Shelby County Schools
African-American History Social Studies: Quarter 1 Curriculum Map Scope and SequenceUnitLengthUnit FocusStandards and PracticesUnit 1: The Beginnings of Slavery and the Slave Trade (pre-1619)1 WeekStudents will come to understand the basic outlines of West African geography and culture, and why West Africa is important to African-Americans, the links between early European exploration and the development of the slave trade, and understand the route to slavery in the Americas for an African known as the Middle Passage. TN Social Studies Practices: SSP.01-SSP.06AAH.1, AAH.2, AAH.3 AAH.4Unit 2: African American Life Prior to the Civil War4 weeksStudents will understand the various characteristics and achievements of the three main groups of people in North America in the early 1600s, including the Native Americans, Europeans, and Africans. The learner will analyze the variations in plantation slavery in the South, identify the outlines of slave life in the British colonies, including the development of African-American culture, Africans’ impact on colonial culture in general, and types of resistance to slavery. Students will gain a deeper understanding of the role and influence of various forces in the early American republic for slavery, analyze several basic features of early free black communities in the North, including the development of separate institutions, and understand the development of early black leaders in America, including their varying ideas, tactics, and solutions for the problems faced by African-Americans in America.TN Social Studies Practices: SSP.01-SSP.06Week 1: AAH.05, AAH.06Week 2: AAH.07, AAH.08Week 3: AAH.09, AAH.10, AAH 11Week 4: AAH.12, AAH.13, AAH.14Unit 3: African-Americans During the Civil War and Reconstruction1860-18772 WeeksStudents will gain a deeper understanding of Lincoln’s early policies toward slaves and black military service, the introduction of the Emancipation Proclamation, including its terms, why it was issued, as well as its effect and reaction. Students will analyze the Confederate and Northern White reaction to African-Americans gaining in status and being allowed entry into the Union military. Students will recognize and gain a clearer perspective of the facets of Reconstruction under Lincoln, Johnson, and the Radical Republicans, as well as the South’s reaction to their plans. Lastly, students will develop a clear understanding of the development of black political power during Reconstruction, including the types of issues with which African-American leaders were concerned, as well as the results of their attempts to change America, how the South reacted to changes for African-Americans with growing violence through the Ku Klux Klan and the endings of Reconstruction, as well as political developments in the Compromise of 1877.TN Social Studies Practices: SSP.01-SSP.06Week 1: AAH.15, AAH.16, AAH.17Week 2: AAH.18, AAH.19, AAH.20Unit 4: African American Life after Emancipation through World War I (1890s-1920s)2 WeeksStudents will gain a deeper appreciation for the steps the South took to limit and turn back African-American gains, including the disfranchisement of black men, the institution of segregation, the strict regulations of racial etiquette after Reconstruction, and the major impact of African-American migration as the response of African-Americans to the conditions in the South. Students will compare and contrast the views, approach, and background of W. E. B. Du Bois and Booker T. Washington for advancement of African-Americans in early twentieth century America. Lastly, students will identify and explain the efforts of African-Americans in the military in the late nineteenth century, including their role as Buffalo Soldiers in the West, and as soldiers in the Spanish American War and understand the role of Black men in the military during World War I, as well as the backlash against African-Americans in the early twentieth century.TN Social Studies Practices: SSP.01-SSP.06Week 1: AAH.21, AAH.22, AAH.23, AAH.24Week 2: AAH.25, AAH.26, AAH.27, AAH.28 AAH.29African-American History Social Studies: Quarter 1 Map Instructional FrameworkCourse Description Copy standards course description for each grade level.Planning and PacingThe curriculum map outlines the content and pacing for each grade and subject and allows teachers to adequately cover all new material prior to testing. The map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. Teachers are considered on pace if they are within two weeks of the curriculum maps. Weekly GuidanceEach map begins with the recommended texts, protocols or activities that align to these texts or standards, and a weekly assessment in the form of a TN Ready aligned writing prompt. All curriculum materials, including the texts and instructions for protocols, can be found in Sharepoint. Texts are in the “9-12 Supporting Documents and Resources” folder and arranged by grade level, quarter, and unit. Vocabulary InstructionTBD once new appendix is made.Daily StrategiesTBD once new appendix is made.Unit AssessmentsUnit assessments have been provided in Sharepoint and can be used in conjunction with the maps. These assessments are housed in the “9-12 Assessments” folder of the Middle School section. They are arranged by quarter and include at least two TN Ready style assessment questions per a standard. Teachers may choose to use these as common formative assessments or break them apart to pull questions for bell work, exit tickets, or mini-quizzes. Unit Overview: Quarter 1 Unit 1UnitLengthUnit FocusStandards and PracticesQ1, Unit 1The Influence of Geography on Slavery1 weekStudents will come to understand the basic outlines of West African geography and culture, and why West Africa is important to African- Americans, the links between early European exploration and the development of the slave trade, and understand the route to slavery in the Americas for an African known as the Middle Passage.AAH.1, AAH.2, AAH.3 AAH.4, SSP.01-SSP.06African-American History Social Studies: Quarter 1 Unit 1 VocabularyTier 2 VocabularyMiddle Passage, Asiento, Brookes, the Great Awakening, Bartolomeu Dias, Vasco da Gama, Christopher Columbus, Antam Goncalvez, Ruy do Siqueira, Elmina, “sea dogs”, “tight packers”, Ayuba Sulieman Diallo, “bloody flux”, speculum oris, “the scramble”, Salt Water Negroes, Guinea birds, Gullah dialectTier 3 Vocabularytrade, possession, labor, encounter, expose, extract, rebellion, branded, drowned, harbor, anchoring, bargaining, repression, assimilation, acculturation, chattel, slavers, enslaved, fortified structures, traders, dungeons, pens, sea-dogs, doldrums, tightly packed, mortality, seasoning, great gang, drivers, creoles, new Africans, engraving, plantation routines, masters, slavery codes, negroes, servitude, miscegenation, mulatto, low country, creolization, dirt floor, fictive kin relationships, negro revivals, folk literature, outliers, maroonsSample Lesson: Quarter 1 Unit 1SS TN Standard(s):AAH.01Student Outcomes: What will students know and be able to do as a result of this lesson?Students can analyze the economic, political, and social reasons for focusing the slave trade on Africa.Students can analyze the role of geography on the growth and development of slavery.Key Academic Vocabulary:Middle passage, trade, possession, labor, rebellion, branded, chattelResources / Materials:Prentice Hall African-American History 2nd Edition, Chapters 1 & 2Warm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Map Skills—Identifying West AfricaEssential Question / Relevance: Develop student interest and connect learning to daily standards. Who were the major stakeholders in the development of the slave trade? What made Africans so vulnerable?High-Quality Text(s):Prentice Hall African-American History 2nd Edition, Chapters 1 & 2Text-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Jigsaw—Ancient AfricaText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Anticipation Guide—What do students know about Ancient Egypt, Axum, Mali, and Songhai?Closure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—HeadlinesWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Listed in unitUnit 1: Week 1 The Influence of Geography on SlaveryEssential Question(s)Why was Africa considered fertile ground for the Trans-Atlantic slave trade?Did slavery already exist prior to the Trans-Atlantic slave trade in Africa? When? Where? How did the enslavement of Africans in the 1600s differ from other instances?What was the impact of the slave trade on Africa and the colonies?Student OutcomesStudents can identify the role of geography and environment in African history and development.Students can identify gender roles in African history. Students can describe the nature of slavery in pre-sixteenth century African society.Students can explain the importance of religion in Africa. Students can identify the links between early European exploration and the development of the slave trade.Students can clearly identify the route to slavery from Africa to America known as the Middle Passage.TextsTextbook: Prentice Hall African-American History 2nd Edition, Chapters 1 & 2Suggested Supplemental Texts (in SharePoint): Article and Question Set: Job Hortop and the British Enter the Slave Trade, 1567, Text Set: Chapter 2 Sec 1, p.30-36Maps/Videos/Images: Suggested Classroom Strategies and ProtocolsList/Group/Label: Prentice Hall African American History 2nd Edition, Chapter 1 Sec 2, p.12-20 Identify the various kingdoms and empires of West AfricaSemantic Webbing: Prentice Hall African American History 2nd Edition, Chapter 2 Sec 2, p.37-45 Identify the various aspects of slavery from “Capture to Destination”SampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Students will continue to analyze the economic, political, and social reasons for focusing the slave trade on Africa, including the role of Africans, Europeans, and colonists. After watching video of the history of the Trans-Atlantic slave trade (links listed below), students will work in collaborative groups to cite evidence of at least three factors that led to the emphasis being placed on Africa. Students will come together to present their findings for a whole-class discussion facilitated by the teacher. After the class discussion, students will combine their analytical summaries to discuss the economic and social reasons for why the slave trade was focused on Africa and who benefitted from using enslaved people by citing information from details located throughout the reading. Use these links in addition to the text:Atlantic Slave Trade - you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsAAH.01 Analyze the economic, political, and social reasons for focusing the slave trade on Africa, including the roles of: Africans, Europeans, and colonists.AAH.02 Analyze the role of geography on the growth and development of slavery.AAH.03 Assess the impact of the slave trade on West African and North American colonies.AAH.04 Explain why the Middle Passage is considered to be one of the largest forced migrations in human history.Unit Overview: Quarter 1 Unit 2UnitLengthUnit FocusStandards and PracticesUnit 2: African American Life Prior to the Civil War4 weeksStudents will understand the various characteristics and achievements of the three main groups of people in North America in the early 1600s, including the Native Americans, Europeans, and Africans. The learner will analyze the variations in plantation slavery in the South, identify the outlines of slave life in the British colonies, including the development of African-American culture, Africans’ impact on colonial culture in general, and types of resistance to slavery. Students will gain a deeper understanding of the role and influence of various forces in the early American republic for slavery, analyze several basic features of early free black communities in the North, including the development of separate institutions, and understand the development of early black leaders in America, including their varying ideas, tactics, and solutions for the problems faced by African-Americans in America.TN Social Studies Practices: SSP.01-SSP.06Week 1: AAH.05, AAH.06Week 2: AAH.07, AAH.08Week 3: AAH.09, AAH.10, AAH 11Week 4: AAH.12, AAH.13, AAH.14African-American History Social Studies: Quarter 1 Unit 2 VocabularyTier 2 VocabularyNat Turner, Dred Scott, Civil War, Slave Rebellion, Fugitive Slave Act bondage, Eli Whitney, The Trail of Tears, Old South, William Johnson, Margaret Mitchell Harris, Betsy Somayrac, Black Belt, April Ellison, Cotton Kingdom, Shays’ Rebellion, Fugitive Slave Act, Three-Fifths Clause United States Constitution, Articles of Confederation, Northwest OrdinanceTier 3 Vocabularyemancipation, transatlantic immigration, abolitionist, antislavery society, compensated emancipation, manumission, sovereignty, clause bondage, manumit, cotton culture, hemp, house slaves, skilled slaves, urban slaves, immigrants, term slavery, industrial slavery, domestic slave trade, benign institution, jumping the broom, patriarchy, antebellum, sickle cell anemia, lactose intolerance, paternalism, cotton gin, “hire their time”, “term slavery”, “peculiar institution”, slave prisons, slave pens, cofflesSample Lesson: Quarter 1 Unit 2SS TN Standard(s):AAH.05Student Outcomes: What will students know and be able to do as a result of this lesson?Students can understand the various characteristics and achievements of the three main groups of people in North America in the early 1600s, including the Native Americans, Europeans, and Africans.Key Academic Vocabulary:Nationalism, SectionalismResources / Materials:Prentice Hall African-American History 2nd EditionWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Academic Vocabulary and Language—Nationalism and SectionalismEssential Question / Relevance: Develop student interest and connect learning to daily standards. How did African-American life in North America change between the early sixteenth century and the late eighteenth century?High-Quality Text(s):Prentice Hall African-American History 2nd Edition, Declaration of IndependenceText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Close Read—The Declaration of IndependenceText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Anticipation Guide-- Discuss the continuation of elements of African culture among the slaves, as well asdifferent types of resistance to slavery. Contrast this with the stereotypical image of “Sambo”. How does understanding slave culture alter our image of the “typical” slave?Closure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—Think Puzzle Explore (American Revolution)Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Listed in unitUnit 2: Week 1 The Growth of Slavery in America 1619-1860Essential Question(s)How did African-American life in North America change between the early 16th century and the late 18th century?Student OutcomesStudents can understand the various characteristics and achievements of the three main groups of people in North America in the early 1600s, including the Native Americans, Europeans, and Africans.Students can understand the early status of African-Americans and early systems of labor, other than slavery, in the British colonies.Students can understand the reasons for, and the development of, a system of chattel slavery in America by about 1700.Students can understand the variations in plantation slavery in the South.Students can understand the outlines of slave life in the British colonies, including the development of African-American culture, Africans’ impact on colonial culture in general, regional variations, gender variations, and types of resistance to slavery.TextsTextbook: Prentice Hall African-American History 2nd EditionSuggested Supplemental Texts (in SharePoint): Q1 Text Packet: Chapter 3 p. 60-77, Article and Question Set: Thinking Critically: Seeing the Past-Slave Life in Early America Chapter 3, Sec 3 p. 70Maps/Videos/Images: Suggested Classroom Strategies and ProtocolsDocument Analysis Template 1. View slave sale advertisements and fugitive slave newspaper advertisements to assess the impact of them on society. Discuss or ask students to research and write about the following: When did these advertisements start to appear? How common were they? What fugitive slave laws and acts supported these advertisements? How did they affect non-slave holders or abolitionists? What impact might these sales or escapes have on enslaved people and their families? See the newspaper ads link in the Resources section below.Character Charts 2. Ask groups of students to identify one specific item, program or plan that led to an increase in slavery during this era. Assign students to research more on how this helped grow slavery and what effect it had on those currently held in slavery and those who were still arriving. Students should present the findings from their research to the class.SampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Using the Anchor texts in the links listed below, students should evaluate the authors’ explanation of the Middle Passage as one of the largest forced migrations in human history. Students will create self-generated questions that broaden their peers’ understanding. Use the links below as appropriate. Students should use multiple sources on this subject, demonstrating understanding of the historical facts under investigation.Links to Anchor Texts References:Information on the first Africans arriving in Jamestown – , Virginia Free Black, Anthony Johnson - Journal of a Residence on a Georgian Plantation in 1838-1839 - Tom’s Cabin - first Africans in America - Africans in America - you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsAAH.05 Analyze the economic, social, religious, and legal justifications for the establishment andcontinuation of slavery.AAH.06 Describe the varied experiences of free blacks in colonial America.Unit 2: Week 2 The Growth of Slavery in America 1619-1860Essential Question(s)What did the fight for American Independence mean for African-Americans?Student OutcomesStudents can understand the origins of the American Revolution.Students can understand the origins of Enlightenment thought, its influence on the Declaration of Independence, as well as its meaning to both whites and African-Americans.Students can understand the influence of the American Revolution on African-Americans.Students can understand the roles and motivations of African-Americans serving on the Patriot and the Loyalist side of the American Revolution.Students can understand the early anti-slavery efforts, including secular and religious origins, the regional variations, as well as the effects of a growing free black population.TextsTextbook: Prentice Hall African-American History 2nd Edition, Chapter 4Suggested Supplemental Texts (in SharePoint): Chapter 4, Section 2, pp.91-93, Article and Question Set: African-Americans in the War for Independence Chapter 4, Section 4 & 5, pp.98-107Maps/Videos/Images: Suggested Classroom Strategies and ProtocolsCharacter Charts: Founding Fathers / Patriots / Loyalists / African Slaves/ Free African-AmericansAnalyzing Visual Images: Images from Text Packet Chapter 4, Section 5, p.103SampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Read the following passages and address the task below:Excerpt from THE CONDITION, ELEVATION, EMIGRATION, AND DESTINY OF THE COLORED PEOPLE OF THE UNITED STATES, BY MARTIN ROBISON DELANY, 1852.In presenting this work, we have but a single object in view, and that is, to inform the minds of the colored people at large, upon many things pertaining to their elevation, that but few among us are acquainted with. Unfortunately for us, as a body, we have been taught to believe, that we must have some person to think for us, instead of thinking for ourselves. So accustomed are we to submission and this kind of training, that it is with difficulty, even among the most intelligent of the colored people, an audience may be elicited for any purpose whatever, if the expounder is to be a colored person; and the introduction of any subject is treated with indifference, if not contempt, when the originator is a colored person. Indeed, the most ordinary white person, is almost revered, while the most qualified colored person is totally neglected. Nothing from them is appreciated. We have been standing comparatively still for years, following in the footsteps of our friends, believing that what they promise us can be accomplished, just because they say so, although our own knowledge should long since, have satisfied us to the contrary. Because even were it possible, with the present hate and jealousy that the whites have towards us in this country, for us to gain equality of rights with them; we never could have an equality of the exercise and enjoyment of those rights—because, the great odds of numbers are against us. We might indeed, as some at present, have the right of the elective franchise—nay, it is not the elective franchise, because the elective franchise makes the enfranchised, eligible to any position attainable; but we may exercise the right of voting only, which to us, is but poor satisfaction; and we by no means care to cherish the privilege of voting somebody into office, to help to make laws to degrade us.Source: Robison Delany - Martin Robison Delany was born free on May 6, 1812, in Charles Town, Virginia, now within West Virginia. He was a successful physician—one of the first African-Americans admitted to Harvard Medical School—who used his influence to educate others about the evils of slavery with a number of abolitionist publications. He later served in the Civil War.Excerpt from a speech by William Lloyd Garrison given December 2, 1859:God forbid that we should any longer continue the accomplices of thieves and robbers, of men-stealers and women-whippers! We must join together in the name of freedom. As for the Union - where is it and what is it? In one-half of it no man can exercise freedom of speech or the press - no man can utter the words of Washington, of Jefferson, of Patrick Henry -except at the peril of his life; and Northern men are everywhere hunted and driven from the South if they are supposed to cherish the sentiment of freedom in their bosoms. We are living under an awful despotism - that of a brutal slave oligarchy. And they threaten to leave us if we do not continue to do their evil work, as we have hitherto done it, and go down in the dust before them! Would to heaven they would go! It would only be the paupers clearing out from the town, would it not? But, no, they do not mean to go; they mean to cling to you, and they mean to subdue you. But will you be subdued? ..."How can two walk together except they be agreed?" The slaveholder with his hands dripping in blood - will I make a compact with him? The man who plunders cradles - will I say to him, "Brother, let us walk together in unity?" The man who, to gratify his lust or his anger, scourges woman with the lash till the soil is red with her blood - will I say to him: "Give me your hand; let us form a glorious Union?" No, never - never! There can be no union between us: "What concord hath Christ with Belial?" What union has freedom with slavery? Let us tell the inexorable and remorseless tyrants of the South that their conditions hitherto imposed upon us, whereby we are morally responsible for the existence of slavery, are horribly inhuman and wicked, and we cannot carry them out for the sake of their evil company. Source: Lloyd Garrison - William Lloyd Garrison was born December 10, 1805 in Newburyport, Massachusetts.? In 1830 he started an abolitionist paper, The Liberator. In 1832 he helped form the New England Antislavery Society. When the Civil War broke out, he continued to blast the Constitution as a pro-slavery document.Both of the men whose words are listed above were abolitionists before the Civil War. Using evidence from the passage above and your own knowledge on abolition compose an essay that cites and explains at least one strength and one weakness of each of the two men listed above in the fight against slavery.As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsAAH.07 Identify the various ways Africans in the U.S. resisted slavery as well as their ability to buy their freedom.AAH.08 Analyze the role slavery played in the development of nationalism and sectionalism, including the fugitive slave laws.Unit 2: Week 3 African-American Life 1619-1860Essential Question(s)How did Africans contribute to the growth of America during this time?Student OutcomesStudents can understand the limits placed on free African-Americans throughout the North, including the development of black laws, disfranchisement, and segregation.Students can understand the development of community institutions, the impact of slavery, the relationship to dominant whites, and possibilities for employment in free black communities in the North, the upper South, and the deep South.Students can understand the characteristics of Jacksonian America, the influence of the period on African-Americans and how that led to the beginnings of abolitionism.Students can understand the variations in anti-slavery efforts in the North and the South from 1800-1833.Students can understand the origins, tactics, beliefs, and effects of the American Colonization Society.Students can understand the alternative visions of African-Americans in American society presented by black women, the Baltimore Alliance, and David Walker.Students can understand the role and effects of violent black resistance to slavery.TextsTextbook: Prentice Hall African-American History 2nd Edition, Chapter 7Suggested Supplemental Texts (in SharePoint): Chapter 7, Section 2: Limits of Freedom, Article and Question Set: Chapter 7, Section 3, pp.186-189: The Northern Black Elite Suggested Classroom Strategies and ProtocolsThink-Pair-Share: Black Laws, Disenfranchisement, Segregation Character Charts: Northern Black Elites: Entrepreneurs, Black Professionals, Black Artists, Black Musicians & Black AuthorsSampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Read the following passage and then address the task below:There was a planter in the country, not far from us, whom I will call Mr. Litch. He was an ill-bred, uneducated man, but very wealthy. He had six hundred slaves, many of whom he did not know by sight. His extensive plantation was managed by well-paid overseers. There was a jail and a whipping post on his grounds and whatever cruelties were perpetrated there, they passed without comment. He was so effectually screened by his great wealth that he was called to no account for his crimes, not even for murder. Various were the punishments resorted to. A favorite one was to tie a rope round a man's body, and suspend him from the ground. A fire was kindled over him, from which was suspended a piece of fat pork. As this cooked, the scalding drops of fat continually fell on the bare flesh. On his own plantation, he required very strict obedience to the eighth commandment. But plundering from the neighbors was allowable, provided the culprit managed to evade detection or suspicion. If a neighbor brought a charge of theft against any of Mr. Litch's slaves, he was browbeaten by the master, who assured him that his slaves had enough of everything at home, and had no inducement to steal. No sooner was the neighbor's back turned, than the accused was sought out, and whipped for his lack of discretion. If a slave stole from him even a pound of meat or a peck of corn, if detection followed, he was put in chains and imprisoned, and so kept till his form was attenuated by hunger and suffering. A freshet (flooded area from river or melted snow) once bore his wine cellar and meat house miles away from the plantation. Some slaves followed, and secured bits of meat and bottles of wine. Two were detected; a ham and some liquor being found in their huts. They were summoned by their master. No words were used, but a club felled them to the ground. A rough box was their coffin, and their interment was a dog's burial. Nothing was said. Murder was so common on Mr. Litch’s plantation that he feared to be alone after nightfall. He might have believed in ghosts. His brother, if not equal in wealth, was at least equal in cruelty. His bloodhounds were well trained. Their pen was spacious, and a terror to the slaves. They were let loose on a runway, and, if they tracked him, they literally tore the flesh from his bones. When this slaveholder died, his shrieks and groans were so frightful that they appalled his own friends. His last words were, "I am going to hell; bury my money with me." Source: Incidents in the Life of a Slave Girl, Written by Herself, by Harriet Jacobs Citing evidence from the text and inferring from the author's meaning, why, according to Jacobs, do masters and overseers act in this violent manner towards their slaves? What is Jacobs’ idea about the effect of unlimited power and isolation? As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsAAH.09 Assess the development of the abolitionist movement and its impact on slavery and the nation,including the efforts of:? American Colonial Society? Frederick Douglass? Ralph Waldo Emerson? William Lloyd Garrison? Sojourner Truth? Harriet TubmanAAH.10 Explain the Underground Railroad, and assess its impact on slavery in the U.S.AAH.11 Compare and contrast African American communities in the North and South, with emphasis onthose in rural and urban areas.Unit 2: Week 4 African-American Life 1619-1860Essential Question(s)How did life differ for Africans in America in the northern states compared to the southern states?Student OutcomesStudents can understand the ways whites reacted to the growing abolitionist movement in the North and the South.Students can understand the role of territorial expansion in the controversy over slavery and its effect on African-Americans in America.Students can understand the development of various anti-slavery organizations, including the American Anti-Slavery Society, women’s groups, and black organizations, including their origins, tactics, beliefs, and effects.Students can understand the role of black institutions, specifically the church and newspapers, in the abolitionist movement.Students can understand the reasons for the split in the American Anti-Slavery Society, as well as the characteristics of the American and Foreign Anti-Slavery Society and the Liberty Party.Students can understand the changes in tactics among different groups in the abolitionist movement, both among whites and African Americans.TextsTextbook: Prentice Hall African-American History 2nd Edition, Chapter 9Suggested Supplemental Texts (in SharePoint): Moral Suasion – Chapter 9, Section 4 -The Changing Abolitionist Movement, Graphic Organizer-Historical Development: Abolitionist Movement Moral SuasionSuggested Classroom Strategies and ProtocolsAnalyzing Images: The Amistad Chap. 9, Sec.4, p.240 Give One, Get One: Text Specific and Text Dependent Questions SPAR Debate: Northern Elite African Americans, Southern African AmericansSampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Read the following passage and then address the task below:Describe and analyze the African-American family in antebellum America. In small collaborative groups, create an underground newspaper for the African-American community during the Antebellum era. The newspaper should have one news story, one editorial, one local events announcement, and several other small stories. The focus of the stories should be to depict conditions for African-American families during this period. African American Families in Antebellum America - HYPERLINK "AAHQ1%20Map%20Draft%201.docx" Conditions -AAHQ1 Map Draft 1.docxAnchor texts from the state’s recommended list:Lincoln-Douglas Debates - HYPERLINK "AAHQ1%20Map%20Draft%201.docx" you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsAAH.12 Describe and analyze various experiences of African American families in the Antebellum U.S.AAH.13 Describe the development of African American institutions, such as religion, education, andbenevolent organizations, during this era.AAH.14 Identify and explain contributions to science and the arts from African Americans during this era.Unit Overview: Quarter 1 Unit 3UnitLengthUnit FocusStandards and PracticesUnit 3: African-Americans During the Civil War and Reconstruction1860-18772 WeeksStudents will gain a deeper understanding of Lincoln’s early policies toward slaves and black military service, the introduction of the Emancipation Proclamation, including its terms, why it was issued, as well as its effect and reaction. Students will analyze the Confederate and Northern White reaction to African-Americans gaining in status and being allowed entry into the Union military. Students will recognize and gain a clearer perspective of the facets of Reconstruction under Lincoln, Johnson, and the Radical Republicans, as well as the South’s reaction to their plans. Lastly, students will develop a clear understanding of the development of black political power during Reconstruction, including the types of issues with which African-American leaders were concerned, as well as the results of their attempts to change America, how the South reacted to changes for African-Americans with growing violence through the Ku Klux Klan and the endings of Reconstruction, as well as political developments in the Compromise of 1877.TN Social Studies Practices: SSP.01-SSP.06Week 1: AAH.15, AAH.16, AAH.17Week 2: AAH.18, AAH.19, AAH.20African-American History Social Studies: Quarter 1 Unit 3 VocabularyTier 2 VocabularyFreedman, chattel, Slave Codes, Absalom Jones, Episcopal Church, Reconstruction, Trail of Tears, Second Great Awakening, Benevolent Empire, Jacksonian reform, Gabriel’s conspiracy, American Colonization Society (ACS), Liberia, Philadelphia Female Anti-Slavery Society, The Liberator, David Walker, Appeal... to the Colored Citizens of the World, Jacksonian Era, Andrew Jackson, John Quincy Adams, Henry Clay, Democrats, Whigs, Anti-Masonic Party, Second Great Awakening, Charles G. Finney, Benevolent Empire, Quakers, Society for the Promotion of the Abolition of Slavery, Gabriel Prosser, Denmark VeseyTier 3 Vocabularybenevolence, fugitive, property, equality, holders, housed, field money power, slave power, conservatives, expansionism, revivalism, practical Christianity, abolitionists, antislavery movement, colonization, black nationalist tradition, voluntary colonization, practical abolitionists, expatriation, Sample Lesson: Quarter 1 Unit 3SS TN Standard(s):AAH.15Student Outcomes: What will students know and be able to do as a result of this lesson?Students can understand the events leading up to the Civil War, including the Wilmot Proviso, the Compromise of 1850 and the Fugitive Slave Laws, the Kansas Nebraska Act, the Brooks attack, and the election of Abraham Lincoln.Key Academic Vocabulary:Emancipation, abolition, antislavery movement, colonization, practical abolitionists,Resources / Materials:Prentice Hall African-American History 2nd Edition,Warm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Harvard Visible Thinking Routine—3-2-1 Abraham LincolnEssential Question / Relevance: Develop student interest and connect learning to daily standards. In your opinion, how effective are politicians?High-Quality Text(s):Prentice Hall African-American History 2nd Edition, Emancipation ProclamationText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Close Read—The Emancipation ProclamationText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Found Poem—The Emancipation ProclamationClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—3-2-1 Runaway SlavesWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Listed in unitUnit 3: Week 1 African-Americans During the Civil War and ReconstructionEssential Question(s)Why were politicians unable to resolve the issue of the expansion of slavery in the years between 1845 and 1860?Student OutcomesStudents can understand the events leading up to the Civil War, including the Wilmot Proviso, the Compromise of 1850 and the Fugitive Slave Laws, the Kansas Nebraska Act, the Brooks attack, and the election of Abraham Lincoln.Students can understand the variations in sentiment toward African-Americans in the North, including the role of racism, nativism, literature, and fugitive slaves on their changing sentiments.Students can understand the importance and ideas behind the Dred Scott decision by the Supreme Court and the John Brown raid on Harper’s Ferry.Students can understand the nature of racism and anti-slavery sentiment in the Lincoln-Douglas debates, as well as Lincoln’s specific views about African-Americans.Students can understand the reaction of both the South and African-Americans to Lincoln’s election to the presidency in 1860.TextsTextbook: Prentice Hall African-American History 2nd Edition, Chapter 10Suggested Supplemental Texts (in SharePoint): Chapter 10, Section 1, pp.253-254: California and the Compromise of 1850, Article and Question Set: Chapter 10, Section 2, pp.255-259: Fugitive Slaves Article and Question Set: Chapter. 10, Sec.4, pp.268-269: The Lincoln-Douglas DebatesArticle and Question Set: Chapter 10, Sec.4, pp.269-271: John Brown and the Raid on Harpers FerrySuggested Classroom Strategies and ProtocolsHuman Timeline: The Civil War Jigsaw: Compromise of 1850, Kansas-Nebraska Act, Dred ScottSampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Assign students to read, research, and read statements from Lincoln regarding slavery and the continuation or end of the institution. Write a one-page paper discussing the answers to these questions: What were Lincoln’s views? What did he feel should happen regarding slavery? What did he plan to do about the practice? Did he call for the complete end to it? Was he constitutionally correct in his assessment? Was he morally correct in his assessment? Lincoln on Slavery— you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsAAH.15 Describe President Abraham Lincoln's evolving views on slavery.AAH.16 Describe the changing status of slaves, freed slaves, and free blacks during and after the Civil War.AAH.17 Identify and explain the roles of African American soldiers, spies, and slaves in the war effort in both the North and the South, including the 54th Massachusetts Regiment and the 13th U.S. Colored Troops.Unit 3: Week 2 African-Americans During the Civil War and ReconstructionEssential Question(s)How did a war to save the Union lead to the end of slavery in the United States?Student OutcomesStudents can understand Lincoln’s early policies toward slaves and black military service.Students can understand the Emancipation Proclamation, including its terms, why it was issued, as well as its effect and reaction.Students can understand the role of black men in the Northern military, as well as the difficulties they faced.Students can understand the Confederate and Northern white reaction to African-Americans gaining in status and being allowed in the Northern military.Students can understand the role African-Americans played in gaining freedom themselves.Students can understand the role of slaves and African-Americans for the Confederates.TextsTextbook: Prentice Hall African-American History 2nd Edition, Chapter 10 and 11Suggested Supplemental Texts (in SharePoint): Article: Chapter 10, Section 5, pp.272-275: The Election of Abraham Lincoln, Chapter 11, Sec.1 p. 282-284, Chapter 11, Section 2 and 3, p. 285-293 Lincoln and the EmancipationSuggested Classroom Strategies and ProtocolsGive One, Get One: Questions provided below: What role did African-Americans play during the Civil War?What were the 13th, 14th and 15th Amendments and what impact did they have on African-Americans?What was Reconstruction? What did freedom mean to African-Americans? How did their lives change because of it?How did Reconstruction policies affect African-Americans?How was the state of Tennessee involved in the Civil War and Reconstruction? What role did African-Americans play?How and when did Reconstruction end? What was the result for African-Americans in the south?SampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.White landowners essentially resumed a form of slavery with the emergence of the practice of sharecropping. Contracts between white landowners and black families essentially indebted the families to the landowner for life as they struggled to pay high interests on very low payments which they received for their services. Consider that many of the African-American signees of such contracts could not read or write and would have been limited in any challenges in a court of law and many times had few or no other options to pursue with their new freedom. The teacher will facilitate a class discussion about sharecropping and how the typical arrangement was set up. Have students consider the following questions: What were the benefits for the white landowners under the system of sharecropping? What were the benefits for the newly freed African-Americans? What were the detriments of the system? Was sharecropping just a new form of legalized slavery in the face of the Emancipation Proclamation, which eventually led to the freedom of all slaves? The class should have access to the following links for information and reference: Sharecropping - HYPERLINK "AAHQ1%20Map%20Draft%201.docx" you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsAAH.18 Identify reasons for and effects of the 13th, 14th, and 15th Amendments on African Americans.AAH.19 Analyze the effects of Reconstruction on the legal, political, social, cultural, educational, andeconomic life of freedmen.AAH.20 Assess the successes and failures of Reconstruction as they relate to African Americans.Unit Overview: Quarter 1 Unit 4UnitLengthUnit FocusStandards and PracticesUnit 4: African American Life after Emancipation through World War I (1890s-1920s)2 WeeksStudents will gain a deeper appreciation for the steps the South took to limit and turn back African-American gains, including the disfranchisement of black men, the institution of segregation, the strict regulations of racial etiquette after Reconstruction, and the major impact of African-American migration as the response of African-Americans to the conditions in the South. Students will compare and contrast the views, approach, and background of W. E. B. Du Bois and Booker T. Washington for advancement of African-Americans in early twentieth century America. Lastly, students will identify and explain the efforts of African-Americans in the military in the late nineteenth century, including their role as Buffalo Soldiers in the West, and as soldiers in the Spanish American War and understand the role of Black men in the military during World War I, as well as the backlash against African-Americans in the early twentieth century.TN Social Studies Practices: SSP.01-SSP.06Week 1: AAH.21, AAH.22, AAH.23, AAH.24Week 2: AAH.25, AAH.26, AAH.27, AAH.28 AAH.29African-American History Social Studies: Quarter 1 Unit 4 VocabularyTier 2 VocabularyPlessy V. Ferguson, Niagara Movement, Talented Tenth, Jim Crow laws, Buffalo Soldiers, Black Migration, Wade Hampton, Henry Cheatham, Patrons of Husbandry/Grange, Southern Farmers’ Alliance, People’s Party/Populist Party, James B. Weaver, Fifteenth Amendment, Eight Box Law, Jim Crow, Thomas “Daddy” Rice, Mary Church, American Citizens’ Equal Rights Association of Louisiana, Homer A. Plessy, Justice Henry Brown, Plessy v. Ferguson, Fourteenth Amendment, Washington County Riot, Phoenix RiotTier 3 Vocabularyindependence, equality, union, compromise, disenfranchisement, contract, union, laissez-faire, readjusters, yeoman farmers, grandfather clause, literacy tests/poll taxes, segregation, “separate but equal”Sample Lesson: Quarter 1 Unit 4SS TN Standard(s):AAH.21Student Outcomes: What will students know and be able to do as a result of this lesson?Students can understand the endings of Reconstruction, both because of a lack of interest in the North for African-Americans, as well as political developments in the Compromise of 1877.Key Academic Vocabulary:Jim Crow, Plessy vs. Ferguson, disenfranchisement, 14th AmendmentResources / Materials:Prentice Hall African-American History 2nd Edition,Warm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Academic Vocabulary and Language—ReconstructionEssential Question / Relevance: Develop student interest and connect learning to daily standards. What is a second class citizen?High-Quality Text(s):Prentice Hall African-American History 2nd Edition, Black Political LeadersText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Read Aloud—Black Political LeadersText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Contracting—Ku Klux KlanClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—Here now, there then (Radical RepublicansWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Listed in unitUnit 4: Week 1 African-American Life After Emancipation through World War IEssential Question(s)What place did African-Americans have in American society at the end of Reconstruction?Student OutcomesStudents can understand the development of black political power during reconstruction, including the types of issues with which African-Americans leaders were concerned, as well as the results of their attempts to change America.Students can understand how the South reacted to changes for African-Americans with growing violence through the Ku Klux Klan.Students can understand the origins, and effects of the Fifteenth Amendment, the Enforcement Acts, and the Civil Rights Act of 1875.Students can understand the endings of Reconstruction, both because of a lack of interest in the North for African-Americans, as well as political developments in the Compromise of 1877.Students can understand the various methods and effects of attempts to “redeem” southern states.TextsTextbook: Prentice Hall African-American History 2nd Edition, Chapter 13Suggested Supplemental Texts (in SharePoint): Chapter 13, p.343, Seeing the Past: Black Politics during Reconstruction, Chapter 13, Section 1, p.349-353: Black PoliticiansSuggested Classroom Strategies and ProtocolsGraffiti Boards: Black Politicians and Ku Klux Klan Character Charts: Black PoliticiansSampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.One of the tenets of the Jim Crow laws was the supposed truth that facilities and opportunities could be both separate and equal. Usually, the truth was anything but. Read the Jim Crow narratives (firsthand accounts from those impacted by Jim Crow laws) to understand how the laws were used to further deny African-Americans the opportunity to obtain economic and social equality in America following Reconstruction. Choose one of the narratives and write about the person’s life before Jim Crow and after, discuss how Jim Crow laws affected the person financially as well as socially. This paper should be from one to two pages in length. Jim Crow - to the Jim Crow Museum film clip – role did the Ku Klux Klan play in affecting the upward mobility and social elevation of African-Americans? How was the organization formed? What was its purpose? What tactics did it use in order to fulfill the vision of the organization? Were their activities legal? Explain. Write two paragraphs discussing the formation of the KKK and the impact it had on African-American’s lives. KKK - Baldwin - Gratton - you write, follow the directions belowAddress all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsAAH.21 Assess the economic and social impact of Jim Crow laws on African Americans.AAH.22 Analyze the legal ramifications of segregation laws and court decisions (e.g., Plessy v. Ferguson) on American society.AAH.23 Compare and contrast organized responses to Jim Crow laws (e.g., the Niagara Movement, the NAACP, the Urban League, the Atlanta compromise, the Farmers’ Alliance, Brotherhood of Sleeping Car Porters, and the anti-lynching crusade).AAH.24 Identify influential African Americans of the time period, and analyze their impact on American and Tennessee society (e.g., Robert R. Church, Samuel McElwee, Randolph Miller, James Napier, Ida B. Wells).Unit 4: Week 2 African-American Life After Emancipation through World War IEssential Question(s)How did southern African-Americans respond to the challenges of living in the late 19th century South?Student OutcomesStudents can explain the role of blacks in the Farmer’s Alliances and the Populist Party.Students can explain the steps the South took to limit and turn back black gains, including the disfranchisement of black men, the institution of segregation, and the strict regulations of racial etiquette after Reconstruction.Students can explain the role of violence in the South as a way of limiting black power and civil rights.Students can explain migration as the response of blacks to the conditions in the South.Students can explain some of the discriminatory characteristics of black life in the “New South,” including aspects of sharecropping and the justice system.Students can explain the background and intellectual content of racism during the late nineteenth century.Students can explain the importance of schools, the development of the leadership of Booker T. Washington and his ideas for the improvement of blacks, as well as the ideas of his critics.Students can explain the role of churches, including new Protestant movements, in the fight against segregation and discrimination for blacks.Students can explain black efforts in the military in the late nineteenth century, including their role as Buffalo Soldiers in the West, and as soldiers in the Spanish American War and Philippine Insurrection. Understand the discrimination and gains made in each of those conflicts.Students can explain the role of black men in the military during World War I, as well as the backlash against blacks in the early twentieth century.Students can explain developments among black businesses, labor unions, and professionals in the struggle for equality.Students can explain the importance of cultural developments, including music and sports, in blacks’ fight against segregation and for a place in American society.TextsTextbook: Prentice Hall African-American History 2nd Edition, Chapter 14 and 15Suggested Supplemental Texts (in SharePoint): Chapter 14, Section 1, pp. 368-373: Politics, Chapter 14, Sections 3 and 4, p. 377-384: Segregation, Chapter 14, Section 5, p. 385-392: Migration, Chapter 15, Section 4, p.420: Seeing the Past—Madam C.J. WalkerSuggested Classroom Strategies and ProtocolsTown Hall Circle: Segregation in the South vs. MigrationCharacter Charts: Figures who promoted migrationSampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Read the following passages and address the task below:Excerpt from the Atlanta Compromise speech, given by Booker T. Washington, September 18, 1895, to a predominantly white audience at the Cotton States and International Exposition in Atlanta, Georgia:To those of the white race who look to the incoming of those of foreign birth and strange tongue and habits for the prosperity of the South, were I permitted I would repeat what I say to my own race, “Cast down your bucket where you are.” Cast it down among the eight millions of Negroes whose habits you know, whose fidelity and love you have tested in days when to have proved treacherous meant the ruin of your firesides. Cast down your bucket among these people who have, without strikes and labor wars, tilled your fields, cleared your forests, builded your railroads and cities, and brought forth treasures from the bowels of the earth, and helped make possible this magnificent representation of the progress of the South. Casting down your bucket among my people, helping and encouraging them as you are doing on these grounds, and to education of head, hand and heart, you will find that they will buy your surplus land, make blossom the waste places in your fields, and run your factories. While doing this, you can be sure in the future, as in the past, that you and your families will be surrounded by the most patient, faithful, law-abiding and unresentful people that the world has seen. As we have proved our loyalty to you in the past, in nursing your children, watching by the sick-bed of your mothers and fathers and often following them with tear-dimmed eyes to their graves, so in the future, in our humble way, we shall stand by you with a devotion that no foreigner can approach, ready to lay down our lives, if need be, in defense of yours, interlacing our industrial, commercial, civil and religious life with yours in a way that shall make the interests of both races one. In all things that are purely social we can be as separate as the fingers, yet one as the hand in all things essential to mutual progress.Source: 'Colored' Gets Three Years - 'White' Thirty DaysColumbia, S.C. — The peculiar workings of justice in Southland when Jas. Davenport, Colored, was sentenced to three years at hard labor for stealing a bicycle, and Clarence D. Gould, white, was sentenced to thirty days in the county hail for stealing an automobile.Both sentences were imposed the same day and in the same courtroom — Judge Memminger presiding. Both men were found guilty of stealing.Source: Cleveland Advocate, February 2, 1918If We Must Die If we must die, let it not be like hogsHunted and penned in an inglorious spot,While round us bark the mad and hungry dogs,Making their mock at our accursed lot.If we must die, O let us nobly die,So that our precious blood may not be shedIn vain; then even the monsters we defyShall be constrained to honor us though dead!O kinsmen! we must meet the common foe!Though far outnumbered let us show us brave,And for their thousand blows deal one death-blow!What though before us lies the open grave?Like men we'll face the murderous, cowardly pack,Pressed to the wall, dying, but fighting back!Written by Claude McKay, 1922As you write, follow the directions belowAddress all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsAAH.25 Describe the progress of African American institutions, such as religion, education, and benevolent organizations, during this era.AAH.26 Describe the economic, cultural, political, and social impact of African American migration within and from the South (e.g., Exodusters, Benjamin “Pap” Singleton, First Great Migration).AAH.27 Identify the achievements of African American inventors and entrepreneurs of the period (e.g., George Washington Carver, Garrett Morgan, Madam C.J. Walker).AAH.28 Describe the impact of African American regiments on the western campaigns, the Spanish-American War, and World War I.AAH.29 Describe the African American experience during and after World War I (e.g., economic opportunities, Second Great Migration, resurgence of Ku Klux Klan, etc.). ................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
Related searches
- shelby county schools calendar 2019 20
- shelby county schools job openings
- shelby county schools transcript request
- shelby county schools memphis tennessee
- shelby county schools calendar 2018 19
- shelby county schools website
- shelby county schools memphis
- shelby county schools tennessee
- shelby county schools tn
- shelby county schools careers memphis
- shelby county schools tennessee schools
- memphis shelby county schools careers