AMH 2091 is an introductory-level survey course that provides an overview of the major events and developments in African American history, from Africa to the present. At its core, the history of African Americans has been connected to attempts to gain freedom. Starting with the West African empires, the course traces African Americans’ quest for freedom through the Slave Trade, Slavery, Reconstruction, the Jim Crow Era, World War I, the Great Migration, the Great Depression, and World War II. It then examines key political, social, and cultural developments of the post-war period focusing on social movements such as the Long Civil Rights Movement, the Black Power Movement, and Women’s Rights Movement. There will be an emphasis on learning the basic chronology and topics of African-American history, analyzing a range of primary and secondary sources, and practicing writing interpretive essays, using primary and secondary sources to support a clear argument.  Students can expect to dedicate 4 – 5 hours a week to writing. 

The students will analyze the rise of violent activities against African Americans after the Civil War which lead to the addition of the 13th, 14th, and 15th amendments. Begin with a KWL Jamboard (also attached, in a PDF format) which also includes an activity in analyzing primary resources about lynching.  Students will then develop their own 5-day trip itinerary using the Negro Green Book (see the list of free PDF versions for various years) as a travel reference guide. The objective of the lesson is to have the students understand the perils faced by US citizens of color during the Jim Crow Era and how prevalent the dangers were in some areas of the United States at that time. The teacher may wish to use a formative assessment in the form of an exit ticket (see attached). 

This lesson focuses on the shift toward mass production in northern factories and on southern plantations that occurred during the first half of the 19th century. Using an economics-focused approach to examining U.S. history prior to the civil war, students examine the role of slavery, industrialization, regionalism, and political responses that ultimately led to the start of a war.

This lesson covers two essential aspects of Reconstruction: the condition of the southern states at the close of the war and Lincoln's plan for restoring them to the Union. In examining the conditions of the southern states, students consider both the physical conditions (i.e., the impact of the devastation of war) and the political condition of these states (i.e., what was the proper relationship between southern states and the Union upon their surrender at Appomattox?)

In this lesson, students examine the development of new constitutions in the reconstructed South. They also consider the political and social realities created by a dramatically changed electorate. In gaining a firmer grasp of the causes for the shifting alliances of this time, students see how far-reaching the consequences of the Civil War and Reconstruction era were and how much these events continue to shape our collective destiny today.

Using a comparative analysis of two sets of laws (one pre-emancipation and one post-emancipation), this lesson provides students an opportunity to better understand how the meaning and boundaries of American freedom have been contested ground throughout history, and how laws were once used to promote white supremacy and restrict black mobility.

This course is a detailed examination of the grammar of Japanese and its structure which is significantly different from English, with special emphasis on problems of interest in the study of linguistic universals. Data from a broad group of languages is studied for comparison with Japanese. This course assumes familiarity with linguistic theory.

President Ulysses S. Grant and Congress turned a blind eye to the disputed 1872 election of carpetbagger William P. Kellogg as governor of Louisiana. In this scene Kellogg holds up the heart which he has just extracted from the body of the female figure of Louisiana, who is held stretched across an altar by two freedmen. Enthroned behind the altar sits Grant, holding a sword. His attorney general, George H. Williams, the winged demon perched behind him, directs his hand. At left three other leering officials watch the operation, while at right women representing various states look on in obvious distress. South Carolina, kneeling closest to the altar, is in chains.|Signed: A. Zenneck.|Title appears as it is written on the item.|U. S. Grant, The Man and the Image, p. 58.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1871-1.|Exhibited: "Lee and Grant," Virginia Historical Society, Richmond, Virginia, and other venues, Sept. 2007 to March 2010.

This activity features differentiation and scaffolding to help students understand the new social freedoms and new threats to the families of freedmen during Reconstruction. Students work in heterogeneous skill-level groups to analyze several primary sources and prepare to write a paragraph about freedmen's new social freedoms. The activity in the lesson is framed for several consecutive 45-minute lessons, but could be adapted to meet the teacher's needs. The activity features documents from HERB that have been edited for different skill levels; the edited documents are including in the attached PDF "New Liberties and New Threats Worksheet." New York City high school teachers Arthur Everett and Samantha Schoeller created this activity.

This collection of resources is aligned to the NY Regents exam. However, as you look into the scope and sequence document you will find some great primary documents for US and Global History

New Visions for Public Schools has developed full scope and sequence curricular frameworks designed for the Global History and Geography I and II courses and the U.S. History course. The curriculum integrates rich primary and secondary texts, maps, images, videos, and other reputable online sources into materials that meet the New York State K-12 Social Studies Framework’s objectives and provide students an opportunity to improve literacy skills by focusing on thinking critically while reading, writing, and speaking like historians.

This resource serves as the in-class review activity over period five for the APUSH midterm summative assessment.

Students will complete an IDM (Inquiry Design Model) Lesson to guide them through the social and political discrimination, segregation, and violence against African Americans during the “Jim Crow Era.” They will evaluate the effectiveness of the Reconstruction Amendments based on three supporting questions that help guide them to constructing and providing evidence for a final argument that addresses the compelling question.

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan

By the end of this section, you will be able to:Compare and contrast the two types of amnesiaDiscuss the unreliability of eyewitness testimonyDiscuss encoding failureDiscuss the various memory errorsCompare and contrast the two types of interference

In the Civil War and Reconstruction unit, students engage in contentious historiographic debates about the period--Was Lincoln a racist? Was Reconstruction a success or failure? Was John Brown a "misguided fanatic"? Did Lincoln free the slaves, or did the slaves free themselves? The unit includes two Structured Academic Controversy lessons, an Opening Up the Textbook lesson on sharecropping, and a look at Thomas Nast's political cartoons.

Mantegna, St. James Led to his Execution and the Ovetari Chapel cycle frescoes, 1447–58, Church of the Eremitani (Padua, Italy) reconstructed with photographs, original fragments, and inpainting after American bombs hit the church on March 11, 1944, an ARCHES video A conversation with Dr. Beth Harris and Dr. Steven Zucker in the Ovetari Chapel. Created by Beth Harris and Steven Zucker.

This Teacher's Guide provides compelling questions to frame a unit of study and inquiry projects on the Reconstruction Era, includes NEH sponsored multimedia resources, activity ideas that include use of newspapers from the time and interdisciplinary approaches to bring social studies, ELA, and music education together, and resources for a DBQ and seminar.

Overview: Lesson seeds are ideas for the standards that can be used to build a lesson.  Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.  This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS).  When developing lessons from these seeds, teachers must consider the needs of all learners.  Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others. Essential Question: Analyze the political, economic, and social goals of Reconstruction.