A Case Study on Sanitation Policy, Medical Reform, and Disease
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Teacher Notes for the Georgia Standards of Excellence in Social Studies
Georgia Studies Teacher Notes for the Georgia Standards of Excellence in Social Studies The Teacher Notes were developed to help teachers understand the depth and breadth of the standards. In some cases, information provided in this document goes beyond the scope of the standards and can be used for background and enrichment information. Please remember that the goal of social studies is not to have students memorize laundry lists of facts, but rather to help them understand the world around them so they can analyze issues, solve problems, think critically, and become informed citizens. Children’s Literature: A list of book titles aligned to the 6th-12th Grade Social Studies GSE may be found at the Georgia Council for the Social Studies website: https://www.gcss.net/site/page/view/childrens-literature The glossary is a guide for teachers and not an expectation of terms to be memorized by students. In some cases, information provided in this document goes beyond the scope of the standards and can be used for background and enrichment information. Terms in Red are directly related to the standards. Terms in Black are provided as background and enrichment information. TEACHER NOTES GEORGIA STUDIES Historic Understandings SS8H1 Evaluate the impact of European exploration and settlement on American Indians in Georgia. People inhabited Georgia long before its official “founding” on February 12, 1733. The land that became our state was occupied by several different groups for over 12,000 years. The intent of this standard is for students to recognize the long-standing occupation of the region that became Georgia by American Indians and the ways in which their culture was impacted as the Europeans sought control of the region. -
Susie King Taylor Goals (Language Arts and U.S
TEACHING TOLERANCE EARLY GRADES ACTIVITY WWW.TEACHINGTOLERANCE.ORG K 1 2 3 4 5 6 7 8 9 10 11 12 Before Rosa Parks: Susie King Taylor GOALS (LANGUAGE ARTS AND U.S. HISTORY TOPICS) • Students will read excerpts from an autobiographical work and retell scenes from the book • Students will consider the ways Susie King Taylor's autobiography displays character traits including courage, creativity, compassion and determination • Students will collaborate to convert segments of the text into dialogue, creating a brief play about Susie King Taylor's involvement in the Civil War RATIONALE Susie King Taylor is the only black woman who wrote a narrative about her experiences working with soldiers during the Civil War. While many black women provided food and shelter to Union soldiers, some endangering their lives to do so, only Taylor’s story remains. Although she was officially hired as a “laundress,” Taylor also nursed the sick and wounded. She recounts caring for smallpox patients, declaring that her blood was strong from sassafras tea so she didn’t contract the deadly disease. She also met Clara Barton at an army hospital and commented on her bravery and skill. Of course, Taylor was performing the same work as she cared for and traveled with the first black regiment in the U.S.A rmy. PROCESS • Explain to students that they are going to read and write a play about Susie King Taylor, a girl born into slavery who helped the Union army win the Civil War. • Write the words from the lesson that the students might not be familiar with on the board: rebel, custard, regiment, commissary, furlough, devotions. -
African American Women Educators North and South: the Life Writings of Charlotte Forten, Suzie King Taylor, Kate Drumgoold and Mary Church Terrell (1861-1900)
2 | 2014 Elise Vallier African American Women Educators North and South: The life writings of Charlotte Forten, Suzie King Taylor, Kate Drumgoold and Mary Church Terrell (1861-1900) Résumé : Cet article explore les expériences de vie de quatre enseignantes africaines-américaines dans les États du Nord et du Sud des États-Unis entre 1861 et 1900, à travers l’étude de récits de vie tels que des journaux intimes, autobiographies et mémoires. Après avoir expliqué la méthodologie retenue, l’article s’ouvre sur l’analyse des diverses motivations de ces quatre femmes. Ensuite, les expériences quotidiennes de ces enseignantes dans leurs divers lieux d’exercice sont étudiées. Dans une dernière partie est analysée l’importance de la classe sociale et de l’appartenance régionale dans l’expérience de vie et d’enseignement de ces quatre femmes. Il apparaît que certaines d’entre elles pouvaient avoir une image préconçue de l’autre région. Mots-clés : Femmes – Africains-Américains, – Éducation – Guerre de Sécession – Reconstruction – Journaux intimes – Autobiographies Abstract : This article explores the life experiences of four African American women who worked as teachers in both the North and South of the United States between 1861 and 1900, through the study of life narratives such as diaries, autobiographies and memoirs. After a brief explanation of the adopted methodology, the first part shows that the motivations of these four female teachers were quite diverse and often rooted in a strong racial consciousness. Then, the article delves into these women’s everyday experiences in both the North and the South of the country. Lastly, this work examines the importance of social class and region in these four women’s teaching experiences. -
Read an Excerpt
DO NOT DUPLICATE of WOMEN the BLUE & GRAY FOR REVIEW ONLY DO NOT DUPLICATE FOR REVIEW ONLY DO NOT DUPLICATE of WOMEN the BLUE & GRAY True Civil War Stories of Mothers, Medics, Soldiers, and Spies MARIANNE MONSON s FOR REVIEW ONLY DO NOT DUPLICATE Photo credits: Background: pashabo/shutterstock.com page 1: Harriet Beecher Stowe/public domain page 6: Lydia Child/public domain page 17: White Mountain rangers, ca. 1861/Library of Congress/public domain page 19: Frances Clayton/Library of Congress/public domain page 33: Susie King Taylor/public domain page 47: Belle Boyd/Library of Congress/public domain page 51: Rose Greenhow and Daughter/Library of Congress/public domain page 57: Pauline Cushman/Library of Congress/public domain page 64: Harriet Tubman/Library of Congress/public domain page 69: Anna Ella Carroll/Maryland Historical Society page 81: Sarah Dawson/public domain page 97: Cornelia Peake McDonald/public domain page 109: Harriet Jacobs, ca. 1894/public domain page 123: Mary Ann Shadd Cary/public domain page 131: Clara Barton/public domain page 141: Mary Ann Bickerdyke/Library of Congress/public domain page 145: Two wounded Federal soldiers are cared for by Anne Bell, a nurse during the American Civil War, ca. 1861–1865/public domain page 149: Mary Walker/Library of Congress/public domain page 167: Chipeta/Library of Congress/public domain page 183: Mary E. Schwandt Schmidt (Mrs. William) and Snana Good Thunder (Maggie Brass)/ Minnesota Historical Society page 187: Sarah and William McEntire/family photo courtesy Shauna Gibby page 190: Kady Brownell/Library of Congress/public domain page 203: Harriet Tubman/Library of Congress/public domain page 214: Clara Barton/public domain page 220: Varina Davis/Portrait by John Wood Dodge, 1849/public domain © 2018 Marianne Monson All rights reserved.