IAAAS SocialScience Grade7 Q4Unit

SOCIAL SCIENCE
7th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
THEME: Culture, Dignity, and Identity CONCEPT: Africa, US, and the World African Americans in early America; contributions and challenges in the development of the Atlantic world. CONTENT TOPIC: Investigating and researching the contributions and challenges faced by Africans and African Americans in the development of the Atlantic world through fiction and nonfiction texts. UNIT TITLE: The Promises of Reconstruction
Unit Description: Freedom comes to enslaved African Americans after the Civil War and along with it are many hopes and promises of a better life. African Americans, former slaves and those already free anticipated changes in their family lives, education, religious freedom, and most importantly changes in their working conditions. Reconstruction of the South would also empower African Americans to enter both State and Federal positions, primarily as legislators. This unit of study will allow learners to explore these promises. Students will analyze primary source documents to determine the political, economic, and social effects of Reconstruction. Length of Unit: 5 Weeks 1. History: Knowledge of the past helps us understand the world and make better Enduring Understandings decisions about the future. 2. Identity: Individual interactions, including conflict, negotiation, and compromise, create and structure communities in various ways. 3. Civics: People have differing views about the meaning and significance of citizenship. Essential Questions Guiding Essential Questions: I) How do culture and identity influence who we are? II) How do time, culture and history influence works of arts and/or the advancement of science and technology? III) What can I do to positively impact my community? Reading RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.3 Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Writing WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. U1
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WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently
Speaking and Listening SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. Cognitive Skills Thinking skills Reasoning about concrete items versus abstract ideas Analyzing/evaluating arguments Developing a logical argument Inductive reasoning: using specific examples/observations and forming a more general principal Deductive reasoning: use stated general premise to reason about specific examples Appreciation: recognition of the value of something Responding to novelty: ability to react appropriately in a novel situation Self-reflection: ability to think about oneself in relation to the material Assessments (F) Formative (S) Summative Text/ Resources Explorer Logs Book Club Model African American Congress Plantations in Ruins: Primary Sources All Have Suffered by Kate Stone http://www.pbs.org/wgbh/amex/reconstruction/plantation/ps_stone.html Were You Ever a Colored Boy? http://www.pbs.org/wgbh/amex/reconstruction/schools/ps_lichen.html Forty Acres and Maybe a Mule by Harriette Gillem Robinet Digital History Reconstruction background reading http://www.digitalhistory.uh.edu/exhibits/reconstruction/index.html The Freedmen Bureau The History Channel http://www.history.com/topics/freedmens-bureau Shermans Field Order 15 Video Meeting With 20 African Americans http://www.c-spanvideo.org/program/Order1 U2
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How the Federal Government Suppressed the Movement to Aid Freepeople http://www.archives.gov/publications/prologue/2010/summer/slave-pension.html The Truth Behind 40 Acres and a Mule http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/history/the-truthbehind-40-acres-and-a-mule/ Speech by Thaddeus Stevens on HR 29 1867 http://chnm.gmu.edu/courses/122/recon/stevens.htm HR 29 http://www.mc.cc.md.us/Departments/hpolscrv/hr29_1867.txt The Freedmens Bureau http://freedmensbureau.com/ The Freedmens Bureau PBS Summary http://www.pbs.org/wnet/jimcrow/stories_events_freed.html Night Riders http://www.encyclopediaofarkansas.net/encyclopedia/entrydetail.aspx?entryID=3008 Ku Klux Klan http://www.pbs.org/wnet/jimcrow/stories_org_kkk.html Discussion Starter Questions & Explore logs and PBL http://schools.nyc.gov/documents/teachandlearn/project_basedfinal.pdf Reconstruction Politicians http://www.britannica.com/blackhistory/article-285189 Model African American Congress Activity Procedures LOC http://loc.gov/teachers/classroommaterials/lessons/reconstruction/procedure.html Learning Activities Point of View Chart Create a group class bulletin board Book Club Activities Log metacognition and connections in Explore Logs Character Analysis Chart Newspaper Article Point of View: Teacher will begin this week with a refresher on the importance of understanding Point of View/Perspective. Review the causes and outcomes of the Civil War. Remind students that the war U3
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destroyed homes, land, and that it disrupted the way of life for many Southern families. Provide the students with the opportunity to read excerpts from Kate Stones diary and complete the chart based on Kates diary. http://www.pbs.org/wgbh/amex/reconstruction/plantation/ps_stone.html. Next, exposed them to the point of the newly freed African Americans. Provide the students with the opportunity to read excerpts from Were You Ever A Colored Boy? http://www.pbs.org/wgbh/amex/reconstruction/schools/ps_lichen.html and complete the chart based the reading. (Handout 1 POV Chart) Hold class discussion based on these two perspectives. Allow students to create a bulletin board in the classroom that will add to over the five weeks of the course. The Theme of the Bulletin board should be the unit Essential Question: What does it Mean to Be Free? LEARNING STRATEGY Explorer Logs How to use the Explorer Logs: Explorer Logs are a type of social studies notebook. In this notebook or log, students can write their reflections, thoughts, questions and interpretations on what they are learning. They can also use the explorer logs for drawing, outlining and planning for their projects. Introduce Explorer Logs by purchasing special cloth bound notebooks and distribute one to each student. You can use plain 5 x 8 notebooks and allow students to cover the notebooks with pictures or images that relate to the word explorer. As an option, students can also create electronic Explorer Logs or E-logs. Encourage students to write in their Explorer Logs every day. The writing should occur immediately after the lesson or project work-time. Some questions to inspire reflection and metacognition are: What surprised you about what you learned today? Why? What one thing stays in your mind about what you learned today? Why? Do you have a burning question about something you learned today? Write about the question. Did anything confuse you? Did your new learning conflict with or disagree with something you already knew? Do you feel strongly about something you learned today?
Begin first Explorer Log Entry with the reading text - Understanding Reconstruction from Digital History. (Handout 2: Understanding Reconstruction) Discuss specific items with students and write written notes in response to their log entries. Learning Strategy Student Directed BOOK CLUB U4
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Introduce the novel Forty Acres and Maybe a Mule by Harriette Gillem Robinet and start an in class book club. The social aspect and autonomy of book clubs appeal to middle school students and provide motivation as well as opportunities to expand knowledge. Divide students into groups of no more than five students. The book club will meet five times to discuss the book. Each student is responsible for leading the discussion of a portion of the book. As discussion leader the student will develop questions based on his/her understanding of the topic. Provide students with a list of question starters and preview the question list prior to each session. Students may share their questions with the other discussion leaders before the meeting to ensure that they have covered the key points in the novel. Allowing students the autonomy to lead the discussion with the teacher as monitor. The book club can meet twice a week. Mondays are great because they give students the weekend to read. Then on Thursdays as they whet the appetite for more weekend reading. Provide students with book club materials. (Handouts 3-6) Freedom and Family Question: Why were so many African American families separated before the end of slavery? Provide students with the opportunity to write how a person may feel having freedom from slavery, but not be able to locate their family members. Use Pascals desire to find his older brothers by asking every man he encounters about his family background. Provide students the background reading (Handout 7 Freedom and Family) Students can add to their Explorer Logs based on the reading. Have a whole group discussion to query students on the impact of the Freedmens Bureau. Ask: How did the Freedmens Bureau improve the lives of newly freed African Americans? Ask students to explain what they know about the Freedmens Bureau from reading the novel. List their responses on the board. Provide students with handout on the Freedmens Bureau. (Handout 8: Freedmens Bureau) Allow students to respond in their Explorer Logs. Read and write responses in their logs. Activity: Design a recruiting poster encouraging African Americans to seek assistance from the Freedmens Bureau. (Handout 9: Poster Rubric) Allow students to hold book club meetings and write their changed definitions for freedom on the class bulletin board. Weeks 3-4 Forty Acres and a Mule Primary Source Analysis
Week 2
Differentiated Strategies for Varied Learning Profiles Informational texts will be available in a variety of formats including audio, visual and tactilely. Tasks will have components that allow for students to use visual, oral and tactile as well as kinesthetic skills to express knowledge gained. Students will be able to take ownership of tasks through the use of Choice Boards and Learning Centers.
Supply the
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Provide students with the Primary Sources and use the Gilder Lehrman Strategy for Primary Source analysis. Show students video on the meeting leading to the issuance of General Shermans Field Order No. 15 http://www.c-spanvideo.org/program/Order1 The Sherman Letter (Handout 10: Special Field Order No. 15 and Handout 10-A: Strategy) Proposed legislation by Sherman and Stevens (Handout 11: H.R 29 and Handout 11-A: Strategy) Terrorism and the Night Riders/KuKlux Klan Question: Why do you think southern local and state officials allowed terrorism to exist without punishing the participants? Why did Southern whites want to intimidate African Americans? Reading Text Ku Klux Klan PBS (Handout 12) Night Riders (Handout 14) Activity: Write a newspaper article describing the impact of terrorism on schools, farms, homes, and social interactions during reconstruction. (Handout 13: Newspaper Rubric) Allow students to hold book club meetings and write their changed definitions for freedom on the class bulletin board.
material with the varied amount of print, varied text structures and extensive graphic support based on students instructional levels. Use videos to enhance comprehension through auditory and visual modes. Allow brief, cooperative brainstorming to activate prior knowledge and make predictions. Adjust the complexity, abstractness, type of response necessary, and connections required between topics based on readiness and learning profile. Establish clear criteria for success. Use wait time before taking student answers. If appropriate, give students a chance to talk to partners or
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write down their answers before responding. Provide clear guidelines for group functioning that are taught in advance of group work and consistently reinforced.
Weeks 4 5
Reconstruction Politicians Reading text African American: Reconstruction and After http://www.britannica.com/blackhistory/article-285189 Use the Explorer Log and respond to student writing. Model African American Congress Conduct a model African American Congress, a public meeting to discuss and look for solutions to problems facing African Americans. You may preside over the congress or appoint a student to do so. To conduct the congress: 1. Construct an agenda consisting of the problems under study. 2. For each problem, allow each group studying the problem to give a five-minute report. 3. A brief class discussion of each problem should follow reports on that problem. 4. After all problems have been reported and discussed, conduct a general discussion in which the class decides on recommendations to include in a report of the model congress. Debriefing Discussion Conduct a debriefing discussion in which students consider such questions as: What search strategies were most effective? Did you find some types of documents more helpful than others? More difficult to interpret? What surprised you about the documents you found? Why? Did you have enough information to assess the credibility or reliability of the documents? Why or why not? What other problem(s) did you identify through your
Provide extensive, consistent models of literacy, modeling reflection in think-alouds with stress on active reading Provide concrete examples, organizers, and demonstrations
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research? How were these problems related to the original problem your group studied? What evidence of prejudice or racism did you find in the documents? Did any of the examples surprise you? Why or why not? What issues generated the most disagreement among African Americans? Why do you think this was so? What evidence did you find of the effects of slavery? Of Reconstruction? Allow students to hold book club meetings and write their changed definitions for freedom on the class bulletin board.
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Handout 1
Name: ____________________________________ Date: __________________ Period: _________
Reconstruction: POV
PBS Reconstruction-- http://www.pbs.org/wgbh/amex/reconstruction/plantation/ps_stone.html Plantations in Ruins: Primary Sources: All Have Suffered by Kate Stone Directions: Read both diary entries and place in the table key actions done by Kate and her family. Before the Civil War Privilege
May 23, 1861
After the Civil War Existence

September 22, 1867
How has her life and attitude changed as a result of the Civil War?
Use three adjectives to describe Kate Stone.
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PBS Reconstruction http://www.pbs.org/wgbh/amex/reconstruction/schools/ps_lichen.html
Access to Learning: Primary Sources - Were you ever a Colored Boy?

Directions: Read the following passage and complete the table.
Walking to School
Interaction with Teacher
Interaction with textbook
Why did the young man have difficulties getting to school and interacting?
What difficulty did he have with the view presented in the text? PREDICT: How did he overcome these problems?
State by State
Directions: Use the maps on http://www.pbs.org/wgbh/amex/reconstruction/states/index.html
Witten Summary. Determine how the following states in rebellion emerged at the end of Reconstruction. Include the economics (farm value, industry, products) and the role of the freedmen in your explanation. States: Tennessee, South Carolina, Virginia, Texas, North Carolina, Florida.
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Handout 2
Understanding Reconstruction
Source: http://www.digitalhistory.uh.edu/exhibits/reconstruction/introduction.html Reconstruction, one of the most turbulent and controversial eras in American history, began during the Civil War and ended in 1877. It witnessed America's first experiment in interracial democracy. Just as the fate of slavery was central to the meaning of the Civil War, so the divisive politics of Reconstruction turned on the status the former slaves would assume in the reunited nation. Reconstruction remains relevant today because the issues central to it -- the role of the federal government in protecting citizens' rights, and the possibility of economic and racial justice -- are still unresolved. Northern victory in the Civil War decided the fate of the Union and of slavery, but posed numerous problems. How should the nation be reunited? What system of labor should replace slavery? What would be the status of the former slaves? Central to Reconstruction was the effort of former slaves to breathe full meaning into their newly acquired freedom, and to claim their rights as citizens. Rather than passive victims of the actions of others, African Americans were active agents in shaping Reconstruction. After rejecting the Reconstruction plan of President Andrew Johnson, the Republican Congress enacted laws and Constitutional amendments that empowered the federal government to enforce the principle of equal rights, and gave black Southerners the right to vote and hold office. The new Southern governments confronted violent opposition from the Ku Klux Klan and similar groups. In time, the North abandoned its commitment to protect the rights of the former slaves, Reconstruction came to an end, and white supremacy was restored throughout the South. For much of this century, Reconstruction was widely viewed as an era of corruption and misgovernment, supposedly caused by allowing blacks to take part in politics. This interpretation helped to justify the South's system of racial segregation and denying the vote to blacks, which survived into the 1960s. Today, as a result of extensive new research and profound changes in American race relations, historians view Reconstruction far more favorably, as a time of genuine progress for former slaves and the South as a whole. For all Americans, Reconstruction was a time of fundamental social, economic, and political change. The overthrow of Reconstruction left to future generations the troublesome problem of racial justice.
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Handout 3
Discussion Starter Question Prompts

Asking questions is the foundation of good inquiry; however, students often need a great deal of guidance to ask questions that lead them to high-quality inquiry. Teachers may use a number of strategies to build on students natural proclivity to wonder and help them ask good questions. The questions should flow easily from the ideas stirred up by the Connect experience.
Question Starters and Prompts

To prompt factual and interpretive questions: Who/What/When/Where? Why does? How can? Who says? What do others say? What caused. . . ? What is the effect of. . . ? What was the point of view of. . . ? What evidence supports. . . ? What else. . .? Why did. . .? Help students write predictive questions: What would happen if. . . ? What would have happened if. . . ? What might be the effect of. . . ? What if. . . ? Guide students to write focus questions that are narrowed from the broad idea by the following factors: Subtopic: What aspect of the topic has led to the greatest controversy? Geography: Why was the situation different in this place? Chronology: What factors made this decade the most exciting one in 20th century America? In all cases, students should evaluate their own questions critically before starting their investigation: - Can the questions be answered with a simple factual answer or a yes/no? - Do the questions lead to the heart of the subject and answers to the units essential question? - Are the questions intriguing in themselves, leading students beyond collecting what others have thought to developing their own interpretations and conclusions? - Do the students care about finding out the answers? Source: http://schools.nyc.gov/documents/teachandlearn/project_basedfinal.pdf
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Handout 4
Forty Acres and Maybe a Mule Character List

Name Age and Physical Description Personality and Responsibilities Quote by the Character
Pascal Gideon Nelly Mr. Freedman Gladness Lucille Bibbs Miss Anderson Miss Harris Milk man Freedmens Bureau Man
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Handout 5
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Handout 6
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Handout 7
Reconstruction- The Meaning of Freedom: Black and White Responses to the End of Slavery
Source: http://www.digitalhistory.uh.edu/exhibits/reconstruction/section2/section2_intro.html Confederate defeat and the end of slavery brought far-reaching changes in the lives of all Southerners. The destruction of slavery led inevitably to conflict between blacks seeking to breathe substantive meaning into their freedom by asserting their independence from white control, and whites seeking to retain as much as possible of the old order. The meaning of freedom itself became a point of conflict in the Reconstruction South. Former slaves relished the opportunity to flaunt their liberation from the innumerable regulations of slavery. Immediately after the Civil War, they sought to give meaning to freedom by reuniting families separated under slavery, establishing their own churches and schools, seeking economic autonomy, and demanding equal civil and political rights. Most white Southerners reacted to defeat and emancipation with dismay. Many families had suffered the loss of loved ones and the destruction of property. Some thought of leaving the South altogether, or retreated into nostalgia for the Old South and the Lost Cause of the Confederacy. In 1865 and 1866 many white Southerners joined memorial associations that established Confederate cemeteries and monuments throughout the region. Others, unwilling to accept a new relationship to former slaves, resorted to violent opposition to the new world being created around them. Building the Black Community: The Family Reuniting families separated under slavery, and solidifying existing family relations, were essential to the black definition of freedom. The family stood as the main pillar of the postwar black community. Most slaves had lived in family units, although they faced the constant threat of separation from loved ones by sale. Freedpeople made remarkable efforts to locate loved ones - a Northern reporter in 1865 encountered a former slave who had walked more than 600 miles searching for his wife and children, from whom he had been sold away during slavery. Slave marriages had no legal standing; now tens of thousands of freedpeople registered their unions before the army, Freedmen's Bureau, and local governments. Even as an enslaved people, African-Americans maintained strong family ties. After emancipation, African-Americans struggled to reunite families that had been disrupted by sale and many couples legalized their marriages. Family and kinship ties, together with the church, remained the foundation of the black community. U16
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Handout 8
The Freedmens Bureau 1865-1872

The Bureau of Refugees, Freedmen, and Abandoned Lands was created by Congress in March 1865 to assist for one year in the transition from slavery to freedom in the South. The Bureau was given "the supervision and management of all abandoned lands, and the control of all subjects relating to refugees and freedmen, under such rules and regulations as may be presented by the head of the Bureau and approved by the President." The bureau was run by the War Department, and its first and most important commissioner was General O.O. Howard, a Civil War hero sympathetic to blacks. The Bureau's task was to help the Southern blacks and whites make the transition from slavery to freedom. Their responsibilities included introducing a system of free labor, overseeing some 3,000 schools for freedpersons, settling disputes and enforcing contracts between the usually white landowners and their black labor force, and securing justice for blacks in state courts. The Bureau was renewed by a Congressional bill in 1866 but was vetoed by President Andrew Johnson, who thought it was unconstitutional. Johnson was opposed to having the federal government secure black rights. Congress passed the bill over his veto. Southern whites were basically opposed to blacks having any rights at all, and the Bureau lacked military force to back up its authority as the army had been quickly disbanded and most of the soldiers assigned to the Western frontier. The Bureau was able to accomplish some of its goals, especially in the field of education. It established a number of colleges and training schools for blacks, including Howard University (named for General Howard) and Hampton Institute. Howard believed that the mission of the Bureau was a temporary one, wanting to avoid black dependency on the federal agency. He firmly believed that African Americans should obtain all their rights as quickly as possible, but failed to see that because of Southern white hostility longterm support was necessary for them to do so. The Bureau also failed to bring together whites and blacks in the South because it lacked the means to do so. It needed support from Southern and Northern politicians and received little help from either. Its staff was cut significantly by 1869 and it ceased operations in 1872. -- Richard Wormser
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Handout 9
Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )
Making A Poster: Final Exam --Poster

Student Name: ________________________________________
CATEGORY Content Accuracy
10
At least 7 accurate facts are displayed on the poster.
9
5-6 accurate facts are displayed on the poster.
8
3-4 accurate facts are displayed on the poster.
7
Less than 3 accurate facts are displayed on the poster.
Required Elements
The poster includes all All required elements required elements as are included on the well as additional poster. information.
All but 1 of the Several required required elements are elements were included on the poster. missing.
Knowledge Gained
Student can accurately answer all questions related to facts in the poster and processes used to create the poster.
Student can accurately answer most questions related to facts in the poster and processes used to create the poster.
Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.
Student appears to have insufficient knowledge about the facts or processes used in the poster.
Use of Class Time Used time well during Used time well during Used some of the time Did not use class time
each class period. Focused on getting the project done. Never distracted others. each class period. Usually focused on getting the project done and never distracted others. well during each class to focus on the project period. There was OR often distracted some focus on getting others. the project done but occasionally distracted others.
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Graphics -Clarity
Graphics are all in focus and the content easily viewed and identified from 6 ft. away. Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display. All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.
Most graphics are in focus and the content easily viewed and identified from 6 ft. away. One or two of the graphics used on the poster reflect student creativity in their creation and/or display.
Most graphics are in focus and the content is easily viewed and identified from 4 ft. away.
Many graphics are not clear or are too small.
Graphics Originality
The graphics are made No graphics made by by the student, but are the student are based on the designs included. or ideas of others.
Graphics Relevance
All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.
All graphics relate to the topic. Most borrowed graphics have a source citation.
Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Attractiveness
The poster is exceptionally attractive in terms of design, layout, and neatness.
The poster is attractive The poster is in terms of design, acceptably attractive layout and neatness. though it may be a bit messy.
The poster is distractingly messy or very poorly designed. It is not attractive.
Mechanics
Capitalization and There is 1 error in punctuation are capitalization or correct throughout the punctuation. poster.
There are 2 errors in capitalization or punctuation.
There are more than 2 errors in capitalization or punctuation.
Grammar
There are no grammatical mistakes on the poster.
There is 1 grammatical There are 2 mistake on the poster. grammatical mistakes on the poster.
There are more than 2 grammatical mistakes on the poster.
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Handout 10
General Shermans Field Order No. 15

Source: http://www.pbs.org/wgbh/amex/reconstruction/40acres/ps_so15.html
In the Field, Savannah, Georgia, January 16th, 1865. Special Field Orders, No. 15. I. The islands from Charleston, south, the abandoned rice fields along the rivers for thirty miles back from the sea, and the country bordering the St. Johns river, Florida, are reserved and set apart for the settlement of the negroes now made free by the acts of war and the proclamation of the President of the United States. II. At Beaufort, Hilton Head, Savannah, Fernandina, St. Augustine and Jacksonville, the blacks may remain in their chosen or accustomed vocations -- but on the islands, and in the settlements hereafter to be established, no white person whatever, unless military officers and soldiers detailed for duty, will be permitted to reside; and the sole and exclusive management of affairs will be left to the freed people themselves, subject only to the United States military authority and the acts of Congress. By the laws of war, and orders of the President of the United States, the negro is free and must be dealt with as such. He cannot be subjected to conscription or forced military service, save by the written orders of the highest military authority of the Department, under such regulations as the President or Congress may prescribe. Domestic servants, blacksmiths, carpenters and other mechanics, will be free to select their own work and residence, but the young and able-bodied negroes must be encouraged to enlist as soldiers in the service of the United States, to contribute their share towards maintaining their own freedom, and securing their rights as citizens of the United States. Negroes so enlisted will be organized into companies, battalions and regiments, under the orders of the United States military authorities, and will be paid, fed and clothed according to law. The bounties paid on enlistment may, with the consent of the recruit, go to assist his family and settlement in procuring agricultural implements, seed, tools, boots, clothing, and other articles necessary for their livelihood. III. Whenever three respectable negroes, heads of families, shall desire to settle on land, and shall have selected for that purpose an island or a locality clearly defined,
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within the limits above designated, the Inspector of Settlements and Plantations will himself, or by such subordinate officer as he may appoint, give them a license to settle such island or district, and afford them such assistance as he can to enable them to establish a peaceable agricultural settlement. The three parties named will subdivide the land, under the supervision of the Inspector, among themselves and such others as may choose to settle near them, so that each family shall have a plot of not more than (40) forty acres of tillable ground, and when it borders on some water channel, with not more than 800 feet water front, in the possession of which land the military authorities will afford them protection, until such time as they can protect themselves, or until Congress shall regulate their title. The Quartermaster may, on the requisition of the Inspector of Settlements and Plantations, place at the disposal of the Inspector, one or more of the captured steamers, to ply between the settlements and one or more of the commercial points heretofore named in orders, to afford the settlers the opportunity to supply their necessary wants, and to sell the products of their land and labor. IV. Whenever a negro has enlisted in the military service of the United States, he may locate his family in any one of the settlements at pleasure, and acquire a homestead, and all other rights and privileges of a settler, as though present in person. In like manner, negroes may settle their families and engage on board the gunboats, or in fishing, or in the navigation of the inland waters, without losing any claim to land or other advantages derived from this system. But no one, unless an actual settler as above defined, or unless absent on Government service, will be entitled to claim any right to land or property in any settlement by virtue of these orders. V. In order to carry out this system of settlement, a general officer will be detailed as Inspector of Settlements and Plantations, whose duty it shall be to visit the settlements, to regulate their police and general management, and who will furnish personally to each head of a family, subject to the approval of the President of the United States, a possessory title in writing, giving as near as possible the description of boundaries; and who shall adjust all claims or conflicts that may arise under the same, subject to the like approval, treating such titles altogether as possessory. The same general officer will also be charged with the enlistment and organization of the negro recruits, and protecting their interests while absent from their settlements; and will be governed by the rules and regulations prescribed by the War Department for such purposes.
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VI. Brigadier General R. Saxton is hereby appointed Inspector of Settlements and Plantations, and will at once enter on the performance of his duties. No change is intended or desired in the settlement now on Beaufort [Port Royal] Island, nor will any rights to property heretofore acquired be affected thereby. By Order of Major General W. T. Sherman
Special Field Orders, No. 15, Headquarters Military Division of the Mississippi, 16 Jan. 1865. Orders & Circulars, ser. 44, Adjutant General's Office, Record Group 94, National Archives.
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Handout 10a Directions: Read the text. As you read write the key words that you know the meaning of on the lines to the right. Write a minimum of seven words that would help explain the document excerpt. If there are words that you do not know underline them. Original Text Special Field Orders, No. 15. KEY WORDS 1. ___________________________________ ___ 2. ___________________________________ ____ 3. ___________________________________ ____ 4. ___________________________________ _____ 5. ___________________________________ ____ 6. ___________________________________ _____ 7. ___________________________________ _____ Write a summary using the key words you selected. SUMMARY:
I. The islands from Charleston, south, the abandoned rice fields along the rivers for thirty miles back from the sea, and the country bordering the St. Johns river, Florida, are reserved and set apart for the settlement of the negroes now made free by the acts of war and the proclamation of the President of the United States.
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IN YOUR OWN WORDS:
Directions: Read the text. As you read write the key words that you know the meaning of on the lines to the right. Write a minimum of seven words that would help explain the document excerpt. If there are words that you do not know underline them. Original Text Special Field Order No. 15 KEY TERM: 1. ________________________________ 2. ________________________________ 3. ________________________________ 4. ________________________________ 5. ________________________________ 6. ________________________________ 7. ________________________________
II. At Beaufort, Hilton Head, Savannah, Fernandina, St. Augustine and Jacksonville, the blacks may remain in their chosen or accustomed vocations -- but on the islands, and in the settlements hereafter to be established, no white person whatever, unless military officers and soldiers detailed for duty, will be permitted to reside; and the sole and exclusive management of affairs will be left to the freed people themselves, subject only to the United States military authority and the acts of Congress.
Write a summary using the key words you selected. SUMMARY:
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IN YOUR OWN WORDS:
Directions: Read the text. As you read write the key words that you know the meaning of on the lines to the right. Write a minimum of seven words that would help explain the document excerpt. If there are words that you do not know underline them. Original Text Special Field Order 15 KEY TERMS 1. _____________________________ 2. _____________________________ 3. _____________________________ 4. _____________________________ 5. _____________________________ 6. _____________________________ 7. _____________________________
By the laws of war, and orders of the President of the United States, the negro is free and must be dealt with as such. He cannot be subjected to conscription or forced military service, save by the written orders of the highest military authority of the Department, under such regulations as the President or Congress may prescribe. Domestic servants, blacksmiths, carpenters and other mechanics, will be free to select their own work and residence, but the young and able-bodied negroes must be encouraged to enlist as soldiers in the service of the United States, to contribute their share towards maintaining their own freedom, and securing their rights as citizens of the United States.
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IN YOUR OWN WORDS:
Directions: Read the text. As you read write the key words that you know the meaning of on the lines to the right. Write a minimum of seven words that would help explain the document excerpt. If there are words that you do not know underline them. Original Text Special Field Order No. 15 KEY TERMS 1. _____________________________ 2. _____________________________ 3. _____________________________ 4. _____________________________ 5. _____________________________ 6. _____________________________ 7. _____________________________
Negroes so enlisted will be organized into companies, battalions and regiments, under the orders of the United States military authorities, and will be paid, fed and clothed according to law. The bounties paid on enlistment may, with the consent of the recruit, go to assist his family and settlement in procuring agricultural implements, seed, tools, boots, clothing, and other articles necessary for their livelihood.
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IN YOUR OWN WORDS:
Directions: Read the text. As you read write the key words that you know the meaning of on the lines to the right. Write a minimum of seven words that would help explain the document excerpt. If there are words that you do not know underline them. Original Text Special Field Order No. 15 III. Whenever three respectable negroes, heads of families, shall desire to settle on land, and shall have selected for that purpose an island or a locality clearly defined, within the limits above designated, the Inspector of Settlements and Plantations will himself, or by such subordinate officer as he may appoint, give them a license to settle such island or district, and afford them such assistance as he can to enable them to establish a peaceable agricultural settlement. The three parties named will subdivide the land, under the supervision of the Inspector, among themselves and such others as may choose to settle near them, so that each family shall have a plot of not more than (40) forty acres of tillable ground, and when it borders on some water channel, with not more than 800 feet water front, in the possession of which land the military authorities will afford them protection, until such time as they can protect themselves, or until Congress shall regulate their title. KEY TERMS 1. _____________________________ 2. _____________________________ 3. _____________________________ 4. _____________________________ 5. _____________________________ 6. _____________________________ 7. _____________________________
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IN YOUR OWN WORDS:
Directions: Read the text. As you read write the key words that you know the meaning of on the lines to the right. Write a minimum of seven words that would help explain the document excerpt. If there are words that you do not know underline them. Original Text Special Field Order No. 15 The Quartermaster may, on the requisition of the Inspector of Settlements and Plantations, place at the disposal of the Inspector, one or more of the captured steamers, to ply between the settlements and one or more of the commercial points heretofore named in orders, to afford the settlers the opportunity to supply their necessary wants, and to sell the products of their land and labor. IV. Whenever a negro has enlisted in the military service of the United States, he may locate his family in any one of the settlements at pleasure, and acquire a homestead, and all other rights and privileges of a settler, as though present in person. In like manner, negroes may settle their families and engage on board the gunboats, or in fishing, or in the navigation of the inland waters, without losing any claim to land or other advantages derived from this system. But no one, unless an actual settler as above defined, or unless absent on Government service, will be entitled to claim any right to land or property in any settlement by KEY TERMS 1. _____________________________ 2. _____________________________ 3. _____________________________ 4. _____________________________ 5. _____________________________ 6. _____________________________ 7. _____________________________
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virtue of these orders. Write a summary using the key words you selected. SUMMARY:
IN YOUR OWN WORDS:
V. In order to carry out this system of settlement, a general officer will be detailed as Inspector of Settlements and Plantations, whose duty it shall be to visit the settlements, to regulate their police and general management, and who will furnish personally to each head of a family, subject to the approval of the President of the United States, a possessory title in writing, giving as near as possible the description of boundaries; and who shall adjust all claims or conflicts that may arise under the same, subject to the like approval, treating such titles altogether as possessory. The same general officer will also be charged with the enlistment and organization of the negro recruits, and protecting their interests while absent from their settlements; and will be governed by the
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rules and regulations prescribed by the War Department for such purposes.
IN YOUR OWN WORDS:
VI. Brigadier General R. Saxton is hereby appointed Inspector of Settlements and Plantations, and will at once enter on the performance of his duties. No change is intended or desired in the settlement now on Beaufort [Port Royal] Island, nor will any rights to property heretofore acquired be affected thereby. By Order of Major General W. T. Sherman
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IN YOUR OWN WORDS:
Handout 11
H.R. 29
Source: http://www.mc.cc.md.us/Departments/hpolscrv/hr29_1867.txt
REPARATIONS BILL FOR THE AFRICAN SLAVES IN THE UNITED STATES THE FIRST SESSION FORTIETH CONGRESS March 11, 1867 Thaddeus Stevens of Pennsylvania H.R. 29
Whereas it is due to justice, as an example to future times, that some future punishment should be inflicted on the people who constituted the "confederate States of America." both because they, declaring on unjust war against the United States for the purpose of destroying republican liberty and permanently establishing slavery, as well as, for the cruel and barbarous manner in which they conducted said war, in violation of all the laws of civilized warfare, and also to compel them to make some compensation for the damages and expenditures caused by the said war: Therefore, Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled. That all the public lands belonging to the ten States that formed the government of the so-called ..confederate States of America shall be forfeited by said States and become forthwith vested in the United States. SEC. 2. And be it further enacted. That the President shall forthwith proceed to cause the seizure of such of the property belonging to the belligerent enemy as is deemed forfeited by the act of July 17, A. D. 1862, and hold and appropriate the same as enemy's property, and to proceed to condemnation with that already seized. SEC. 3. And be it further enacted, That in lieu of the proceeding to condemn the property thus seized enemy's property. as is provided by the act of July A. D. 1862, two commissions or more, as by him may be deemed necessary. shall be appointed by the President for each of the said "confederate States,"to consist of three persons each, one of whom shall be an officer of the late or present Army, and two shall be civilians, neither of whom shall be citizens of the State for which he shall be appointed; that the said commissions shall proceed adjudicate and Condemn the property foresaid, under such forms and proceedings is shall be prescribed by the Attorney General of the United States, whereupon the title to said property shall become vested in the United States. SEC. 4. And be it further enacted. That out of the lands thus seized and confiscated the slaves who have been liberated by the operations of the war and the amendment to the constitution or otherwise, who resided in said
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"confederate States" on the 4th day of March, A. D. 1861, or since, shall have distributed to them as follows, namely: to each male person who is the head of a family, forty acres; to each adult male, whether the head of a family or not, forty acres, to each widow who is the head of a family, forty acres-to be held by them in fee-simple, but to be inalienable for the next ten years after they become seized thereof. For the purpose of distributing and allotting said land the Secretary of War shall appoint as many commissions in each State as he shall deem necessary, to consist of three members each, two of whom at least shall not be citizens of the State for which he is appointed. Each of said commissioners shall receive a salary of $3,000 annuaIly and all his necessary expenses. Each commission shall be allowed one clerk, whose salary shall be $2,000 per annum. The title to the homestead aforesaid shall be vested in trustees for the use of the liberated persons aforesaid. Trustees shall be appointed by the Secretary of War, and shall receive such salary as he shall direct, not exceeding $3,000 per annum. At the end of ten years the, absolute title to said homesteads shall be conveyed to said owners or to the heirs of such as are then dead. SEC. 5. And be it further enacted, That out of the balance of the property thus seized and confiscated there shall be raised, in the manner hereinafter provided, a sum equal to fifty dollars, for each homestead, to be applied by the trustees hereinafter mentioned toward the erection of buildings on the said homesteads for the use of said slaves; and the further sum of $500,000,000, which shall be appropriated as follows, to wit: $200,000,000 shall be invested in United States six per cent, securities; and the interest thereof shall be semi-annually added to the pensions allowed by law to pensioners who have become so by reason of the late war; $300,000,000, or so much thereof as may Be need, shall be appropriated to pay damages done to loyal citizens by the civil or military Operations of the goverenment lately called the "confederate States of America."
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Handout 11a Directions: Read the text. As you read write the key words that you know the meaning of on the lines to the right. Write a minimum of seven words that would help explain the document excerpt. If there are words that you do not know underline them. Original Text H.R. 29 REPARATIONS BILL FOR THE
AFRICAN SLAVES IN THE UNITED STATES
KEY WORDS 8. ___________________________________ ___ 9. ___________________________________ ____ 10. ___________________________________ ____ 11. ___________________________________ _____ 12. ___________________________________ ____ 13. ___________________________________ _____ 14. ___________________________________ _____
Whereas it is due to justice, as an example to future times, that some future punishment should be inflicted on the people who constituted the "confederate States of America." both because they, declaring on unjust war against the United States for the purpose of destroying republican liberty and permanently establishing slavery, as well as, for the cruel and barbarous manner in which they conducted said war, in violation of all the laws of civilized warfare, and also to compel them to make some compensation for the damages and expenditures caused by the said war:
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IN YOUR OWN WORDS: Directions: Read the text. As you read write the key words that you know the meaning of on the lines to the right. Write a minimum of seven words that would help explain the document excerpt. If there are words that you do not know underline them. Original Text H.R. 29 REPARATIONS BILL FOR THE
KEY TERM: 8. ________________________________
Therefore, Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled. That all the public lands belonging to the ten States that formed the government of the so-called ..confederate States of America shall be forfeited by said States and become forthwith vested in the United States.
9. ________________________________ 10. ________________________________ 11. ________________________________ 12. ________________________________ 13. ________________________________ 14. ________________________________
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IN YOUR OWN WORDS:
Directions: Read the text. As you read write the key words that you know the meaning of on the lines to the right. Write a minimum of seven words that would help explain the document excerpt. If there are words that you do not know underline them. Original Text H.R. 29 REPARATIONS BILL FOR THE
KEY TERMS 8. _____________________________
SEC. 2. And be it further enacted. That the President shall forthwith proceed to cause the seizure of such of the property belonging to the belligerent enemy as is deemed forfeited by the act of July 17, A. D. 1862, and hold and appropriate the same as enemy's property, and to proceed to condemnation with that already seized.
9. _____________________________ 10. _____________________________ 11. _____________________________ 12. _____________________________ 13. _____________________________ 14. _____________________________
____________________________________________________________________________________ Write a summary using the key words you selected. SUMMARY:
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IN YOUR OWN WORDS:
KEY TERMS 8. _____________________________
SEC. 3. And be it further enacted, That in lieu of the proceeding to condemn the property thus seized enemy's property. as is provided by the act of July A. D. 1862, two commissions or more, as by him may be deemed necessary. shall be appointed by the President for each of the said "confederate States, "to consist of three persons each, one of whom shall be an officer of the late or present Army, and two shall be civilians, neither of whom shall be citizens of the State for which he shall be appointed; that the said commissions shall proceed adjudicate and Condemn the property foresaid, under such forms and proceedings is shall be prescribed by the Attorney General of the United States, whereupon the title to said property shall become vested in the United States.
9. _____________________________ 10. _____________________________ 11. _____________________________ 12. _____________________________ 13. _____________________________ 14. _____________________________
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IN YOUR OWN WORDS:
KEY TERMS 8. _____________________________
SEC. 4. And be it further enacted. That out of the lands thus seized and confiscated the slaves who have been liberated by the operations of the war and the amendment to the constitution or otherwise, who resided in said "confederate States" on the 4th day of March, A. D. 1861, or since, shall have distributed to them as follows, namely: to each male person who is the head of a family, forty acres; to each adult male, whether the head of a family or not, forty acres, to each widow who is the head of a family, forty acres-to be held by them in fee-simple, but to be inalienable for the next ten years after they become seized thereof. _________________________________________ ___ Write a summary using the key words you selected. SUMMARY:
9. _____________________________ 10. _____________________________ 11. _____________________________ 12. _____________________________ 13. _____________________________ 14. _____________________________
IN YOUR OWN WORDS:
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KEY TERMS 8. _____________________________
For the purpose of distributing and allotting said land the Secretary of War shall appoint as many commissions in each State as he shall deem necessary, to consist of three members each, two of whom at least shall not be citizens of the State for which he is appointed. Each of said commissioners shall receive a salary of $3,000 annuaIly and all his necessary expenses. Each commission shall be allowed one clerk, whose salary shall be $2,000 per annum. The title to the homestead aforesaid shall be vested in trustees for the use of the liberated persons aforesaid. Trustees shall be appointed by the Secretary of War, and shall receive such salary as he shall direct, not exceeding $3,000 per annum. At the end of ten years the, absolute title to said homesteads shall be conveyed to said owners or to the heirs of such as are then dead. _________________________________________ ___ Write a summary using the key words you selected.
9. _____________________________ 10. _____________________________ 11. _____________________________ 12. _____________________________ 13. _____________________________ 14. _____________________________
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SUMMARY:
IN YOUR OWN WORDS:
Directions: Read the text. As you read write the key words that you know the meaning of on the lines to the right. Write a minimum of seven words that would help explain the document excerpt. If there are words that you do not know underline them. Original Text - H.R. 29 REPARATIONS BILL FOR THE
KEY TERMS 8. _____________________________
SEC. 5. And be it further enacted, That out of the balance of the property thus seized and confiscated there shall be raised, in the manner hereinafter provided, a sum equal to fifty dollars, for each homestead, to be applied by the trustees hereinafter mentioned toward the erection of buildings on the said homesteads for the use of said slaves; and the further sum of $500,000,000, which shall be appropriated as follows, to wit: $200,000,000 shall be invested in United States six per cent, securities; and the interest thereof shall be semi-annually added to the pensions allowed by law to pensioners who have become so by reason of the late war; $300,000,000, or so much thereof as may Be need, shall be appropriated to pay damages done to loyal citizens by the civil or military Operations of the goverenment lately called the "confederate States of America." Write a summary using the key words you selected. SUMMARY:
9. _____________________________ 10. _____________________________ 11. _____________________________ 12. _____________________________ 13. _____________________________ 14. _____________________________
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IN YOUR OWN WORDS:
Handout 12
Ku Klux Klan
Source: http://www.pbs.org/wnet/jimcrow/stories_org_kkk.html The Ku Klux Klan was formed as a social club by a group of Confederate Army veterans in Pulaski, Tennessee in the winter of 1865-66. The group adopted the name Ku Klux Klan from the Greek word "kyklos," meaning circle, and the English word clan. In the summer of 1867, the Klan became the "Invisible Empire of the South" at a convention in Nashville, Tennessee attended by delegates from former Confederate states. The group was presided over General Nathan Bedford Forrest, who is believed to have been the first Grand Wizard -- the title for the head of the organization. Lesser officers were given such names as Grand Dragon, Grand Titan, and Grand Cyclops. Dressed in robes and sheets, intended to prevent identification by the occupying federal troops (and supposedly designed to frighten blacks), the Klan quickly became a terrorist organization in service of the Democratic Party and white supremacy. Between 1869 and 1871 its goal was to destroy Congressional Reconstruction by murdering blacks -- and some whites -- who were either active in Republican politics or educating black children. The Klan burned churches and schools and drove thousands of people out of their homes. Because local law enforcement officials were unable or unwilling to stop the Klan, Congress passed the Force Bill in 1871, giving the federal government the power to prosecute the Klan. Dedicated prosecutors managed to win convictions and break up Klan activity. Although relatively few people were punished, federal action did put an end to most Klan activities. William J. Simmons, a former Methodist preacher, organized a new Klan in Stone Mountain, Georgia in 1915 as a patriotic, Protestant fraternal society. This new Klan directed its activity against not just blacks, but immigrants, Jews, and Roman Catholics. The Ku Klux Klan grew rapidly from there and had more than two million members throughout the country by the mid-1920s. D.W. Griffith's film THE BIRTH OF A NATION, which glorified the Klan and denigrated blacks, was used as a recruiting tool. Although the Klan still reverted to burning crosses, torturing and murdering those whom they opposed, the organization became a powerful political force in the 1920s. Many state public officials throughout U40
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the nation were members. Eventually the organization was weakened by disagreements among the leadership and because of public criticism of Klan violence. By 1944 the Ku Klux Klan had lost most of its influence and membership. It was revived during the Civil Rights era and continues today as a small organization that continues to stage demonstrations in favor of white supremacy and fundamentalist Christian theology. - Richard Wormser
Handout 13
Newspaper Article Editing Rubric

By Line: (Reporters Name):____________________________________ Place a check mark in the appropriate box if evidence of each item is found in the story. Include constructive comments in the space provided. Story Includes: Self Peer Teacher (Optional)
Headline Lead Who? What? When? Where? Why? Summary or Final Detail Clearly Written Personal Opinion is left out Accurate Information Correct Spelling and Grammar Peer Editors Comments:
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Teachers Comments:
Handout 14
Night Riders
aka: Nightriders aka: Whitecappers aka: White Cappers The term night riding is frequently synonymous with whitecapping or bald knobbing, all terms denoting extralegal acts of violence targeting select groups and carried out by vigilantes under cover of night or disguise. Beginning in the 1900s, cotton farmers throughout Arkansas, Mississippi, Tennessee, and Missouri were often the targets of night riders seeking to intimidate farmers into selling their crops at higher prices than offered by the big agricultural companies. However, many instances of night riding had racial overtones that hearkened back to the days of the post-Reconstruction Ku Klux Klan (KKK). Cotton men of the state had formed the Arkansas Farmers Union in 1902 and were controlling the market, getting cotton at ridiculously low prices, when cotton prices fell to ten cents per pound. In Greene County, poorer farmers responded with a kind of viciousness unparalleled since the lawlessness of the KKK during the late nineteenth century. A group of masked, armed men rode horseback from town to town, burning wagons of cotton and intimidating farmers to force cotton growers to hold their cotton for a price of thirty-five to forty cents. On September 29, 1908, the violence against cotton growers escalated with an attack against a farmer near Mainwood, about fifteen miles from Paragould (Greene County). Newspapers also reported attacks by night riders in Marmaduke (Greene County), Bethel (Greene County), Walcott (Greene County), Lake City (Craighead County), and Jonesboro (Craighead County), as well as other small farming communities in or near Greene County. Night rider violence escalated into 1909. The riders staged spectacular nighttime raids, destroyed cotton in the fields, killed livestock, burned barns and warehouses filled with cotton,
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dynamited farm machinery, and assaulted buyers. As a way of restraining the night riders, on September 27, 1908, during an emergency meeting of the Farmers District Union of Marmaduke at the Greene County Courthouse in Paragould, merchants were asked to temporarily refrain from buying cotton. Other factors besides price control, such as class and race relations, pitted landowners against tenant farmers and squatters. An expansion of the plantation system in the Arkansas Delta between 1880 and 1920 was challenged by a violent campaign on the part of landless whites. Whitecappers struck in Cross and Poinsett counties in 1902, in Crittenden County in 1904, and periodically plagued Mississippi County from 1908 to 1921. Frequently, landless whites committed acts of violence against African Americans, who, due to the race-based wages of the era, were working on these plantations for much less than the average white person would earn. The aim of night riders was to drive off these black laborers and thus reduce the labor pool. Such acts of night riding and whitecapping occurred not only in agricultural areas but also in towns built upon industry. For example, in Black Rock (Lawrence County) in 1894, unemployed whites posted notices calling upon local mills and factories to discharge their black employees; these whitecappers remained sporadically active through the following years, attacking several African Americans in 1898. Unlike people who perpetrated lynchings, night riders and whitecappers sometimes were arrested, had their identities made public, and were charged and convicted of their crimes. Federal judge Jacob Trieber convicted several whitecappers in 1904 in Helena (Phillips County). In 1909, the Arkansas General Assembly passed Act 112, which outlawed night riding. Although the law provided authorities with a new weapon, it by no means ended night-riding activities; indeed, in 1923, the law was used to charge the victims of night riding with that very crime in the aftermath of the Catcher Race Riot. Eventually, cotton prices rose due to an expanding European market, though some scholars believe that the violence committed by night riders did help keep cotton at profitable levels from 1905 to 1914. Sharecropping and tenancy began to undergo a profound transition beginning in the 1930s as a result of New Deal programs, World War II, mechanization, and the use of chemicals. All of this reduced the need for human labor in bringing in the cotton crop, and night riding directed against cotton planters faded away. Though violence against African Americans continued in Arkansas throughout the twentieth century, the large campaigns of night riding, like lynching, proved less and less sustainable over time. For additional information:
Easley, Tina. Night Riders History. Greene County, Arkansas, and Crossover Counties in Northeastern Arkansas, 1833 to 2010. http://www.usgennet.org/usa/ar/county/greene/nightridershistory%20te.htm (accessed June 14, 2010). Hartman, Mary, and Ingenthron, Elmo. Bald Knobbers, Vigilantes on the Ozarks Frontier. Gretna, LA: Pelican Publishing Company, 1996. Lancaster, Guy. Nightriding and Racial Cleansing in the Arkansas River Valley. Arkansas Historical U43
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Quarterly 72 (Autumn 2013): 242264.
Matkin-Rawn, Story L. We Fight for the Rights of Our Race: Black Arkansans in the Era of Jim Crow. Ph.D. diss., University of WisconsinMadison, 2009. Whayne, Jeannie M. Law, Villains and Wickedness in High Places: Race and Class in the Elaine Riots. Arkansas Historical Quarterly 58 (Autumn 1999): 292311. Jeanie Horn Marshall, Arkansas Last Updated 11/13/2013
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SOCIAL SCIENCE

Common Core Standards

Name: ____________________________________ Date: __________________ Period: _________

After the Civil War Existence

Use three adjectives to describe Kate Stone.

PBS Reconstruction http://www.pbs.org/wgbh/amex/reconstruction/schools/ps_lichen.html

Access to Learning: Primary Sources - Were you ever a Colored Boy?

Interaction with Teacher

Interaction with textbook

Discussion Starter Question Prompts

Question Starters and Prompts

Forty Acres and Maybe a Mule Character List

The Freedmens Bureau 1865-1872

Making A Poster: Final Exam --Poster

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There are 2 errors in capitalization or punctuation.

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There are no grammatical mistakes on the poster.

There are more than 2 grammatical mistakes on the poster.

Copyright 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC

General Shermans Field Order No. 15

IN YOUR OWN WORDS:

Write a summary using the key words you selected. SUMMARY:

IN YOUR OWN WORDS:

Write a summary using the key words you selected. SUMMARY:

IN YOUR OWN WORDS:

Write a summary using the key words you selected. SUMMARY:

IN YOUR OWN WORDS:

Write a summary using the key words you selected. SUMMARY:

IN YOUR OWN WORDS:

IN YOUR OWN WORDS:

IN YOUR OWN WORDS:

Write a summary using the key words you selected. SUMMARY:

IN YOUR OWN WORDS:

Write a summary using the key words you selected. SUMMARY:

KEY TERM: 8. ________________________________

Write a summary using the key words you selected. SUMMARY:

IN YOUR OWN WORDS:

KEY TERMS 8. _____________________________

IN YOUR OWN WORDS:

KEY TERMS 8. _____________________________

IN YOUR OWN WORDS:

KEY TERMS 8. _____________________________

IN YOUR OWN WORDS:

KEY TERMS 8. _____________________________

IN YOUR OWN WORDS:

KEY TERMS 8. _____________________________

IN YOUR OWN WORDS:

Newspaper Article Editing Rubric

Quarterly 72 (Autumn 2013): 242264.

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Name: __________________________ Date: Period: _