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16 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 11, Reconstruction
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Reconstruction of the South: Putting Humpty Dumpty Together Again (A Problem-based Lesson)

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http://rims.k12.ca.us/score_lessons/reconstruction_of_the_south/

Description: You are living in 1876, a time of great crisis for America. Many Reconstruction Plans have been tried, but most seem to have created as many problems as they solve. A major financial recession is underway and the presidential election results between Hayes and Tilden are disputed in three Southern states, Florida, South Carolina, and Louisiana. You and your group have been selected and hired to write a compromise that provides for civil liberties and is accepted by the majority population. You have the power to make a difference and make America a better place for all. Be persuasive. Be creative. Standard 8.11.1 and 8.11.5

Author: Freda Kelly, Truman Middle School

Lesson ID: 882

African-Americans in the American West

http://www.pbs.org/weta/thewest/lesson_plans/lesson04.htm

Description: Examine documents and statistics about the experiences of African Americans who participated in the westward movement. The lesson is divided into four parts, the first calling attention to early contributors to that past, such as William Clark's slave, known only as "York", and to James Beckwourth, who had a long and adventurous career as trader, trapper, scout and interpreter. The second part of the lesson emphasizes the period just before the Civil War, when abolitionists, escaped slaves and free blacks moved into the border states and the disputed territories of Kansas, Nebraska and Missouri. The final two sections concentrate on the lives of the Exodusters and other African Americans who sought opportunities as westward pioneers, and on the Buffalo Soldiers. Standards 5.8.3, 5.8.4, 8.8.2, 8.9.6, and 8.11.2

Author: New Perspectives on the West, Public Broadcasting System

Lesson ID: 1444

Buffalo Soldiers

http://school.discovery.com/lessonplans/programs/rediscoveringamerica-buffalosoldiers/

Description: Using the Internet and other sources, research the life of the Buffalo Soldiers and the contribution they made to final American settlement in the West. Write a folksong that uses these ideas and evaluate it based on a class-developed rubric. Standard 8.11.2

Author: Summer Productions, Inc., Discovery School

Lesson ID: 166

Forgotten Heroes: Buffalo Soldiers

http://www.sdcoe.k12.ca.us/score/buffalo/bufftg.html

Description: Your job is to publish a written or electronic textbook, looking at some of the important points in the Buffalo Soldiers history. You will need to learn a few new jobs to complete your assignment such as author, historian, andcartographer. Or, you may "get into your work" by taking on the role of a Buffalo Soldier in 1870's or one in the 1900's. Each job has certain functions and duties that will be addressed in more detail when you enlist. Some sites inside the WebQuest are dead. Here are replacement URLs: Western Forts: http://www.coax.net/people/lwf/wf_forts.htm> Buffalo Soldier Maps and Timeline http://www.lsa.umich.edu/mbg/ed/Out_of_Africa/Out_Of_Africa/Great_Migrations/BuffaloSoldiers/Maps_and_Timelines.html> This WebQuest supports the book The Forgotten Heroes: the Story of the Buffalo Soldiers by Clinton Cox. Standard 8.11.2

Author: Mike Haworth

Lesson ID: 416

Fourteenth Amendment and the "Second Bill of Rights"

http://www.crf-usa.org/bria/bria7_4.htm

Description: As a practical matter today, the Bill of Rights protects Americans from both national and state governments. Examine how a series of court cases from 1925 through 1972 transformed the Due Process Clause of the Fourteenth Amendment into our "second bill of rights". Scholar Richard Cortner believes that this bill of rights more significant to the liberty of the average American than the original document authored by Madison and ratified by the states in 1791. Do you agree? Create a list of the most important rights that should be protected world wide. Standards 8.11.5 and 12.5.3

Author: Bill of Rights in Action, Constitutional Rights Foundation

Lesson ID: 128

Freedman's Bureau: Labor Contract or Re-enslavement?

http://www.archives.state.al.us/teacher/recon/recon1.html

Description: Thousands of African Americans who had left the plantations for the cities when freedom came soon found themselves homeless and hungry. Early in 1866, the freedmen began to return to the land for spring planting. At first they worked for the promise of wages at rates agreed upon at the start of the year. The Freedmen's Bureau required labor contracts to be entered into by blacks and their employers, but did not set wage levels. In a near-cashless society, money wages were soon discontinued, to be replaced by sharecropping arrangements. The standard contract gave the black laborer a share of the crop according to how much of the expenses of production he paid. Only for a brief period did the Freedmen's Bureau offer some economic shelter for the ex-slaves. The sharecropping system that evolved during Reconstruction soon bound most African Americans into debt so ruinous that they were practically re-enslaved. Standard 8.11.1 and 8.11.3

Author: University of Alabama from the Archives

Lesson ID: 421

How Should They Be Remembered? Evaluating the Lives and Legacies of Booker T. Washington and W.E.B. DuBois.

http://oncampus.richmond.edu/academics/education/projects/webquests/remember/

Description: By what standards should we judge people from the past? Do we hold them to the standards of our day or of theirs? Should we take into account their backgrounds and circumstances or hold up everyone to the same standards? These are some of the questions you will have to consider as you look back at the lives and legacies of Booker T. Washington and W.E.B. DuBois. These two men both wanted to help uplift African-Americans from the wreckage of Reconstruction and the ravages of racism. During their careers, both Booker T. Washington and W.E.B. DuBois took up the issue of education for African-Americans. You will be looking at their lives and their writings and deciding for yourselves how you think these two men should be remembered. Standards 8.11.1, 8.11.3, and 11.10.1

Author: Sarah McDermott, University of Richmond

Lesson ID: 538

Interpreting Diaries of the American South

http://www.learnnc.org/lessons/sky82844252004264

Description: After reading a diary from one of those provided in the archive Documenting the American South students use a visual means of displaying their interpretation of the lives of people in the south before, during, and after the Civil War. Visual presentations will be one of the following: shadow box, poster, PowerPoint using drawings done by the student, brochure, or presenting an item that would have been used during the time that their diary was written. Standard 8.7.2, , 8.7.4, 8.10.7, and 8.11.3 and 8.11.4

Author: Rhonda Sneeden, University of N. Carolina

Lesson ID: 1543

Jim Crow: Paths of Resistance

http://www.jimcrowhistory.org/resources/simulations.htm

Description: This simulation takes students through a Jim Crow era set of decision making with the following instructions. ?You are a highly successful consultant during the turbulent Jim Crow years. You have been asked to advise many important people in your time (early 20th century), from African American leaders to presidents. Because of your success in the field, you are in high demand and various prominent individuals and even President Franklin D. Roosevelt seeks your advice on ways of combating racial inequality. Will you be successful again? Proceed along the journey to find out your results!? Standards 8.11.1, 8.11.3, 11.1.4, 11.10.1, and 12.10

Author: History of Jim Crow, Public Broadcasting

Lesson ID: 1425

Landmark Cases and the Fourteeth Amendment

http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp?action=showDetails&id=111&ref=showCatD&catId=7

Description: During Reconstruction, providing fair trials for African Americans became an important issue in applying the Fourteenth Amendment. Two landmark Supreme Court cases involving racial discrimination in jury selection, Strauder v. West Virginia (1879) and Smith v. State of Texas (1941) tested this application and declared that racial discrimination in jury selection, whether by law or by systematic exclusion, violated the Equal Protection Clause of the Fourteenth Amendment. Students review the cases and decisions and apply these ideas to other related legal issues. Standards 8.11.5, 11.10.2, and 12.5.3

Author: Bill of Rights Institute

Lesson ID: 1398

16 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 11, Reconstruction
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