Arlington Public Schools Social Studies Curriculum 2002

Arlington Public Schools Social Studies Curriculum 2002

Section III. Guide Grade 7

UNIT I: Reconstruction After the Civil War
This unit will address the following SOL objectives:
USI.10 The student will demonstrate knowledge of the effects of Reconstruction on American life by
a)  identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States and their impact on the expansion of freedom in America;
b)  describing the impact of Reconstruction policies on the South.
USII.3 The student will demonstrate knowledge of how life changed after the Civil War by
c) describing racial segregation, the rise of “Jim Crow,” and other constraints experienced by African Americans in the post-Reconstruction South;
CONCEPTUAL UNIT QUESTION: Did Reconstruction “bind up the nation’s wounds”?
PREVIEW ACTIVITY: To introduce the unit question: Did Reconstruction “bind up the nation’s wounds”? Ask students to compare and respond to the following two quotes: The first is by Eliza Frances Andrews, daughter of a Georgia Plantation Owner (1865): “The next war.., I think will be against the Negroes, who are already becoming discontented with freedom, so different from what they were taught to expect. Instead of wealth and idleness it has brought them idleness, indeed, but starvation and misery with it. There is no employment for the thousands that are flocking from the plantations to the towns, and no support for those who cannot or will not work…. A race war is sure to come,…” The second quote is by Oscar Dunn, former slave, Union Army veteran, and Lieutenant Governor of Louisiana (1868): “The fact that the senate of Louisiana is presided over by a man of my race shows the progress which has taken place in the southern states…. Previously (Louisiana) was said to be a free government; but her freedom was confined to one class. Now she is going in under a republican form of government granting civil and political rights to all men.”
HILT ADAPTATION: Summarize the Unit by having students first sequence the above events/people in the order in which they appear in the text. Have students resource the text to write a definition or original sentence to demonstrate understanding of the term. Provide opportunities for matching, cloze exercises or oral question/answer exchange between students.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.
“forty acres and a mule” / carpetbaggers / Hiram Revels / Plessy v. Ferguson / segregation
13th Amendment / Charles Sumner / impeachment / poll tax / sharecroppers
14th Amendment / Civil Rights Act of 1866 / Jim Crow Laws / Radical Republicans / suffrage
15th Amendment / disenfranchisement / Ku Klux Klan / Reconstruction / Thaddeus Stevens
Abraham Lincoln / Emancipation Proclamation / Lincoln’s Ten Percent Plan / Reconstruction Act of 1867 / Ulysses S. Grant
Andrew Johnson / freedman / literacy test / Rutherford B. Hayes / W.E.B Du Bois
Black Codes / Freedmen’s Bureau / lynching / Samuel Tilden / Wade Davis Bill
Booker T. Washington / grandfather clause / military districts / scalawags
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

STANDARD US1.10

The student will demonstrate knowledge of the effects of Reconstruction on American life by

a) identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States of America and their impact on the expansion of freedom in America.

Essential Understandings / Essential Questions / Essential Knowledge / Essential Skills
The 13th, 14th, and 15th Amendments to the Constitution of the United States of America address the issues of slavery and guarantee equal protection under the law for all citizens. / What are the basic provisions of the 13th, 14th, and 15th Amendments? / Basic provisions of the Amendments
·  13th Amendment: Bans slavery in the United States and any of its territories
·  14th Amendment: Grants citizenship to all persons born in the United States and guarantees them equal protection under the law
·  15th Amendment: Ensures all citizens the right to vote regardless of race or color or previous condition of servitude
These three amendments guarantee equal protection under the law for all citizens. / Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USI.1a)
Make connections between the past and the present. (USI.1b)
Sequence events in United States history. (USI.1c)
Interpret ideas and events from different historical perspectives. (USI.1d)
Interpret excerpts from notable documents. (USI.1h)

STANDARD USI.10

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

b)  describing the impact of Reconstruction policies on the South.

Essential Understandings

/

Essential Questions

/

Essential Knowledge

/

Essential Skills

The Reconstruction policies were harsh and created problems in the South.
Reconstruction attempted to give meaning to the freedom that the former slaves had achieved. / What were the Reconstruction policies for the South? / Reconstruction policies and problems
·  Southern military leaders could not hold office.
·  Southerners resented northern “carpetbaggers,” who took advantage of the South during Reconstruction.
·  African Americans held public office.
·  African Americans gained equal rights as a result of the Civil Rights Act of 1866, which authorized the use of federal troops for its enforcement.
·  Northern soldiers supervised the South. / Sequence events in United States history. (USI.1c)
Interpret ideas and events from different historical perspectives. (USI.1d)

STANDARD USII.3

The student will demonstrate knowledge of how life changed after the Civil War by

c)  describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans in the post-Reconstruction South.

Essential Understandings

/

Essential Questions

/

Essential Knowledge

/

Essential Skills

Discrimination against African Americans continued after Reconstruction.
“Jim Crow” laws institutionalized a system of legal segregation.
African Americans differed in their responses to discrimination and “Jim Crow.” / What is racial segregation?
How were African Americans discriminated against?
How did African Americans respond to discrimination and “Jim Crow”? / Racial segregation
·  Based upon race
·  Directed primarily against African Americans, but other groups also were kept segregated
“Jim Crow” laws were passed to discriminate against African Americans.
“Jim Crow” laws
·  Made discrimination practices legal in many communities and states
·  Were characterized by unequal opportunities in housing, work, education, government
African American response
·  Booker T. Washington—Believed equality could be achieved through vocational education; accepted social separation
·  W.E.B. Du Bois—Believed in full political, civil, and social rights for African Americans / Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a)
Make connections between past and present. (USII.1b)
Sequence events in United States history. (USII.1c)
Interpret ideas and events from different historical perspectives. (USII.1d)

SAMPLE LESSON 1 TITLE: Reconstruction Timeline

UNIT I: Reconstruction Era After the Civil War
CONCEPTUAL UNIT QUESTION: Did Reconstruction heal the nation’s wounds?
KEY CONCEPT(s):
Reconstruction occurred as a result of political, economic, social, and geographic conflicts.
ESSENTIAL UNDERSTANDING(s):
The 13th, 14th, and 15th Amendments to the Constitution of the United States of America address the issues of slavery and guarantee equal protection under the law for all citizens.
The Reconstruction policies were harsh and created problems in the South.
Reconstruction attempted to give meaning to the freedom that the former slaves had achieved.
Discrimination against African Americans continued after Reconstruction.
“Jim Crow” laws institutionalized a system of legal segregation.
African Americans differed in their responses to discrimination and “Jim Crow.”
ESSENTIAL QUESTION(s):
What are the basic provisions of the 13th, 14th, and 15th Amendments?
What were the Reconstruction policies for the South?
What is racial segregation?
How were African Americans discriminated against?
How did African Americans respond to discrimination and “Jim Crow”?
SOL OBJECTIVES: USI.10a, b and USII.3c
LESSON DESCRIPTION: This lesson requires students to act as historians by researching several of the major events of the Reconstruction Era and construct a time line of these events. Students will then have to use their timelines to write a memorandum evaluating instances when persons or events endeavored to “bind up the nation’s wounds”.
Materials/Resources: Research materials including student textbooks and primary sources; Appendix A; timeline and memorandum instructions, and art materials.
Strategies: Problem-Based Learning / Historical Challenge
Student Action: Student will:
·  research key events and people of the Reconstruction Era in small groups.
·  construct a historically accurate time line depicting these key events and people.
·  individually draft a memorandum identifying and evaluating specific instances when persons or events endeavored to “bind up the nation’s wounds.”
Teacher Action: Teacher will:
·  prepare copies of Appendix A
·  divide students into several small groups and present them with a “historical challenge”. (Appendix A)
·  provide appropriate primary and secondary sources to guide research and assist small groups as needed.
·  guide students during timeline construction and when writing memoranda.
·  facilitate sharing of completed timelines and memoranda with class.
Assessment: timeline and individual memorandum. (Appendix B) individual and group work habits and skills.
Adaptation: Students maybe given practice in timeline construction and exposure to the purpose and format of memorandum writing. Timelines may be jointly constructed and include brief event summaries and illustrations / symbols to reinforce each events meaning. A Cloze reading exercise may be used to summarize key events. A memorandum template may also be used to provide additional structure. As an extension activity, students may respond to one another’s memorandums.

SAMPLE LESSON 2 TITLE: Bringing Voices of Reconstruction to Life

UNIT I: The Reconstruction Era After the Civil War
CONCEPTUAL UNIT QUESTION: Did Reconstruction heal the nation’s wounds?
KEY CONCEPT(s):
Reconstruction occurred as a result of political, economic, social, and geographic conflicts.
ESSENTIAL UNDERSTANDING(s):
The 13th, 14th, and 15th Amendments to the Constitution of the United States of America address the issues of slavery and guarantee equal protection under the law for all citizens.
The Reconstruction policies were harsh and created problems in the South.
Reconstruction attempted to give meaning to the freedom that the former slaves had achieved.
Discrimination against African Americans continued after Reconstruction.
“Jim Crow” laws institutionalized a system of legal segregation.
African Americans differed in their responses to discrimination and “Jim Crow.”
ESSENTIAL QUESTION(s):
What are the basic provisions of the 13th, 14th, and 15th Amendments?
What were the Reconstruction policies for the South?
What is racial segregation?
How were African Americans discriminated against?
How did African Americans respond to discrimination and “Jim Crow”?
SOL OBJECTIVES: USI.10a, b and USII.3c
LESSON DESCRIPTION: This lesson will allow students to work directly with primary source photographs and political cartoons from the Reconstruction Era. It will introduce students to the successes and failures of the era as they relate to rights given African Americans in the 13th, 14th, and 15th amendments to the U.S. Constitution. Students will be asked to analyze a primary source and write and act out dialogue for those persons depicted in the visual.
Materials/Resources: Photographs, lithographs, and political cartoons from the Reconstruction Era, many of which can be found at www.harpweek.com (Reconstruction Materials), that specifically deal with topics such as: African Americans in Congress, education, voting, lynching, the Ku Klux Klan, scalawags, carpetbaggers, electioneering, etc.
Strategies: Social Interaction Model and Role-Play
Student Action: Student will
·  use primary source photograph or political cartoon to complete Visual Analysis and Expectations sheet. (Appendix C)
·  write dialogue for figures depicted in the visual.
·  prepare and perform role-play of dialogue for figures depicted in the visual.
Teacher Action: Teacher will
·  divide students into several small groups and present each group with a primary source photograph or political cartoon.
·  provide each student with a Visual Analysis and Expectations sheet. (Appendix C)
·  assist students with completion of analysis worksheet.
·  display visuals to whole class as groups role-play, and ask probing questions.
·  ask students to evaluate specific successes and failures of Reconstruction as shown in the photographs or political cartoons.
Assessment: Students are formally assessed on the quality of their primary source analysis and creation and performance of appropriate historically accurate dialogue and role-play. Student groups are also evaluated on group work habits and skills. (Appendix D)
Adaptation: Groups may be given instruction on key words and historical vocabulary prior to lesson. Visual analysis of photographs and political cartoons may be modeled for students ahead of time. Small groups may be monitored and assisted during this phase. Ample time should be given to coach role-play process. As an Extension Activity, students may create their own visual or political cartoon depicting a success or failure of the Reconstruction Era.
UNIT II: The Closing of the Frontier
This unit will address the following SOL objectives:
USII.2 The student will use maps, globes, photographs, pictures, and tables for
a)  explaining how physical features and climate influenced the movement of people westward;
b)  explaining relationships among natural resources, transportation, and industrial development after 1877;
c) locating the 50 states and the cities most significant to the historical development of the United States.
USII.3 The student will demonstrate knowledge of how life changed after the Civil War by
a)  identifying the reasons for westward expansion;
b) explaining the reasons for the increase in immigration, growth of cities, new inventions, and challenges arising from this expansion;
d) explaining the rise of big business, the growth of industry, and life on American farms;
CONCEPTUAL UNIT QUESTION: Was closing the western frontier good for Americans?
PREVIEW ACTIVITY: Provide students with real or simulated artifacts that represent changes in the American frontier following the Civil War. These items/artifacts may include: barbed wire, a steel plow, a piece of sod, a cattle brand, a railroad spike, an Indian Treaty, photographs of Native Americans, a map of the United States which depicts changes in farming, transportation, settlement, etc. Ask students to record what they think each artifact was used for and how it changed life for Americans living in the Great Plains and in the West.
HILT: As an overview of the West in the mid-late 1800s and impact on economy and expansion, have students research three of the new frontiers: ranching, farming, and mining. Explain which of the frontiers they would choose if journeying westward. Summarize the Unit by having students first sequence the above concepts/terms in the order in which they appear in the text or classroom presentation. Have students resource the text to write a definition or original sentence to demonstrate understanding of the term. Provide opportunities for matching, Cloze exercises or oral question/answer exchange between students.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.
Great Plains / Transcontinental Railroad / The Populist Party / Salt Lake City / Fort Laramie Treaty
Flatlands / Rural / Agrarian Economy / Chicago / San Francisco / Chivington Massacre
Dust Storms / Urban Centers / St. Louis / Los Angeles / Colonel George A. Custer
Barbed Wire / Industrialization / Detroit / Seattle / Century of Dishonor, 1881
Steel Plow / Sooners / San Antonio / The Ghost Dance / The Comstock Lode
Dry Farming / Cooperative / Santa Fe / Reservations / Promontory Point
Sod Houses / The National Grange / Denver / Battle of Little Bighorn / Sitting Bull
Homestead Act, 1862 / Wholesale / Chief Joseph / Dawes Act of 1887 / Battle of Wounded Knee
Cattle Kingdom / Vaqueros / Exodusters / Oklahoma Land Rush, 1889 / Oklahoma Territory
Buffalo / William Jennings Byran / Farmers’ Alliance / Free Silver / Mechanization
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

STANDARD USII.2a