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Ivey Center for the Cultural Approach to History Lesson Plan Template Lesson Name Riding the Rails through History Author(s) Michael Murphy and Saxton Grades 8th grade Subject Georgia Studies Topic From Reconstruction to Civil Rights Overview/Summary: Students will become familiar the issues of Civil Right from the Reconstruction to Jimmy Carter Unit Name Civil Rights leading to Reconstruction Estimated Time Needed for Lesson 3o mins State/Common Core Standard, Grade Level & Description Standard Number Detailed description of each standard. th Common Core Standards 5 Grade Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more tests. Common Core Standards 8th Grade 1 Common Core Standards 11th Grade 5th Grade GPS 8th Grade GPS SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia. b. State the importance of key events of the Civil War; include Antietam, the Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and Andersonville. c. Analyze the impact of Reconstruction on Georgia and other southern states, emphasizing Freedmen’s Bureau; sharecropping and tenant farming; Reconstruction plans; 13th, 14th, and 15th amendments SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918. b. Analyze how rights were denied to African-Americans through Jim Crow laws, Plessy v. Ferguson, disenfranchisement, and racial violence. c. Explain the roles of Booker T. Washington, W. E. B. DuBois, John and Lugenia Burns Hope, and Alonzo Herndon. SS8H8 The student will analyze the important events that occurred after World War I and their impact on Georgia. d. Discuss the effect of the New Deal in terms of the impact of the Civilian Conservation Corps, Agricultural Adjustment Act, rural electrification, and Social Security. 2 SS8H9 The student will describe the impact of World War II on Georgia’s development economically, socially, and politically. d. Discuss President Roosevelt’s ties to Georgia including his visits to Warm Springs and his impact on the state. 11th Grade GPS NCSS Theme Description Theme Detailed description of each NCSS theme Number 10 Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic 6 Power, Authority, and Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of p The Cultural Approach Category Category Religious Economic Description Detailed description of each Category that is a focus of this lesson. Christianity “Malice toward none” Lincoln Dr. King Christianity Malcolm X Islam Reconstruction: huge labor pool, Brains or Muscle FDR: putting people back to work 3 Social Civil Rights, Education, Freedom of Association Political Political correctness, Elections on the local, Regional and National Level, Intellectual BTW Tuskegee Institute, WEB Dubious Aesthetic WPA, Harlem Renaissance, Handouts/Materials/Textbook Pages/Web Links List all of the materials in the lesson. List pages in textbooks and online links. All Grade Levels: http://www.socialstudies.org/system/files/images/documents/7404217.pdf http://www.pbs.org/ http://www.ourdocuments.gov/doc.php?flash=true&doc=84 http://www.nps.gov/history/ http:www.kahoot.com 5th Grade: 8th Grade: 4 11th Grade: Additional Sources: 5 Image Description Citation URL 6 Southern Railroad Train 1941 Courtesy ofwww.google .com/search ?q=southern +railroad+tr ain+1941 Southern Railroad Train 1941 Courtesy ofwww.google .com/search ?q=southern +railroad+tr ain+1941 7 “War Department Accepts Applications for aviation cadet training for “Negroes” printed in the Pittsburgh Courier Courtesy ofwww.newsp apers.com/n ewspage/40 861691 March 25, 1939 8 Arrival at Air Corps Flying School, Tuskegee, AL 194 Courtesy ofmostfreebies .com/World War2Africa n-Amerian /AfrianAmer icanUSMilit aryTraining. php Guiding Questions What should students know or understand at the completion of the unit or lesson? All Grade Levels: The debate whether former slaves and their families stay and work the land for their form slave master or pursue higher educational opportunity. Additional Questions: 9 Indicators of Achievement List all of the important indicators of achievement (important people, places, and events) and vocabulary that students will need to know at the conclusion of the lesson. Booker T. Washington W.E.B. DuBois President Roosevelt President Carter Assessment Strategies Describe the assessments that will be used during the unit. Question and Answer session at the end of the lesson using KAHOOTS Teaching Strategies 5 min Introduction of SAC, including warm-up 5 min Organization of Teams and Groups 30 min 10-15 min Primary Sources and Secondary source Analysis – Position Development 30 min Consensus Building 10 min Conclusion/Summary Position Sharing Describe all of the teaching strategies that you will be using in this lesson. In the squares calculate the percentage of the lesson that the strategy will take. For example in an hour lesson, lecture should take no more than 25% (15 min) of the lesson. 10 Sparking Strategy/Warm-Up Sparking Strategy (Lesson introduction) Answer the following question: Which citizens of a country deserve Civil Rights and why? Lesson Procedures In a numerical list provide a step by step outline of the lesson. Include questions you will ask the students and material you will use. Outline (Steps also clarified in Guide Sheet) 1. What would you do stay or go? o 2. Whose position do you support in the Washington and DuBois debate and list at least four reasons for your support? o 3. Is President Roosevelt correct in setting up the Tuskegee experiment? 4. Whose positon do you support in the debate over Civil Rights for African American Dr. King or Malcolm X, and why? o 5. o 6. o 11 Differentiation Think about students’ skill levels, intelligences, and learning styles. Allow for additional time for student to answer question and respond. Limit the number of questions and answer for students Limit writing assignments to two to three sentences and add additional time for group guided group discussion Summarizing Strategies/Synthesizing Activity The strategies to allow students to summarize what they learned in the lesson. Students will discuss for three minutes with a partner what they have learned today in class and how does it apply to themselves or their immediate family. Once time has expired students will write in their reflection log reflecting on lessons learned and how best they could use this knowledge to improve the lives of others. Evaluation Teacher observation Multiple choice questions which build up to a short answer question which can be answered from the material or the addition a primary source document based on the student’s Lexile reading and comprehension level Citations (as needed) 12 Culture Cultural Approach Document Introducing the key event Andersonville I will brief the final event that led to the Civil War (election 1860: Abraham Lincoln (A.L.), John Breckenridge, John Bell, and Stephen Douglas) A.L. won the 1860 election and the southern states believing Lincoln’s goal is to the end slavery. (Would A.L. end slavery and how will slavery end)? Georgia being a slave holding state and acceptance to remain loyal to the union became questionable (who will stay with the union and who will become a free state “Leave the Union”). The Civil Rights Movement did not start with Dr. King nor did it end with the Civil Rights Acts being signed my President Johnson it has its roots in the founding of what will become the United States. American Civil War: Confederates battle the Union (North vs South): end of American Civil War) Confederates won the fight, now the Union are prisoners (Andersonville prison was the prison during American Civil War for prisoners known as “Camp Sumter” until the end of the war. At the end of the war the federal government sent government officials to help the former slaves adjust to their new found freedom. The Freedmen’s Bureau was task with educating the formers slaves and now the debate begin on how to best serve the former slave. 1. Teach them a hands on skill which falls in line with their previous employment or educate them to move away from menial task and begin working on jobs and careers which required more brain and less muscle power. (1865-1867) Feb. 1864 the Union prisoners first to arrive at “Camp Sumter.” The “black prisoners of war be treated the same as their white comrades,” A.L. Jefferson Davis Confederate President, “No”, A.L. suspended all prison exchange and the prisoner of war (POW) population grew rapidly at the Andersonville prison (prisoners killing themselves passing the deadline, starving, stealing from others( just trying to be the survivor of the fittest)) Options: join the Confederate side and fight to the end or stay and die with honor to your union who left you to die as they decide to be a free state or remain a union state. (What will you do, die for your union whom you committee but abandon you OR join the enemy who will give you freedom and committee to your needs after you committee to Fight to the end as a Confederate?) 13 This debate continue between Booker T. Washington and WEB DuBois. Washington gave a speech during the Cotton Exposition of 1895 and implored former slaves and former slaves owns to look at the pool of labors they already knew and for former slaves that there was no shame in tilling the soil and working with your hands. Dubois argued that we a former slaves should put that notion of relying on our physical ability to earn a living behind us and we as a race of people should strive earning a living not with our hands but with our brain power. The Great Migration of Blacks from the South to jobs and prosperity in the northern states President Roosevelt with the help of his wife Eleanor gave permission for an experiment to be conducted at Tuskegee. A program to train and test Blacks pilots to see if Blacks had the mental capability to fly an army aircraft 1941-1948. In 1948 President Roosevelt signs an Executive Order integrating the US military. As Lieutenant Colonel Dryden autobiography illustrates him striving he choose to follow DuBois as many others choose to follow DuBois becoming that “Talented Tenth” DuBois September 1903 In the late 1950s and the push for Equality and Civil Rights picks up steam. There are two opposing views of how to obtain the Rights due African Americans. Dr. King being a passive want to work within the system to right the wrong. On the other end of the spectrum Malcolm X and he wants the Civil Rights for Blacks by any means possible. Dr. King “As Socrates felt that it is was necessary to create a tension in the mind so that individuals could rise from the bondage of myths and half-truths to unfettered realm of creative analysis and objective appraisal, we must see the need of having non-violent gadflies to create the kind of tension in society that will help men to rise from the dark depths of prejudice and racism to the majestic heights of understanding and brotherhood,” Excerpt of “Letter from Birmingham Jail” (accessed from: http://okra.stanford.edu/transcription/document_images/undecided/630416-019.pdf) Malcolm X “This is a real revolution. Revolution is always based on land. Revolutions are never fought by turning the other cheek. And revolutions are never waged singing “We Shall Overcome.” Revolutions are based upon bloodshed, never compromising, never based upon negotiations,” Malcom X’s Famous Black Revolution Speech Dialogue, President Carter is a man of deep conviction and religious fervor. Cater supported rights and that a person’s ability could take them anywhere. 14