Students will match the name, phrases and picture. The cards focus on …
Students will match the name, phrases and picture. The cards focus on the specific VDOE SOL essential knowledge, adapts to the required SOL 1 Primary resource learning components, and activates the multiple learning styles. The Task Cards allow multiple SOL strand concept review. The teacher can use them in a small group, tiered groupings, and independent study.
This resource was created by Ross Renfo, in collaboration with Dawn DeTurk, …
This resource was created by Ross Renfo, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.
Throughout 2015, events across the nation focused attention on concerns in minority …
Throughout 2015, events across the nation focused attention on concerns in minority communities and racial perceptions in America, resulting in renewed public dialogue about race relations and other issues of social justice. This ongoing dialogue includes not only questions about the policing of black communities, but also educational inequality and the school-to-prison pipeline, the LGBTQ rights movement, immigration reform, and the rebuilding of our communities. Join us for a special youth town hall discussion about race, racism and other issues of equality in the United States in 2016. Answering these important student questions about activism, education, and building a diverse community are a panel of experts including Robert Henderson from POV's documentary All the Difference.
This final episode of Project C encourages students to think critically about current issues of equality, to examine, confront and strive to overcome contemporary injustices in their lives and communities. This live interactive webcast is an innovative platform for the presentation of their solutions to these civics-based issues.
Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.
In which John Green teaches you about the early days of the …
In which John Green teaches you about the early days of the Civil Rights movement. By way of providing context for this, John also talks a bit about wider America in the 1950s. The 1950s are a deeply nostalgic period for many Americans, but there is more than a little idealizing going on here. The 1950s were a time of economic expansion, new technologies, and a growing middle class. America was becoming a suburban nation thanks to cookie-cutter housing developments like the Levittowns. While the white working-class saw their wages and status improve, the proverbial rising tide wasn't lifting all proverbial ships. A lot of people were excluded from the prosperity of the 1950s. Segregation in housing and education made for some serious inequality for African Americans. As a result, the Civil Rights movement was born. John will talk about the early careers of Martin Luther King, Thurgood Marshall, Rosa Parks, and even Earl Warren. He'll teach you about Brown v Board of Education, the lesser-known Mendez vs Westminster, the Montgomery Bus Boycott, and all kinds of other stuff.
Chapters: Introduction: The 1950s The American Suburbs The "Era of Consensus" Segregation Desegregating Schools Mystery Document The Aftermath of Brown vs. Board of Education Rosa Parks & the Montgomery Bus Boycotts Martin Luther King, Jr. The Little Rock Nine The Emergence of the Civil Rights Movement Credits
The 1930s were a nadir for Black Americans. Systemic segregation, subordination & …
The 1930s were a nadir for Black Americans. Systemic segregation, subordination & economic privation were prevalent In American society nationwide. White Southern political power blocked New Deal benefits. Use the links to explore this history and the ways Black Americans increasingly took risks to more forcefully advocate for justice & equality.Civil rights fwas not on the national agenda in the 1930s. Segregation and subordination of Black Americans were firmly rooted throughout American society and the country. The Great Depression and later the emerging war crisis in Europe dominated national attention. Southerners in Congress opposed changes to help Black Americans, including anti-lynching bills, and amended New Deal legislation to deny Black Americans the benefits and programs being offered to white citizens. A core topic of this resource is risk-taking, primarily by Marian Anderson, A. Philip Randolph, and Eleanor Roosevelt in publicly seeking to achieve greater rights for Black Americans .Their goals were modest by today’s standards, but their actions were historic.
Civil rights for Black Americans was not on the national agenda in …
Civil rights for Black Americans was not on the national agenda in the 1930s. Segregation and subordination of Black Americans were firmly rooted throughout American society and in all parts of the country. The Great Depression and later the emerging war crisis in Europe dominated national attention. Southerners in Congress opposed changes to help Black Americans, including anti-lynching bills, and amended New Deal legislation to deny Black Americans the benefits and programs being offered to white citizens. This module examines the leadership of three very different Americans—First Lady Eleanor Roosevelt, world-renowned contralto Marian Anderson, and labor leader A. Philip Randolph. They each shared strong inner voices, an ability to imagine a world beyond the bounds allowed by the politics and society of their day, and a willingness to take risks for controversial civil rights advances in which they believed—all at a time when segregation and Black American deprivation were central aspects of American society in every part of the country.
Decide whether you want to cover this material in two on Abraham …
Decide whether you want to cover this material in two on Abraham Lincoln prior to introducing the Civil War, or three class sessions. This lesson covers background so that the students are familiar with concepts such as on the Civil War, including the state of the nation slavery and freedom. The readings and pictures should leading up to the war, the causes, and the impact on the help the students understand the new vocabulary. As with nation. There are eight Civics Test items related to this the other history lessons, the goal for the students is to topic, so the material covered is somewhat dense for a comprehend and answer the Civics Test items correctly, beginner class. Covers civics test items 48, 60, 71, 72, 73, 74, 75, and 76.
This resource was created by Andrew Halsey, in collaboration with Dawn DeTurk, …
This resource was created by Andrew Halsey, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.
The images in this collection are drawn from the New-York Historical Society's …
The images in this collection are drawn from the New-York Historical Society's rich archival collections that document the Civil War. They include recruiting posters for New York City regiments of volunteers, stereographic views documenting the mustering of soldiers and of popular support for the Union in New York City, photography showing the war's impact, both in the North and South, and drawings and writings by ordinary soldiers on both sides.
A selection of Library of Congress primary sources exploring the ways in …
A selection of Library of Congress primary sources exploring the ways in which African Americans were depicted in the Civil War effort. This set also includes a Teachers Guide with historical context and teaching suggestions.
This site features detailed battle maps made by Major Jedediah Hotchkiss for …
This site features detailed battle maps made by Major Jedediah Hotchkiss for General Lee and General Sherman, and maps taken from diaries, scrapbooks, and manuscripts -- all available for the first time in one place. An essay, History of Mapping the Civil War, looks at Union maps, Confederate maps, battlefield maps, commercial maps, and others.
A selection of Library of Congress primary sources exploring historical perspectives about …
A selection of Library of Congress primary sources exploring historical perspectives about the American Civil War. This set also includes a Teacher's Guide with historical context and teaching suggestions.
In which John Green teaches you how the Civil War played a …
In which John Green teaches you how the Civil War played a large part in making the United States the country that it is today. He covers some of the key ways in which Abraham Lincoln influenced the outcome of the war, and how the lack of foreign intervention also helped the Union win the war. John also covers the technology that made the Civil War different than previous wars. New weapons helped to influence the outcomes of battles, but photography influenced how the public at large perceived the war. In addition, John gets into the long-term effects of the war, including the federalization and unification of the United States. All this plus homesteading, land grant universities, railroads, federal currency, and taxes.
Chapters: Introduction Did Lincoln Free the Slaves? How Some Slaves Freed Themselves Why Lincoln Signed the Emancipation Proclamation The Gettysburg Address The First Modern War Mystery Document Matthew Brady - Civil War Photographer A New Nation The Homestead Act, Morrill Land Grant Act, and Pacific Railway Act Financing the Civil War Post-War Industrialization Credits
In which John Green ACTUALLY teaches about the Civil War. In part …
In which John Green ACTUALLY teaches about the Civil War. In part one of our two-part look at the US Civil War, John looks into the causes of the war, and the motivations of the individuals who went to war. The overarching causes and the individual motivations were not always the same, you see. John also looks into why the North won, and whether that outcome was inevitable. The North's industrial and population advantages are examined, as are the problems of the Confederacy, including its need to build a nation at the same time it was fighting a war. As usual, John doesn't get much into the actual battle-by-battle breakdown. He does talk a little about the overarching strategy that won the war, and Grant's plan to just overwhelm the South with numbers. Grant took a lot of losses in the latter days of the war, but in the end, it did lead to the surrender of the South.
Chapters: Introduction Basic Facts of the Civil War Free and Slave States Causes of the Civil War Religion and the Civil War Union Advantages in the Civil War Confederate Advantages in the Civil War Was the Union's Victory Inevitable? Mystery Document Ulysses S. Grant Union Weaknesses in the Civil War Turning Points in the Civil War Lincoln's Reelection Credits
Photographs that help to document the photographic technologies used during the Civil …
Photographs that help to document the photographic technologies used during the Civil War. This set also includes a Teacher's Guide with historical context and teaching suggestions.
Students use Library of Congress primary sources to explore how and why …
Students use Library of Congress primary sources to explore how and why war has been photographed and also see the bias within the recording/reporting of war.
Lesson OverviewLesson ObjectivesBy the end of this lesson, students should be able …
Lesson OverviewLesson ObjectivesBy the end of this lesson, students should be able toanalyze the experiences of enslaved and free African Americans in antebellum AmericaLesson Essential QuestionsIn antebellum America, what did it mean to be an enslaved African American? A free African American?Key VocabularyFrederick Douglass, overseer, abolition, discrimination, oral tradition, Nat Turner, fugitive, plantation, segregation, slave codes, Denmark VeseyLesson OutlineTeacher PreparationBackground for the TeacherCommon MisconceptionsPrior Knowledge for StudentsSession 1ENGAGE (15 minutes)Activate prior knowledge about slave life and culture and hook students using a passage about a heroic historical figure.EXPLORE (25 minutes)Students will use EXPLORE resources to investigate the work and family lives of enslaved African Americans working on a plantation.EXPLAIN (10 minutes)Students will use notes from their reading and discussion to complete a diagram of words and phrases that describe the relationships among people on a plantation.Session 2ENGAGE (5 minutes)Activate students’ interest with a prompt asking them to predict different ways that enslaved African Americans might have responded to their condition.EXPLORE (30 minutes)Students will use EXPLORE resources to investigate the cultural outlets and direct actions enslaved people used to accommodate to and to rebel against their condition and to compare and contrast the lives of enslaved and free African Americans.EXPLAIN (15 minutes)In a structured discussion and completion of a You as Journalist activity, students will create print or electronic “media coverage” detailing a slave uprising and interview a person affected by the event.Session 3EXPLAIN (10 minutes)Students complete a Social Studies Explanation to respond to the Essential Question.ELABORATE (30 minutes)Students complete a Document-Based Investigation on the impact of slavery on African American families; a role-playing analysis of a reward poster for the capture of a runaway slave; or an analysis of songs and hymns relating to slavery.EVALUATE (10 minutes)Students complete DE assessment items to demonstrate an understanding of life and culture on enslaved African Americans.
This collection documents the Civil War experience of Captain Tilton C. Reynolds, …
This collection documents the Civil War experience of Captain Tilton C. Reynolds, a member of the 105th Regiment of Pennsylvania Volunteers. Comprising 164 library items, or 359 digital images, this online presentation includes correspondence, photographs, and other materials dating between 1861 and 1865. The letters feature details of the regiment's movements, accounts of military engagements, and descriptions of the daily life of soldiers and their views of the war. Forty-six of the letters are also made available in transcription.
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
