Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.

Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. Document–Based Questions (DBQs) and Text Dependent

1 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TN Corehttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors.  Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

2 Links not working? Try using Firefox or Google Chrome!

KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

What is a DBQ/TDQ?Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information. DBQs/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that require students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents. Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

*If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox.

3 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

Example: Reading 9-12 Behavior of individuals & groupsEntering:Locate visually supported information on social issues (e.g., from photographs, headlines, and bylines in newspapers, magazines, or on the Internet)

Beginning:Locate visually supported information on social issues (e.g., in newspaper, magazine, or website articles)

Developing:Compare and contrast visually supported information on social issues or inequities from various news sources

Expanding:Interpret visually supported information on social issues or inequities from various news sources

Bridging:Evaluate authenticity of information on social issues or inequities from various news sources

Example: Speaking 9-12 Social issues & inequitiesEntering:Name major social issues or inequities depicted in illustrations (e.g., war)

Beginning:Characterize major social issues or inequities depicted in illustrations (e.g., slavery)

Developing:Give examples or descriptions of social issues or inequities depicted in illustrations or political cartoons

Expanding:Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives

Bridging:Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives

Vocabulary Instruction

4 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

Effective vocabulary development occurs both incidentally and through explicit instruction. Mastery requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes.  In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather)

Academic Vocabulary (Tier 2) - High frequency words used across content areas. (Ex: expose, establish and verify.) Tier Two words are general academic words and appear in all sorts of texts: informational, technical, and literary texts. Explicit instruction of the Tier 2 academic words, typically occurs within the context of the text is required in order for students to know and use these words. Tier Two words often represent precise ways to say relatively simple things (Ex: “saunter” vs. “walk”). (For more information consult the BUSD Grade Level  Academic Vocabulary, http://www.berkeleyschools.net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf)   Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are an integral part of content instruction. (Ex: lynching, abolitionist, slavery) Tier Three words are what the standards refer to as “domain-specific” words are specific to a particular field of study (Ex: legislature, Angora, slavery) and key to understanding a new concept within a text. These words are often explicitly defined by the text, repeatedly used, and heavily front-loaded by the teacher.

Teaching Vocabulary for Mastery… Vocabulary mastery means that students know and use the words accurately without hesitation. This requires explicit instruction:  practice, review, and deep processing. Instruction must be cumulative; teachers must integrate the terms into complex tasks and require them to be used when discussing/using text.  For an example of integrating explicit teaching of vocabulary strategies, watch this video of an 11th grade US History teacher using the close reading strategy for explicit use of academic vocabulary.

Here is another resource to provide support for vocabulary instruction, http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger 1.  Create an interactive vocabulary wall.....use the following prompts when discussing with students.2. Oral Discourse- develop a balance in student talk and teacher talk to promote meaningful language learning opportunities.  3. Vocabulary Journals - Students can revisit and add to their entries as their understandings develop 4. Concept Sort - identify the key vocabulary terms of an overarching concept or topic 5. Provide a student-friendly definition of the word and students suggest synonyms or antonyms for the word. 7. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing). 9. Use the new words in context of the lesson. 8. Provide questions that contain the new word; so, students must process its meaning in multiple ways

5 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AFRICAN AMERICAN HISTORY PACING GUIDE (HIGH SCHOOL)

TimeSuggested

1st PartTime

Suggested2nd Part

Week 1The Influence of Geography on Slavery Big Idea: Although economics motivated the slave trade, other motivations existed.

Weeks 1-2African Americans and the Harlem RenaissanceBig Idea: Harlem was where cultural rebirth started and the place to be.

Weeks 2-3

The Growth of Slavery in America 1619-1860Big Idea: Slavery spreads in the New World, economics of the South flourish, and conflict arises.

Weeks 3-4

African American Life During the Great Depression and World War IIBig Idea: How does a de-segregated army return to a segregated America?

Weeks 4-5African American Life 1619-1860 Big Idea: African American Life Survives in an unjust South.

Week 5The Modern Civil Rights Movement Big Idea: What is the path to civil rights and equality?

Weeks 6-7

African Americans During the Civil War and ReconstructionBig Ideas: Reconstruction: successes & failures. Did African Americans achieve freedom?

Week 6-9African American Issues in Contemporary TimesBig Idea: Civil Rights issues remain a concern.

Weeks 8-9

African American Life After Emancipation through WWI Big Ideas: African American Life and the Emancipation - What was the reaction like after the signing?

Week 9 Close out/ Review/ Assessment

Please note that these time frames are suggested/estimated times. Instructional timing may vary due to schedule complications, remediation efforts or other factors.

6 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

The Influence of Geography on SlaveryWeek 1

7 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

Textbook/Anchor: Prentice Hall: African American History 2nd EditionTN State recommended Primary Documents and Supporting Readings: Journal of a Residence on a Georgian Plantation in 1838-1839 by: Frances Anne “Fanny” Kemble (1140L) http://www.pbs.org/wgbh/aia/part4/4h2922t.htmlAchieve The Core:http://achievethecore.org/page/1750/what-to-the-slave-is-the-fourth-of-julyGilder Lehrman Institutehttps://www.gilderlehrman.org/history-by-era/resources/economics-slaveryTN State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested TDQs, Activities & Resources

AAH.1 Analyze the economic, political, and social reasons for focusing the slave trade on Africa, including the role of Africans, Europeans, and colonists. (C,E,H)

Although economics motivated the slave trade, other motivations existed.

Content Vocabulary (Tier 3): Middle Passage, chattel, Asiento, slavers, enslaved, fortified structures, traders, dungeons, pens, sea-dogs, doldrums, tightly packed, Brookes, mortalityAcademic vocabulary (Tier 2): Trade, possession, labor, encounter, expose, extract, rebellion, branded, drowned, harbor(For vocabulary instructions see p. 5)

AAH.1 What other factors were important in the advent of the slave trade?

AAH.1 Who were the major stakeholders in the development of the slave trade? What made Africans so vulnerable?

(As students engage with the tasks and activities encourage the use of words and phrases that signal

AAH.1 Write analytical summaries that focus on the economic, political, and social reasons for the slave trade’s development in Africa. Assign partners to read texts and answer text dependent questions that focus on the economic, political and social reasons factors of slavery. TDQ: Access the documents using the link below and write an analysis that details “How did the transatlantic slave trade transform America?” Identify the three factors the author claims combined to cause this transformation. Use the vocabulary listed in your analytical summary.

1. Economic ReasonsAccording to the text, what were the economic advantages of focusing the slave trade on Africa?Textbook pp. 35-41

The Economic Basis of the Slave Tradehttp://revealinghistories.org.uk/africa-the-arrival-of-europeans-and-the-transatlantic-slave-trade/articles/the-economic-basis-of-the-slave-trade.htmlhttps://www.gilderlehrman.org/history-by-era/resources/economics-slaveryLiteracy RH.11-12.2,4,6; WHST.11-12.2,2.B

8 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

Acquiring Slaves: Brutal Kidnappings, Ripping Families Apart, Abductions

Content Vocabulary (Tier 3): seasoning, great gang, drivers, creoles, new Africans, engraving, plantation routines, masters, slavery codes, negroes, servitude, miscegenation, mulatto, low country, creolization, dirt floor, the Great Awakening, fictive kin relationships, negro revivals, folk literature, outliers, maroonsAcademic vocabulary (Tier 2): anchoring, bargaining, repression, assimilation, acculturation

2. Political ReasonsUsing evidence from the text, describe the role of politics during the slave trade on Africa.Textbook pp. 30-33Slave Trade: The African Connection, ca 1788http://www.eyewitnesstohistory.com/slavetrade.htmAfricans in America: America's Journey through Slavery (1/4) - Terrible Transformation (1450-1750) (video)https://www.youtube.com/watch?v=6UeLHl7Xo7wLiteracy RH.11-12.2,4,6; WHST.11-12.2,2.B

3. Social ReasonsHow did the social roles of Africans, Europeans and colonist affect the slave trade?Textbook pp. 30-31

Slavery History & the African Complicity: Africans Captured and Sold Other Africans into Slaveryhttps://factreal.wordpress.com/2010/07/08/slavery-history-the-african-complicity-africans-captured-and-sold-other-africans-into-slavery/

Riches & Misery: The Consequences Of The Atlantic Slave Tradehttp://www.open.edu/openlearn/history-the-arts/history/riches-misery-the-consequences-the-atlantic-slave-trade

Achieve The Corehttp://achievethecore.org/page/1750/what-to-the-slave-is-the-fourth-of-julyLiteracy RH.11-12.1,3,9; WHST.11-12.2

After compiling the information from the above sources noting the roles of

9 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.2 Analyze the role of geography on the growth and development of slavery. (E, G)

http://www.history.com/news/ask-history/what-part-of-africa-did-most-slaves-come-from

(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

AAH.2 Why Africa was considered fertile ground as the source for the Trans-Atlantic slave trade?

Africans, European and the colonists, write a paper that develops this topic by selecting the most significant and relevant facts and reasons for the slave trade. Use the vocabulary cited in column two in your essay.Literacy WHST.11-12.2.B

AAH.1 Students will continue to analyze the economic, political, and social reasons for focusing the slave trade on Africa, including the role of Africans, Europeans, and colonists. After watching video of the history of the Trans-Atlantic slave trade (links listed below), students will work in collaborative groups to cite evidence of at least three factors that led to the slave trade being focused on Africa from the sources. During this process, students need to consider the role of Africans, Europeans, and colonists. Then students will come together to present their findings for a whole-class discussion facilitated by the teacher. After the class discussion, have students combine their analytical summaries to discuss the economic and social reasons for why the slave trade was focused on Africa citing from information details and who benefitted from using enslaved people?

Use these links in addition to the text:Atlantic Slave Trade—http://www.bbc.co.uk/religion/religions/christianity/history/slavery_1.shtml

http://www.slate.com/articles/life/the_history_of_american_slavery/2015/06/animated_interactive_of_the_history_of_the_atlantic_slave_trade.html

Inside the Slave Ship—http://www.slate.com/articles/life/the_history_of_american_slavery/2015/06/history_of_american_slavery_olaudah_equiano_and_life_aboard_a_slave_ship.html?wpsrc=sp_all_article_storypromo

Literacy RH.11-12.1,2; WHST.11-12.2.B

10 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.3 Assess the impact of the slave trade on Africa and the colonies. (E)

Content Vocabulary (Tier 3): seasoning, great gang, drivers, creoles, new Africans, engraving, plantation routines, masters, slavery codes, negroes, servitude, miscegenation, mulatto, low country, creolization, dirt floor, the Great Awakening, fictive kin relationships, negro revivals, folk literature, outliers, maroonsAcademic vocabulary (Tier 2): anchoring, bargaining, repression, assimilation, acculturation

AAH.3 What impact did the slave trade have in Africa and the colonies?

AAH.2 Using the links below, students can integrate and evaluate information using the links below to explain the African slave trade and the role geography had on the growth and development of slavery. Cite evidence in your explanation.Literacy RH.11-12.1,2,7; WHST.11-12.6Text pp. 32,33 and 36Maps of African kingdoms throughout time—http://www.timemaps.com/history/africa-979ad

Geography influences slavery in Americahttps://www.jstor.org/stable/200766?seq=3#fndtn-page_scan_tab_contents

African Slave Trade—http://www.history.com/shows/mankind-the-story-of-all-of-us/videos/african-slave-trade

Black Rice— https://www.nytimes.com/books/first/c/carney-rice.htmlLiteracy RH.11-12.1,2; WHST.11-12.6

AAH.3 Write an informational essay discussing the impact the slave trade had on Africa and the colonies. Be sure to discuss the changes that took place on the continent of Africa. For instance, the slave trade impacted the agrarian culture in Africa and dominated West African economies. Also discuss how the colonists benefitted from using slave labor in America. Cite evidence from:Text Chapter 3 “Black People In Colonial North America” pp.54-83,http://www-personal.umich.edu/~baileymj/Whatley_Gillezeau.pdf andText reference: pp 37-45 “From Capture to Destination”

11 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.4 Identify and explain the Middle Passage as one of the largest forced migrations in human history.(C,H)

http://www.history.com/news/ask-history/what-part-of-africa-did-most-slaves-come-from

AAH.4 What is the Middle Passage and the seasoning process?

Content Vocabulary (Tier 3): seasoning, great gang, drivers, creoles, new Africans, engraving, plantation routines, masters, slavery codes, negroes, servitude, miscegenation, mulatto, low country, creolization, dirt floor, the Great Awakening, fictive kin relationships, negro revivals, folk literature, outliers, maroonsAcademic vocabulary (Tier 2): anchoring, bargaining,

Literacy RH.11-12.1,2,4; WHST.11-12.2,2.B

AAH.3 Have students to identify one specific item, program or plan that led to an increase in slavery during this era. Assign students to research more on how this helped grow slavery and what effect it had on those currently held in slavery and those who were still arriving. Students should present the findings from their research to the class. Literacy RH.11-12.1,4; WHST.11-12.2 Reference links:Origins of slave trade—http://www.history.com/topics/black-history/slavery/videos/origins-of-slaverySlavery’s impact on Africa—http://news.bbc.co.uk/2/hi/africa/6504141.stmOnline text of The Interesting Narrative of the Life of Olaudah Equianohttp://www.gutenberg.org/files/15399/15399-h/15399-h.htm

AAH.4 Write a multi-paragraph response to the “Analyze The Effects” question #6 on p. 45 re: How the emotional and psychological trauma of leaving their homelands and families affected enslaved African’s experience on the middle passage. Literacy RH.11-12.1,3,4; WHST.11-12.2

AAH.4 Using the Anchor texts in the links listed below, students should evaluate the authors’ explanation of the Middle Passage as one of the largest forced migrations in human history. Students will can create self-generated questions that broaden their peers’ understanding. Use the links below as appropriate. Students should use multiple sources on this subject, demonstrating understanding of the historical facts under investigation.Literacy WHST.11-12.7

12 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

repression, assimilation, acculturation

(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

Links to Anchor Texts References:Information on the first Africans arriving in Jamestown – http://www.pbs.org/wgbh/aia/part1/1p263.htmlJamestown, Virginia Free Black, Anthony Johnson—http://www.pbs.org/wgbh/aia/part1/1p265.html Journal of a Residence on a Georgian Plantation in 1838-1839—http://www.gutenberg.org/files/12422/12422-h/12422-h.htmUncle Tom’s Cabin—http://www.gutenberg.org/files/203/203-h/203-h.htmThe first Africans in America—http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/page/2/-271The Africans in America—http://www.pbs.org/wgbh/aia/part1/index.html

The Growth of Slavery in America 1619-1860Weeks 2-3

Textbook/Anchor: Prentice Hall: African American History 2nd EditionTN State recommended Primary Documents and Supporting Readings: The Meaning of the Fourth of July for the Negro, Frederick Douglass (1250L) http://www.pbs.org/wgbh/aia/part4/4h2927t.htmlAchieve The Corehttp://achievethecore.org/search?q=the+middle+passageThe Gilder Lehrman Institutehttps://www.gilderlehrman.org/history-by-era/origins-slavery/essays/origins-slavery-0TN State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested DBQs, Activities & Resources

AAH.5 Analyze the economic, social, religious, and legal justifications for the establishment and continuation of slavery. (C,E,H)

(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen

Ch. 3 (p.54-85), Ch. 5 (p. 110-143), Ch. 6 (144-171), Ch. 7 (172-201), Ch. 8 (p. 202-225), and Ch. 9 (p.226-249).

AAH.5 Analyzing sections 1-3 of Chapter 3, take T-Notes and then write

13 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

http://www.history.com/topics/black-history/slavery/videos

their understand and conversations.)

Slavery spreads in the New World, economics of the South flourish, and conflict arises.

AAH.5 When did the first enslaved Africans arrive in the British colonies which now make up the United States?

AAH.5 Were Africans enslaved only in the southern states? AAH.5 What role did religion play in the enslavement of Africans?

short analytical responses to section assessment 1 (p. 59), 2 (p. 64), and 3 (p.71) which cover economic, social, religious, and legal justifications for the continuation of slavery in America. Literacy RH.11-12.1,3; WHST.11-12.2

AAH.5 Create a presentation that discusses the various reasons that were used to establish and continue the institution of slavery. DBQs: What were some of the justifications for the establishment and continuation of slavery? Was “Racism” at the heart of every justification for the continuation of slavery? What were some of the economic, social, religious, and legal justifications for the establishment and continuation of slavery? Write a one page paper, discussing this topic. Use the links below to gain content and information.Literacy RH.11-12.1,2,3; WHST.11-12.4,6,7

The Black Atlantic—http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/the-black-atlantic/George Washington and slavery – http://www.pbs.org/wgbh/aia/part2/2h9.html http://www.pbs.org/wgbh/aia/part2/2i1629.html http://www.pbs.org/wgbh/aia/part2/2i1630.html http://www.pbs.org/wgbh/aia/part2/2i1631.html http://www.ushistory.org/presidentshouse/slaves/index.htmThe relationship between black and white children – http://www.pbs.org/wgbh/aia/part2/2i1626.html http://www.pbs.org/wgbh/aia/part2/2i1627.htmlThe growth of cotton and slavery –http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/page/2/#497

AAH.6 After reading Section 5 of Ch. 3, write a short narrative essay from

14 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.6 Identify and evaluate the various ways Africans in America resisted slavery. (C,H)

Slavery in Colonial America

AAH.6 Did Africans resist slavery?

Land of the Free?Teachers should use this link for additional lessons that have been developed by SAP on slavery that detail how America was built on the backs of Africans.http://achievethecore.org/search?q=slavery+in+america

the point of view of an escaped slave living as a maroon or as an acculturated slave. Identify and evaluate the various ways Africans in America resisted slavery. What types of actions and choices do they take to resist slavery in America? The Gilder Lehrman Institutehttps://www.gilderlehrman.org/history-by-era/origins-slavery/essays/origins-slavery-0 Literacy RH.11-12.1,3; WHST.11-12.2,3

AAH.6 Propaganda was used to get out the image of the “happy slave”. Write a cause-effect essay examining some of the causes that led to the acceptance of the view of the “happy slave”. Be sure to discuss how slaves really were feeling and why they were unable to speak out against the belief that they were “happy” as enslaved people. Determine the motivation of the authors of this type of propaganda.The Happy Slave—http://edsitement.neh.gov/lesson-plan/frederick-douglasss-narrative-myth-happy-slave

The Meaning of the Fourth of July for the Negro, Frederick Douglassand usehttp://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/activity02-myth-of-happy-slave.pdfLiteracy RH.11-12.1; WHST.11-12.1.A,2.B,4,6,7

AAH.6 Using the references listed below, partners should create a list of some slaves’ revolts and the successes. Individuals can then use the information to write an informational paper discussing the details of the various revolts and the specific details for each incident. Use MLA format. Slave Rebellions—http://www.history.com/topics/black-history/slavery-iv-slave-rebellionshttp://www.pbs.org/wgbh/aia/part3/3p1576.html

15 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

The Brutality of Slavery

What made others see Gabriel, Vesey, or Turner as leaders?

What events and ideas prompted the rebellion? Who was involved (e.g., slaves, free blacks,

whites)? What alliances had to be formed? What were the risks and dangers for the people involved?

What were the goals of the rebellion? Was the rebellion successful? Why? How did the response affect enslaved and free blacks?

Literacy RH.11-12.1,3; WHST.11-12.9

AAH.6 Divide the class into three groups to research the Gabriel, Vesey, and Turner rebellions. And using newspapers, speeches, letters, or other documents, have students present their research to the class in one of the following formats: a meeting in which the conspirators discuss their plans, the trial of the conspirators, or a discussion of the rebellion among free northern blacks. Literacy RH.11-12.1,3; WHST.11-12.4,6,7Use the links listed below for content knowledge and information:January 13, 1777 petition of slaves in Massachusetts seeking freedom http://www.pbs.org/wgbh/aia/part2/2h32.htmlFounding of the Pennsylvania Abolition Society http://www.pbs.org/wgbh/aia/part3/3p249.htmlMum Bett – http://www.biography.com/people/mum-bett-7324 http://www.pbs.org/wgbh/aia/part2/2p39.htmlhttp://loki.stockton.edu/~kinsellt/projects/sedgwick/storyReader$29.htmlBelinda Royall – http://www.royallhouse.org/slavery/belindas-petition/http://tuftsjournal.tufts.edu/archive/2002/august/calendar/royall2.shtml http://www.jstor.org/discover/10.2307/4491599?uid=2129&uid=2&uid=70&uid=4&sid=21103998748081Nat Turner’s Rebellion—http://www.pbs.org/wgbh/aia/part3/3p1518.htmlhttp://www.history.com/topics/black-history/nat-turnerLiteracy RH.11-12.1,3; WHST.11-12.4,6,7

AAH.7 Analyze the role slavery played in the development of nationalism and sectionalism by creating a presentation (PowerPoint or Prezi) discussing both sectionalism and nationalism. What effect did these ideals

16 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.7 Analyze the role slavery played in the development of nationalism and sectionalism. (C,E,H,P)

AAH.8 Assess the development of the abolitionist movement and its impact on slavery and the nation. (C,H,P)

Teachers should use this link for additional lessons that have been developed by SAP on slavery that detail how America was built on the backs of Africans.http://achievethecore.org/search?q=slavery+in+america

(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect

have on the institution of slavery? What role did slavery have on the development of nationalism and sectionalism? What was the Era of Good Feelings? Be sure to explain what both sectionalism and nationalism were and what it meant for America during this time.Literacy RH.11-12.1,3; WHST.11-12.7Use the links listed below for content knowledge and information:Nationalism and Sectionalism—https://iweb.tntech.edu/kosburn/honors/nationalism%20and%20sectionalism%20after%20the%20war%20of%201812.htmEra of Good Feelings—http://americanns.weebly.com/era-of-good-feelings.html

Textbook reference: Ch. 6 (Section 1-3), 7 (Section 3), and 8 (Section 5).

AAH.8 The Abolitionist movement gained new momentum during the early 19th century as many critics of slavery hardened their views and began to reject the idea of gradualism, the slow and steady progress towards the goal of the freedom of slaves. With the growth of the movement came a formal organization in both the North and the South. Who were some of the leading proponents during this time period? What were these abolitionists’ beliefs and goals? How did they attempt to achieve these goals? How did this emergence of a formally organized movement impact the lives of slaves, especially when considering such laws as the Fugitive Slave Act of 1793? Write a one-page paper discussing how the abolitionist movement during this time period impacted slavery. Some form of abolitionism had been in place since colonial times. Were the abolitionists during the 19th century more effective at achieving their goals? Why or why not? Literacy RH.11-12.1,3; WHST.11-12.7Use the links listed below for content knowledge and information:

Textbook reference: Ch. 8 and 9. Achieve The Core Lesson Sample: The Meaning of the Fourth of July

17 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

AAH.7 What role did slavery play in the development of sectionalism in the United States?

AAH.8 How did the abolitionist movement affect slavery?

to the American Negro by Frederick Douglass—http://achievethecore.org/content/upload/Frederick%20Douglass%20-%20What%20to%20the%20Slave%20Is%20the%20Fourth%20of%20July%20-%20Lesson.pdfLiteracy RH.11-12.1,3; WHST.11-12.7

http://www.pbs.org/wgbh/aia/part4/4h2927t.htmlAbolitionist Movement—http://www.history.com/topics/black-history/abolitionist-movementhttp://www.ushistory.org/us/28b.asphttp://www.u-s-history.com/pages/h477.html

Frederick Douglass and the Abolitionist Movement—http://www.frederick-douglass-heritage.org/abolitionist-movement/

Lesson Sample:http://achievethecore.org/content/upload/Frederick%20Douglass%20-%20What%20to%20the%20Slave%20Is%20the%20Fourth%20of%20July%20-%20Lesson.pdfLiteracy RH.11-12.1,3; WHST.11-12.7

18 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

Content Vocabulary (Tier 3):Nationalism, Abolitionists, Constitution, Nat Turner, Dred Scott, Civil War, Slave Rebellion, Fugitive Slave Act

Academic vocabulary (Tier 2): Principles, Divine, Reproach, Liberty, Discourse, Freedom, Impunity

(For Vocabulary Instructions see p. 5)

African American LifeWeeks 4-5

Textbook/Anchor: Prentice Hall: African American History 2nd EditionTN State recommended Primary Documents and Supporting Readings: Uncle Tom’s Cabin, Harriet Beecher Stow (1650L) https://www.gutenberg.org/files/11171/11171-h/11171-h.htmThe Lincoln – Douglas Debates (1500L) http://www.history.com/topics/lincoln-douglas-debatesThe Gettysburg Address http://achievethecore.org/page/35/the-gettysburg-address-by-abraham-lincoln

TN State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested DBQs, Activities & Resources

AAH.9 Compare and contrast African-American urban and rural communities in the North and the South. (C,G)

African American Life Survives in an unjust South.

AAH.9How did life differ for African-Americans in the northern and southern states?

(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

Textbook Reference: Sections of Ch. 3 (p.54-85), Ch. 5 (p. 110-143), Ch. 6 (144-171), Ch. 7 (172-201), Ch. 8 (p. 202-225), and Ch. 9 (p.226-249).

AAH.9 Read the TBQs on the life of slaves in the South on p. 171 and the life of black factory works on p.201. After answering the DBQ writing tasks, write an essay comparing and contrasting the life of African Americans in the South and North, citing from the texts by Frederick Douglass and Maria W. Stewart. Literacy RH.11-12.1; WHST.11-12.1

AAH.9Living conditions were very different in the North and South following the abolishment of slavery. Have students use a Venn Diagram to compare/contrast African-American urban and rural communities in the

19 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

North and the South. Then student should write two paragraphs discussing the differences between the North and the South and how it led to the Great Migration. Literacy RH.11-12.1,3; WHST.11-12.6,7

Textbook reference: Ch. 6 and 7.Use these links for additional content knowledge:Frederick Douglass’ autobiographyhttp://docsouth.unc.edu/neh/douglass/douglass.html

Slave narratives http://public.wsu.edu/~campbelld/amlit/slave.htm http://docsouth.unc.edu/neh/intro.htmlCaptivity narratives http://public.wsu.edu/~campbelld/amlit/slave.htmTwelve Year A Slave text online http://docsouth.unc.edu/fpn/hughes/hughes.htmlIncidents in the Life of a Slave Girl text onlinehttp://www.readbookonline.net/title/47019/The Great Migration—http://www.history.com/topics/black-history/great-migrationhttp://www.pbs.org/wnet/jimcrow/stories_events_migration.htmlhttp://www.npr.org/templates/story/story.php?storyId=129827444http://www.newyorker.com/magazine/2010/09/06/the-uprooted

AAH.9Ask students to read the first chapter of Uncle Tom’s Cabin online. In the text, the slave trader shares, in detail, his ideas about the humanity of slaves and how they are to be treated. Outline these ideas to create a

20 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.10 Describe and analyze the African-American family in antebellum America.(C)

AAH.10How did the population of slaves in the United States increase? How did this differ from increases in other western hemisphere slaveholding nations? How did the idea of “family” apply to slaves during this time period? Was this different from ideas of “family” among free blacks?

description of the system of slavery as viewed by Stowe. According to Stowe, what drives the system of slavery? What ideas enforce the system of slavery? How did these impact families during this time period? Literacy RH.11-12.1, WHST.11-12.6,7From the state’s recommended list:Anchor Text:Uncle Tom’s Cabin, Harriet Beecher Stowe—http://www.gutenberg.org/files/203/203-h/203-h.htm http://nationalera.wordpress.com/further-reading/a-note-on-the-text/ http://nationalera.wordpress.com/The Gettysburg Addresshttp://achievethecore.org/page/35/the-gettysburg-address-by-abraham-lincoln

AAH.10 Describe and analyze the African-American family in antebellum America. In small collaborative groups, create an underground newspaper for the African-American community during the Antebellum era. The newspaper should have one news story, one editorial, one local events announcement, and several other small stories. The focus of the stories should be to depict conditions for African-American families during this period. Literacy RH.11-12.5; WHST11-12.1.B, 7Have students use these links for content knowledge and information:Textbook reference: Ch. 7African American Families in Antebellum America—http://nationalhumanitiescenter.org/tserve/freedom/1609-1865/essays/aafamilies.htmhttp://www.historycentral.com/Ant/People/African.htmlhttp://www.pbs.org/wgbh/aia/part4/4p2956.htmlhttp://www.udel.edu/BlackHistory/antebellum.htmlhttps://learn.uakron.edu/beyond/africanam_antebellum.htmhttp://www.nccivilwar150.com/history/african-american.htm

21 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.11 Describe the development of African-American institutions such as religion, education and benevolent organizations. (C)

(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

AAH.11What role did religion play in the life of African-Americans during this time period? When, where and how did African-American denominations develop? Did free African-Americans in the north have full citizenship and full rights or did they also suffer discrimination? If not, what forms of discrimination did they face?

Living Conditions—http://www.pbs.org/wnet/slavery/experience/living/history.html

Anchor texts from the state’s recommended list:Lincoln-Douglas Debates—http://www.nps.gov/liho/learn/historyculture/debates.htmhttp://www.history.com/topics/lincoln-douglas-debatesUsing Anchor Texts: The first reading students will read the debates aloud in their entirety in groups. Then upon the second reading, the groups will be read shorter sections and develop guiding questions. Then, the groups will pass the questions which have been written on cards (about five questions) to another group who will read the text again answering the questions they were given from the other group. Literacy RH 11.12.1, 3: WHST.11-12.

AAH.11During the Reconstruction era African-Americans sought autonomy through the development of their own churches, schools and benevolent organizations. Research prominent organizations such as the African Episcopal church. Consider how the organization was started. What impact did its founders on African-Americans? What effect did these organizations have on the family and individuals as they worked to build a new sense of identity in American society? Write a two-three page paper explaining the impact the black church, school, or benevolent organization had on the new African-American citizen. (See links below for references and information.) Literacy RH.11-12.3; WHST.11-12.2

AAH.11Absalom Jones was a founder of the African Episcopal Church. He was born in slavery in Delaware during a time when slavery was being debated for its morality. Jones taught himself to read and write and at the

22 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

age of 16 was sold to a shopkeeper where he was able to attend night school for black people, operated by the Quakers. Write an analytical essay explaining his background and contribution to black religion. Include an analysis of how he sought to develop one of the first black churches. Also, what does the texts say that speaks to motivations to begin a church? Cite evidence that impacts the church’s role on black families? Literacy RH.11-12.1,2,5; WHST.11-12.1.B, 7Have students use these links for content knowledge and information:Textbook reference: Ch. 7 Section 4

The Black Church—http://www.pbs.org/godinamerica/black-church/http://www.digitalhistory.uh.edu/exhibits/reconstruction/section2/section2_church.html

Religion—http://www.pbs.org/wnet/slavery/experience/religion/history2.html

African Episcopal Churchhttp://www.pbs.org/wgbh/aia/part3/3h471.htmlhttp://www.pbs.org/wgbh/aia/part3/3h1588.htmlRichard Allen –http://www.biography.com/people/richard-allen-21056735 http://www.ame-church.com/our-church/our-history/http://www.christianitytoday.com/ch/131christians/denominationalfounders/richardallen.html

Absalom Jones – http://www.pbs.org/wgbh/aia/part3/3h85.htmlhttp://www.episcopalarchives.org/Afro-Anglican_history/exhibit/

23 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.12 Identify and explain the contributions of African-Americans in science and the arts. (C)

leadership/jones.php http://www.aecst.org/ajones.htm http://docsouth.unc.edu/neh/bragg1915/summary.htmlMother Bethel A.M.E. Church – http://www.ushistory.org/tour/mother-bethel.htm http://christianity.about.com/od/AME/a/AME-Church-History.htm http://www.motherbethel.org/mus.phphttp://nationalhumanitiescenter.org/search.htm?cx=005555332814368213198%3Ajwvis4yqe7g&cof=FORID%3A11&q=Richard+Allen&sa.x=0&sa.y=0

AAH.11 Choose an African American educational or benevolent organization and research it. Create a multi-media presentation concerning that organization. When was it active? What did it do? What impact did it have during the Antebellum period? Literacy RH.11-12.2; WHST.11-12.2Textbook reference: Ch. 7 and Ch. 9 Section 3Hampton, Virginia – http://www.theroot.com/articles/history/2014/06/first_free_african_american_community_possibly_unearthed_in_hampton_va.htmlNew Philadelphia, Illinois – http://www.newphiladelphiail.org/ http://www.anthro.illinois.edu/faculty/cfennell/np/http://www.cr.nps.gov/nR/twhp/wwwlps/lessons/130newphila/index.htmDred Scott –http://www.oyez.org/cases/1851-1900/1856/1856_0/ http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/9stlouis/9stlouis.htmLibrary of Congress oral history recordings of former slaves – http://memory.loc.gov/ammem/collections/voices/index.html

AAH.12 Assign each student a notable contributor to science/medicine or the arts. The students will prepare a presentation that provides details about the person’s life, contributions, and how the contribution impacted

24 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.12How did African-Americans contribute to the growth of America during this time?

Content Vocabulary (Tier 3):Freedman, Chattel, Slave Codes, Absalom Jones, Episcopal Church, Reconstruction

Academic Vocabulary (Tier 2):Benevolence, Fugitive, Property, Equality, holders, housed, field

(For vocabulary instructions see p. 5)

or changed American society. Literacy RH.11-12.1; WHST.11-12.2.B,6,7,8Textbook reference: Ch. 7 Section 3

Great Black Heroes—http://www.greatblackheroes.com/

Black Inventors—http://blackinventor.com/

Charles Drew—http://www.biography.com/people/charles-drew-9279094http://www.cdrewu.edu/about-cdu/DrCharlesRDrewhttp://www.ferris.edu/news/jimcrow/question/june04.htmhttp://blackinventor.com/charles-drew/

25 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

African Americans during the Civil War and ReconstructionWeeks 6-7

Textbook: Prentice Hall: African American History 2nd EditionTN State recommended Primary Documents and Supporting Readings: The Lincoln–Douglas Debates (Lexile – 650L) https://www.nps.gov/liho/learn/historyculture/debates.htmU.S. Constitution - 13th, 14th, and 15th Amendments (Lexile Not rated) http://www.loc.gov/rr/program/bib/ourdocs/13thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/15thamendment.htmlReminiscences of my Life in Camp with the 33rd United States Colored Troops, Susie King Taylor/Anchor Text (Lexile 1370L) http://docsouth.unc.edu/neh/taylorsu/taylorsu.htmlThe Civil Rights of Freedmen, From – Mississippi Laws of the State, 1865 (NR) http://web.mit.edu/21h.102/www/Primary%20source%20collections/Reconstruction/Black%20codes.htmTN State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested DBQs, Activities & Resources

AAH.13 Evaluate President Lincoln’s views on slavery and the status of freed slaves in the United States. (P)

African American Life and the Emancipation - What was the reaction like after the signing?

AAH.13What were President Lincoln’s views on slavery and the status of freed slaves in the United States?

(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect

Textbook Reference: Sections of Ch. 10 (p. 250-279), Ch. 11 (p.280-311), Ch. 12 (p. 312-339), and Ch. 13 (p. 340-365).

AAH.13 Analyze Ch. 11 Section 3 and respond to the TDQs in the section 2 assessment on p. 288, #1-6. Literacy RH.11-12.5; WHST.11-12.1

AAH.13 Assign students to read and research and read statements from Lincoln regarding slavery and the continuation or end of the institution and answer the following questions. Write a one-page paper discussing the answers to these questions: What were Lincoln’s views? What did he feel should happen regarding slavery? What did he plan to do about the

26 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.14 Identify and explain the roles of African-American soldiers, spies and slaves in the war effort in both the North and the South, including the 13th U.S. Colored Troops. (H,TN)

relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

AAH.14How did the African-American soldiers impact the war effort? What role did African-American soldiers play in the war during this time period?

practice? Did he call for the complete end to it? Was he constitutionally correct in his assessment? Was he morally correct in his assessment? Textbook Reference: Ch. 11, Section 3.Lincoln on Slavery—http://nps.gov/liho/historyculture/slavery.htmhttp://www.mrlincolnandfreedom.org/Literacy RH.11-12.1.,2; WHST.11-12.6,7AAH.13 Assign groups of students to research and create a presentation of the 13th, 14th, or 15th amendments. Presentations should include facts about the amendment, important dates, interpretations of the amendment, reactions to it and the effect it had on African-Americans and America in general. These amendments serve as anchor text and information about each is also included. Literacy RH.11-12.1,5; WHST.11-12.6,713th, 14th & 15th Amendments to the U.S. Constitution – http://www.loc.gov/rr/program/bib/ourdocs/13thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/15thamendment.html

AAH.14 Explain how each of the following terms and people is significant to the understanding of the experience and role of black troops during the Civil War: General Robert E. Lee, First South Carolina Volunteers, Second Confiscation Act, Militia Act of 1862, The Black Committee, Robert Gould Shaw, General Order 11, Fort Pillow Massacre, and Mary Elizabeth Bowser. Textbook reference: Ch. 11 Sections 4 and 5.Literacy RH.11-12.1,3,5; WHST.11-12.6,2

AAH.14 Citing evidence from the text, write a short summary in response to the TDQ questions on p. 311 concerning a text by Lewis Douglass and Susie King Taylor. Literacy RH.11-12.2; WHST.11-12.6,1

AAH.14 View the video “Victors, Not Victims” about African-American soldiers and their contributions during the war. Write a two-paragraph summary of the message that is conveyed in the video. Why is this

27 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

(As students engage with the tasks and activities encourage the use of words and phrases that signal

particular title relevant to the information being presented in the video? What are the speakers trying to get viewers to understand about African-American participation during the Civil War? Student should be able to explain the roles of African-American soldiers, spies and slaves in the war effort in both the North and the South, including the 13th U.S. Colored Troops.Literacy RH.11-12.5; WHST.11-12.6,7African-American soldiers in the Civil War – http://ww2.tnstate.edu/library/digital/BlacKs.htm http://www.history.com/topics/american-civil-war/black-civil-war-soldiershttp://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/civilwar/aasoldrs/http://www.pbs.org/wgbh/americanexperience/features/timeline/lincolns-soldiers/

AAH.14 Frederick Douglass, one of the most prominent abolitionists and intellectuals of the Civil War era, once said, “He who would be free must strike the blow.” Research how the United States Colored Troops affected and participated in wars in order to “strike a blow” toward their freedom. Create a brochure that explains how Blacks participated in the Civil War. When Blacks were first allowed to fight on the battlefield? What were death rates like during the war for black people? And how were they treated once they returned from war? Literacy RH.11-12.1,3,5; WHST.11-12.6,7

AAH.14 Use the links below to write a paper that explains: How African-American soldiers impacted the war effort? What role did African-American women soldiers play in the war? Literacy WHST.11-12.6,7United States Colored Troops (USCT) – http://www.civilwar.org/education/history/usct/usct-united-states-colored.html http://www.civilwar.org/video/usctharijones.html (video clip)What role did African-American women soldiers play in the war?

28 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.15 Analyze the effects of Reconstruction on the legal, political, social, cultural, educational and economic life of freedmen. (H,P)

transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

AAH.15What was Reconstruction? What did freedom mean to African-Americans? How did their lives change because of it?

Literacy WHST.11-12.6,7State recommended and Anchor text:Reminiscences of My Life in Camp with the 33rd United States Colored Troops, Susie King Taylor—http://docsouth.unc.edu/neh/taylorsu/taylorsu.html

AAH.15White landowners essentially resumed a form of slavery with the emergence of the practice of sharecropping. Contracts between white landowners and black families essentially indebted the families to the landowner for life as they struggled to pay high interests on very low payments which they received for their services. Consider that many of the African-American signees of such contracts could not read or write and would have been limited in any challenges in a court of law and many times had few or other options to pursue with their new freedom. The teacher will facilitate a class discussion about sharecropping and how the typical arrangement was set up. Have students consider the following questions: What were the benefits for the white landowners under the system of sharecropping? What were the benefits for the newly freed African-Americans? What were the detriments of the system? Was sharecropping just a new form of legalized slavery in the face of the Emancipation Proclamation, which eventually led to the freedom of all slaves? Literacy RH.11-12.3,5; WHST.11-12.6,7The class should have access to the following links for information and reference:Textbook Reference: Ch. 12 Section 1Sharecropping—http://www.history.com/topics/black-history/sharecroppinghttp://www.pbs.org/wgbh/amex/reconstruction/sharecrop/sf_economy.htmlhttp://www.globalresearch.ca/debt-slavery-in-america-the-forgotten-history-of-sharecropping/5356693

29 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=14&cad=rja&uact=8&ved=0ahUKEwjdjeuH-qLJAhWKOz4KHccABk04ChAWCC4wAw&url=http%3A%2F%2Fwww.waterfordschools.org%2Fcms%2Flib4%2FCT01001345%2FCentricity%2FDomain%2F201%2FReconstruction%25204%2520Sharecropping%2520KKK.doc&usg=AFQjCNH4W8eSg-rN_1Up4G4lKuMe9DrVJQ&sig2=yqukMs5co72WRVJ-kIOTNg

AAH.15Write an argumentative paper discussing whether sharecropping was a new legalized form of slavery. Make sure you present a claim/argument in your paper. Provide thorough support for your claim. Address the counter claim for your argument as well. Support all claims with evidence from relevant texts. Literacy RH.11-12.1,5; WHST.11-12.7Textbook Reference: Ch. 12 Section 1Use the links listed above.

AAH.15Assign students (or small groups) to research one of the African-Americans elected to a political office during the Reconstruction era. Students should find and detail information about the person’s life before the Civil War, what political office they were elected to (title, local, state, national), legislation and laws they helped create, influence and pass, the circumstances that caused the person to leave office and what they did after Reconstruction ended. Students should create a presentation and share it with the class. Literacy RH.11-12.3,5; WHST.11-12.7Textbook Reference: Ch. 13, Section 2Freedmen’s Bureau—http://www.history.com/topics/black-history/freedmens-bureauThe Civil Rights of Freedmen—http://www.pbs.org/wnet/slavery/experience/legal/docs6.html

30 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.16 Assess the successes and failures of Reconstruction as they relate to African-Americans. (H,P)

Effect of Reconstruction on Freedmen—http://www.socialstudieshelp.com/lesson_37_notes.htmhttp://www.westga.edu/~hgoodson/Reconstruction.htmhttp://www.history.com/topics/american-civil-war/reconstructionAfrican-Americans Elected –http://abcnews.go.com/Politics/OTUS/reconstruction-african-american-senators/story?id=18368916 http://www.georgiaencyclopedia.org/articles/history-archaeology/black-legislators-during-reconstruction http://www.thenation.com/article/rooted-reconstruction-first-wave-black-congressmen http://history.house.gov/Exhibitions-and-Publications/BAIC/Black-Americans-in-Congress/Successes and Failures of Reconstruction—http://www.nytimes.com/roomfordebate/2015/05/26/how-should-americans-remember-reconstruction/successes-and-failures-of-reconstruction-hold-many-lessons

AAH.15Conduct research to analyze the effects of Reconstruction on the legal, political, social, cultural, educational and economic life of freedmen. Summarize on your findings in a class report. Literacy RH.11-12.3; WHST.11-12.6,2Textbook reference: Ch. 12 and 13.Use the links listed above and below.Frederick Douglass –http://abrahamlincolnsclassroom.org/abraham-lincolns-contemporaries/abraham-lincoln-and-frederick-douglass/ http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/147douglass/147douglass.htm http://www.biography.com/people/frederick-douglass-9278324

31 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.16How was the state of Tennessee involved in the Civil War and Reconstruction? What role did African-Americans play?

How and when did Reconstruction end? What was the result for African-Americans in the south?

Content Vocabulary (Tier 3)Freedmen, reconstruction,KKK, Emancipation Proclamation 13th, 14th, 15th Amendments, sharecropping, slave codes Academic vocabulary (Tier 2):policy, contracts, circumstances

See p. 5 for vocabulary instructions.Connection to the Language StandardsGreek Affixes:-ation – the action or process of doing something.Examples from the unit: reconstruction, Proclamation, emancipationOther examples are: flirtation, discoloration, alienation.

Language StandardsL. 6.6 Acquire and use accurately grade-appropriate

http://www.pbs.org/wgbh/aia/part4/4p1539.html

AAH.16Engage in an in-depth analysis of primary source materials to gauge the success and failures of the Reconstruction on the lives of African Americans. Using these sources, groups of students will answer TBQs and debate whether or not reconstruction was a success and African Americans were truly free. Literacy RH.11-12.3,5; WHST.11-12.6,1

Lesson plan and materials: https://sheg.stanford.edu/reconstruction

32 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).Connection to Language StandardsGreek & Latin Roots and Affixeswww.cognatarium.com

African American Life after Emancipation Through World War IWeeks 8-9

Textbook/Anchor: Prentice-Hall: African American History 2nd EditionTN State recommended Primary Documents and Supporting Readings: The Brown vs. Board of Education Opinion (1179L) http://www.uscourts.gov/educational-resources/educational-activities/history-brown-v-board-education-re-enactment Of Mr. Booker T. Washington and Others (1903), W.E.B. DuBois (NR) http://www.bartleby.com/114/3.html

TN State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested DBQs, Activities & Resources

AAH.17 Assess the economic and social impact of Jim Crow laws on African-Americans. (C,H,E)

African American Life and the Emancipation - What was the reaction like after the signing?

AAH.17What were the economic and social effects of Jim Crow laws on African Americans?

Textbook/Anchor: Ch. 14 (p. 1366-397), Ch. 15 (p.398-431), Ch. 16 (p. 432-469), and Ch. 17 (p. 470-501)

AAH.17One of the tenets of the Jim Crows laws was the supposed truth that facilities and opportunities could be both separate and equal. Usually, the truth was anything but. Read the Jim Crow narratives (firsthand accounts from those impacted by Jim Crow laws) to understand how the laws were used to further deny African-Americans the opportunity to obtain economic and social equality in America following Reconstruction. Choose one of the narratives and write about the person’s life before Jim Crow and after, discuss how Jim Crow laws affected the person financially as well as socially. This paper should be one-to-two pages in length.

33 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.18

(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

Literacy RH.11-12.1; WHST.11-12.7Textbook reference: Ch. 16 section 3Jim Crow—http://www.crf-usa.org/black-history-month/a-brief-history-of-jim-crowhttp://americanhistory.si.edu/brown/history/1-segregated/white-only-1.htmlhttp://americanhistory.si.edu/brown/history/1-segregated/jim-crow.htmlVisit to the Jim Crow Museum film clip –http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/racist-images-and-messages-in-jim-crow-era/

AAH.17What role did the Ku Klux Klan play in affecting the upward mobility and social elevation of African Americans? How was the organization formed? What was its purpose? What tactics did it use in order to fulfill the vision of the organization? Were their activities legal? Explain. Write two paragraphs discussing the formation of the KKK and the impact it had on African-American’s lives. Literacy RH.11-12.2,3: WHST.11-12.7Textbook/Anchor: Ch. 13 Section 2 and Ch. 17 Section 1.KKK—http://www.history.com/this-day-in-history/kkk-foundedhttp://www.pbs.org/wgbh/americanexperience/features/general-article/flood-klan/https://www.pbs.org/wnet/jimcrow/stories_org_kkk.html

Wilhelmina Baldwin—https://www.pbs.org/wnet/jimcrow/narrative_baldwin.html

Charles Gratton—https://www.pbs.org/wnet/jimcrow/narrative_gratton.html

34 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

Analyze the legal ramifications of segregation laws and court decisions on American society. (H,P)

(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

AAH.18What were some of the legal ramifications of segregation laws and court decisions that took place during this period?

AAH.18Assign students to review the Supreme Court decisions in Plessy v. Ferguson, Brown vs. Board of Education and/or Williams v. Mississippi. Did the justices interpret the 14th and 15th amendment correctly? Think about the laws as they were written and understood in that day, not today. Write an essay discussing your position on whether the decisions were interpreted correctly and cite evidence from the texts of the law and court decisions to support your point of view. Literacy RH.11-12.3,5; WHST.11-12.6,.7 Plessy v. Ferguson – http://www.pbs.org/wnet/jimcrow/stories_events_plessy.html http://www.oyez.org/cases/1851-1900/1895/1895_210

AAH.18Have students independently research one of the notable court cases from this period. Use the research to create a presentation that provides background information about the person(s) involved in the case, the facts of the case, the outcome of the case, and how the court case affected American society, specifically African-Americans. Present findings to the class via one of various modes (PowerPoint, Prezi, iMovie). Literacy RH.11-12.1; WHST.11-12.7,2,4

References Links:Dred Scott Decision—https://www.oyez.org/cases/1850-1900/60us393http://www.pbs.org/wgbh/aia/part4/4p2932.htmlhttp://www.history.com/this-day-in-history/dred-scott-decisionhttp://www.historyplace.com/lincoln/dred.htmhttp://www.loc.gov/rr/program/bib/ourdocs/DredScott.html

Brown v. Board of Education—http://www.uscourts.gov/educational-resources/educational-activities/history-brown-v-board-education-re-enactment

35 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.19 Compare and contrast the political movements that developed in response to Jim Crow laws, including the Niagara Movement, the NAACP, the Urban League, the Atlanta Compromise, the Colored Farmers’ National Alliance and Cooperative Union, Brotherhood of Sleeping Car Porters and the Anti-lynching crusade. (H,P)

AAH.19 What were some of the responses to segregation and disenfranchisement during this period in America? What led to the formation of organizations like the Urban League, the Niagara Movement, and the Brotherhood of Sleeping Car Porters?

http://www.pbs.org/wnet/supremecourt/rights/landmark_brown.htmlhttps://www.oyez.org/cases/1940-1955/347us483

http://www.nationalcenter.org/brown.html

13th, 14th, and 15th Amendments—http://www.loc.gov/rr/program/bib/ourdocs/13thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/15thamendment.html

The Fifteenth Amendment in Flesh and Blood--http://history.house.gov/Exhibitions-and-Publications/BAIC/Historical-Essays/Fifteenth-Amendment/Introduction/

AAH.19Have students perform independent research on one of the following: the Niagara Movement, NAACP, the Urban League, the Atlanta Compromise, Brotherhood of Sleeping Car Porters, Colored Farmers’ National Alliance, or the Anti-Lynching Crusade. How was the organization or movement founded? What was its vision and purpose? What notable accomplishments did the organization or movement have as it battled for equality against Jim Crow laws and codes? Create a presentation and present it to the class. Literacy RH.11-12.1; WHST.11-12.6,7Textbook/Anchor: Ch. 17Niagara Movement—https://www.pbs.org/wnet/jimcrow/stories_events_niagara.htmlhttp://www.history.com/topics/black-history/niagara-movement

The NAACP: A Century in the Fight for Freedom – http://www.loc.gov/exhibits/naacp/index.htmlhttp://www.naacp.org/pages/naacp-history

36 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.20 Compare and contrast the African-American political and legal personalities of the time period and their impact on American society, including Samuel McElwee, Robert R. Church Jr., Ida B. Wells, Randolph Miller and James Napier.

AAH.21 Describe the development of African-American institutions such as religion, education and benevolent organizations. AAH.20

Did all African-American leaders seek the same path to full inclusion in society? If not, why? Which do you think were the most effective?

The Urban League—http://find.galegroup.com/gic/infomark.do?&idigest=fb720fd31d9036c1ed2d1f3a0500fcc2&type=retrieve&tabID=T001&prodId=GIC&docId=CX2831400031&source=gale&userGroupName=itsbtrial&version=1.0http://www.pbs.org/wnet/jimcrow/stories_org_business.htmlhttp://www.socialwelfarehistory.com/organizations/national-urban-league/Literacy RH.11-12.1; WHST.11-12.6,7

AAH.20-AAH.21The teacher can assign one of the notable African Americans of this period to the students. Students will research the person’s life. What is the person notable for? Was there any controversy surrounding the person? What was it? Explain it. What was the result of the person’s efforts? What impact did his or her efforts have on American society? Present the findings in a PowerPoint or Prezi presentation. Literacy RH.11-12.1; WHST.11-12.6,7Use the links below:Samuel McElwee—http://www.blackpast.org/aah/mcelwee-samuel-allen-1857-1914http://ww2.tnstate.edu/library/digital/mcelwee.htmRobert R. Church Jr.—http://www.blackpast.org/aah/robert-r-church-jr-1885-1952http://historic-memphis.com/biographies/robert-church/robert-church.htmlIda B. Wells—http://www.biography.com/people/ida-b-wells-9527635http://mshistory.k12.ms.us/articles/49/ida-b-wells-a-courageous-voice-for-civil-rightshttp://www.pbs.org/wnet/jimcrow/stories_events_wells.htmlRandolph Miller—http://theblackhistorychannel.com/2013/randolph-m-miller-ex-slave-and-

37 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.22 Evaluate the economic, cultural, political, and social impact of African-American migration within and from the South, including the Exodusters, Benjamin “Pap” Singleton and the Second Generation Migration.

AAH.21Did all African-American leaders seek the same path to full inclusion in society? If not, why? Which do you think were the most effective?

AAH.21 What African American Institutions developed?

(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

writer/http://www.hmhco.com/country/us/tennessee/social-studies/the-americans-reconstruction-to-the-presentJames Napier—http://www.blackpast.org/aah/napier-james-carroll-1845-1940

AAH.21 Describe the development of African-American institutions such as religion, education and benevolent organizations. Choosing an organization, explain how it came to be started and the impact it had on the lives of African Americans during this time period.Usehttp://www.blacknews.com/directory/black_african_american_organizations.shtmlhttp://www.diversitybestpractices.com/news-articles/20-african-american-organizations-you-need-knowLiteracy RH.11-12.1,2

AAH.22Assign students to give a brief synopsis of the Great Migration and write an essay on the cultural, political, and geographic impact of the Great Migration on contemporary American life. Textbook/Anchor: Ch. 16 Section 5 Literacy RH.11-12.3; WHST.11-12.2,6

AAH.22Using a blank United States map, assign students to create a map of Great Migration patterns and trends. Show on the map where African- Americans moved from and to during the process. Students should label the map with important cities and states. Textbook/Anchor: Ch. 16 Section 5.Literacy RH.11-12.1,7

38 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

AAH.23 Describe the impact of African-American regiments in the western campaigns, the Spanish-American War and World War I, including Buffalo Soldiers and George Jordan.

AAH.22Why did many African-Americans choose to leave the Jim Crow south?

AAH.23What role did the Buffalo Soldiers play in the war during this period?

Content Vocabulary (Tier 3):Plessy V. Ferguson, Niagara Movement, Talented Tenth, Jim Crow laws, Buffalo Soldiers, Black Migration, separate but equal

Academic Vocabulary (Tier 2) : Independence, equality, union, compromise, disenfranchisement, contract, unions See pg.4 for Vocabulary Instructions

Chicago’s Black Metropolis http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/53black/53black.htmNew York City Race Riots of 1900 – http://www.loc.gov/rr/news/topics/nyriot.htmlAfrican-American experience in Ohio – http://dbs.ohiohistory.org/africanam/NPR interview about Great Migrations – http://www.npr.org/templates/story/story.php?storyId=129827444

AAH.23Write an informational essay about the Buffalo soldiers. Cite evidence from the informational documents that answers: how the team was formed, how they were they treated in comparison to their white counterparts and what were major obstacles the soldiers faced? This essay should describe the impact of African-American regiments in the western campaigns, the Spanish-American War and World War I, including Buffalo Soldiers and George Jordan. Use

Textbook/Anchor: Ch. 16 Section 3.Buffalo Soldiers—

http://www.nps.gov/yose/learn/historyculture/buffalo-soldiers.htmhttp://www.buffalosoldiers-amwest.org/history.htm

Interview with former Buffalo Solider—http://myfox8.com/2015/08/07/buffalo-soldiers/

Literacy WHST.11-12.6,7; RH.11-12.2

39 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

Additional ResourcesAtlanta Compromise—http://www.pbs.org/wnet/jimcrow/stories_events_speech.htmlhttp://www.pbs.org/wnet/jimcrow/historical_docs/hist_doc_altantacomp1.htmlBrotherhood of Sleeping Car Porters—http://www.pbs.org/wnet/jimcrow/stories_org_brother.htmlhttp://www.pbs.org/wnet/jimcrow/stories_people_randolph.htmlhttp://dcc.newberry.org/collections/the-struggle-for-civil-rights-in-the-urban-northColored Farmers’ National Alliance—http://www.pbs.org/wnet/jimcrow/stories_org_populist.htmlAnti-Lynching Crusade—http://afroamhistory.about.com/od/segregation/a/Anti-Lynching-Movement.htmhttps://www.pbs.org/wnet/jimcrow/stories_people_wells.htmlhttp://ushistoryscene.com/article/aswpl/http://history.house.gov/Exhibitions-and-Publications/BAIC/Historical-Essays/Temporary-Farewell/Anti-Lynching-Legislation/Booker T. Washington and WEB DuBois—http://www.pbs.org/wgbh/pages/frontline/shows/race/etc/road.htmlhttp://www.biography.com/news/web-dubois-vs-booker-t-washingtonhttp://www2.kenyon.edu/Depts/Amerstud/blackhistoryatkenyon/Individual%20Pages/Washington%20and%20DuBois.htmOf Mr. Booker T. Washington and Others (1903), W.E.B. DuBois http://historymatters.gmu.edu/d/40https://www.gutenberg.org/files/408/408-h/408-h.htmPlessy v. Ferguson – http://www.pbs.org/wnet/jimcrow/stories_events_plessy.html http://www.oyez.org/cases/1851-1900/1895/1895_210Dred Scott Decision—https://www.oyez.org/cases/1850-1900/60us393http://www.pbs.org/wgbh/aia/part4/4p2932.htmlhttp://www.history.com/this-day-in-history/dred-scott-decisionhttp://www.historyplace.com/lincoln/dred.htm

40 Links not working? Try using Firefox or Google Chrome!

Curriculum Framework Quarter 1 / Quarter 3 African American HistoryHigh School (Elective)

http://www.loc.gov/rr/program/bib/ourdocs/DredScott.htmlBrown v. Board of Education—http://www.uscourts.gov/educational-resources/educational-activities/history-brown-v-board-education-re-enactmenthttp://www.pbs.org/wnet/supremecourt/rights/landmark_brown.htmlhttps://www.oyez.org/cases/1940-1955/347us483http://www.nationalcenter.org/brown.html13th, 14th, and 15th Amendments—http://www.loc.gov/rr/program/bib/ourdocs/13thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html http://www.loc.gov/rr/program/bib/ourdocs/15thamendment.html

These sites can be used to enhance your lesson plans!

41 Links not working? Try using Firefox or Google Chrome!

Ever Fi (Economics, financial Literacy & African American History)

www.everfi.com/login Literacy Design Collaborative- Curricular Library

https://coretools.ldc.org/ Read Works (Informational Passages/Articles including Paired Texts)

http://www.readworks.org/ Newsela (Informational topics)

https://newsela.com/ Britannica www.school.eb.com Username: shelby Password: county To Log on to ImageQuest

Go to: quest.eb.com Username – shelby Password - county The World Almanac Online (for middle and high)

http://online.infobaselearning.com/Direct.aspx?aid=237361&pid=WE29Access Credentials: for middle and highUsername: shelbycty-2nd Password: digital

Engage New Yorkhttps://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

Achieve The Core http://achievethecore.org/ Gilder-Lehrman

https://www.gilderlehrman.org/programs-exhibitions/affiliate-school-program Teacher Tube (Uses your SCS Log-in)