Oklahoma City, Oklahoma 73105-4599, telephone number (405) 522-4930; or, the United States Department of Education’s Assistant Secretary for Civil Rights. Inquires or concerns regarding compliance with Title IX by local school districts should be presented to the local school district Title IX coordinator. This publication, printed by the State Department of Education Printing Services, is issued by the Oklahoma State Department of Education as authorized by 70 O.S. § 3-104. Five hundred copies have been prepared using Title I, Part A, School Improvement funds at a cost of $.15 per copy. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. AUGUST 2013. The Use of Coherency Storylines in An example of this is the Coherency Storyline of Foundations, the Development of Social Studies Formations, and Transformations of the American System within Standards of Learning and Curriculum United States History. This Coherency Storyline spans the U.S. History curriculum in Grade 5, Grade 8, and High School. Frameworks: Adding Unity, Specificity, This Coherency Storyline, when pulled through those three and Transcendency to Social Studies distinct parts of the U.S.