Locate visually supported information on social issues (e.g., from photographs, headlines, and bylines in newspapers, magazines, or on the Internet) Locate visually supported information on social issues (e.g., in newspaper, magazine, or website articles) Compare and contrast visually supported information on social issues or inequities from various news sources Interpret visually supported information on social issues or inequities from various news sources Evaluate authenticity of information on social issues or inequities from various news sources Example: Speaking 9-12 Social issues & inequities Entering: Name major social issues or inequities depicted in illustrations (e.g., war) Beginning: Characterize major social issues or inequities depicted in illustrations (e.g., slavery) Developing: Give examples or descriptions of social issues or inequities depicted in illustrations or political cartoons Expanding: Explain how social issues or inequities depicted in illustrations or political cartoons have changed our lives Bridging: Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives Vocabulary Instruction Effective vocabulary development occurs both incidentally and through explicit instruction. Mastery requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.
Land of the Free? Teachers should use this link for additional lessons that have been developed by SAP on slavery that detail how America was built on the backs of Africans. (As students engage with the and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.) The Brutality of Slavery What made others see Gabriel, Vesey, or Turner as leaders? What events and ideas prompted the rebellion? Who was involved (e.g., slaves, free blacks, whites)? What alliances had to be formed? What Slave Rebellions— Literacy RH.11-12.1,3; WHST.11-12.9 AAH.6 Divide the class into three groups to research the Gabriel, Vesey, and Turner rebellions. And using newspapers, speeches, letters, or other documents, have students present their research to the class in one of the following formats: a meeting in which the conspirators discuss their plans, the of the conspirators, or a discussion of the rebellion among free northern blacks. Literacy RH.11-12.1,3; WHST.11-12.4,6,7 Use the links listed below for content knowledge and information: January 13, 1777 petition of slaves in Massachusetts seeking freedom Founding of the Pennsylvania Abolition Society Mum Bett – Belinda Royall – Nat Turner’s Rebellion— Literacy RH.11-12.1,3; WHST.11-12.4,6,7
(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.) African Episcopal Church Richard Allen – Absalom Jones – Mother Bethel A.M.E. Church – AAH.11 Choose an African American educational or benevolent organization and research it. Create a multi-media presentation concerning that organization. When was it active? What did it do? What impact did it have during the Antebellum period? Literacy RH.11-12.2; WHST.11-12.2 Textbook reference: Ch. 7 and Ch. 9 Section 3 Hampton, Virginia – New Philadelphia, Illinois –
AAH.17 Assess the economic and social impact of Jim Crow laws on (C,H,E) AAH.17 What were the economic and social effects of Jim Crow laws on African Americans? (As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.) AAH.17 One of the tenets of the Jim Crows 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 one-to-two pages in length. Literacy RH.11-12.1; WHST.11-12.7 Textbook reference: Ch. 16 section 3 Jim Crow— Visit to the Jim Crow Museum film clip – AAH.17 What 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 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. Literacy RH.11-12.2,3: WHST.11-12.7 Textbook/Anchor: Ch. 13 Section 2 and Ch. 17 Section 1. KKK—