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Georgia Standards of Excellence:
Integrating Informational Texts in the Georgia Studies Classroom
Rationale:
Social Studies teachers can at times be textbook driven. The purpose of this professional development is to share with eighth grade social studies teachers strategies for implementing informational texts in their lessons, according to the Common Core Literacy Standards. Implementing informational texts will help students to be more engaged in the lessons and help them to think critically about the sources and their content, in addition to how the sources relate to one another. As the media specialist, my role is to locate informational texts in various formats for students to analyze when studying the Civil War and Reconstruction Eras, specifically, the Emancipation Proclamation and the Reconstruction Amendments. As the media specialist, I also created activities for students to complete using the sources.
The professional development is made up of learning activities for students that incorporate primary and secondary sources. Rather than the traditional method of reading about historical documents in their textbooks, students will read and analyze the documents for meaning. Students will also compare the contents of the primary and secondary sources with one another.
The resources for the instructional activities are made up of a variety formats which will include the Emancipation Proclamation, and the 13th, 14th, and 15th Amendments, drawings, a newspaper illustration, personal testimony before the U.S. Senate by a former slave, a tape-recorded interview with a freed slave, and an excerpt from an autobiography of an escaped slave
The Eighth Grade Georgia Performance Standards for the learning activities are:
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 to the constitution; Henry McNeal Turner and black legislators; and the Ku Klux Klan.
The Georgia Common Core Literacy Standards for the learning activities are:
ELACC6-8RH1:
Cite specific textual evidence to support analysis of primary and secondary sources.
ELACC6-8RH2:
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
ELACC6-8RH6:
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
ELACC6-8RH7:
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
ELACC6-8RH9:
Analyze the relationship between a primary and secondary source on the same topic.
Assignment #1: Analyzing the Emancipation Proclamation
Primary Source: The Emancipation Proclamation
Common Core Literacy Standards:
ELACC6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
ELACC6-8RH2: Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
Assignment Summary:
The Emancipation Proclamation is a primary source and historical document. Discuss with students why the Emancipation Proclamation is considered a primary source and historical document. Have students read a manuscript of the document so that they can analyze the contents, meaning and impact of the Emancipation Proclamation.
Learning Activities:
1. Have students locate a copy of the Emancipation Proclamation. Students should use the Civil War in the American South Database through Galileo. The media specialist will instruct students on how to access the database through Galileo.
2. What issues are addressed in the document?
2. In which group of states did the Emancipation free slaves?
3. Why didn’t it free slavery in the Union?
4. According to the Emancipation Proclamation, what is going to ensure the freedom of the freed
slaves?
Assignment #2: Analyzing Drawings
Comparing Secondary Sources through Images
Secondary Sources:
Drawing #1 - Emancipation Proclamation illustrated by L. Lipman located at the Library of Congress
Drawing #2 – The Shackle Broken – by the genius of freedom illustrated by E. Sachse and Co., located at the Library of Congress
Common Core Literacy Standard:
ELACC6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
ELACC6-8RH9: Analyze the relationship between a primary and secondary source on the same
topic.
Assignment Summary
In this activity, students will analyze two illustrations/drawings in comparison to the contents of the Emancipation Proclamation.
Learning Activities:
1. The media specialist will discuss with students why the drawings are categorized as secondary
sources.
2. The media specialist will demonstrate how to locate sources through the Library of Congress using a key term search.
3. Have students identify and discuss the major ideas in the illustrations. Afterwards, have students read the summary of the drawings provided by the Library of Congress to compare their perspectives with the actual representations.
4. What are the illustrators conveying in the drawings? Students should cite specific examples
from the images in relation to what the illustrations represent according to the Emancipation
Proclamation.
5. How do the messages and/or depictions conveyed through the illustrations compare to the
contents of the Emancipation Proclamation?
6. Have students locate a drawing of their choosing through the Library of Congress. Students
should write a summary of what the drawing depicts, highlighting how it captures the meaning
and sentiment of the Emancipation Proclamation.
7. Students should include a citation of the drawing with their summary.
Assignment #3: Henry Adams’ Testimony before Congress
Comparing Primary Sources
Primary Source: Henry Adams’ Testimony before the 46th Congress in 1880
Henry Adams’ testimony can be accessed through:
1. – Slave to Sharecropper: Not yet Free
2. The trouble they seen: The story of Reconstruction in the words of African Americans edited by Dorothy Sterling
Common Core Literacy Standards:
ELACC6-8RH6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
ELACC6-8RH9: Analyze the relationship between a primary and secondary source on the same topic.
Assignment Summary:
In this activity, students will locate and read Henry Adams’ (a freed slave) testimony before the 46th Congress in 1880 in response to the Emancipation Proclamation. In his testimony, Henry Adams discusses the abuses that freed slaves endured from white, unfair labor practices, and the intimidating atmosphere they had to live with in the South.
Learning Activities:
1. The media specialist will provide students with copies of The trouble they seen: The story of Reconstruction in the words of African Americans. Adams’ testimony can also be accessed through .
2. Have students read, Not Yet Free, by Henry Adams.
3. How did Henry Adams test his freedom as a freed slave?
4. Have students give examples of how the freed slaves endured unfair labor practices.
5. What are some examples from Adams’ testimony to support his point of view that he was not “free”?
6. How does Henry Adams’ experiences contradict the contents of the Emancipation Proclamation?
Assignment #4: Interview with Charlie Smith
Comparing Primary and Secondary Sources
Primary Source: A tape-recorded interview with Charlie Smith, a freed slave
Charlie Smith’s tape recorded interview can be accessed through the Voices from the Days of Slavery collection through the Library of Congress.
Common Core Literacy Standards:
ELACC6-8RH6: Identify aspects of a text that reveal an author’s point of view or purpose.
ELACC6-8RH9: Analyze the relationship between a primary and secondary source on the same topic.
Assignment Summary:
In this activity, students will listen to a tape-recorded interview with Charlie Smith, a former slave. Charlie Smith briefly discusses how freed slaves were treated in Louisiana. In addition to the recording, there is a transcript that students can read.
Learning Activities:
1. The media specialist will assist students in locating the interview through the Library of Congress.
2. Have students answer if the interview is a primary or secondary source, and discuss why.
3. Where is Charlie Smith from?
4. How did he make it to the United States?
5. Why or how did Charlie make his way on the boat?
6. What is Charlie Smith’s tone when discussing his role as a “state man” for the United States?
7. In what way does Charlie Smith’s interview contradict the contents of the Emancipation Proclamation?
8. In what way does Charlie Smith’s interview support the contents of the Emancipation Proclamation?
Assignment #5: Frederick Douglass’ Response to Lincoln
Comparing Primary Sources
Primary Source: The life and times of Frederick Douglass, Frederick Douglass’ autobiography pgs. 348-350
Common Core Literacy Standards:
ELACC6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
ELACC6-8RH6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Assignment Summary:
After President Lincoln had announced the Emancipation Proclamation, he invited Frederick Douglass, and escaped slave, to the White House to speak with him. Douglass discussed the meeting in his book. In this activity, students will read an excerpt from Frederick Douglass’ autobiography, The life and times of Frederick Douglass.
Learning Activities:
1. The media specialist will be responsible for providing copies of Frederick Douglass’ autobiography.
2. Build background by informing students that after drafting the Emancipation Proclamation President Lincoln asked for Frederick Douglass to visit the White House to discuss Lincoln’s plans as outlined in the Proclamation.
3. Provide students with copies of Douglass’ book. Have students read the passage in which he discusses his meeting with President Lincoln, pgs. 348-350.
4. Have students discuss if the source is a primary or secondary source, and why.
5. According to Frederick Douglass, what was President Lincoln’s concern?
6. What did President Lincoln ask of Douglass? What type of help did Lincoln want from Douglass?
7. What was Douglass’ tone in his description of the meeting? Provide examples from the text.
8. Overall, what was Douglass’ thoughts of President Lincoln and the Emancipation Proclamation? Provide an explanation for your answer and cite examples from the text.
Assignment #6: The 13thAmendment
Comparing Primary Sources
Primary Source: The 13th Amendment
Common Core Literacy Standard:
ELACC6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
Assignment Summary:
In this activity, students will read and analyze the contents of the 13th Amendment and compare it with the contents of the Emancipation Proclamation.
Learning Activities:
1. The media specialist will assist students in locating the 13th Amendment in the Britannica database through Galileo.
2. Have students read the Amendment and discuss its purpose.
3. How does the purpose of the 13th Amendment compare to the contents of the Emancipation Proclamation? Students should focus on the group of people who were freed, specifically the relevance of location.
4. According to the 13th Amendment, under what condition could slavery or involuntary servitude continue to be allowed?
5. Why was the 13th Amendment necessary? (Students should consider the role the Emancipation Proclamation played in only freeing slaves in the Confederate States).
Assignment #7: The 14thAmendment
Comparing Primary and Secondary Sources
Primary Source:
The 14th Amendment
Secondary Source:
Illustration – Mending the Family Kettle published in Frank Leslie’s illustrated newspaper
Common Core Literacy Standards:
ELACC6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
ELACC6-8RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
ELACC6-8RH9: Analyze the relationship between a primary and secondary source on the same topic.
ELACC6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Assignment Summary:
In this activity, students will read and analyze the contents of the 14th Amendment, and analyze an illustration in comparison to the contents of the 14th Amendment.
Learning Activities:
1. The media specialist will assist students in locating the 14th Amendment in the Britannica database through Galileo and the illustration through the Library of Congress.
2. Have students read and interpret the contents of the 14th Amendment. Some background will be given on what is meant by “due process” and equal protection.
3. According to the 14th Amendment, what is the criteria for being a United States citizen?
4. Have students interpret the meaning of the following phrases:
- “nor shall any state deprive any person life liberty or property without due process of law”.
- “nor deny any person within its jurisdiction the equal protection of the laws”.
5. What impact does the 14th Amendment have on former slaves?
6. How were former Confederates punished through the 14th Amendment?
7. How do you think Henry Adams and Charlie Smith felt about the 14th Amendment? Explain and support your answer.
8. Have students discuss their observations of the illustration, The Family Kettle. What message is the illustrator conveying through the image?
9. How does the depiction in the illustration compare to the contents of the 14th Amendment?
Assignment #8: The 15thAmendment
Comparing Primary and Secondary Sources
Primary Source:
The 15th Amendment
Secondary Source:
The First Vote, an illustration in Harper’s Weekly published during the 1867.
The Color Line Still Exists - in this case, an illustration in Harper’s Weekly in 1879.
Common Core Literacy Standards:
ELACC6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
ELACC6-8RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
ELACC6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
ELACC6-8RH9: Analyze the relationship between a primary and secondary source on the same topic.
Assignment Summary:
In this activity, students will read and analyze the contents of the 15th Amendment and analyze an illustration in comparison to the contents of the 15th Amendment.
Learning Activities:
1. The media specialist will assist students in locating the 15th Amendment in the Britannica database through Galileo.
2. The media specialist will assist students in locating, The First Vote and The Color Line Still Exists – in this case, illustrations through the Library of Congress.
3. Have students read and interpret the meaning of the 15th Amendment.
4. According to the 15th Amendment, a United States citizen cannot be denied the right to vote based on what three conditions?
5. Have students discuss their observations of the illustration, The First Vote. What message is the illustrator conveying in the image?
6. How does the illustration compare to the contents of the 15th Amendment?
7. Have students discuss their observations of the illustration, The Color Line Still Exists - in this case. What message is the illustrator conveying in the image?
8. How does the message conveyed in the two illustrations compare with one another in terms of the 15th Amendment?
References
American Association of School Librarians. (n.d.). Retrieved from
American Experience: Reconstruction The Second Civil War. (2003). Retrieved from
Douglass, F. (1970). Life and times of Frederick Douglass. New York, New York: Grossett and
Dunlap.
Fifteenth Amendment to the Constitution of the United States. (1870).
In Encyclopedia Britannica. Retrieved from
satl.galileo.usg.edu/bps/media-view/145388/1/0/0
Fourteenth Amendment to the Constitution of the United States. (1868). In Encyclopedia Britannica.
Retrieved from
satl.galileo.usg.edu/EBchecked/topic/215201/Fourteenth-Amendment
Frank Leslie Illustrated Newspaper. (1866). Mending the family kettle [online image]. Retrieved from
Georgia Department of Education. (n.d.). . Retrieved from
Social-Studies-Standard.pdf
Harper’s Weekly. (1879, January 18). The color line still exists - in this case [online image]. Retrieved
from
Interview with Charlie Smith. (1975, March 17). Retrieved from
bin/query/h?ammem/afcesnbib:@field(DOCID+@lit(afcesn000032)
Lincoln, A. (1863, January 1). Emancipation Proclamation. Retrieved from
Lipman, L. (1864). Emancipation Proclamation [online image]. Retrieved from
Sachse, E. (1874). The shackle broken – by the genius of freedom [online image]. Retrieved from
Sterling, D. (1976). The trouble they seen: Black people tell the story of Reconstruction. Garden
City, NY: Doubleday.
Thirteenth Amendment to the Constitution of the United States. (1865). In Encyclopedia
Britannica. Retrieved from
atl.galileo.usg.edu/EBchecked/topic/592556/Thirteenth-Amendment
Waud, A. (1867). The first vote [online image]. Retrieved from
bin/query/r?ammem/afcesnbib:@FIELD(DOCID+@lit(afcesn000032))
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