Ever wonder what women were doing during the 1800s or what is known as the antebellum period of United States history? Men are well represented in our history books as they were the powerful, educated leaders of our country. Women, on the other hand, rarely had opportunities to tell their stories. Powerful stories of brave women who helped shape the history of the United States are revealed to students through journals, letters, narratives and other primary sources. Synthesizing information from the various sources, students write their impressions of women in the Northeast, Southeast, or the West during the Nineteenth Century.
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7th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.
Standards reflect CCSS ELA, Reading, and Social Studies Standards.
The 7th grade poetry unit gives an in depth approach to poetry involving the four strands within the core. I've included worksheets, rubrics, and answers keys where applicable. I have also used literature examples from the core.
Examine the tension experienced by African-Americans as they struggled to establish a vibrant and meaningful identity based on the promises of liberty and equality in the midst of a society that was ambivalent towards them and sought to impose an inferior definition upon them. The primary sources used are drawn from a time of great change that begins after Reconstruction's brief promise of full citizenship and ends with the First World War's Great Migration, when many African-Americans sought greater freedoms and opportunities by leaving the South for booming industrial cities elsewhere in the nation. The central question posed by these primary sources is how African-Americans were able to form a meaningful identity for themselves, reject the inferior images fastened upon them, and still maintain the strength to keep "from being torn asunder." Using the primary sources presented here, look for answers that bring your ideas together in ways that reflect the richness of the African-American experience.
This is a lesson in which students take a trip around the world in 1896 using an online collection of 900 images. The collection includes photos of railroads, elephants, camels, horses, sleds and sleighs, sedan chairs, rickshaws, and other types of transportation, as well as city views, street and harbor scenes, landscapes, and people in North Africa, Asia, Australia, and Oceania.
This is a teaching unit that leads middle and high school students through the process of critically examining photographs (by Lewis Hine) as historical evidence.
This activity explores how and why war has been photographed and affords students an opportunity to see bias within war reporting. In addition to analyzing war photographs, students learn about Mathematics and Statisticsew Brady's process for photographing the Civil War and how photographic equipment has improved over time.
In this 8 eight-week module, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They build proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. In Unit 1, students begin the novel A Long Walk to Water (720L) by Linda Sue Park. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to analyze and contrast the points of view of the two central characters, Salva and Nya. They also will read informational text to gather evidence on the perspectives of the Dinka and Nuer tribes of Southern Sudan. In Unit 2, students will read the remainder of the novel, focusing on the commonalities between Salva and Nya in relation to the novel’s theme: how individuals survive in challenging environments. (The main characters’ journeys are fraught with challenges imposed by the environment, including the lack of safe drinking water, threats posed by animals, and the constant scarcity of food. They are also challenged by political and social environments.). As in Unit 1, students will read this literature closely alongside complex informational texts (focusing on background on Sudan and factual accounts of the experiences of refugees from the Second Sudanese Civil War). Unit 2 culminates with a literary analysis essay about the theme of survival. Unit 3 brings students back to a deep exploration of character and point of view: students will combine their research about Sudan with specific quotes from A Long Walk to Water as they craft a two-voice poem, comparing and contrasting the points of view of the two main characters, Salva and Nya,. The two-voice poem gives students an opportunity to use both their analysis of the characters and theme in the novel and their research about the experiences of the people of Southern Sudan during the Second Sudanese Civil War.
In the late 1800s, the United States supported an educational experiment that the government hoped would change the traditions and customs of American Indians. Special boarding schools were created in locations all over the United States with the purpose of "civilizing" American Indian youth . Thousands of Native American children were sent far from their homes to live in these schools and learn the ways of white culture. Many struggled with loneliness and fear away from their tribal homes and familiar customs. Some lost their lives to the influenza, tuberculosis, and measles outbreaks that spread quickly through the schools. Others thrived despite the hardships, formed lifelong friendships, and preserved their Indian identities. Through photographs, letters, reports, interviews, and other primary documents, students explore the forced acculturation of American Indians through government-run boarding schools.
This lesson invites students to read personal accounts of natural disasters in the U.S. during the late 1800s and early 1990s -- the great Chicago fire (1871), the Johnstown Flood (1889), the San Francisco earthquake and fire (1906), the Titanic (1912), the 1918 Flu Epidemics, the Dust Bowl (1930s-40s). Students research a disaster and create a presentation in which they assume the role of a witness to the event.
In this oral history from the Birmingham Civil Rights Institute, Frank Dukes describes his role in the 1962 boycott of discriminatory stores and businesses. ***Access to Teacher's Domain content now requires free login to PBS Learning Media.
- U.S. History
- Material Type:
- PBS LearningMedia
- Provider Set:
- PBS Learning Media: Multimedia Resources for the Classroom and Professional Development
- Teachers' Domain
- Birmingham Civil Rights Institute
- Institute of Museum and Library Services
- Washington University in St. Louis
- WGBH Educational Foundation
- Date Added:
This middle school lesson uses picture books to integrate American Indian culture and belief systems with language and visual arts.
This is a lesson in which students learn about the invention of the phonograph, the impact of electricity on Americans, and Thomas Edison's role in the electrification of America.
This lesson, a supplement to a study of the Constitutional Convention, focuses on The Committee of Detail's draft of the Constitution submitted on 6 August 1787. The delegates debated its contents for a month before referring the document to the Committee of Style. The Committee's report, presented to the Convention on 12 September, became the Constitution of the United States.
This is a lesson in which students analyze a single Civil War photograph and then find and analyze related images. The aim is to help students see relationships between the Civil War and American industrialization.