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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8th 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.
As diseases become stronger in nature, currently available antibiotics are no longer strong enough to suppress and cure said diseases. Therefore, what factors contribute to diseases becoming resistant to drugs and what public policies should be developed around them? In this problem-based learning module, students will work with partners or in groups to first assess the increasing problem of drug-resistant diseases and the toll they are taking on the American public. Additionally, students will work to investigate what hospitals and lawmakers are doing to address this problem. Once students understand and are familiar with the current state of affairs, they will then work to further understand and research exactly why this issue needs to be brought to the attention of the general public, in order to promote change to current hospital procedures and policies. Further, students will determine the current political climate and support (or lack thereof) for policy, and will analyze the interest in keeping, changing or removing said policies altogether. Once the group has a full understanding, students will then work to determine their position on the issues surrounding antibiotic resistant diseases and the policies associated with these diseases. As soon as the group reaches a consensus, students will work to research and determine a professional way in which to present their goals and objectives for curbing the issue of drug-resistant diseases.
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 lesson invites students to search and sift through rare print documents, early motion pictures, photographs, and recorded sounds from The Library of Congress. Students experience the depth and breadth of the digital resources of the Library, tell the story of a decade, and help define the American Dream.
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 lesson relates to the westward movement in the United States in the late nineteenth and early twentieth centuries. Students analyze the role that gunfighters played in the settlement of the West and distinguish between their factual and fictional accounts using American Life Histories: Manuscripts from the Federal Writers' Project, 1936 - 1940.Billy the Kid alias, William H. Bonney, alias Henry McCarty, alias Kid Antrim, etc. is an example of the typical gunfighter. He was born in the 1850s and died in 1881 when he was shot by Sheriff Pat Garrett. Billy serves as the focus of the lesson.
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 problem-based learning module, students will work together collaboratively to establish questions and develop these questions into claims after being presented with the problem “How are today’s living standards contributing to the drug resistance disease crisis and what needs to be done to begin to reverse the effects of the contributing factors?” The students will then work collaboratively to continue researching and will use the research to create a collaborative electronic public service announcement to go along with an individually written letter which will be sent to either a state representative, the FDA, lead community personnel, etc. Both products, the PSA and the letter will include their well defined claim, supported with evidence and backed up with reasoning.Prior to beginning module, please note: Module can be completed in isolation, or can be completed in conjunction with modules "Antibiotic Resistance and Antibiotic Policy" (science) and/or Advancing Change through Public Awareness (social studies) as part of a full interdisciplinary unit between 8th grade social studies, language arts and science. This would allow for students to have a wider array of questions to guide their claims and the students could build the PSA in social studies and write the letter in Language Arts.
This multiple day lesson focuses on Booker T. Washington’s life as a slave and as a free man trying to receive an education. Students will read chapters 1-4 of the text to gain an understanding of the obstacles that Booker T. Washington encountered and what motivated him to pursue his education. Students will identify the central ideas in the text and participate in a discussion which will inform their routine writing. Image source: "Bookert T Washington" by Harris & Ewing from the Prints & Photographs Online Catalog, Library of Congress.
This lesson spans multiple days and explores the value of debate teams in schools. During the first week of the unit, students learned to identify claims and warrants in texts. This week, students will build upon that knowledge by writing a basic argument and learning about the types of support that are used to build an argument. This will culminate with an assessment in which the students choose a position to take after reading a text and develop their claims and warrants with appropriate support and analysis.Cover image: "[Booker T. Washington, half-length portrait, seated]" by Frances Benjamin Johnston from the Prints & Photographs Onlince Catalog at loc.gov
This lesson is intended to be taught over multiple days, focusing on Chapter XIII: Two Thousand Miles for A Five-Minute Speech from Up From Slavery by Booker T. Washington. The students will also complete a close read of The Atlanta Exposition Address by Booker T. Washington. Through the two texts, students will read about the events that led Booker T. Washington to deliver a speech at the Atlanta Exposition. Students will write and deliver their own speech, supporting their arguments with claims and evidence. Image source: "Booker T. Washington" by skeeze on Pixabay.com
In this module, students will develop their ability to read and understand complex text as they consider the challenges of fictional and real refugees. In the first unit, students will begin Inside Out & Back Again, by Thanhha Lai, analyzing how critical incidents reveal the dynamic nature of the main character, Ha, a 10-year-old Vietnamese girl whose family is deciding whether to flee during the fall of Saigon. The novel, poignantly told in free verse, will challenge students to consider the impact of specific word choice on tone and meaning. Students will build their ability to infer and analyze text, both in discussion and through writing. They then will read informational text to learn more about the history of war in Vietnam, and the specific historical context of Ha’s family’s struggle during the fall of Saigon. In Unit 2, students will build knowledge about refugees’ search for a place to call home. They will read informational texts that convey universal themes of refugees’
In this second module, students will continue to develop their ability to closely read text while studying the theme of taking a stand. During the first half of Unit 1, students will read two speeches reflecting examples of real people taking a stand. By reading these speeches they will build background knowledge about the module’s overarching theme, engage in a study of the speaker’s perspective, and analyze the craft of forming an argument. In the second half of Unit 1, students will read Part 1 ofTo Kill a Mockingbird by Harper Lee and continue to study the theme of taking a stand as it is revealed in the novel. Students will engage in a character study of Atticus by analyzing his actions and words, and what others say about him, to better understand him as a character. This analysis will provide details and evidence for students to use in their end of Unit 2 argument essay. In addition to reading and studying the text, students will view excerpts of the To Kill a Mockingbird film that strongly convey the novel’s themes, and they will analyze how the film remains true to the original text as well as how it veers from the original.
This lesson plan will result in imaginary Works Progress Administration (WPA) interviews similar to those found in American Life Histories, 1936-1940 of American Memory of the Library of Congress that demonstrate students' interpretation of the question, "Was the New Deal North Carolina's 'Reconstruction'?" All background knowledge on the Reconstruction era should have been completed prior to the introduction of this project.A written WPA report on an imaginary North Carolina resident who lived during the Reconstruction and Depression eras is the product of this assignment. Students must complete research of the American Life Histories, 1936-1940, select an occupation for future research, and explore additional print and electronic sources. The "interview" must be historically accurate, support a thesis that answers the question, and include an appropriate sensory illustration.
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.
Students explore a variety of resources as they learn about the Holocaust. Working collaboratively, they investigate the materials, prepare oral responses, and produce a topic-based newspaper to complete their research.
This site provides primary source documents that students use to examine the working conditions of U.S. laborers at the turn of the century and to develop their own answers to a question: Was there a need for organized labor unions?