masthead, closeup of compass

17 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 5, 1920s: The Jazz Age
<-- Previous | Next -->

Inside the Harlem Renaissance

score logo from SCORE H/SS!

http://rims.k12.ca.us/activity/harlem/

Description: Our class has been asked to produce a Black History video focusing on the Harlem Renaissance. The International Broadcast Corporation has asked that we include historical and cultural background, photographs and interviews with prominent African-Americans associated with the period. Standard 11.5.5

Author: Michael A. Gordon, Arcadia High School

Lesson ID: 568

African-American Soldiers After World War I: Had Race Relations Changed?

http://edsitement.neh.gov/view_lesson_plan.asp?id=498

Description: Despite institutionalized prejudice, hundreds of thousands of African Americans fought in the U.S. military during World War I. Even as most African Americans did not reap the benefits of American democracy?so central to the rhetoric of World War I?many still chose to support a nation that denied them full citizenship. What were their experiences back home when the war was over? In this Natioanl Endowment for the Humanities lesson, students view archival photographs, combine their efforts to comb through a database of more than 2,000 archival newspaper accounts about race relations in the United States, and read newspaper articles written from different points of view about post-war riots in Chicago. Standard 11.4.5 and 11.5.2

Author: EDSITEment

Lesson ID: 1524

America Responds to Terrorism - The Palmer "Red Raids"

http://www.crf-usa.org/terror/PalmerRedRaids.htm

Description: Building on earlier immigration laws, Congress passed the Deportation Act of 1918 with three purposes in mind. This law authorized the deportation of any alien who: [1] opposed all organized government (anarchism); [2] advocated the overthrow of the government "by force or violence"; or [3] belonged to any organization teaching these views. Therefore, any alien who was a member of that type of organization could be deported. The Bureau of Immigration (then part of the Department of Labor) often decided who would be deported under this law. The arrested aliens were not charged with any crime. Only one question mattered: did they believe in radical ideas or belong to any organization that did. If this could be established in the case of an individual alien, he or she could be deported. Due process rights did not apply to these criminal arrests. Read the facts in a case from the time against Thomas Truss. Meet in small groups to decide if it is constitutional to deport him. Standards 11.5.2, 12.3.2, and 12.10 civics

Author: Constitutional Rights Foundation, Bill of Rights in Action

Lesson ID: 532

American Odyssey

http://www.studyguide.org/american_odyssey.htm#task

Description: Welcome to American Odyssey, an opportunity to study 6 American poets in depth. For this unit, you will work with 3 or 4 students in your class and form an imaginary traveling team who will explore America learning about these poets. Your group will stop to make 6 small group presentations along the journey's way to share with classmates what you are learning. Standards 8.4.4 and 11.5.5

Author: Cindy Adams, Vestavia Hills High School

Lesson ID: 56

Development of Jazz

http://catalog.socialstudies.com/c/@Wmpv2OzYB_jKE/Pages/article.html?article@jazz

Description: Although not strictly an African-American music form, jazz has been heavily influenced by the Black community, starting with its earliest roots and continuing into the present time. Become familiar with jazz not only for its crucial place in music history but also because of its significance in twentieth century cultural history, and particularly the history of Black culture in the United States. Standard 11.5.5

Author: Social Studies School Service

Lesson ID: 311

Folklore in Zora Neale Hurston's Their Eyes Were Watching God

http://edsitement.neh.gov/view_lesson_plan.asp?id=407

Description: In tribute to Hurston's fusion of social science and the author's art, this lesson plan focuses on the way Hurston incorporates, adapts, transforms, and comments on black folklife in Their Eyes Were Watching God. Students will read the novel, explore Hurston's own life history and collection methods, listen to her WPA recordings of folksongs and folktales, and compare transcribed folk narrative texts with the plot and themes of Their Eyes. Along the way, the history of black autonomy in the post-Civil War South (especially the town of Eatonville, where Hurston grew up and which is the setting for much of the novel) is available for interdisciplinary connections or simply as a potent reminder of the vital relationship between place, tradition, history, and story. In short, the idea is to understand, both as formal analysts of voice and style and as historians of literature, the crucial role of oral folklore in Hurston's written canon. Standard 11.5.5

Author: EDSITEment

Lesson ID: 1526

Freedom of Assembly: Alice Paul

http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp?action=showDetails&id=145&ref=showCatD&catId=8

Description: Alice Paul was a leader in the women's suffrage movement of the early 20th century. She, and other suffragists like her, used First Amendment freedoms to gain political rights. Using primary accounts of her treatment in prison after being arrested at a suffrage demonstration, students respond to questions and discuss the constitutional rights women used when they gathered to together to secure the right to vote and gain a voice in the American political process. Standards 11.5.4, 11.10.7, 12.3.1, 12.3.2, and 12.6.4

Author: Bill of Rights Institute

Lesson ID: 1511

Gitlow v. New York, 1925

http://www.phschool.com/atschool/supreme_court_cases/gitlow.html

Description: While the end of World War I brought "the boys back home," the return to normalcy politicians promised failed to materialize. After the anti-German hysteria during the war, a frightened people were worried about more insidious threats to the Republic such as Russian Bolshevism, radicalism, forces of anarchy and disorder. Rumors of plots to undermine the United States, sometimes encouraged by government officials, spread across the country. This is the background for the 1925 Supreme Court ruling Gitlow v New York, where socialist Benjamin Gitlow had been convicted of criminal anarchy in the early 20's. Standards 11.5.2 and 12.5.1

Author:

Lesson ID: 1582

Ida B. Wells

http://www.billofrightsinstitute.org/Teach/FreeResources/Lessons/?action=showDetails&id=29&ref=showCatD&catId=5

Description: One of the earliest advocates of African Americans' rights, Ida B. Wells advanced civil liberties in America through her courageous writing and speaking. Wells brought international attention to the gruesome crime of lynching simply by, as she put it "telling the story." A founder of the first civic organization for African American women, an advocate of women's suffrage and co-founder of the NAACP, Ida B. Wells is truly an America hero. Learn about her work through this brief reading and discussion guide. Standard 11.5.2

Author: Bill of Rights Institute

Lesson ID: 487

Jazz in America

http://www.jazzinamerica.org/lp_o.asp?LPOrder=1

Description: Learn what jazz is (and what it is not) and how, where, and by whom it originated. Consider the disparity between American ideals and realities with regard to civil rights in American history and the role that jazz played as a symbol of cultural strength and as an outlet for social frustration. All this is through pictures and media clips. Standard 11.5.5

Author: Thelonius Monk, Institute of Jazz

Lesson ID: 601

17 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 5, 1920s: The Jazz Age
<-- Previous | Next -->

Questions, comments, and suggestions may be addressed to webmaster@rims.k12.ca.us.

Resources on the SCORE H/SS pages were evaluated by history/social science leaders in California. Going beyond these links allows student access to unknown material. Each school site is responsible for evaluating resources for appropriateness in the local school community.

A Project of the San Bernardino County Superintendent of Schools.

Copyright © 1996-2008 SCORE H/SS. All Rights Reserved.