African American
Studies
July 2009
Table of Contents
Unit 1: Ancient African Empires – An Overview ...........................................................1
Unit 2: Slavery in Colonies and the Nation ...................................................................10
Unit 3: The Civil War and Reconstruction....................................................................34
Unit 4: The Impact of Industrialization and Urbanization on African Americans ...54
Unit 5: The Harlem Renaissance ....................................................................................72
Unit 6: The Great Depression and World Wars I and II .............................................88
Unit 7: The Civil Rights Movement and Beyond ........................................................104
Louisiana Comprehensive Curriculum
Course Introduction
The Louisiana Department of Education issued the Comprehensive Curriculum in 2005. The
curriculum was revised in 2008 based on teacher feedback, an external review by a team of
content experts from outside the state, and input from course writers. This is a new course that
was added in 2009. The Louisiana Comprehensive Curriculum is aligned with state content
standards, as defined by Grade-Level Expectations (GLEs), and organized into coherent, timebound units with sample activities and classroom assessments to guide teaching and learning.
District Implementation Guidelines
Local districts are responsible for implementation and monitoring of the Louisiana
Comprehensive Curriculum and have been delegated the responsibility to decide if
 units are to be taught in the order presented
 substitutions of equivalent activities are allowed
 GLES can be adequately addressed using fewer activities than presented
 permitted changes are to be made at the district, school, or teacher level
Implementation of Activities in the Classroom
Incorporation of activities into lesson plans is critical to the successful implementation of the
Louisiana Comprehensive Curriculum. Lesson plans should be designed to introduce students to
one or more of the activities, to provide background information and follow-up, and to prepare
students for success in mastering the Grade-Level Expectations associated with the activities.
Lesson plans should address individual needs of students and should include processes for reteaching concepts or skills for students who need additional instruction. Appropriate
accommodations must be made for students with disabilities.
New Features
Content Area Literacy Strategies are an integral part of approximately one-third of the activities.
Strategy names are italicized. The link (view literacy strategy descriptions) opens a document
containing detailed descriptions and examples of the literacy strategies. This document can also
be accessed directly at http://www.louisianaschools.net/lde/uploads/11056.doc.
A Materials List is provided for each activity and Blackline Masters (BLMs) are provided to
assist in the delivery of activities or to assess student learning. A separate Blackline Master
document is provided for each course.
Underlined GLEs indicate the emphasized GLEs in an activity. The GLES are underlined in the
list of GLEs for a given activity.
The Access Guide to the Comprehensive Curriculum is an online database of
suggested strategies, accommodations, assistive technology, and assessment
options that may provide greater access to the curriculum activities. The Access
Guide will be piloted during the 2008-2009 school year in Grades 4 and 8, with
other grades to be added over time. Click on the Access Guide icon found on the first page of
each unit or by going directly to the url, http://sda.doe.louisiana.gov/ACCESSGUIDE/.
Louisiana Comprehensive Curriculum, 2009
African American Studies
Unit 1: Ancient African Empires – An Overview
Time Frame: Approximately One Week
Unit Description
In this unit, students will be introduced to historical, political, and cultural aspects of selected
ancient African empires. Students will use maps, time lines, and other resource materials to
gain knowledge and develop skills that will assist them in making historical connections between
the continent of Africa and the United States.
Student Understandings
Students will understand key aspects of the roots and legacy of African American heritage.
Students will understand how the interaction of people and their environment influences history.
Guiding Questions
1.
2.
3.
4.
5.
6.
Can students distinguish between primary and secondary sources?
Can students use primary and secondary sources to research key issues?
Can students identify and compare historical events about ancient African empires?
Can students use multiple and diverse historical sources to research information?
Can students analyze historical information and form conclusions based on data?
Can students identify and recall key concepts related to historical information?
Unit 1 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
World History: Historical Thinking Skills
1.
Construct a timeline to explain and analyze historical periods in world
history (H-1A-H1)
2.
Compare historical periods or historical conflicts in terms of similar issues,
actions, or trends in world history (H-1A-H1)
7.
Analyze or interpret a given historical event, idea, or issue in world history
(H-1A-H2)
9.
Evaluate and use multiple primary or secondary materials to interpret
historical facts, ideas, or issues (H-1A-H3)
15.
Interpret or analyze historical data in a map, table, or graph to explain
historical factors or trends (H-1A-H4)
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GLE #
17.
GLE Text and Benchmarks
Conduct historical research using a variety of resources to answer
historical questions related to world history and present that research in
appropriate format(s) (visual, electronic, written) (H-1A-H5)
World Geography
5.
Construct a map based on given narrative information (e.g., location of
cities, bodies of water, places of historical significance) (G-1A-H1)
11.
Draw conclusions about a place or area from its geographic or physical
features (G-1B-H1)
Sample Activities
Activity 1: Primary and Secondary Sources (World History GLEs: 7, 9)
Materials List: Primary and secondary sources (books, encyclopedias, Internet access)
Using a teacher-led, interactive lecture, tell students that in this unit they will learn about some of
the ancient empires that existed in Africa prior to the development of the United States. Explain
to students that the continent of Africa covers one-fifth of the world’s land area and is made up
of over fifty different countries. While early African societies were extremely diverse,
connections and similarities existed in the areas of political structures, ethnic groups, and
economic activities. Ancient Egypt, Ghana, Mali, Songhai, and Kush (Nubia) shared trade and
were influenced by interaction with the Islamic world. With trade came new ideas and the
spread of Islam. Between the fourteenth and nineteenth centuries, millions and millions of West
Africans were enslaved and brought to the United States mainly by the Portuguese, Spanish,
Dutch, French, English and the Americans.
Use http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index_section4.shtml to
provide students with background knowledge about ancient African empires.
Explain how historians examine and analyze a wide variety of sources and objects to make
inferences and draw conclusions about the past. Select activities from the link below on using
primary and secondary sources to guide students as they become more familiar with using
primary and secondary sources to learn about the past. Examples to use from the link
http://memory.loc.gov/ammem/ndlpedu/lessons/psources/pshome.html include the following:
Student Lessons –Section 1A - What are Primary Sources?
Section 2 – Analysis of Primary Sources
Section 3 – Types of Primary Sources
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Activity 2: Key Concepts (World History GLEs: 2, 7, 9, 15, 17)
Materials List: Key Concepts Chart BLM, Ancient African Empires BLM, primary and
secondary sources (books, encyclopedias, Internet access—optional)
Throughout this unit have students maintain a vocabulary self-awareness chart (view literacy
strategy descriptions). Provide the students with a list of key concepts that relate to this period of
history. Have students complete a self-assessment of their knowledge of these concepts using a
chart. Ask the students to rate their understanding of a word using a + for understanding, a √ for
limited knowledge, or a - for lack of knowledge. Throughout the unit students should refer to
this chart to add information as they gain knowledge of these key concepts. The goal is to
replace all the check marks and minus signs with a plus sign (See the Key Concepts Chart BLM
and sample below).
These websites may be used to obtain additional key concepts related to ancient African empires:
http://web.cocc.edu/cagatucci/classes/hum211/timelines/htimeline2.htm
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index_section4.shtml
Key Concepts Chart
Key Concept
+
√
-
Explanation
Extra Information
Caste System
A social structure in which
classes are determined by
heredity
The ranking of members in a society by
occupational status is determined by
their birth
Hieroglyphics
A system of writing with
pictures that was used by
the ancient Egyptians
Egyptian hieroglyphics are among the
oldest writing systems in the world.
Reincarnation
Reincarnation is the belief
that when one dies, one's
body decomposes, but
something of oneself is
reborn in another body.
Some groups avoid eating certain
animals because of the belief that the
souls of their ancestors dwell in those
animals.
After completing all the activities in this unit, have students refer to their vocabulary selfawareness charts to determine if their understandings of the key concepts have changed.
Organize the class into five different groups. Assign one of the following ancient African
empires for research to each group: Mali, Egypt, Ghana, Songhay (Songhai), and Nubia (Kush).
Each group should report to the class on their findings. Each report should include at least one
visual, e.g. a map, drawing, timeline, or chart. Assign roles to each group member, e.g., group
leader, reporter, fact checker, and time keeper. Each report should address the following topics:
Trade and Resources, Description of the Geography and the Landscape, Political Structure and
Leaders, Religion and Customs/Beliefs, and Reasons for Decline. Have groups share their
research with the class.
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Have students in each group use the split-page notetaking strategy (view literacy strategy
descriptions) as they research and take notes for their reports. Split-page notetaking is a strategy
that assists students in organizing their notes. This strategy also helps to encourage active
reading and summarizing. It provides a visual study guide for students to use when they review
the material in preparation for their test.
Split-page notetaking is a procedure in which students organize their page into two columns.
One column is used to record the questions and the other is used to record the answers. As the
students read the material, they should record the answers or notes from their findings beside
each question (See Ancient African Empires BLM and the sample below).
Date:
Period:
Topic: Ancient African Empires
Name of Empire__________________
Resources the
______empire used for
trade.
Religious beliefs or
customs of the people of
_____ empire.
Have students work individually, using the information in their Ancient African Empires splitpage notetaking activity, to write a summary of what they have learned about ancient African
empires. Students should include factual information as well as inferences and conclusions they
are able to draw from their research.
Students will use their split-page notes to study by covering information in the right column,
then using the prompt in the left column. Students will try to recall the covered information on
the right side. Students should also be given time to quiz each other on the information on their
split-page notes.
Activity 3: Locating Places in Ancient African Empires (World Geography GLEs: 5, 11)
Materials List: Map of Africa BLM, markers, colored pencils, primary and secondary sources
(books, encyclopedias, Internet access—optional)
Students should use basic map skills to identify and label the trade routes, empires, and major
cities of the ancient African empires listed below. Students should also use the Map of Africa
BLM to answer the follow-up questions listed below the map. Have students use an African
American history textbook, a world history textbook, or visit
http://www.classzone.com/webquest/MC_interactives/MT_03_traroutes/MT_03_087_traroutes.h
tml as a reference for labeling the outline map.
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Items to Label
Trade Routes (outline each route in a different color)
 Trans-Saharan trade route
 Trade route in Ghana
 Trade route in Mali
 Trade route in Songhai
Empires
 Mali
 Songhai
 Benin
Cities, Countries
 Ethiopia
 Egypt
 Sudan
 Mali
 Ghana
 Askum
 Djenne
 Algiers
 Timbuktu
Bodies of Water
 Red Sea
 Nile River
 Mediterranean Sea
 Indian Ocean
 Lake Chad
Ask students to make inferences and draw conclusions about the geography of ancient Africa
based on the interactive map they viewed and the map they created. Have students consider the
following questions as a guide for explaining their conclusions.
1. Which empire depended more on water as a source for transportation and trade? Why?
2. What geographic feature shown on the map occupies most of North Africa? How did this
feature influence the climate and lifestyle of the people in this region?
3. Why was salt such a valuable resource for each of the ancient African empires?
4. What types of states did the African empires have as trading partners? What major
change took place in the African empires as a result of these relationships?
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Activity 4: Ancient African Empires Timeline (World History GLEs: 1, 2)
Materials List: Key Historical Events BLM; markers; chart paper or newsprint; books,
encyclopedias; Internet access—optional
Have students research and identify key information about ancient African empires and construct
a pictorial timeline that may be displayed in the classroom. Major dates, people, places and
events related to the development of African empires should be displayed on the timeline.
Teacher Note: The timeline should be used throughout the school year to reinforce the concept
of time and chronology of historical events.
Using the RAFT writing strategy (view literacy strategy descriptions), have students choose one
item from their timelines to explain how that event, person, or place was significant in the history
of the growth and development of African empires. Ask students to assume the role of a scribe
during one of the periods of history highlighted on the timeline. Have students write a
descriptive account as an individual who might have lived in and traveled through the ancient
African empires during one of the time periods included on the timeline (See the Key Historical
Events BLM and the sample below).
Role
Audience
Format
Topic
a scribe writing
about travels
through ancient
African empires
people in villages
narrative
account
sights and
sounds of
ancient African
empires
Student
Response
Students should orally present their narrative accounts to the class and display the RAFT letters
on a thematic bulletin board.
Activity 5: African Proverbs (U.S. History GLE: 9)
Materials List: African Proverbs, African Proverbs BLM
African proverbs convey the experiences and wisdom of African people. Proverbs are
explanations of beliefs and ways of life from the past and in the present. Proverbs preserve
perceptions and insight not only about the way of life of African people but also about their
perspectives regarding human interactions.
Ask students if they know any proverbs or old sayings. Lead students in a discussion of the uses
and meanings of some of these proverbs and old sayings. Explain to students that most proverbs
usually fall into two groups: those that express warnings and those that reinforce optimistic
values. Have students discuss the African proverbs listed below. Tell students to indicate the
category for each of the proverbs. Have students explain the main point or piece of advice the
proverb is attempting to convey to the reader.
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Proverbs that
express warnings
Proverbs that
reinforce optimistic
values
What the proverb
conveys to the
reader
“The ruin of a nation
begins in the homes
of its people.”
“Do not follow the
path. Go where there
is no path and begin a
trail.”
“Two hands wash
themselves.”
Proverbs:
“The ruin of a nation begins in the homes of its people” (Ghana)
“Do not follow the path. Go where there is no path and begin a trail.” (Ghana)
“Two hands wash themselves.” (Songhai)
“Even if a log floats in water for a long time, it will never become a crocodile.” (Songhai)
“A deaf man may not have heard the thunder but he surely will see the rain.” (Mali)
“A turtle is not proud of his long neck.” (Mali)
“Words are like spears: Once they leave your lips they can never come back.” (Benin)
“Anyone who sees beauty and does not look at it will soon be poor.” (Benin)
“Every man is rich in excuses to safeguard his prejudices, his instincts, and his opinions.”
(Egypt)
“To know means to record in one’s memory, but to understand means to blend with the thing and
assimilate it oneself.” (Egypt)
“A pupil may show you by his own efforts how much he deserves to learn from you.” (Egypt)
Have students choose their favorite proverbs. Ask them to identify ways the advice given could
be implemented in every day life. Have students create a proverb desk calendar using both
African proverbs and old sayings they learned from family members. Assign a proverb or old
saying to each week of the year in the desk calendar. Each page should include weekly
suggestions for living up to the advice given in the proverbs and old sayings. Display the
students’ completed calendars in the classroom or have students give the calendars away as gifts
during African American History Month.
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Sample Assessments
General Guidelines






Students should be monitored on all activities via teacher observation, report writing, and
class discussion. Use a variety of performance assessments to determine student
understanding of content.
Select assessments that are consistent with the types of products that result from student
activities and develop a scoring rubric collaboratively with other teachers or students.
All student-developed products should be evaluated as the unit progresses.
Student investigations and projects should be evaluated with criteria assigned specific
point values. The criteria should be distributed to students when assignments are made,
and, when possible, students should assist in the development of the scoring criteria.
Use a variety of performance assessments to determine student comprehension consistent
with the type of products resulting from the selected student activities.
Teacher-created, comprehensive unit exams assessing the GLEs should consist of the
following:
o a variety of formats for objective, convergent test items
o depth of knowledge at various stages of Bloom’s taxonomy
o LEAP-like constructed response items
o open-ended response items requiring supporting evidence
o test items aligned to the verbiage of the GLEs
General Assessments
 Create a graphic organizer that identifies the characteristics of ancient African empires
 Create a pictorial foldable that identifies and describes or explains the key concepts found
in the vocabulary self-awareness checklist
 Discuss the customs and beliefs of ancient African empires and compare those customs
and beliefs to some that are prevalent in our society today
Activity-Specific Assessments

Activity 1: Create a class list of different types of primary and secondary sources and
participate in a classroom scavenger hunt to locate examples of primary and secondary
sources

Activity 2: Create a descriptive hieroglyphics poster. The poster should include the
student’s name in hieroglyphics as well as other words in hieroglyphics that describe
their personalities. The poster should also include pictures depicting their character traits.

Activity 3: Complete a research paper and presentation about one of the ancient empires
(Mali, Songhai, Benin, Egypt or Ghana). The research project should include background
information as well as pictures relating to the empire.
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
Activity 4: Complete a “Back in Time” narrative about one of the events on the timeline.
The narrative should include the student’s opinion about the event and how the event
relates to his/her present day life.
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African American Studies
Unit 2: Slavery in Colonies and the Nation
Time Frame: Five weeks
Unit Description
The focus of this unit is the growth and development of slavery from the colonial period to the
antebellum period. The impact of social, economic, and political forces on the lives of enslaved
and free blacks is addressed in this unit of study.
Student Understandings
Students will understand the experiences that enslaved and free blacks faced from 1619 through
the 1800’s and the impact of key Supreme Court cases related to the slavery issue. Students will
understand how slavery contributed to sectional differences and conflicts in the United States
prior to the Civil War.
Guiding Questions
1. Can students describe the Triangular Trade Route?
2. Can students identify and explain the actions that were taken by enslaved people to
resist slavery?
3. Can students describe the treatment of enslaved and free blacks within the American
colonies?
4. Can students describe the roles played by enslaved and free blacks in the American
Revolution?
5. Can students explain the outcome and effects of Supreme Court decisions related to
the issue of slavery?
6. Can students describe the various types of labor provided by enslaved people and
how each contributed to the financial success of the American colonies?
7. Can students provide details about the importance of religion among enslaved and
free blacks?
8. Can students describe the challenges and hardships enslaved and free blacks faced in
their struggle for freedom?
9. Can students describe the role of the Underground Railroad?
10. Can students explain the impact of the invention of the cotton gin on slavery in the
South?
11. Can students describe how sectional differences led to the start of the Civil War?
12. Can students describe the role of black and white abolitionists in ending the system of
slavery in the United States?
13. Can students identify and describe examples of Jim Crow laws?
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Unit 2 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
U.S. History: Historical Thinking Skills
3.
Contrast past and present events or ideas in U.S. history, demonstrating
awareness of differing political, social, or economic context (H-1A-H1)
5.
Describe multiple perspectives on an historical issue or event in U.S. history
(H-1A-H2)
6.
Analyze the point of view of an historical figure or group in U.S. history (H1A-H2)
7.
Analyze or interpret a given historical event, idea, or issue in U.S. history (H1A-H2)
8.
Debate a historical point of view, with supporting evidence, on an issue or
event in U.S. history (H-1A-H2)
9.
Evaluate and use multiple primary or secondary materials to interpret historical
facts, ideas, or issues
12.
Analyze and evaluate the credibility of a given historical document (e.g., in
terms of its source, unstated assumptions) (H-1A-H4)
Civics: Structure and Purpose of Government
16.
Evaluate a specific law or court ruling on given criteria (C-1A-H5)
Civics: Foundations of the American Political System
32.
Interpret, analyze, or apply ideas presented in a given excerpt from any
political document or material (e.g., speech, essay, editorial, court case) (C1B-H2)
Civics: Roles of the Citizen
52.
Evaluate and defend a position on a given situation or issue in terms of the
personal, political, or economic rights of citizens (C-1D-H1)
55.
Evaluate current and past political choices that individuals, groups, and nations
have made, taking into account historical context (C-1D-H3)
World Geography: Places and Regions
9.
Identify and analyze the distinguishing physical or human characteristics of a
given place (e.g., landforms, precipitation, ecosystems, settlement patterns,
economic activities) (G-1B-H1)
Sample Activities
Activity 1: Learning Log (U.S. History GLE: 3)
Materials List: primary and secondary sources (books, encyclopedias, Internet access—optional)
Have students maintain a learning log (view literacy strategy descriptions) throughout this unit
to respond to events in U.S. history.
Give students prompts for short content-focused writing and allow them to practice writing
entries, discussing strengths and areas needing further development. For example, at the start of
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class you might ask students to predict what will be covered in the next chapter, or at the
conclusion of class have students write a reflection of what was learned in that day’s lesson.
Provide students with an example of a log entry that you have written to serve as a model for
students. Use the example to explain the process and your expectations from students for their
entries (See the Learning Log sample below).
Sample Learning Log Prompt and Entry
Teacher Prompt: In your own words, tell what you have learned about the types of labor
provided by enslaved people during the colonial period.
Student Log Entry: Enslaved people provided a large amount of labor to plantations, small
farms, and craftsmen. They worked on tobacco, rice, sugar, and cotton farms. Some enslaved
people worked in homes and in urban areas.
Regularly, if not daily, prompt students to write in their learning logs. Log entries should be
dated and include the prompt. A time limit for writing should be set, and students should be
allowed to share their entries with a partner or the class for feedback and comments.
Activity 2: The Slave Ship Amistad
(U.S. History GLE: 5, 7, 9)
Materials List: markers, colored pencils, Amistad Revolt BLM, The Amistad Revolt
Opinionnaire BLM, primary and secondary sources (books, encyclopedias, Internet access—
optional)
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find background information about the Amistad slave ship revolt.
The background information should include the basic facts about the incident, the key people
involved, and the outcome.
These websites provide excellent resources on the Amistad Revolt and the events that followed:
http://www.amistadresearchcenter.org/amincident.htm
http://www.amistadresearchcenter.org/
http://www.yale.edu/glc/curriculum/armistad/lesson.html
Use a process guide (view literacy strategy descriptions) to help students assimilate, think
critically about, and apply new knowledge concerning the Amistad. (See the Amistad Revolt
BLM and the sample below.)
Process guides are used to promote application in the areas of thinking and reasoning.
They can help to scaffold students’ comprehension within a wide range of different formats.
They are used to stimulate students’ thinking during or after reading, listening, or involvement in
any area of content instruction. These guides help students focus on important information and
ideas. The guides help to make reading or listening more effective and engaging.
A process guide is a procedure in which students must read and think about the information
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source. They are not simply skimming or scanning for answers to complete the activity.
Ask students to work with a partner to complete the guide. Then ask students to share their
findings. Engage the class in a discussion of the Amistad Revolt.
The Amistad Revolt:
What was Amistad?
Describe what happened on the Amistad.
Describe the conditions under which individuals lived on the ship.
What were the long and short term outcomes of the revolt?
Describe John Q. Adams’ participation in the case.
What was the outcome of the Supreme Court trial?
How did the case affect the Abolitionist Movement?
The website, http://www.amistadresearchcenter.org/amtimeline.htm, provides excellent
resources on the Amistad Revolt and the timeline of the events.
Provide students with an opinionnaire (view literacy strategy descriptions) that will encourage
them to take a position and defend it. Have students work in pairs to read and discuss each
statement. Students should write and discuss their opinions concerning the enslaved Africans
aboard the Amistad, their actions and the results of their revolt. Students should provide specific
reasons and examples for their position (See The Amistad Revolt Opinionnaire BLM and the
sample below).
The Amistad Revolt Opinionnaire
Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or
SD (strongly disagree). Then in the space provided, briefly explain the reasons for your
opinions.
1. Enslaved Africans aboard the Amistad should have been officially classified as
free men and women of color once they were released from the ship. _______
Your reasons:
2. The leader of the revolt should have been found guilty. _________
Your reasons:
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Opinionnaires are used to promote critical understanding of content area concepts by
activating and building on relevant prior knowledge. They are used to build interest and
motivation to learn more about the topic. Opinionnaires are used to force students to take
positions and to defend their position. The emphasis is not on the correctness of their opinions
but rather on the students’ point of view.
The procedure for using an opinionnaire is to create opinion-like statements about the topic of
study. Emphasis is on the student’s point of view. Students will work in groups of two to read
and discuss each statement. They will record the reasons for their opinions. This promotes
language production, activates prior knowledge, and leads to engaged reading, listening, and
discussion. Students are then asked to share their opinions for each statement. Divide the class
into two separate groups, the supporters and the non-supporters. Ask the two groups to debate
the statements and allow any students who have changed their minds to move to the other group
following the discussion.
Give students prompts for short content-focused writing and allow them to practice writing
entries, discussing strengths and areas needing further development.
Provide students with an example of a log entry that you have written to serve as a model for
students. Use the example to explain the process and your expectations from students for their
entries. (See the Learning Log sample below.)
Sample Learning Log Prompt and Entry
Teacher Prompt: In your own words, tell why you think the men and women aboard the
Amistad ship should have been officially classified as free men and women of color.
Student Log Entry: The men and women aboard the ship should have been officially
classified as free men and women of color because …
Regularly, if not daily, prompt students to write in their learning logs. Log entries should be
dated and include the prompt. A time limit for writing should be set, and students should be
allowed to share their entries with a partner or the class for feedback and comments.
Activity 3: The Middle Passage (U.S. History GLE: 5)
Materials List: Consequences of the Slave Trade BLM, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Provide students with background information about the Atlantic slave trade, the Middle
Passage, and the Triangular Trade Routes. Explain to the students how the Atlantic Slave Trade
and other trade routes changed history.
Provide students with a summary of key excerpts from the book The Interesting Narrative of the
Life of Olaudah Equiano, or Gustavus Vasa, Written by Himself, Volume 1, or have students go
to the following website for information: www.brycchancarey.com/equaino.
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Have students work in small groups to discuss and make inferences about conditions different
groups of people aboard slave ships encountered during the Middle Passage voyages. Each
group should represent a different group of people who were on one of the slave ships, such as
the women, men, children, ship laborers, and ship leaders. Provide students with key factors
they should include in their discussion, such as sleeping accommodations, available food,
sanitary conditions, and rules that had to be followed. Have students think how they might have
responded to being in such a situation. After students have had some time to discuss in their
small groups, lead the whole class in a culminating discussion to further clarify key points of the
discussion.
On chart paper or a chalkboard illustrating the effects of the slave trade from various
perspectives, create a graphic organizer (view literacy strategy descriptions). Discuss long term
and short term consequences of the slave trade and when and why the slave trade ended (See
Consequences of the Slave Trade BLM and the sample below).
Long Term Consequences of Slave Trade
Short Term Consequences of Slave Trade
Record the feedback on the board or overhead projector and lead the class in a discussion of the
findings. Compare the responses and emphasize the role of perspective in examining historical
events.
Activity 4: Slavery in the English Colonies (U.S. History GLE: 7; World Geography GLE:
9)
Materials List: outline map of the thirteen English colonies, colored pencils, books,
encyclopedias, Internet access—optional
Explain to the students how the institution of slavery contributed to the growth and development
of the American colonies. Discuss the various types of slave labor and conditions that were
prevalent during the pre-Revolutionary War period. Include in the discussion how long term
consequences of slavery helped form the basis of racial prejudice and discrimination in
American society.
Distribute an outline map of the thirteen English colonies. Have the students label each colony.
Then have students use the textbook or Internet as a guide to color code the colonies to identify
the lowest to the highest number of enslaved men and women during the pre-Revolutionary War
period. Ask students to identify political, economic, and geographic reasons for their findings.
Outline maps of the United States may be found at:
http://geography.about.com/library/blank/blxusa.htm
http://nationalatlas.gov/printable/reference.html
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Using the story chain strategy (view literacy strategy descriptions), put students in groups of
four. The process involves a small group of students writing a story using the information and
the concepts they learn. The story chain will include a beginning, middle, and a logical ending
or the solution to a problem. By writing out new understandings in a collaborative context,
students provide themselves and the teacher a reflection of their developing knowledge.
On a sheet of paper, ask the first student in each group to write the opening sentence of a story
chain in which the students imagine what life was like during the colonial period. (Life as an
enslaved person was very difficult during the colonial period). The first student should pass the
paper to the student sitting to the right, and that student will write the next sentence in the story.
(Enslaved people often received very harsh physical and psychological treatment from their
masters.) The paper is passed again to the right to the next student who will write a third
sentence of the story. (Slavery was widespread in the southern colonies because of political,
economic, social and geographic factors.) The paper is passed to the fourth student who must
complete the story. (In the Southern colonies, enslaved people tended to cash crops, such as
tobacco, cotton and sugar cane.)
Gather the class back together. Solicit observations from each group and discuss their story
chains with the class. Compare student writings. Some teacher guidance may be needed.
Activity 5: Colonial Slavery (U.S. History GLEs: 3, 7)
Materials List: Key Concepts Chart BLM, Colonial Slavery BLM, outline map of the thirteen
English colonies, magic markers or colored pencils, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Throughout this unit, have students maintain a vocabulary self-awareness chart (view literacy
strategy descriptions). Provide the students with a list of key concepts that relate to this period of
history. Have students complete a self-assessment of their knowledge of these concepts using
the chart. Ask the students to rate their understanding of a word using a + for understanding, a √
for limited knowledge, or a - for lack of knowledge. Throughout the unit students will refer to
this chart to add information as they gain knowledge of these key concepts. The goal is to
replace all the check marks and minus signs with a plus sign. (See the Key Concepts Chart BLM
and sample below.)
The following web sites may be used for additional information on this topic:
http://lsm.crt.state.la.us/cabildo/cab9a.htm
http://www.history.org/almanack/people/african/aaintro.cfm
Key Concept +
Colonial
Slavery
√
-
Explanation
Additional Information
Slavery existed in every
colony. At one time,
twenty percent of the
population in the thirteen
The lives of urban and domestic
enslaved people were less harsh
in some respects compared to
those who worked in the fields.
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Indentured
Servants
colonies was black.
Men and women who worked in
urban and domestic settings had
better food and clothing. They
also had greater opportunity to
move about.
Persons who lost their
freedom for a specified
period of time, either
because they sold it or as
punishment for debt or
crime
During the early years of the
Chesapeake colonies, black
people represented a small part
of a labor force composed
mainly of indentured servants.
After completing all the activities in this unit, have students refer to their vocabulary selfawareness chart to determine if their understandings of the key concepts have changed.
Give students a copy of an outline map of the thirteen English colonies. Have students locate
and label each colony. Outline maps of the United States may be found at:
http://geography.about.com/library/blank/blxusa.htm
http://nationalatlas.gov/printable/reference.html
Divide students into teams of two and assign each team a different colony. Have students use
their textbooks, encyclopedias, and reliable Internet resources to read and find information about
slavery in their assigned colony. Have students create a graphic organizer (view literacy
strategy descriptions) in which they depict the status of slavery in each colony during the
seventeenth and eighteenth centuries. Have students include the information in the Colonial
Slavery graphic organizer with their maps to explain why some colonies had a more significant
number of enslaved people than others. Have each group discuss their findings and maps with
the class (See the Colonial Slavery BLM and the sample below). Lead the class in a discussion
comparing the information from the graphic organizer to the states with the largest population of
African Americans today.
Colony
Number of
Enslaved
People
Crops Grown
Industry
Other
Information
Pennsylvania
Activity 6: The Participation of Enslaved and Free Blacks in the American Revolution
(U.S. History GLEs: 5, 6)
Materials List: American Revolution BLM, primary and secondary sources (books,
encyclopedias, Internet access—optional)
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Ask students to define and share with the class their definition of the word revolution.
Students will use the SQPL (Student Questions for Purposeful Learning) strategy (view literacy
strategy descriptions). Generate a statement from the topic of the day (e.g., The American
Revolution was a revolution for enslaved and free blacks). This statement should be thoughtprovoking to encourage students to wonder and challenge. Students should be able to describe
the significant roles of enslaved and free blacks, and the system of slavery and its relationship to
the development of the Revolution. After presenting the statement to the students, pair them up
to generate two or three questions they would like answered. The class will then share questions
that will be recorded on the board. Questions that were common to several groups should be
highlighted. Add questions to be sure that all gaps are filled. The students are now ready to find
the answers to their questions. As content is covered, stop periodically so groups can reconvene
to determine if their questions have been answered.
Have students select one of the topics and work in groups of two, using primary and secondary
source documents (textbooks, encyclopedias, and reliable Internet resources) to research and
analyze the roles of enslaved and free blacks leading up to and during the Revolution.
Have students take on the role of an enslaved or a free black person in the southern colonies, the
middle colonies, or the New England colonies who took part in the American Revolution. Using
the RAFT writing strategy (view literacy strategy descriptions), have students write a letter that
describes their points of view of the war. Students should include the following in their letters:
duties they performed during the war, how they were treated by those they served with, and how
they came to be involved in the war (See American Revolution BLM and the sample below).
Role
Enslaved or free
black person
during the time of
the American
Revolution
Audience
Family
Format
Letter
Topic
Experiences during
the American
Revolution
Student groups should orally present their letters to the class and then display the RAFT letters on
a thematic bulletin board.
Activity 7: Declaration of Independence Evaluation (U.S. History GLE: 12)
Materials List: Copy of the Declaration of Independence, Internet access
Review and highlight key points in the Declaration of Independence with students. Ask students
to recall some of the major events that led to the creation of this document.
Students will work in groups to identify passages in the Declaration of Independence that appear
to be inconsistent with the status of enslaved and free blacks at the time of the adoption of this
document. Discuss with students how the Declaration of Independence could have been adopted
given the “apparent inconsistencies” it contained.
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Select activities for students to use from the following link on primary and secondary sources to
complete the activity on the Declaration of Independence.
http://memory.loc.gov/ammem/ndlpedu/lessons/psources/pshome.html
Have students write journal entries expressing their views on what parts of the Declaration of
Independence applied to all people in the colonies and the possible changes that they would
make to ensure equality for all the people.
Activity 8: Enslaved and Free African Americans in Post-Revolutionary War America
(U.S. History GLEs: 5, 7, 8)
Materials List: Enslaved and Free African Americans in Post-Revolutionary War America BLM,
primary and secondary sources (books, encyclopedias, Internet access—optional)
Hold a class discussion regarding post-Revolutionary War life. Include the following topics in
the discussion:
 Outcome of the war
 Circumstances of enslaved and free blacks after the war ended
 Ending of the slave trade and effects on the United States
 Continued racism and discrimination faced by African Americans after the colonies were
freed from British rule
Students will use the SQPL strategy (view literacy strategy descriptions) as a guide for
generating a statement from the topic of the day. This statement should be thought-provoking to
encourage students to wonder and challenge. For example, an SQPL statement regarding life
after the American Revolution might be: “Slavery was essential to the success of the southern
economy. Without the labor of enslaved people, the economy of the South would have failed.”
Present the statement to the students. Students will pair up to generate two or three questions
they would like answered. The class will share questions that will be recorded on the board.
Questions that are common to several groups will be highlighted. Add questions to be sure all
gaps are filled. Students are now ready to find the answers to their questions. As content is
covered, stop periodically so groups can convene to determine if their questions have been
answered.
Divide the class into two different groups. One group will argue in favor of the SQPL statement
and the other group will argue against the SQPL statement. Have the students develop concrete
facts about their positions. Ask the students to prepare an outline to use during the debate that
will identify major facts about slavery and its impact on the South. The groups should have
organized ideas and be prepared to present their positions.
Have students in each group use the split-page notetaking strategy (view literacy strategy
descriptions) as they research and take notes about slavery and its impact on the South.
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Split-page notetaking is also a strategy that assists students in organizing their notes. This
strategy also helps to encourage active reading and summarizing. It provides a visual study
guide for students to use when they review the material in preparation for their test.
Split-page notetaking is a procedure in which students divide the page into two columns. One
column is used to record the questions and the other is used to record the answers. As the
students read the material, they record the answers or notes from their findings beside each
question (See Enslaved and Free African Americans in Post-Revolutionary War America BLM
and the sample below).
Date:
Period:
Topic: Enslaved and Free African Americans in
Post-Revolutionary War America
Outcome of the war
Circumstances of enslaved
and free African Americans
after the war ended
Have students work individually, using the information in their Enslaved and Free African
Americans in Post-Revolutionary War America split-page notetaking activity, to write a
summary in their learning logs (view literacy strategy descriptions). They are to explain what
they have learned about enslaved and free African Americans in post Revolutionary War
America. Students should include as many pertinent facts as possible in their summary.
Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Students will use their split-page notes to study by covering up the information in the right
column, and then read the prompt in the left column. Students will try to recall the covered
information on the right side. Students should also be given time to quiz each other on the
information on their split-page notes.
Activity 9: Labor Provided by Enslaved African Americans (U.S. History GLE: 9)
Materials List: Enslaved Labor BLM, Enslaved Labor Vocabulary Card BLM, 3x5 index cards,
primary and secondary sources (books, encyclopedias, Internet access—optional)
Using information obtained from primary and secondary source readings, the Internet, class
lectures, and the links below, the students will complete a graphic organizer (view literacy
strategy descriptions) in which they identify the various types of slave labor and the duties the
enslaved African Americans performed (See the Enslaved Labor BLM and the sample below).
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Labor Type






Field Work
Characteristics & Duties
Worked from sun-up to sun-down
Worked on plantations and small farms
Worked without breaks for lunch
Worked while ill or injured
Worked in poor weather
Picked cotton and other crops
House Work
Information on the types of slave labor may be found on these websites:
http://americanrevwar.homestead.com/files/civwar/slavery.html
http://cghs.dade.k12.fl.us/slavery/antebellum_slavery/economics/internal.htm
http://cghs.dadeschools.net/slavery/white_south/market.htm
http://faculty.weber.edu/kmackay/economics%20of%20slavery.asp
Have students use primary and secondary source documents (books, encyclopedias, and reliable
Internet resources) to examine the relationship between different types of enslaved African
Americans. Have students create vocabulary cards (view literacy strategy descriptions) to
develop and summarize knowledge of the following concepts: Enslaved African Americans
Who Worked in the Fields, Enslaved African Americans Who Worked in Homes, and Enslaved
African Americans Who Were Skilled Craftsmen. Distribute 3x5 inch index cards to each
student for each key term and ask them to follow directions in creating the cards. On the board,
write the concept in the middle of the card. Guide students in providing a definition for that
concept, then have students write a description of the enslaved person’s duties. Ask students to
describe the treatment that enslaved people received. Write this in the appropriate place. Next,
have students list the geographic region/location of the enslaved person and write this in the
appropriate place. Guide the students to follow the same steps with the other concepts (See the
Enslaved Labor Vocabulary Card BLM and the sample below).
Duties of
Enslaved
Person
Treatment
Concept
Geographic
Region
Other
Solicit observations from students and discuss their findings with the class. Compare student
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findings. Some teacher guidance may be needed. Students should use these vocabulary cards to
study for their tests.
Activity 10: Sectional Differences (U.S. History GLEs: 5, 7)
Materials List: Sectional Differences in the United States during the Pre-Civil War Period
Opinionnaire BLM, Sectional Differences Word Grid BLM, primary and secondary sources
(books, encyclopedias, Internet access—optional)
Provide students with an opinionnaire (view literacy strategy descriptions) to use in conjunction
with a discussion of the sectional differences within the United States that developed as a result
of slavery. Have students work in pairs to read and discuss each statement. Ask students to
write the reasons for their opinions and discuss whether they think it was necessary for the
country to divide over the issue of slavery. Have students list, in order of importance, the issues
that led to the secession. Students should provide specific reasons and examples for their
position (See Sectional Differences in the United States during the Pre-Civil War Period BLM
and the sample below).
Sectional Differences in the United States during the Pre-Civil War Period
Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or
SD (strongly disagree). Then in the space provided, briefly explain the reasons for your
opinions.
1. Slavery was necessary to the success of the South’s economy.
Your reasons:
After the opinionnaires are complete, ask the students to share their opinions for each statement
and separate supporters from non-supporters. Ask the two groups to debate the statements and
allow any students who change their minds to move to the other group.
Working in pairs, have students complete a word grid (view literacy strategy descriptions)
clarifying the sectional differences between the North and the South. Word grids help students
learn important concepts related to key terminology by delineating their basic characteristics in
relation to similar terms. Having a deeper knowledge of the meaning of key terms enables
students to understand the application of the vocabulary in its historical use. The most effective
word grids are those the students create themselves, but they should start with the Sectional
Differences in the United States during the Pre-Civil War Period Word Grid BLM. As students
adjust to using word grids, the teacher should encourage them to create their own word grids.
Students should place a “yes” or “no” in each column for each characteristic as in the BLM
sample below. Allow time for students to quiz each other over the information on the grids in
preparation for tests and other class activities (See the Sectional Differences in the United States
during the Pre-Civil War Period BLM and sample below).
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22 states
22,000,000
people
11 states
9,000,000
people
4,000,000
enslaved
African
Americans
90% of
the
nations’
factories
More
railroa
d
tracks
More
farms
Formed
the Union
Formed the
Confederate
States
N
O
R
T
H
S
O
U
T
H
Have students describe in writing the advantages and disadvantages of the North and South
during the Civil War. Students should explain the factors that contributed to the advantages and
disadvantages of each side.
Have students share their answers with the class and state reasons for their answers.
Activity 11: The Role of Religion in the Lives of Enslaved and Free African Americans
(U.S. History GLE: 5, 6, 7)
Materials List: primary and secondary sources (books, encyclopedias, Internet access—optional)
Provide students with background information on the importance of religion to enslaved and free
African Americans.
Information about slavery and religion can be found at the following sites:
http://cghs.dadeschools.net/slavery/antebellum_slavery/plantation_slave_life/diet_religion/religi
on.htm
http://us-civil-war.suite101.com/article.cfm/antebellum_slavery_and_religion
http://www.fortunestory.org/religionandslavery/
Create SPAWN prompts (view literacy strategy descriptions) as students learn new information
about religion and slavery. SPAWN is an acronym that stands for five categories of writing
options (Special Powers, Problem Solving, Alternative Viewpoints, What If? and Next). SPAWN
prompts are used to help prepare students to learn new information about a given topic or reflect
on what has been learned. Using these categories, students can create numerous thoughtprovoking and meaningful prompts related to the topic of the importance of religion in the life of
an enslaved African American. These prompts should require considered and critical written
responses by students.
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Students should receive one prompt on any given day on the topic of the importance of religion
in the life of an enslaved African American. Write SPAWN prompts on the board for students to
find as they enter the classroom. Students will respond to these prompts concerning what they
learned about slavery and religion in their social studies learning logs (view literacy strategy
descriptions) before the day’s lesson begins. This kind of writing usually calls for students to
anticipate what will be learned that day. This log will enable students to record their thoughts
and document what they have learned.
Here are some prompts to use throughout this unit:
S- Special Powers
You have the power to change the life of an enslaved African American and their practice
of religion. Describe what it is you changed, why you changed it, and the consequences
of the change.
P – Problem Solving
We have been studying and researching many key events in slavery.
 What role did religion play in the lives of enslaved African Americans?
 Why were enslaved African Americans looked upon with suspicion by their owners?
 What role did religion play in ending slavery?
A – Alternative Viewpoints
Imagine that you are a religious leader and that the members of your congregation are
enslaved African Americans. Write a description of what life was like during this time
and the importance of your job as a religious leader.
W – What if?
What if enslaved African Americans had not held strong religious beliefs?
N – Next
What discussions and decisions came about as a result of the secret religious meetings
enslaved African Americans attended?
The teacher should allow students to write their responses within a reasonable period of time. In
most cases, prompts should be constructed in such a way that appropriate responses can be made
within ten minutes. Students should be asked to copy the prompt in their learning logs before
writing responses and to record the date. SPAWN writing should be viewed as a tool students
can use to reflect on and increase their developing disciplinary knowledge and critical thinking.
Have students share their reflections with the class and state reasons for their answers.
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Activity 12: The Underground Railroad (U.S. History GLE: 7; Civics GLE: 55)
Materials: The Underground Railroad BLM, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Tell students that enslaved people used a variety of strategies and techniques to resist slavery and
escape securely to their freedom. Although slave revolts were often unsuccessful, the
Underground Railroad provided a way to freedom throughout many years.
Provide students with background information about the Underground Railroad. Teachers may
find information concerning the Underground Railroad at the following sites:
http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/tubman/rail_1
http://www.nps.gov/undergroundrr/purpose.htm
http://www.freedomcenter.org/underground-railroad/
http://www.42explore2.com/undergrd.htm
Have students read about the Underground Railroad in their textbooks, teacher handouts, or
online resources. As the students read, have them use the split-page notetaking strategy (view
literacy strategy descriptions) to fully explain the Underground Railroad (See The Underground
Railroad Split-Page Notetaking BLM and the sample below).
Date:
Topic: The Underground Railroad
The development
of the
Underground
Railroad
The purpose of the
Underground
Railroad
Students will use their split-page notes to study by covering up the information in the right
column, then read the prompt in the left column. Students will try to recall the covered
information on the right side. Students should also be given time to quiz each other on the
information on their split-page notes.
Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Have students visit http://www.nationalgeographic.com/railroad/ to participate in an interactive
activity that will allow the students to experience and learn about the challenges faced by
enslaved African Americans who participated in the Underground Railroad and the white
abolitionists who helped them escape. The National Geographic's Underground Railroad
Adventure retraces the perilous route taken by enslaved African Americans and the network of
people who helped in their trek to freedom.
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Ask the students to keep a journal of the decisions they made during their interactive escape from
slavery and how each decision contributed to their freedom.
Have students form teams of three or four. The teams will create questions concerning what they
learned about the Underground Railroad and the work of Harriet Tubman. Students should
include questions that address the problems enslaved African Americans faced, the decisions
runaways had to make, and the outcome of their decisions.
Using the professor know-it-all strategy (view literacy strategy descriptions), one team will come
to the front of the room. The other groups will ask them questions concerning the Underground
Railroad, the work of Harriet Tubman, and the decisions of runaways. The standing team will
huddle together and talk about the answers to the questions. A spokesperson will answer the
questions in complete statements. Teams will rotate until all groups have had a chance to
participate. The teacher may also question the team.
Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Activity 13: Decoding a Negro Spiritual (U.S. History GLE: 9)
Materials List: Copies of Negro spirituals, markers, colored pencils, chart paper, primary and
secondary sources (books, encyclopedias, Internet access—optional) music recorder—optional
Explain to students how music or songs played a significant role in communication along the
Underground Railroad. Explain to students that Harriet Tubman traveled to many plantations to
tell enslaved African Americans that she was there to help them escape. Harriet Tubman sang
various spirituals as a signal to inform her followers of their planned escape route.
Background information on the life of Harriet Tubman can be found at the following websites:
http://www.nyhistory.com/harriettubman/life.htm
http://www.harriettubmanbiography.com/
http://www.pbs.org/wgbh/aia/part4/4p1535.html
Distribute the lyrics to various Negro spirituals to students. Have students listen carefully and
follow along as the lyrics are read out loud. Ask students what information about the planned
escape is contained in the song. Have students create an illustration of a scene that comes to
mind as they read the lyrics to the songs. The illustrations may be displayed on the bulletin
board.
Group the students in pairs. Have each pair write its own Negro spiritual. Encourage students to
arrange their lyrics around a familiar tune. Invite students to perform their songs, record the
songs, or display the lyrics on the class bulletin board.
List of Negro Spirituals:
“Swing Low Sweet Chariot”
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“Amazing Grace”
“Ain’t Gonna Tarry Here”
“Down by the River Side”
“Go Down Moses”
“Nobody Knows the Trouble I’ve Seen”
The website http://www.negrospirituals.com/news-song/index.htm includes lyrics to the above
listed songs.
Activity 14: The Invention of the Cotton Gin and the Expansion of Slavery (U.S. History
GLE: 7, 9)
Materials List: pictures of cotton gin, Enslaved Person BLM, Inventions and Their Impact on
American Society BLM, markers, primary and secondary sources (books, encyclopedias, Internet
access—optional)
Working in groups, have students use primary and secondary source documents (books,
encyclopedias, and reliable Internet resources) to research and report on the cotton gin.
The following websites contain information on the cotton gin:
http://inventors.about.com/od/cstartinventions/a/cotton_gin.htm
http://www.essortment.com/all/cottongin_rciv.htm
Lead students in a discussion concerning the invention of the cotton gin and how it contributed to
the growth of slavery in the South.
The discussion about the cotton gin should include:
 Background information on Eli Whitney
 The development of the cotton gin
 The purpose of the cotton gin
 The advantages and disadvantages of the cotton gin
 The impact of the cotton gin on slavery
Have the students visit the National Archives website to find information on the cotton gin
patent:
http://www.archives.gov/education/lessons/cotton-gin-patent/activities.html
http://www.archives.gov/education/lessons/cotton-gin-patent/#documents
Have students complete an activity on the analysis of the Cotton Gin Petition. Use the National
Archives Written Document Analysis Worksheet:
http://www.archives.gov/education/lessons/worksheets/document.html
The students will analyze the primary source to identify the purpose of the document, author of
the document, and important parts in the document.
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Use the RAFT writing strategy (view literacy strategy descriptions) to have students write a
description of the life of an enslaved person on a cotton plantation in the South. Students will
assume the role of a newspaper reporter in 1790s. Students will write a newspaper article in
which they explain to newspaper readers in the northern states the life and treatment of an
enslaved person in the South (See the Enslaved Person BLM and the sample below).
Role
News Reporter
Audience
Newspaper Readers
in the Northern
States
Format
Front Page
Newspaper
Article
Topic
Life as an
Enslaved Person
on a Cotton
Plantation in the
South
Student groups should orally present their newspaper articles to the class and then display the
RAFT letters on a thematic bulletin board.
Solomon Northup was a New Yorker and a free man when he was kidnapped and sold into
slavery in 1841. His description of the time he spent on a cotton plantation in Louisiana will
help students realize the impact made by the cotton gin on the daily lives of enslaved people.
Solomon Northrup’s story is available at the following sites:
http://www.slaveryinamerica.org/narratives/bio_northrup.htm
http://everything2.com/title/Solomon%2520Northup
Using the story chain strategy (view literacy strategy descriptions), put students in groups of
four. On a sheet of paper, ask the first student to write the opening sentence of a story chain in
which students imagine what life was like for enslaved African Americans after the invention of
the cotton gin. (Yesterday, we heard about a new invention called a cotton gin.) The student
then passes the paper to the student sitting to the right, and that student writes the next sentence
in the story (This new invention will make cleaning cotton and removing its seeds faster and
easier.) The paper is passed again to the right of the next student who writes a third sentence of
the story. (Now, we will be made to work even longer and harder to pick more cotton before we
get a chance to rest at the end of the day.) The paper is passed to the fourth student who must
complete the story. (We already have to work from sun up until sun down six days a week to pick
enough cotton to satisfy the master.)
Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Have students use a graphic organizer (view literacy strategy descriptions) to organize
information on various inventions and their impact on American society. Attention should be
given to the impact of American society, modern changes to the invention, and predictions of the
change 30 years from today (See the Inventions and Their Impact on American Society BLM
and the sample below).
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Inventions and Their Impact on American Society
Invention
Impact on American
Society
Modern Changes to
the Invention
Predict Changes to
the Invention 30
Years from Today
Bifocal Eye
Glasses
Sewing Machine
Traffic Signal
Ask students to use the brainstorming strategy (view literacy strategy descriptions) to identify
some machines that could be used to relieve the slaves of some of their duties. Have students
compare and contrast these machines to their equivalents today.
Have students form teams of three or four. The teams will create questions concerning an
invention that would have relieved enslaved African Americans of some of their duties and made
life easier for them. Students should include questions that address the purpose of the invention,
instructions on use of the invention, and benefits of the invention on today’s society.
Using the professor know-it-all strategy (view literacy strategy descriptions), one team will come
to the front of the room. The other groups will ask them questions concerning the various
selected inventions. The standing team will huddle together and talk about the answers to the
questions. A spokesperson will answer the questions in complete statements. Teams will rotate
until all groups have had a chance to participate. The teacher may also question the team.
Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Activity 15: “Ain’t I a Woman?” (U.S. History GLEs: 5, 6, 9; Civics GLE: 32)
Materials List: Copy of “Ain’t I a Woman?” speech by Sojourner Truth
Explain to students that "Ain't I a Woman?" is the name given to a speech delivered by Sojourner
Truth at the Women's Convention in Akron, Ohio, in 1851. Explain to students that Sojourner
Truth was an enslaved woman from New York. Some time after gaining her freedom in 1827,
she became a well known anti-slavery speaker.
Have students read the “Ain’t I a Woman?” speech. Have students describe the imagery that is
identified in the speech.
AIN'T I A WOMAN?
by Sojourner Truth
Well, children, where there is so much racket there must be something out of kilter. I think that 'twixt the negroes of
the South and the women at the North, all talking about rights, the white men will be in a fix pretty soon. But what's
all this here talking about?
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That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best
place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ain't
I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could
head me! And ain't I a woman? I could work as much and eat as much as a man - when I could get it - and bear the
lash as well! And ain't I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I
cried out with my mother's grief, none but Jesus heard me! And ain't I a woman?
Then they talk about this thing in the head; what's this they call it? [member of audience whispers, "intellect"]
That's it, honey. What's that got to do with women's rights or negroes' rights? If my cup won't hold but a pint, and
yours holds a quart, wouldn't you be mean not to let me have my little half measure full?
Then that little man in black there, he says women can't have as much rights as men, 'cause Christ wasn't a woman!
Where did your Christ come from? Where did your Christ come from? From God and a woman! Man had nothing
to do with Him.
If the first woman God ever made was strong enough to turn the world upside down all alone, these women together
ought to be able to turn it back , and get it right side up again! And now they is asking to do it, the men better let
them.
Obliged to you for hearing me, and now old Sojourner ain't got nothing more to say.
Students will use question the author (QtA) strategy (view literacy strategy descriptions) to use a
questioning process to construct meaning of the speech, go beyond the words in the speech, and
to relate outside experiences associated with the speech.
QtA involves the teacher and the class in a collaborative process of building understanding
during reading. Participate in QtA as a facilitator, guide, initiator, and responder. Elicit readers’
thinking from students while keeping them focused in their discussion. Make a poster of the
types of questions students are expected to ask. Model these questions and encourage students to
ask their own.
The QtA process begins by providing students the types of questions they are expected to ask
about the texts they read. These can be given to students in a handout, projected on the board, or
made into a poster and attached to the classroom wall. Students should have access to these
questions whenever they’re needed.
Model the QtA process with students, using a text from class. Demonstrate for students how the
QtA questions may be asked in ways that apply directly to the content of the text.
Put students in pairs to practice questioning the author while you monitor, providing additional
modeling and clarification. While QtA is an interactive strategy, the goal is to make the
questioning process automatic for students so they use it on their own.
Gather the class back together. Solicit observations and discuss their findings with the class.
Compare student findings. Some teacher guidance may be needed.
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Activity 16: Dred Scott Supreme Court Case (Civics GLEs: 16, 32, 52)
Materials List: Dred Scott Supreme Court Case BLM, Dred Scott Supreme Court Decision BLM,
primary and secondary sources (books, encyclopedias, Internet access—optional),
Lead students in a discussion about the background, purpose, and outcome of the Dred Scott
Supreme Court case (1857).
The following websites contain information on the Dred Scott case:
http://www.pbs.org/wgbh/aia/part4/4h2933.html
http://library.wustl.edu/vlib/dredscott/
http://www.watson.org/~lisa/blackhistory/scott/
Have students read about the Dred Scott Supreme Court Case in their textbooks, teacher
handouts, or online resources. As the students read, have them use the split-page notetaking
strategy (view literacy strategy descriptions) to describe the impact that the case had on the lives
of African Americans and whites. Lead students in a discussion of the impact of the Supreme
Court’s decision in this case on the lead up to the Civil War (See the Dred Scott Supreme Court
Case and the BLM and the sample below).
Group of People
Topic: Dred Scott Supreme Court Case
African Americans
Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Using the RAFT writing strategy (view literacy strategy descriptions), have students write a
newspaper article in which they explain the decision made by the United States Supreme Court
concerning the Dred Scott Supreme Court case. Students will assume the role of a newspaper
reporter in the year 1857, when the Supreme Court handed down their decision. Include the
impact and results that this famous case made on the institution of slavery in America (See the
Dred Scott Supreme Court Decision BLM and the sample below).
Role
Owner of an
Enslaved Person
Audience
White Newspaper
Readers
Format
Front Page
Newspaper
article
Topic
“NEVER
FREE!”
After completing the writing assignments, students will share their information through a special
news broadcast. Set up a table with a television news background with news anchors
representing each of the three options. Have a representative from each group read his or her
article. Since this will be done with a live audience, leave time for audience questions. Display
the RAFT news articles on a thematic bulletin board.
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Sample Assessments

Students should be monitored on all activities via teacher observation, report writing, and
class discussion. Use a variety of performance assessments to determine student
understanding of content.
Select assessments that are consistent with the types of products that result from student
activities and develop a scoring rubric collaboratively with other teachers or students.
All student-developed products should be evaluated as the unit progresses.
Select assessments that are consistent with the types of products that result from student
activities.
Student investigations and projects should be evaluated with criteria assigned specific
point values. The criteria should be distributed to students when assignments are made,
and, when possible, students should assist in the development of the scoring criteria.
Use a variety of performance assessments to determine student comprehension consistent
with the type of products resulting from the selected student activities.
Teacher-created, comprehensive unit exams assessing the GLEs should consist of the
following:
o a variety of formats for objective, convergent test items
o depth of knowledge at various stages of Bloom’s taxonomy
o LEAP-like constructed response items
o open-ended response items requiring supporting evidence
o Test items aligned to the verbiage of the GLEs






General Assessments
 Analyze and interpret various primary and secondary sources related to the Civil War
 Complete an Opinionnaire about the sectional differences between the North and the
South that led to the Civil War
 Write a position paper opposing or supporting a state’s right to secede from the Union
 Hold a debate on the topic of whether the institution of slavery hurt the economy of the
South
Activity-Specific Assessments

Activity 2: Create an illustration of the Amistad slave ship and the events that occurred
aboard the ship.

Activity 5: Construct a short story book that depicts various issues and perspectives
about colonial slavery.

Activity 6: Create a Frequently Asked Questions chart that includes questions and
answers about the various roles of enslaved and free blacks during the American
Revolution.
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
Activity 10: Create a comparison foldable (graphic organizer) that compares the North
and the South prior to the Civil War.

Activity 11: Write and role play a skit of what might have occurred at one of the
religious meetings held by enslaved African Americans.

Activity 16: Write a persuasive essay on civil disobedience.
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African American Studies
Unit 3: The Civil War and Reconstruction
Time Frame: Approximately five weeks
Unit Description
The focus of this unit is the growing sectionalism and political divisions within the country and
the impact of these divisions on African Americans. The Civil War, its outcome, and the
problems America faced in an attempt to rebuild the Union are also included.
Student Understandings
Students will understand the causes and effects of the Civil War and the experiences faced by
African Americans during the war, the period of Reconstruction, and beyond. Students will
understand how abolitionists and political leaders contributed to the civil rights gained by
African Americans during the 1800s.
Guiding Questions
1. Can students explain the decisions and dilemmas President Abraham Lincoln faced
during the Civil War?
2. Can students express the point of view of enslaved and free African Americans during the
time of the Civil War?
3. Can students explain the role that African Americans played during the Civil War?
4. Can students describe the ways in which African Americans were discriminated against
in the military during the war?
5. Can students identify the causes and effects of the Civil War?
6. Can students explain President Abraham Lincoln’s motivation in issuing the
Emancipation Proclamation?
7. Can students explain the key ideas of the Emancipation Proclamation and its effects on
African Americans?
8. Can students explain how African Americans contributed to the outcome of the Civil
War?
9. Can students give details about the advances that were made by African Americans
during Reconstruction and its aftermath Reconstruction?
10. Can students describe how life changed for African Americans after the ending of the
institution of slavery?
11. Can students explain how and why Reconstruction failed?
12. Can students identify and explain setbacks endured by African Americans with the
ending of Reconstruction?
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Unit 3 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
U.S. History: Historical Thinking Skills
1.
Construct a timeline to explain and analyze historical periods in U.S.
history (H-1A-H1)
6.
Analyze the point of view of an historical figure or group in U.S. history
(H-1A-H2
7.
Analyze or interpret a given historical event, idea, or issue in U.S. history
(H-1A-H2)
9.
Evaluate and use multiple primary or secondary materials to interpret
historical facts, ideas, or issues (H-1A-H3)
10.
Determine when primary and/or secondary sources would be most useful
when analyzing historical events (H-1A-H3)
11.
Propose and defend alternative courses of action to address an historical or
contemporary issue, and evaluate their positive and negative implications
(H-1A-H4)
Civics: Structure and Purposes of Government
17.
Examine the meaning, implications, or applications of the U.S.
Constitution (e.g., the Bill of Rights, Fourteenth Amendment) (C-1A-H5)
Civics: Roles of the Citizen
51.
Analyze an amendment or law concerning the rights of citizens in terms of
their effect on public policy or American life (e.g., Nineteenth
Amendment, Americans with Disabilities Act) (C-1D-H1)
55.
Evaluate current and past political choices that individuals, groups, and
nations have made, taking into account historical context (C-1D-H3)
Sample Activities
Activity 1: Using Primary and Secondary Sources to Learn About the Civil War and
Related Events (U.S. History GLEs: 9, 10)
Materials List: Key Concepts Chart BLM, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Throughout this unit have students maintain a vocabulary self-awareness chart (view literacy
strategy descriptions). Provide the students with a list of key concepts that relate to this period of
history. Have students complete a self-assessment of their knowledge of these concepts using a
chart. Ask the students to rate their understanding of a word using a + for understanding, a √ for
limited knowledge, or a - for lack of knowledge. Throughout the unit, students should refer to
this chart to add information as they gain knowledge of these key concepts. The goal is to
replace all the check marks and minus signs with a plus sign (See the Key Concepts Chart BLM
and sample below).
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Key Concepts Chart
Key Concept
+
√
-
Explanation
Additional Information
Emancipation
Proclamation
Proclamation issued by
President Abraham
Lincoln on January 1,
1863, declaring that all
enslaved people residing
in states still in rebellion to
be free
The Proclamation also announced the
acceptance of African American men
into the Union army and navy. By the
end of the war, almost 200,000 African
American soldiers and sailors had
fought for the Union and freedom.
Contraband
Goods that may be seized
or confiscated
Enslaved African Americans who
escaped during the Civil War and fled
to or were taken behind Union lines
were considered contraband.
Sharecropping
A labor arrangement in
which landowners
supplied seed, equipment,
and land to farmers in
return for two thirds of
their crop.
African American families were often
cheated out of their fair share of the
crop by the landowners. This meant
that African American families
remained in debt to landowners year
after year.
Slave Revolts
Nat Turner led a slave
revolt in August 1831 in
Southampton County,
Virginia.
A Baptist lay preacher Nat Turner said
that he was an Old Testament prophet
and an instrument of God.
Denmark Vesey was a free
black man from
Charleston, South
Carolina, who planned a
slave revolt in 1822.
Denmark Vesey’s planned revolt never
got off the ground. His plans were
discovered, and he was hanged by the
authorities.
After completing all the activities in this unit, have students refer to their vocabulary selfawareness chart to determine if their understandings of the key concepts have changed.
Organize the class into five different groups. Have each group choose three primary source
documents from the list below. Students will use the primary source documents to research and
analyze the impact that these documents had on African Americans.
Primary Source Documents:
 Lincoln’s Gettysburg Address
 Lincoln’s First Inaugural Address,
 Appeal to Congress for Impartial Suffrage by Frederick Douglass
 Fugitive Slave Act, Kansas -Nebraska Act
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



Dred Scott Decision
Lyrics from The Battle Hymn of the Republic
The Civil War Amendments (13th, 14th, 15th )
Examples of Jim Crow laws (Black Codes) in Louisiana, Mississippi and other southern
states
Use the websites below to research these documents:
http://www.law.ou.edu/hist
http://www.crf-usa.org/bill-or-rights-in-action/bria-15-2-c.html
Have the students present their research in an oral presentation such as a PowerPoint ®
presentation. Allow time for questions after each presentation.
Activity 2: President Abraham Lincoln’s Dilemma (U.S. History GLEs: 6, 11)
Materials List: primary and secondary sources (books, encyclopedias, Internet access—optional)
Provide students with background information about the beginning of the Civil War. Explain to
students the objectives of President Abraham Lincoln and the major decisions that he had to
make in an effort to preserve the Union.
Place students in pairs to use the brainstorming strategy (view literacy strategy descriptions) to
identify solutions and alternative views that address President Lincoln’s objective to preserve the
Union. Have each group record their solutions on the board. Have students select the most
appropriate solution. Allow students to express their opinions and explain why one solution may
be better than another.
Have students develop an action plan to assist President Lincoln in solving these dilemmas.
While students are developing their action plans, they should consider the cost, time involved,
and possible consequences of the plan.
Create SPAWN prompts (view literacy strategy descriptions) as students learn new information
about President Lincoln’s dilemmas and problems. SPAWN is an acronym that stands for five
categories of writing options (Special Powers, Problem Solving, Alternative Viewpoints, What
If? and Next). SPAWN prompts are used to help prepare students to learn new information about
a given topic or reflect on what has been learned. Using these categories, students can create
numerous thought-provoking and meaningful prompts related to the topic of the importance of
President Lincoln’s decisions. These prompts should require considered and critical written
responses by students.
Students should receive one prompt per day about President Lincoln’s decisions and dilemmas
related to the start of the Civil War.
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Write SPAWN prompts on the board for students to find as they enter the classroom. Students
will respond to the prompt by writing their responses in their learning logs (view literacy
strategy descriptions) before the day’s lesson begins. This kind of writing usually calls for
students to anticipate what will be learned that day. This log will enable them to record their
thoughts and document what they have learned. In their social studies learning logs, students
should write their narratives concerning what they learned about the dilemmas and decisions that
President Lincoln faced.
Below are prompts to use throughout this unit:
S- Special Powers
You have the power to change the life of an enslaved person including their role in the
Civil War. Describe what it is you changed, why you changed it, and the consequences
of the change.
P – Problem Solving
We have been studying and researching many key events that occurred prior to and
during the Civil War.
 What events led to the start of the Civil War?
 What roles did free and enslaved African Americans play in the Civil War?
 How were the lives of African Americans changed following the war?
A – Alternative Viewpoints
Imagine that you are an enslaved person during the time before the Civil War. Explain
your feelings and ideas on the upcoming changes and events.
W – What if?
What might have happened if the Civil War had not occurred or if the Union had lost the
war?
N – Next
After President Lincoln made his decision to fight to prevent the nation from splitting
apart, what happened next? What was the result of his decisions?
Allow students to write their responses within a reasonable period of time. In most cases,
prompts should be constructed in such a way that adequate responses can be made within ten
minutes. Students should be asked to copy the prompt in their learning logs before writing
responses and to record the date. SPAWN writing should be viewed as a tool students can use to
reflect on and increase their developing disciplinary knowledge and critical thinking. Therefore,
this type of writing should not be graded, but given points for completion.
Have students share their reflections with the class and state reasons for their answers.
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Activity 3: African Americans in the Civil War (U.S. History GLE: 6)
Materials List: African Americans in the Civil War BLM, primary and secondary sources
(books, encyclopedias, Internet access—optional)
Explain to students that the destiny of African Americans was based on the impact and outcome
of the Civil War. Tell students that as a way to aid in the success of their freedom and their
lives, some African Americans chose to fight in the war. African Americans believed if they
were able to fight along side whites and aid in the success of the war effort, it would have a
positive effect on their future.
Lead students in a discussion about the reasons why at first some African American soldiers
were prohibited from fighting in the war. Ask students to research why some African
Americans fought on the side of the Confederacy. Discuss the significance of the roles enslaved
and free African Americans soldiers played in the war.
The following websites contain background information and readings about the roles played by
African Americans during the Civil War:
http://ryant4743.tripod.com/id1.html
http://lcweb2.loc.gov/ammem/aaohtml/exhibit/aopart4.html
Using the RAFT writing strategy (view literacy strategy descriptions), have students write a
narrative explaining the significance of African American soldiers in the Civil War. Students
will assume the role of a free African American during the war. Students will write a newspaper
article in which they explain why free and enslaved African Americans were needed for the war.
Include the contributions and impact that free and enslaved African Americans made to the war.
(See the African Americans in the Civil War BLM and the sample below)
Role
Regional
newspaper
reporter during the
time of the Civil
War
Audience
Subscribers
Format
Newspaper
article
Topic
Roles played by
free and enslaved
African Americans
during the Civil
War
Student groups should orally present their newspaper articles to the class and then display the
RAFT letters on a thematic bulletin board.
Activity 4: The Emancipation Proclamation (Civics GLEs: 51, 55)
Materials List: Emancipation Proclamation BLM, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Use the brainstorming strategy (view literacy strategy descriptions) to hold a class discussion
pertaining to the meaning of the words emancipation and proclamation. Have students compile
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a list of words that are related to the terms. Explain to students the reason for writing the
Emancipation Proclamation and its impact on enslaved African Americans. Separate the class
into two groups of students who will represent enslaved African Americans and slave holders.
Ask the two groups to debate the pros and cons of this document. Have each group examine the
document or excerpts from the document and discuss questions such as: (1) Which enslaved
African Americans were actually freed by this document, and which were not? (2) How did this
document affect enslaved African Americans in Louisiana? (3) Why did President Lincoln issue
this document? What was his motive? (4) What do students think it must have been like for
enslaved people when they heard the news that they were now free?
Have students write a journal entry indicating which of the motivations they believe was the
main driving force for the Emancipation Proclamation and why.
The following websites contain background information and readings about the Emancipation
Proclamation:
http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/
http://www.history.com/encyclopedia.do?articleId=208480
http://www.nps.gov/ncro/anti/emancipation.html
Using the split-page notetaking strategy (view literacy strategy descriptions), have students
describe the impact of the Emancipation Proclamation on various groups of people (free and
enslaved African Americans, white slave holders, soldiers, political leaders). Students will also
identify and describe Presidents Lincoln’s motives for issuing the Emancipation Proclamation.
(See the Emancipation Proclamation BLM and the sample below)
Groups of People
Free African
Americans
Enslaved African
Americans
Topic: Emancipation Proclamation
Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Students will use their split-page notes to study by covering up the information in the right
column, then reading the prompt in the left column. Students will try to recall the covered
information on the right side. Students should also be given time to quiz each other on the
information on their split-page notes.
Ask students to imagine that they are alive during the Civil War and that they have just heard
that President Lincoln has issued the Emancipation Proclamation. Have the students write a
letter to President Lincoln expressing their support for the Proclamation and explaining how they
think the new document will impact their lives.
Student groups should orally present their letters to the class and display the letters on a thematic
bulletin board.
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Activity 5: Fort Sumter (U.S. History GLEs: 6, 7)
Materials List: markers, chart paper, primary and secondary sources (books, encyclopedias,
Internet access—optional)
Have students read in their textbooks, teacher handouts, or online resources about the causes that
led to the outbreak of the Civil War. Provide details about the call for secession, Americans
choosing sides, the enlistment of African Americans, and Abraham Lincoln’s election.
Have students work in small groups to research and discuss the attack on Fort Sumter and the
beginning of the Civil War. Divide the class into two groups. One group will take the point of
view of someone loyal to the North, and the other will take the point of view of someone loyal to
the South. Have each group create a newspaper that might have been published following the
news of the attack on Fort Sumter. The newspaper should include two major articles with eyecatching headlines: a citizen’s column with editorials from residents, a section with political
cartoons about the Civil War, and a weather section on the impact of geography and climate on
the war.
After completing the writing assignments, have students share their information through a
Special News Report. Have a representative from each group read one of their articles. Leave
time for audience questions.
Activity 6: Civil War Songs (U.S. History GLEs: 6, 9)
Materials List: library resources, primary and secondary sources (books, encyclopedias, Internet
access—optional), video camera (optional)
Explain to the students that many songs were written based on the events of the Civil War. Have
students listen carefully to some of the Civil War songs from the websites listed below.
http://www.pdmusic.org/civilwar.html
http://www.civilwarmusic.net/
Ask students to think about the meaning of the lyrics from the point of view of the song writers.
Ask students if they know of any other songs that were written about more recent wars. Have
students describe in writing their interpretation of the meaning of the lyrics of the selected Civil
War songs.
Organize the students into small groups. Have each group compose its own Civil War song.
The song may be centered on significant events, major battles, war leaders, and other people
involved in the war. Songs may also celebrate the victory/or loss of the war.
Have students create a music video of the songs they composed. Students should include period
clothing and props in their videos that relate to the lyrics in their songs.
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Activity 7: Battling It Out (U.S. History GLEs: 1, 9)
Materials List: chart paper, markers, primary and secondary sources (books, encyclopedias,
Internet access—optional)
Have students use primary and secondary source materials (textbooks, encyclopedias, and
reliable Internet resources) to examine key battles of the Civil War and to analyze their impact
on the war, individuals involved, and the overall outcome of the war.
Have students construct timelines that trace and identify the key battles and events of the Civil
War (First Battle of Bull Run, Seven Days’ Battles, Second Battle of Bull Run, Battle of
Antietam, Battle of Shiloh, Siege of Vicksburg, Battle of Gettysburg, and Appomattox Court
House). For each notation on the timeline, an annotation that provides a brief description of that
event should be included, as well as an explanation of each event’s importance in history. It is
recommended that students keep this timeline and add to it as information is accumulated to gain
a more complete perspective of the history of the Civil War. Repeat the activity as the unit
progresses to describe major battles and events that occurred, major turning points, and key
strategic decisions during the years from 1861-1865.
Students should share their findings with the class. Student groups should record the feedback
on chart paper and lead the class in a discussion of the findings. This timeline may be displayed
on chart paper around the classroom.
Teacher Note: The timeline should be used throughout the school year to reinforce the concept
of time and chronology of historical events.
Organize students into groups and have each group research a key individual, its role in the
battle, the effects of the war on the soldiers, and highlights of the battles.
Using PowerPoint® presentations, posters, or various other visual presentations, students will
present their finding to the class
After all students have presented their information, create a graphic organizer (view literacy
strategy descriptions) as a class, using chart paper to illustrate an action plan that a military
advisor might use to map out an attack. The graphic organizer should indicate the resources
available as well as the strengths and weaknesses of the other army. Tell students to refer to the
battles they researched and highlights of the battle.
Use the story chain strategy (view literacy strategy descriptions) and put students in groups of
four. This process involves a small group of students writing a story using the information and
the concepts they learn. The story chain will include a beginning, middle, and a logical ending
or the solution to a problem. By writing out new understandings in a collaborative context,
students provide themselves and the teacher a reflection of their developing knowledge.
On a sheet of paper, ask the first student in each group to write the opening sentence of a story
chain in which the students imagine the role and the treatment that free and enslaved African
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American soldiers were subjected to during the battles of the Civil War. (Although African
American soldiers participated in and died in the Civil War, they did not receive equal treatment
when compared to white soldiers.) The first student then passes the paper to the student sitting to
the right, and that student writes the next sentence in the story. (African American soldiers were
not always provided with the same supplies and resources that white soldiers received.) The
paper is passed again to the right to the next student who writes a third sentence of the story.
(African American soldiers were not allowed to become officers and were not given the same pay
and pension as their white counterparts.) The paper is passed to the fourth student who must
complete the story. (However, African American soldiers served with bravery and distinction
during the Civil War in hopes of obtaining their freedom.)
Gather the class back together. Solicit observations from each group and discuss their story
chains with the class. Compare student writings. Some teacher guidance may be needed.
Activity 8: The 54th Massachusetts Regiment (U.S. History GLEs: 6, 7, 11)
Materials List: African American Military Unit Leaders BLM, PowerPoint software (optional),
primary and secondary sources (books, encyclopedias, Internet access—optional)
Explain to students that the 54th Massachusetts Regiment was the most famous African American
military unit in the Civil War. Explain how free African Americans in the North enlisted in the
unit as a way to prove they deserved to be treated as equals and to have the right to become
American citizens. Provide students with background information about the success and the
impact the 54th Massachusetts Regiment had on the war.
Teachers and students may use the websites below to research additional information about the
regiment:
http://www.historynet.com/americas-civil-war-54th-massachusetts-regiment.htm
http://afroamhistory.about.com/od/soldiers/a/54mass_infantry.htm
http://www.54thmass.org/54hist.html
Use a process guide strategy (view literacy strategy descriptions) to help students assimilate,
think critically about, and apply new knowledge concerning the role of African American
military unit leaders during the Civil War. (See the African American Civil War Military Unit
Leaders BLM and the sample below.)
African American Civil War Military Unit Leaders:
Did the strategic plans and tactics of African American military unit leaders differ from
those of white leaders? If so, how?
What types of supplies were available to the soldiers?
What additional hurdles or barriers did African American military unit leaders face?
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Ask students to work with a partner to fill in the guide, and then to share their findings. Engage
the class in a discussion of the problems that African American military unit leaders faced.
Students should be able to discuss the role of African American military unit leaders and their
actions in wartime.
Working with their partners, students should use charts, graphs, and maps as visuals to create a
report on the role of African American military unit leaders during the Civil War. The students
may also arrange the report in a PowerPoint® presentation.
To conclude this lesson, have students participate in the professor know-it-all activity (view
literacy strategy descriptions). Arrange the students in groups of three to review information on
the African American military unit leaders. Instruct the groups that they will be called on
randomly to provide expert answers to questions from their peers about this content. Each group
should generate three-to-five questions about the content they might anticipate being asked and
that they can ask other experts. Invite one group to the front of the classroom. This group will
face the class and invite questions from the other groups. The groups should be encouraged to
ask both factual and higher level thinking questions to challenge the experts. The know-it-alls
are encouraged to collaborate and agree before answering. Groups should change places after
five minutes of questions and answers. The teacher may also question the team.
Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Activity 9: A Soldier’s Letter Home (U.S. History GLE: 9)
Materials List: printed copies of “I Hope to Fall with My Face to the Foe,” chart paper, markers,
primary and secondary sources (books, encyclopedias, Internet access—optional)
Explain to students that Lewis Douglass was the son of Frederick Douglass and was a sergeant in
the Union army’s Fifty-fourth Massachusetts Infantry. The Fifty-fourth infantry was an
influential African American brigade. On July 18, 1863, the Fifty-fourth launched a courageous
attack against Fort Wagner, which secured Charleston Harbor. Although a large majority of the
group was killed, the combat at Fort Wagner altered the public’s view of the heroism of African
American soldiers.
Have the students read the letter, I Hope to Fall with My Face to the Foe, written by Lewis
Douglass to the woman he later married. In this letter Douglass described the battle, although
he was still unaware of his regiment’s losses. Have students describe the feelings and views of
Douglass that are identified in the letter.
Letter Website: http://historymatters.gmu.edu/d/6215/
Students will use the questioning the author (QtA) strategy (view literacy strategy descriptions)
as a questioning process to identify the feelings and views in the letter written by Lewis
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Douglass. This strategy is meant to help students learn to ask and answer meaningful questions
about the material they read in order to improve understanding and develop independent reading
and thinking skills. Write on chart paper the types of questions that students can be expected to
ask (see chart below) as they read the letter written by Douglass. Encourage students to discuss
the letter with each other. Guide students in developing questions about Lewis Douglass’s
thoughts. Invite students to add questions to the chart. Using a text from class, model the QtA
process with students. Demonstrate how the QtA questions may be asked in ways that apply
directly to the content of the text.
Goal
Initiate discussion
Focus of the message
Query
To whom is Lewis Douglass writing?
What event is Douglass describing in his
letter?
What is Douglass trying to say?
What is his message?
What is the purpose of the letter?
What is he trying to relay to his wife?
Put students in pairs to practice questioning the author together. While QtA is an interactive
strategy, the goal is to make the questioning process automatic for students so they use it on their
own.
Gather the class back together. Solicit observations and discuss their findings with the class.
Compare student findings. Some teacher guidance may be needed.
Activity 10: Civil War Events (U.S. History GLE: 1)
Materials List: markers, chart paper, Civil War Events BLM, primary and secondary sources
(books, encyclopedias, Internet access—optional)
Explain to students that numerous events led to the start and the progression of the Civil War.
Explain how these events also had an impact on the lives of diverse groups of people.
The following websites may be used to obtain additional information on various Civil War
events:
http://lcweb2.loc.gov/ammem/cwphtml/tl1861.html
http://home.earthlink.net/~gfeldmeth/chart.civwar.html
http://americancivilwar.com/civil_war_summary.html
Organize the class into nine different groups. Assign each student group one of the topics that
led to or affected the Civil War:
 Election of Abraham Lincoln
 Fort Pillow Massacre
 Issuing of the Emancipation Proclamation
 Assault on Battery Wagner
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




Enlistment of African Americans in the Union army
Development of the 54th Massachusetts Regiment
Attack on Fort Sumter
Rejection of African American soldiers
First Confiscation Act
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find information on the events that led to or made an impact on the Civil
War. The students will use the split-page notetaking strategy (view literacy strategy
descriptions) to identify and describe the events that led to or affected the Civil War.
Students will use one column to record the main ideas and the other to record the supporting
details. As students read the material, they should record the supporting details or notes of their
findings beside each main idea. (See Civil War Events BLM and the sample below.)
Event that led to or impacted
the Civil War:
Topic: Civil War Events
Election of Abraham Lincoln
Students will present their findings to the class using Power Point® presentations, posters, or
various other visual presentations.
Students may use their notes to study for their test. Students should cover one column and use
information in the other column to try to remember the covered information.
Ask students the following questions:
 What impact did these events have on free and enslaved African Americans during
the time of the Civil War?
 How did the events affect the development of equal rights for African Americans?
 Which of the events do you think had the greatest impact on African Americans?
 How did African Americans who had been enslaved obtain needed resources such as
food, shelter, and clothing when the Civil War ended?
 How did African American family members who had been forcibly separated find
each other after the Civil War ended?
 What is the origin of the holiday known as Juneteenth? Why is it celebrated?
Have students maintain a learning log (view literacy strategy descriptions) throughout this unit
to record their thoughts and reflections on key events in U.S. history.
Give students prompts for short content-focused writing and allow them to practice writing
entries, discussing strengths and areas needing further development. For example, at the start of
class you might ask students to predict what will be covered in the next chapter, or at the
conclusion of class have students write a reflection of what was learned in that day’s lesson.
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Provide students with an example of a log entry that you have written to serve as a model for
students. Use the example to explain the process and your expectations from students for their
entries. (See the Learning Log sample below.)
Sample Learning Log Prompt and Entry
Teacher Prompt: Why were African Americans willing to fight in the Civil War?
Student Log Entry: African Americans were willing to fight in the Civil War to gain their
freedom, civil rights and equality. African American soldiers believed that by participating
in the war, they could play a role in securing freedom and a better life for themselves and
their families.
Regularly, if not daily, prompt students to write in their learning logs. Log entries should be
dated and include the prompt. A time limit for writing should be set, and students should be
allowed to share their entries with a partner or the class for feedback and comments.
Activity 11: Reconstruction and Beyond (U.S. History GLE: 11)
Materials List: Improvements Opinionnaire BLM, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Lead students in a discussion of the major plans that were developed by political leaders to
reconstruct the South after the Civil War, the outcome of those plans, and the positive and
negative effects of Reconstruction on African Americans. Tell students how the Compromise of
1877 ended Reconstruction in the South as a result of a deal that was made by northern and
southern political leaders. Emphasize how the end of Reconstruction led to major political and
economic setbacks for African Americans. Tell students that the passage of Jim Crow laws or
Black Codes in southern states was designed to take away political and economic advances
African Americans had made during the Reconstruction period. Provide students with examples
of these laws, such as those pertaining to the grandfather clause, poll taxes, and literacy tests.
Explain to students that in spite of the setbacks brought on by the end of Reconstruction in the
South, African Americans found reasons to be hopeful because of the adoption of the thirteenth,
fourteenth, and fifteenth amendments. The establishment of the Freedman’s Bureau and African
American churches also provided much needed assistance to African Americans at this time.
Have students use the brainstorming strategy (view literacy strategy descriptions) to create a list
of steps they think should have been taken to improve the lives of African Americans at this
time.
Provide students with an opinionnaire (view literacy strategy descriptions) that will encourage
them to take a position on the order in which various improvements for African Americans
should have been taken place. Have students work in pairs to read and discuss each statement.
Have students write and discuss their opinions concerning the order in which these
improvements should have been made. Students should provide specific reasons for their
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position. (See Advancements - Order of Improvements Opinionnaire BLM and the sample
below.)
Opinionnaires are used to force students to take positions and to defend their position. The
emphasis is not on the correctness of their opinions but rather on the students’ point of view.
The procedure for using an opinionnaire is to create opinion-like statements about the topic of
study. Students will work in groups of two to read and discuss each statement. They will record
the reasons for their opinions. This promotes language production, activates prior knowledge,
and leads to engaged reading, listening, and discussion. Students are then asked to share their
opinions for each statement. Divide the class into two separate groups, the supporters and the
non-supporters. Ask the two groups to debate the statements and allow any students who have
changed their minds to move to the other group following the discussion.
Advancements - Order of Improvements Opinionnaire
Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or
SD (strongly disagree). Then in the space provided, briefly explain the reasons for your
opinions.
1. The first improvement that should have been made is that educational institutions
for African Americans should have been built. _______
Your reasons:
2. The last improvement that should have been made is that a Constitutional
amendment to grant all adult African Americans the right to vote should have
been adopted. _________
Your reasons:
Have students work in small groups to complete the opinionnaire. Explain to students that they
should identify the order in which the improvements should have occurred, individuals involved,
and steps that needed to occur in order for the advancements to take place.
Using the professor know-it-all strategy (view literacy strategy descriptions), ask each group to
share their opinionnaire with the class. The other groups will ask questions concerning the
presenters’ opinionnaire. The standing group will huddle together and discuss their responses.
A group leader will answer the questions in complete statements. Teams will rotate until all
groups have had a chance to participate. The teacher may also question each group.
Gather the class back together. After all groups have presented, lead a class discussion of the
highlights of each opinionnaire.
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Activity 12: The Freedmen’s Bureau (U.S. History GLEs: 7)
Materials List: Freedmen’s Bureau BLM, chart paper, markers, primary and secondary sources
(books, encyclopedias, Internet access—optional)
Using primary and secondary sources (books, encyclopedias, and reliable Internet resources),
have students work in pairs to research the background, purpose, and accomplishments of the
Freedmen’s Bureau.
Using the split-page notetaking strategy (view literacy strategy descriptions), have students
describe the assistance programs that were created by the Freedmen’s Bureau in the areas of
social services, family services, labor and contracts, and court cases. Students will also explain
in detail the impact the organization had on the lives of African Americans in Louisiana. (See
Freedmen’s Bureau BLM and the sample below.)
Area of Assistance
Topic: Freedmen’s Bureau
social services
The Freedmen’s Bureau helped to establish schools and
churches in the African American communities.
The Freedmen’s Bureau assisted African Americans in
finding lost relatives and acted as mediators in domestic
disputes.
family services
Gather the class back together. Solicit observations and discuss their findings with the class.
Compare student findings. Some teacher guidance may be needed.
Students will use their split-page notes to study by covering up the information in the right
column, then reading the prompt in the left column. Students will try to recall the covered
information on the right side. Students should also be given time to quiz each other on the
information on their split-page notes.
Review with the students the goals and objectives of the Freedmen’s Bureau. Tell students to
imagine that they are a member of a committee that is working to promote the work of the
Freedmen’s Bureau. Organize the students into groups and ask each group to create a tribute
that could be used to highlight the work of the Freedmen’s Bureau, such as a statue, postage
stamp, festival, holiday, or a building. Have students display their tributes on a Freedmen’s
Bureau Recognition Wall in the classroom.
Students will present and explain their tribute to the Freedmen’s Bureau to the class.
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Activity 13: Reconstruction Amendments (Civics GLEs: 17, 51)
Materials List: chart paper, Reconstruction Amendments BLM, primary and secondary sources
(books, encyclopedias, Internet access—optional),
Tell students that the passage of the thirteenth, fourteenth, and fifteenth amendments in the years
following the Civil War represented a major change in the lives of African Americans.
Have students use primary and secondary sources (textbooks, class lectures, encyclopedias, and
reliable Internet resources) to find information on these Reconstruction amendments. Ask
students to create a graphic organizer (view literacy strategy descriptions) on chart paper
illustrating the purpose and other information about the Reconstruction amendments. (See the
Reconstruction Amendments BLM and sample below.)
Amendment
Purpose of the
Amendment
Additional Information
13th
Abolished slavery in the
United States
December 6, 1865
Date the 13th Amendment
was ratified
14th
15th
Hold a class discussion and have students share their findings.
Post chart paper around the classroom. The following phrases should be written on separate
sheets of chart paper:
 Extended freedom to African Americans not covered by the Emancipation Proclamation
 Overturned the Dred Scott case
 Southern states responded by passing laws that established discriminatory poll taxes and
literacy tests
 Provided equal protection of the laws to African Americans
 Designed to increase political participation of African Americans
 Decreased the number of workers on southern plantations
Divide the class into three groups, each group will represent one of the three Reconstruction
amendments. Explain to students that posted around the classroom are phrases (see list of
phrases above) that refer to each of the Reconstruction amendments. At a given time, allow each
group to stand under the chart paper whose heading describes their amendment. Students will go
through two rounds of matching their group with the appropriate amendment.
Using the professor know-it-all strategy (view literacy strategy descriptions), one group
representing their amendment will come to the front of the room. The other amendment groups
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will ask the first group questions concerning the ratification and impact of the first group’s
amendment. The standing amendment group will huddle together and talk about the answers to
the questions. A spokesperson will answer the questions in complete statements. Teams will
rotate until all groups have had a chance to participate. The teacher may also question the
groups.
Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Activity 14: African American Achievements (U.S. History GLE: 6)
Materials List: empty cereal boxes, light colored paper, markers, primary and secondary sources
(books, encyclopedias, Internet access—optional)
Explain to students that African Americans made dramatic advances in the decades following the
adoption of the thirteenth, fourteenth, and fifteenth amendments. Explain that African
Americans made advancements in education, arts, sciences, and in the business world in the
decades following the end of Reconstruction.
The discussion about the advances should include, but not be limited to, the following people
and institutions:
 Establishment of Howard University
 Madame C.J. Walker
 Booker T. Washington
 W.E.B. DuBois
 Ida B. Wells
 African Methodist Episcopal (AME) church
 Establishment of Hampton University
 Mary Church Terrell
 Maggie Lena Walker
Have students choose and research a post-Reconstruction musician, writer, scientist, educator,
political leader, artist, or institution. Students should cover an empty cereal box with light
colored paper. Students should place a picture of the person or institution on the front of the
box, come up with a creative name for the “cereal,” and write about the person or institution on
the back of the box. Students should list the characteristics in an “ingredients” section and the
contributions to modern culture in a “nutrition facts” section. Encourage students to be creative
and have fun with this project.
Have students share their projects with the entire class. Record key information on the board
and lead the class in a discussion of the class projects.
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Sample Assessments
General Guidelines







Students should be monitored on all activities via teacher observation, report writing, and
class discussion. Use a variety of performance assessments to determine student
understanding of content.
Select assessments that are consistent with the types of products that result from student
activities and develop a scoring rubric collaboratively with other teachers or students.
All student-developed products should be evaluated as the unit progresses.
Select assessments that are consistent with the types of products that result from student
activities.
Student investigations and projects should be evaluated with criteria assigned specific
point values. The criteria should be distributed to students when assignments are made
and, when possible, students should assist in the development of the scoring criteria.
Use a variety of performance assessments to determine student comprehension consistent
with the type of products resulting from the selected student activities.
Teacher-created, comprehensive unit exams assessing the GLEs should consist of the
following:
o a variety of formats for objective, convergent test items
o depth of knowledge at various stages of Bloom’s taxonomy
o LEAP-like constructed response items
o open-ended response items requiring supporting evidence
o test items aligned to the verbiage of the GLEs.
General Assessments
 Respond to a photograph or an image of an event about the Civil War.
 Write an informal essay response predicting the changing role of African Americans
during and following the Civil War and Reconstruction
 Create a map that depicts the location of various Civil War battles.
 Create a political cartoon that depicts or illustrates aspects of the Civil War.
 Write letters of perspective concerning the experiences of African Americans during
the Civil War and Reconstruction period
 Create a timeline that includes the issues and achievements of African Americans
during the Civil War and Reconstruction
Teacher Note: The timeline should be used throughout the school year to reinforce the
concept of time and chronology of historical events.
Activity-Specific Assessments

Activity 4: Create a bumper sticker or propaganda poster in support of or opposition
to the Emancipation Proclamation.
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
Activity 7: Create postcards with Civil War battle scenes depicted on the front of the
postcard.

Activity 14: Complete a research paper about an African American who lived during
the time of the Civil War.
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African American Studies
Unit 4: The Impact of Industrialization and Urbanization
on African Americans
Time Frame: Approximately three weeks
Unit Description
The focus of this unit is the impact of industrialization and urbanization on achievements and
setbacks of African Americans during the late nineteenth and early twentieth centuries.
Student Understandings
Students will understand the causes of industrialization and urbanization and their impact on
African Americans. Students will understand how Africans were subjected to threats,
intimidation, violence, disenfranchisement, and segregation, especially in the South. Students
will understand how African Americans made political and economic advances in the late
nineteenth century and early twentieth century.
Guiding Questions
1. Can students explain the purpose and achievements of the Colored Farmers’
Alliance?
2. Can students identify laws that were enacted during the Jim Crow era and explain
how these laws limited the rights of African Americans?
3. Can students explain the outcome and impact of Supreme Court case Plessy vs.
Ferguson and its connection to Louisiana?
4. Can students explain why violence toward African Americans was common in the
post-Civil War South?
5. Can students explain why African Americans began to leave the South and migrate to
the West and Northeast during the latter half of the nineteenth century and the early
twentieth century?
6. Can students discuss the challenges African Americans faced from racist institutions
and groups, especially in the South?
7. Can students identify major cities to which African Americans moved in the late
nineteenth and early twentieth centuries?
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Unit 4 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
U.S. History: Historical Thinking Skills
3.
Contrast past and present events or ideas in U.S. history, demonstrating
awareness of differing political, social, or economic context (H-1A-H1)
5.
Describe multiple perspectives on an historical issue or event in U.S.
history (H-1A-H2)
6.
Analyze the point of view of an historical figure or group in U.S. history
(H-1A-H2)
7.
Analyze or interpret a given historical event, idea, or issue in U.S. history
(H-1A-H2)
9.
Evaluate and use multiple primary or secondary materials to interpret
historical facts, ideas, or issues (H-1A-H3)
10.
Determine when primary and/or secondary sources would be most useful
when analyzing historical events (H-1A-H3)
13.
Analyze source material to identify opinion or propaganda and persuasive
techniques (H-1A-H4)
19.
Examine the causes of industrialization and analyze its impact on
production, business structures, the work force, and society in the United
States (H-1B-H6)
Civics: Structure and Purposes of Government
16.
Evaluate a specific law or court ruling on given criteria (C-1A-H5)
Civics: Foundations of the American Political System
32.
Interpret, analyze, or apply ideas presented in a given excerpt from any
political document or material (e.g., speech, essay, editorial, court case)
(C-1B-H2)
34.
Analyze discrepancies between American ideals and social or political
realities of life (e.g., equal protection vs. Jim Crow laws) (C-1B-H4)
Civics: Roles of the Citizen
52.
1. Evaluate and defend a position on a given situation or issue in terms of
the personal, political, or economic rights of citizens (C-1D-H1)
Sample Activities
Activity 1: Industrialization and Urbanization Key Concepts (U.S. History GLEs: 9, 10)
Materials List: Key Concepts Chart BLM, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Throughout this unit, have students maintain a vocabulary self-awareness chart (view literacy
strategy descriptions). Provide the students with a list of key concepts that relate to this period
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of history. Have students complete a self-assessment of their knowledge of these concepts using
a chart. Ask the students to rate their understanding of a word using a + for understanding, a √
for limited knowledge, or a - for lack of knowledge. Throughout the unit, students should refer to
this chart to add information as they gain knowledge of these key concepts. The goal is to
replace all the check marks and minus signs with a plus sign. (See the Key Concepts Chart BLM
and the sample below.)
Key Concept +
√
-
Explanation
Extra Information
Grandfather
Clause
This legislation stipulated that
only men who had been eligible
to vote before 1867—or whose
father or grandfather had been
eligible before that year—
would qualify to vote.
In Louisiana in 1896, 130,000
African American men voted. In
1904 due to the enactment of
various Jim Crow laws, only 1,342
voted.
Segregation
The policy or practice of
separating people of different
races, classes, or ethnic groups,
as in schools, housing, and
public or commercial facilities,
especially as a form of
discrimination
The Supreme Court case Plessy v
Ferguson made segregation legal in
1896.
Jim Crow
The systematic practice of
discriminating against and
segregating African Americans,
especially as practiced in the
American South from the end of
Reconstruction to the mid-20th
century
The term Jim Crow originated with
a minstrel show routine called
“Jump Jim Crow.” A white
Northern minstrel show performer
created this caricature in the 1820s
which reflected white stereotypes
of African Americans.
Migration
During the last two decades of
African Americans who migrated to
nineteenth century, African
cities in the Northeast were
Americans began to move to the restricted to segregated housing.
Northeast and Midwest.
After completing all the activities in this unit, have students refer to their vocabulary selfawareness chart to determine if their understandings of the key concepts have changed.
Students will use the brainstorming strategy (view literacy strategy descriptions) to make a chart
in which they describe the life of African Americans in the late nineteenth century. Discuss
with students the impact of industrialization and urbanization on the lives of African Americans
during the late nineteenth and the early twentieth centuries and the impact in such areas as
housing, government, and education. Tell students that while African Americans were making
advancements and establishing their own communities, disenfranchisement, lynching, and the
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rise of the Ku Klux Klan slowed this progress and, in some cases, brought it to an end. Have
students use primary and secondary sources (books, encyclopedias, and reliable Internet
resources) to examine the life of African Americans in the late nineteenth and early twentieth
centuries.
The following websites contain information about life of African Americans in the late
nineteenth century and early twentieth centuries:
http://negroartist.com/HARPERS%20WEEKLY%20AND%20LESLIES%20ILLUSTRATED%
20IMAGES/index.htm
http://www.lib.washington.edu/subject/History/tm/black.html
http://www.hartford-hwp.com/archives/45a/index-l.html
Put students in groups of four to complete a story chain (view literacy strategy descriptions). On
a sheet of paper, ask the first student to write the sentence of a story chain in which students
imagine what life was like for African Americans in the late nineteenth and early twentieth
centuries. (African Americans began to move west and to northern and southern cities in large
numbers in the late nineteenth and early twentieth centuries.) The student then passes the paper
to the student sitting to the right, and that student writes the next sentence in the story. (Although
many African Americans began leaving southern rural areas in large numbers, they were faced
with segregated housing and low paying jobs when they arrived at their new destinations.) The
paper is passed again to the right of the next student who writes a third sentence of the story.
(Businesses and organizations started during the late nineteenth and early twentieth centuries by
African Americans included insurance companies, newspapers, the Urban League and the
NAACP.) The paper is passed to the fourth student who must complete the story. (As some
African Americans began to take advantage of improved educational opportunities, a small
African American middle class developed in urban areas.)
Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Activity 2: Learning Log (U.S. History GLE: 3, 7)
Materials List: Learning Logs
Throughout this unit have students maintain a learning log (view literacy strategy descriptions).
Give students prompts for short content-focused writing and allow them to practice writing
entries, discussing strengths and areas needing further development. For example, at the start of
class you might ask students to predict what will be covered in the next chapter, or at the
conclusion of class have students write a reflection of what was learned in that day’s lesson.
Provide students with an example of a log entry that you have written to serve as a model for the
students. Use the example to explain the process and your expectations from the students for
their entries. (See the Learning Log sample below.)
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Sample Learning Log Prompt and Entry
Teacher Prompt: Explain why segregation by law increased in the South in the late
nineteenth and early twentieth centuries.
Student Log Entry: Segregation by law increased in the South during the late nineteenth
and early twentieth centuries because white southern political leaders succeeded in
establishing Jim Crow laws that limited African American progress.
Regularly, if not daily, prompt students to write in their learning logs. Log entries should be
dated and include the prompt. A time limit for writing should be set, and students should be
allowed to share their entries with a partner or the class for feedback and comments.
Activity 3: Radio Broadcast (U.S. History GLE: 19)
Materials List: Impact of Industrialization and Urbanization in America on African Americans
BLM, primary and secondary sources (books, encyclopedias, Internet access—optional)
Provide students with background information on the causes and impact of industrialization in
America and its positive and negative effects on African Americans. Have students use primary
and secondary sources (textbooks, encyclopedias, and reliable Internet resources) to locate
additional information.
Students will use the split-page notetaking strategy (view literacy strategy descriptions) to
identify and explain causes of industrialization and its positive and negatives effects on African
Americans.
Split-page notetaking is a strategy that assists students in organizing their notes. This strategy
also helps to encourage active reading and summarizing. It provides a visual study guide for
students to use when they review the material in preparation for their test.
Split-page notetaking is a procedure in which students divide the page into two columns. One
column is used to record the big ideas and the other is used to record the supporting details. As
the students read the material, they should record their notes beside each big idea. (See the
Impact of Industrialization and Urbanization of America on African Americans BLM and the
sample below.)
Date:
Period:
Topic: Impact of Industrialization and Urbanization in the United
States on African Americans
Production
Agriculture
Business Structures
Work Force
Society
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Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Tell students that they have been given the task of creating a radio broadcast highlighting the
state of African Americans in the United States as the country becomes more industrialized and
urbanized. Lead students in a discussion of how the introduction of radio into households began
to transform American society.
Activity 4: Farmers’ Discontent (U.S. History GLEs: 5, 6)
Materials List: Farmers’ Alliances BLM, Farmers’ Discontentment BLM, primary and secondary
sources (books, encyclopedias, Internet access—optional)
Provide students with background information about the discontentment that farmers felt during
the post-Reconstruction era. Explain to students that the farmers felt betrayed as
industrialization transformed American society. Explain how large corporations gradually
dominated the American economy.
Farmers’ Alliances Websites:
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2505
http://www.encyclopedia.com/doc/1O119-FarmersAllianceMovement.html
Use a process guide strategy (view literacy strategy descriptions) to help students assimilate,
think critically about, and apply new knowledge concerning the plight of the farmers. Have
students read articles from the websites listed above to find information that will assist them in
completing the Farmers’ Alliance process guide. (See the Farmers’ Alliances BLM and the
sample below.)
Farmers’ Alliances:
What was the purpose of the Colored Farmers Alliance?
When and where was it formed?
Why did the Baton Rouge Advocate newspaper in 1892 inform its readers that “the
Populist party was the most dangerous and insidious foe of white supremacy”?
Ask students to work with a partner to fill in the guide. Have students share their findings.
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Engage the class in a discussion of the Farmers’ Alliances.
Using the RAFT writing strategy (view literacy strategy descriptions), have students write a
narrative that addresses the significance of the farmers’ alliances during the industrialization and
urbanization of the United States. Students will assume the role of a farmer and write a
newspaper article in which they explain their discontent. The letter should include examples of
changes farmers would like to see made. Include examples of the importance of farmers’
contributions to the growth and development of the country. (See Farmers’ Discontent BLM and
the sample below.)
Role
Regional
newspaper
reporter during the
industrialization
and urbanization
of the United
States
Audience
Subscribers
Format
Newspaper
article
Topic
Why farmers
showed discontent
during the
industrialization
and urbanization of
the United States
Student groups should orally present their newspaper articles to the class and then display the
RAFT letters on a thematic bulletin board.
Ask students to imagine that they are a discontented farmer. Have students write a proposal to
submit to a loan officer on why they should be given a loan to invest in a new farm. Explain
how the new farm would affect the community, improve their standard of living, and contribute
to the growth of the local economy. Have students include the following in their proposal:
Loan Terms
 Expected benefits of the loan
 Amount of money requested
 Sources of repayment
 List of available collateral
Description of Farm
 Location
 Supplies and materials needed
 Products provided
 Size of the farm
 Items to include on the farm
 Expected outcome of the investment and its benefits to the borrower and the community
Have students discuss their proposals with a partner and provide students with the opportunity to
compare and contrast their proposals.
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Activity 5: Jim Crow Laws (Civics GLE: 34)
Materials List: poster paper, markers, primary and secondary sources (books, encyclopedias,
Internet access—optional)
Provide students with background information about how, where, and why segregation of the
races began in the United States. Explain the meaning of Jim Crow and the impact that the rules
and practice of racial separation had on the South. Explain that from 1876 to 1964, Jim Crow
laws were state and local laws enacted in the southern and border states of the United States that
required racial segregation, especially of African Americans, in all public facilities. The Jim
Crow period refers to the time during which this practice occurred in the United States. Explain
to students that among the Jim Crow laws were those that required public schools and most
public places (including trains and buses) to have separate facilities for whites and African
Americans. Explain that the most common types of laws forbade interracial marriage, prevented
African Americans from voting, and kept public facilities for African Americans and whites
separate.
Have students use primary and secondary sources (books, encyclopedias, and reliable Internet
resources) to research information about Jim Crow laws in the United States from 1876 to 1964.
Have students examine the long and short term impact of these laws on American society.
Websites such as the following offer collections of information on the Jim Crow laws:
http://www.jimcrowhistory.org/history/history.htm
http://www.pbs.org/wnet/jimcrow/
http://academic.udayton.edu/Race/02rights/jcrow02.htm
Students will use the SQPL strategy (view literacy strategy descriptions) to generate a statement
from the topic of the day. This statement should be thought-provoking to encourage students to
wonder and to challenge. For example, an SQPL statement about the Jim Crow laws might be:
Countless numbers of African American men, women, and children bravely resisted white
supremacy in the South during the “Jim Crow” era, often risking their lives. It is
impossible to know how many of the African Americans lynched by white mobs were men
and women who had challenged Jim Crow by some overt act of defiance, such as walking
proudly down the street or talking back to whites rather than stepping aside.
Present the statement to the students. Place students in pairs to generate two or three questions
they would like answered. Next, have the class share questions that are recorded on the board.
Questions that are in more than one group will be highlighted. Add questions to be sure all gaps
are filled. Students are now ready to find the answers to their questions. As content is covered,
stop periodically so groups may convene to determine if their questions have been answered.
Have students work in small groups to develop posters that illustrate the transformation of
segregation laws over time. First, tell students that each group will choose one segregation law
that was enforced during the Jim Crow era. Next, explain to the groups that they will then
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create a poster that depicts the creation and progression of Jim Crow laws and policies. The
poster will have three sections: Past, Present, and Future.
Procedure:
Ask students to separate a poster into three sections and label them: Past, Present, and Future.
Explain to students that they will be evaluating a particular law or policy for each the categories.
In the Past section of the poster have students write a Jim Crow law or policy that was enforced
in the late nineteenth century and early twentieth century. Then ask the students to illustrate that
particular law or policy. Have students explain how this affected African Americans. Have
students do this in the first section of the poster.
In the Present section of the poster, have students write a current law or policy to replace the Jim
Crow law or policy. Have students create an illustration the new law or policy. Have the
students also identify how African Americans are currently affected by the legacy of Jim Crow
laws. Have students do this in the second section of the poster.
Finally, in the Future section of the poster, have students write an example of a new law or
policy. Explain to students that over time, the concept of equality for African Americans has
also changed. Have students create a new law or policy for the future. Have students create an
illustration to represent the new law or policy in the third section of the poster.
Example:
PAST
PRESENT
Education--Education for white
children and for Negro children shall be
conducted separately.
Education –ALL students are required
to attend school until the age of 17
School:
School:
White students ONLY
“No Coloreds”
Sign Up for the African
American History Club!!
Meetings held on Wednesday
Mornings in Room 304
Impact - For generations
African Americans were
denied quality education.
Resources and facilities were
inferior or not available.
Impact – Access to free public
education increased the
economic, political, and
cultural opportunities for all
citizens.
FUTURE
Education – Students must earn four
social studies credits in high school to
be awarded a high school diploma.
School:
Impact – Students will
graduate from high school
well-versed in history and the
social sciences and more
familiar with global
connections in world.
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Activity 6: Plessy vs. Ferguson (Civics GLEs: 16, 32, 52)
Materials List: Separate but Equal Opinionnaire BLM, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to research the Supreme Court case, Plessy vs. Ferguson. Have students find
information on Louisiana’s role in this landmark court case. Lead the class in a discussion of
this case.
Ask students to read and think about the following situation. Ask students if the
accommodations are equal. (See Separate but Equal Opinionnaire BLM and the sample below.)
Separate but Equal Opinionnaire
During the early 1960s, two elementary schools were located in the small town of
Gary. One of the schools was for white students and the other school was for African
American students. Both schools had teachers with a college degree who provided
their students with a good education as required by state law. Both schools received
awards from the State for their academic achievement. The school for white students
was air-conditioned, while the school for African American students was not airconditioned. Although the African American school was not air conditioned, it was
located on a beautiful hill side with many large trees for shade.
The teachers at the African American school were paid a little less than the teachers
at the white school, but they were the highest paid African Americans in Gary. Both
schools used the best textbooks in the state. The textbooks students used at the white
school were often old and worn. They were passed on to the African American
students once the white students finished with them.
The African American and the white students enjoyed going to their schools. They
liked their teachers very much, too. White and African American parents supported
their schools and said the teachers and administrators were doing a good job. Many
of the white and African American students said they wanted to become teachers
when they grew up.
The education accommodations in this scenario are separate but equal.
.
Agree ________
Disagree _________
Explain:
Ask students to respond to the scenario above in their learning logs.
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Have students visit http://www2.maxwell.syr.edu/plegal/scales/plessyiss.html to complete an
interactive assignment that allows the students to evaluate laws and actions in a given scenario.
Students will use the Plessy vs. Ferguson Supreme Court Case as the basis for completing the
assignment.
Activity 7: Strange Fruit
(U.S. History GLE: 6)
Materials List: Strange Fruit BLM, primary and secondary sources (books, encyclopedias,
Internet access),
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find information on the riots, mobs, lynching, and other violence that
occurred throughout the South in the late nineteenth and early twentieth centuries.
Have students visit the following website to read about the film Strange Fruit. Read the lyrics
to the song “Strange Fruit” by Billie Holiday to students. If possible, obtain a recording of this
song and play it for students. After reading the lyrics, use the brainstorming strategy (view
literacy strategy descriptions) to list all of the issues pertaining to lynching.
Strange Fruit Website: http://www.pbs.org/independentlens/strangefruit/film.html
The students will use the split-page notetaking strategy (view literacy strategy descriptions) to
analyze the themes and big ideas in the song. Students will listen to the song one time. Then
the students will listen to the song again as they complete their split-page notetaking BLM. (See
the Strange Fruit BLM and the sample below.)
Date:
Topic: “Strange Fruit”
What does the fruit
on the trees
represent?
Students will present their findings to the class using PowerPoint® presentations, posters, or
various other visual presentations.
Students will use their split-page notes to study by covering up the information in the right
column, then reading the prompt in the left column. Students will try to recall the covered
information on the right side. Students should also be given time to quiz each other on the
information on their split-page notes.
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Activity 8: Ida B. Wells Barnett (U.S. History GLE: 6)
Materials List: Ida B. Wells Barnett BLM, primary and secondary sources (books,
encyclopedias, Internet—optional)
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find information on the riots, mobs, lynching, and other violence that
occurred throughout the South. Explain why political violence against African Americans was
common in the South during the late nineteenth and early twentieth centuries.
Have the students read works of Ida B. Wells. Students will research the following websites as a
way to explain how Ms. Wells developed a weekly column to present her view points and
beliefs.
Ida B. Wells Barnett Websites:
http://www.idabwells.org/
http://www.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.html
http://www.africawithin.com/bios/ida_wells.htm
Have students imagine that Ida B. Wells Barnett has just hired them to work as her assistant.
Using the RAFT writing strategy (view literacy strategy descriptions), have the students write a
newspaper article in which they explain the work and accomplishments of Ida B. Wells Barnett.
(See the Ida B. Wells Barnett BLM and the sample below.)
Role
Ida .Wells
Barnett’s
Assistant
Audience
Subscribers
Format
Newspaper
Article
Topic
Work and
Accomplishments
of Ida B. Wells
Barnett
Student groups should orally present their newspaper articles to the class and then display the
RAFT letters on a thematic bulletin board.
Create SPAWN prompts (view literacy strategy descriptions) as students learn new information
about violence and abuse directed at African Americans in the South during the late nineteenth
century and early twentieth century. SPAWN is an acronym that stands for five categories of
writing options (Special Powers, Problem Solving, Alternative Viewpoints, What If? and Next).
SPAWN prompts are used to help prepare students to learn new information about a given topic
or reflect on what has been learned. Using these categories, students can create numerous
thought-provoking and meaningful prompts related to violence in the South during the late
nineteenth century and the early twentieth century. These prompts should require critical written
responses by students.
Students should receive one prompt on any given day as the topic of the widespread use of
violence against African Americans. Write SPAWN prompts on the board for students to find as
they enter the classroom and to which they will respond in their learning logs (view literacy
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strategy descriptions) before the day’s lesson begins. This kind of writing usually calls for
students to anticipate what will be learned that day. This log will enable them to record their
thoughts and document what they have learned. In their social studies learning logs, students
should write their narratives concerning what they learned about abuse and violence.
Here are some prompts to use throughout this unit:
S- Special Powers
You have the power to change the life of an African American during the Jim Crow era
in America. Describe what it is you changed, why you changed it, and the consequences
of the change.
P – Problem Solving
We have been researching and learning about the impact of many key events on the lives
of African Americans.
 What events led to start of the Jim Crow era in the United States?
 What roles did African Americans play in the industrialization and urbanization
of the United States?
 How were African Americans affected positively and negatively by the
urbanization and industrialization of the United States?
A – Alternative Viewpoints
Imagine that you are an African American living during the late nineteenth century or
early twentieth century.
W – What if?
What might have happened if the urbanization and industrialization in the United States
had not occurred when it did?
N – Next
What political, economic, and cultural changes do you think followed the overwhelming
amount of violence that was directed toward African Americans during the latter part of
the nineteenth and early twentieth centuries? What was the result of the violence?
The teacher should allow students to write their responses within a reasonable period of time. In
most cases, prompts should be constructed in such a way that adequate responses can be made
within ten minutes. Students should be asked to copy the prompt in their learning logs before
writing responses and to record the date. SPAWN writing should be viewed as a tool students can
use to reflect on and increase their developing disciplinary knowledge and critical thinking.
Therefore, this type of writing should not be graded, but given points for completion.
Have students share their reflections with the class and state reasons for their answers.
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Activity 9: Migration – West and Northeast (U.S. History GLE: 6)
Materials List: Going West BLM, markers, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find information on why African Americans began to leave the South
beginning in the mid-nineteenth century. Students will use the split-page notetaking strategy
(view literacy strategy descriptions) to research the Exodusters who left the South and to
describe the economic situation of African Americans in the South in the late nineteenth and
early twentieth centuries. (See the Going West BLM and the sample below.)
Date:
Period:
Identify key events that led African
Americans to leave the South.
Who were the Exodusters?
Topic: Going West
Gather the class back together. Solicit observations and discuss their findings with the class.
Compare student findings. Some teacher guidance may be needed.
Students will use their split-page notes to study by covering up the information in the right
column, then reading the prompt in the left column. Students will try to recall the covered
information on the right side. Students should also be given time to quiz each other on the
information on their split-page notes.
Have students work in pairs. Ask students to imagine that they have been employed as the CEO
of a new travel company that is encouraging African Americans to migrate to the West and the
Northeast. Explain to students that their brochures should advertise their company and the
various opportunities and resources that are accessible to African Americans in the West and
Northeast.
Have students include general information in their brochure such as:
 a detailed map of the destination
 sample weather reports
 list of major cities
 housing opportunities
 job opportunities
 education opportunities
 names and locations of areas of interest
 other advantages of the location
Have students explain and discuss their brochures with the class. Students will display their
brochures on a thematic class bulletin board.
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Using the professor know-it-all strategy (view literacy strategy descriptions), one group will
come to the front of the room. The other groups will ask the first group questions concerning
their brochure. The standing team will huddle together and talk about the answers to the
questions. A spokesperson will answer the questions in complete statements. Teams will rotate
until all groups have had a chance to participate. The teacher may also question the groups.
Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Activity 10: Challenges Faced by African Americans in the South (U.S. History GLEs: 7,
9)
Materials List: chart paper, markers, Challenges Faced by African American Southerners BLM,
Reflect and Respond BLM, primary and secondary sources (books, encyclopedias, Internet
access—optional)
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find background information about the challenges that African Americans
in the South faced during the late nineteenth century and early twentieth centuries.
Use a process guide (view literacy strategy descriptions) to help students assimilate, think
critically about, and apply new knowledge concerning the challenges that African Americans in
the South faced during the late nineteenth century and early twentieth centuries. (See the
Challenges Faced by African American Southerners BLM and the sample below.)
Process guides are used to promote application in the areas of thinking and reasoning.
They can help to scaffold students’ comprehension within a wide range of different formats.
They are used to stimulate students’ thinking during or after reading, listening, or involvement in
any area of content instruction. These guides help students focus on important information and
ideas. The guides help to make reading or listening more effective and engaging.
A process guide is a procedure in which students must read and think about the information
source. They are not simply skimming or scanning for answers to complete the activity.
Arrange the students in groups of five. Each group will be assigned a specific topic to research.
The research topics should include:
 African Americans and Education
 African American Churches
 African Americans in the Military
 African American Entrepreneurs
 African Americans in the Arts and Sports
 African Americans and Politics
 African American Women’s Clubs
 The Atlanta Compromise
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Challenges Faced by African American Southerners
What challenges did African Americans face in education?
What was Social Darwinism?
Explain how education differed between African Americans and whites in the South.
How did segregated schools impact race relations in American society?
Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Provide each group with a sheet of chart paper. Have each group create a collage of pictures,
quotes, profiles, charts and graphs that explicitly describe their topic. Have each group post
their collage in the classroom. Student groups will explain and discuss their collages with the
class.
Provide each student with a copy of the Reflect and Respond BLM. Each student will do a
“gallery walk” (students will walk by and view all displayed work) and reflect on each of the
other groups’ collages. (See the Reflect and Respond BLM and the sample below.)
Interesting Fact
What were some of
the most significant
accomplishments?
What
opportunities were
available for
African
Americans?
African Americans
and Education
Have students share their Reflect and Respond BLM with another student. Class discussion of
the Reflect and Respond BLM activity should follow with students asking for clarification of any
discrepancies on their activity sheets.
Using the professor know-it-all strategy (view literacy strategy descriptions), one group will
come to the front of the room. The other groups will ask questions concerning the topic of study
(African Americans and Education; African American Churches; African Americans and the
Military, African American and Entrepreneurs; African Americans in the Arts and Sports, etc.).
The standing team will huddle together and talk about the answers to the questions. A
spokesperson will answer the questions in complete statements. Teams will rotate until all
groups have had a chance to participate. The teacher may also question the groups.
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Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Sample Assessments
General Guidelines
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Students should be monitored on all activities via teacher observation, report writing, and
class discussion. Use a variety of performance assessments to determine student
understanding of content.
Select assessments that are consistent with the types of products that result from student
activities and develop a scoring rubric collaboratively with other teachers or students.
All student-developed products should be evaluated as the unit progresses.
Select assessments that are consistent with the types of products that result from student
activities.
Student investigations and projects should be evaluated with criteria assigned specific
point values. The criteria should be distributed to students when assignments are made
and, when possible, students should assist in the development of the scoring criteria.
Use a variety of performance assessments to determine student comprehension consistent
with the type of products resulting from the selected student activities.
Teacher-created, comprehensive unit exams assessing the GLEs should consist of the
following:
o a variety of formats for objective, convergent test items
o depth of knowledge at various stages of Bloom’s taxonomy
o LEAP-like constructed response items
o open-ended response items requiring supporting evidence
o test items aligned to the verbiage of the GLEs.
General Assessments
 Respond to a photograph or an image of an event centering around Southerners and
their life styles during the late nineteenth century
 Write an informal essay response predicting the changing role of African Americans
in the late nineteenth and early twentieth centuries.
 Create a map that depicts the migration of African American Southerners from the
southern area of the country to the West.
 Create a political cartoon that depicts or illustrates the industrialization and
urbanization of the United States.
 Write letters of perspective concerning the experiences of African Americans in the
post-Reconstruction era.
 Create a timeline that includes the changing roles and lifestyles of African Americans
in the late nineteenth and early twentieth centuries.
Teacher Note: The timeline should be used throughout the school year to reinforce the
concept of time and chronology of historical events.
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Activity-Specific Assessments
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Activity 5: Write an informational magazine article on racism faced by African
Americans during the Jim Crow era.
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Activity 6: Create a graphic organizer that compares the Plessy vs. Ferguson
Supreme Court case to another historical Supreme Court case on equal rights of
citizens.
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Activity 9: Choose an individual from the era and write an essay on the works and
achievements of the person.
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African American Studies
Unit 5: The Harlem Renaissance
Time Frame: Approximately three weeks
Unit Description
The focus of this unit is on the Great Migration of African Americans from the South to the
North beginning in the 1920s and the resulting effects of this migration on the development of a
cultural renaissance with its roots in Harlem, New York.
Student Understandings
Students will understand that African Americans faced widespread individual and institutional
racism in the 1920s. Students will understand how African American cultural arts blossomed
and flourished during the 1920s. Students will understand the roles played by African American
writers and artists during the Harlem Renaissance.
Guiding Questions
1. Can students describe the Harlem Renaissance?
2. Can students provide reasons for the dramatic increase in the population of states in
the North during the period of the 1910s and 1920s?
3. Can students describe the impact of the Great Migration?
4. Can students provide examples of the accomplishments of African American
organizations during the early decades of the 1900s?
5. Can students describe the role of A. Philip Randolph and the Brotherhood of Sleeping
Car Porters in the struggle for African American equality?
6. Can students identify the works of famous writers, musicians, and artists of the
Harlem Renaissance?
Unit 5 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
U. S. History: Historical Thinking Skills
1.
Construct a timeline to explain and analyze historical periods in U.S.
history (H-1A-H1)
5.
Describe multiple perspectives on an historical issue or event in U.S.
history (H-1A-H2)
6.
Analyze the point of view of an historical figure or group in U.S. history
(H-1A-H2)
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GLE #
7.
GLE Text and Benchmarks
Analyze or interpret a given historical event, idea, or issue in U.S. history
(H-1A-H2)
9.
Evaluate and use multiple primary or secondary materials to interpret
historical facts, ideas, or issues (H-1A-H3)
10.
Determine when primary and/or secondary sources would be most useful
when analyzing historical events (H-1A-H3)
15.
Interpret or analyze historical data in a map, table, or graph to explain
historical factors or trends (H-1A-H4)
United States History
23.
Explain the causes of the late nineteenth-century urbanization of the United
States, including immigration and migration from rural areas, and discuss
its impact in such areas as housing, political structures, and public health
(H-1B-H7)
34.
Identify the characteristics of the 1920s and describe the cultural changes
that resulted (e.g., Harlem Renaissance, prohibition, women’s suffrage)
(H-1B-H11)
Sample Activities
Activity 1: Harlem Renaissance Key Concepts (U.S. History GLEs: 9, 10, 34)
Materials List: Harlem Renaissance Key Concepts Chart BLM, primary and secondary sources
(books, encyclopedias, Internet access—optional)
Have students maintain a vocabulary self-awareness chart (view literacy strategy descriptions)
throughout this unit. Provide the students with a list of key concepts that relate to this period of
history. Have students complete a self-assessment of their knowledge of these concepts using a
chart. Ask the students to rate their understanding of a word using a + for understanding, a √ for
limited knowledge, or a - for lack of knowledge. Throughout the unit students should refer to this
chart to add information as they gain knowledge of these key concepts. The goal is to replace all
the check marks and minus signs with a plus sign. (See the Harlem Renaissance Key Concepts
Chart BLM and sample below.)
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Key Concepts Chart
Key Concept +
√
-
Explanation
Additional Information
Harlem
Renaissance
A period in United States
history when African
American intellectuals and
artists produced a stunning
collection of artistic works,
especially in creative
writing, that continued into
the 1930s.
Writers such as Countee Cullen,
Langston Hughes and Arna Bontemps
came to be associated with the Harlem
Renaissance.
Cotton Club
Harlem’s most exclusive
and fashionable nightspot
during the 1920’s.
The Cotton Club’s entertainers and
waiters were African American. The
customers were well-to-do white people.
After completing all the activities in this unit, have students refer to their vocabulary selfawareness chart to determine if their understandings of the key concepts have changed.
Organize the class into four different groups. Each group will represent a particular African
American group that flourished during the Harlem Renaissance. The groups will include artists,
writers, and musicians. Have each group locate primary and secondary sources (song lyrics,
poems, sample prints or photographs of paintings, sculptures, plays, short stories and novels or
excerpts from novels and so on) related to these individuals.
The following website may be used to locate information concerning the Harlem Renaissance:
http://www.42explore2.com/harlem2.htm
http://encarta.msn.com/encyclopedia_761566483/harlem_renaissance.html
Identify and select activities for students to complete from the following websites:
Written Document Analysis Worksheet:
http://www.archives.gov/education/lessons/worksheets/written_document_analysis_work
sheet.pdf
Artifact Analysis Worksheet:
http://www.archives.gov/education/lessons/worksheets/artifact_analysis_worksheet.pdf
Activity 2: Learning Log (U.S. History GLE: 7)
Materials List: primary and secondary sources (books, encyclopedias, Internet access—optional)
Throughout this unit have students maintain a learning log (view literacy strategy descriptions)
to record their responses and reflections.
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Give students prompts for short content-focused writing and allow them to practice writing
entries, discussing strengths and areas needing further development. For example, at the start of
class you might ask students to predict what will be covered in the next chapter, or at the
conclusion of class have students write a reflection of what was learned in that day’s lesson.
Provide students with an example of a log entry that you have written to serve as a model for
students. Use the example to explain the process and your expectations from students for their
entries. (See the learning log sample below.)
Sample Learning Log Prompt and Entry
Teacher Prompt: In your own words, explain why Harlem came to be known as the “Negro
Capital of the World.”
Student Log Entry: Many African Americans moved to Harlem to find better housing
opportunities. Eventually the influx of African Americans caused the African American
population to become larger than the white population in Harlem. It was also during this time
that many African American artists, writers, and musicians emerged and flourished.
Regularly, if not daily, prompt students to write in their learning logs. Log entries should be
dated and should include the prompt. A time limit for writing should be set, and students should
be allowed to share their entries with a partner or with the class for feedback and comments.
Activity 3: The Great Migration (U.S. History GLEs: 15, 23)
Materials List: markers, colored pencils, outline maps of the United States, Great Migration
Chart BLM, Growth of African American Population BLM, primary and secondary sources
(books, encyclopedias, Internet access—optional)
Ask students if they have ever moved to another state or another part of the state. Ask students
to share what the move was like for them and their families and to cite any adjustments they had
to make as a result of their relocation.
Have students read their textbooks, teacher handouts, or online resources to learn about the Great
Migration that took place between the decades. Students will research and examine the
movement of African Americans from the rural South to the urban North. The migration began
after the Civil War as a trickle of people became a flood of human beings by the second decade
of the twentieth century.
The following websites may be used for background information and for student readings about
the Great Migration:
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=443
http://www.ohiohistorycentral.org/entry.php?rec=502
http://findarticles.com/p/articles/mi_qa3812/is_200107/ai_n8969887/
Have students identify selected northern cities and use basic map skills to identify and categorize
these cities based on the cities’ population increase from1910 to1920. Ask students if any of
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their relatives live in any of the cities listed in the chart. Encourage students to find out if any of
their ancestors moved to these cities during the Great Migration. Have students use the Great
Migration Chart BLM as a guide to identify African American population growth in selected
northern cities. (See the Great Migration Chart BLM and the sample below.)
1910
1920
City
Number
Percentage Number
New York
Chicago
91,709
44,103
1.9%
2.0
152,467
109,458
Percentage Percentage
Increase
2.7%
66.3%
4.1
148.2
Students will create population maps that depict the growth of selected northern cities before and
after the Great Migration. Provide each student with an outline map of the United States and
have the students indicate the location of the selected northern cities on the map. Students are to
label this “Northern U.S. Cities in 1910.”
The following websites may be used to locate blank maps of the United States:
http://www.eduplace.com/ss/maps/usa.html
http://map.primorye.ru/raster/maps/united_states/usa_blank.jpg
http://www.enchantedlearning.com/geography/outlinemaps/usa.shtml
Students will label the following cities on their maps:
 New York
 Chicago
 Philadelphia
 Detroit
 St. Louis
 Cleveland
 Cincinnati
 Youngstown
 Akron
 Kansas City
 Indianapolis
Students will use the information found on the Great Migration Chart BLM as a guide to color
code the northern cities based on the percentage of African American population during 1910.
Later, provide each student with a second outline map of the United States. Explain to students
that this map will serve as the “after” map and will represent the northern U.S. cities in 1920.
Have students repeat the same steps that are listed above as a guide to label and color code the
map.
Ask students to make inferences and draw conclusions about the growth of the African American
population in selected northern cities on their before and after maps.
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Use a process guide strategy (view literacy strategy descriptions) to help students assimilate,
think critically about, and apply new knowledge concerning the growth of the African American
population in selected northern cities. (See the Growth of African American Population BLM
and the sample below.)
Growth of African American Population:
1. Which northern city had the largest increase in African American population
during this time period? What was the amount of growth? Why do you think so
many African Americans chose this city?
2. How do you think life in the northern and southern states changed as a result of
the Great Migration?
Ask students to work with a partner to fill in the guide and then share their findings with the
class.
Activity 4: African American Organizations (U.S. History GLE: 7)
Materials List: African American Organizations BLM, markers, posters, primary and secondary
sources (books, encyclopedias, Internet access—optional)
Explain to students that many African American organizations developed and grew in size in the
nineteenth and early twentieth centuries as social outlets, for political reasons, as a way to protect
African Americans and as a way to enforce civil rights.
The following websites contain information about the history of African American
organizations:
http://www.aawc.com/aao.html
http://www2.lib.udel.edu/subj/blks/internet/afamnato.htm
Students will use primary and secondary sources (books, encyclopedias, and reliable Internet
resources) to find information about the African American organizations that began during the
early nineteenth century. Students will use the split-page notetaking strategy (view literacy
strategy descriptions) to explain and describe the purpose and impact of the African American
organizations that developed in the nineteenth and early twentieth centuries. (See the African
American Organizations BLM and the sample below.)
African American
Organization
Topic: Purpose, Impact, and Accomplishments
Equal Rights Organizations
NAACP
UNIA
Pan-African Congress
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Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Students will use their split-page notes to study by covering up information in the right column,
then reading the prompt in the left column. Students will try to recall the covered information on
the right side. Students should also be given time to quiz each other on the information on their
split-page notes.
Ask students to imagine that they lived during this time period and have them create fliers that
advertise a meeting of one of the African American organizations. Have students include the
various topics and events that may have been discussed during the meeting.
Conduct a show-and-tell session in which the students display and explain their fliers. Students
should be able to describe the purpose and origin of their organization.
Activity 5: Uniting African American Workers (U.S. History GLEs: 5, 6)
Materials List: African American Workers BLM, primary and secondary sources (books,
encyclopedias, Internet access- optional)
Use the brainstorming strategy (view literacy strategy descriptions) to identify ways in which the
thousands of African American migrants in the northern cities altered the composition of
available labor in urban areas.
Have students read their textbooks, teacher handouts, or online resources about A. Phillip
Randolph and the organization of the African American workers who formed the Brotherhood of
Sleeping Car Porters. Students will research and examine the racist attitudes of many labor
unions toward African Americans in the 1920s and how these labor unions resisted pressure to
open their membership to African Americans.
The following websites contain information about African American labor unions:
http://www.liu.edu/cwis/cwp/library/african/2000/1920.htm
http://www.bookrags.com/essay-2003/4/29/155117/298
Have students take on the role of an African American worker during the 1920s. Ask students to
write first account letters that describe their points of view of the labor unions. Students should
include a description of the attempts African Americans made to join labor unions and how they
were treated by their employers and white workers. Ask volunteers to read their letters to the
class.
Using the RAFT writing strategy (view literacy strategy descriptions), have students write a
rationale explaining the significance of African American labor unions. Students will assume the
role of an African American laborer. They will write newspaper articles in which they explain
why African American laborers supported labor unions. Include the accomplishments and impact
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of the African American labor unions. (See African American Workers BLM and the sample
below.)
Role
African American
Union Member
during the 1920s
Audience
Subscribers
Format
Newspaper
Article
Topic
The
Accomplishments
and Impact of
African American
Labor Unions
Student groups should orally present their newspaper articles to the class and display their RAFT
newspaper articles on a thematic bulletin board.
Activity 6: The Harlem Renaissance (U.S. History GLEs: 1, 34)
Materials List: Harlem Renaissance BLM, chart paper, markers, primary and secondary sources
(books, encyclopedias, Internet access—optional)
Have students use books, encyclopedias, and reliable Internet resources to read about the Harlem
Renaissance. Students will research the significant contributions made by African American
artists, writers, and musicians during the Harlem Renaissance.
The following websites contain information about the Harlem Renaissance:
http://www.eng.umu.se/city/therese/main_essay/general_background/harlem_renaissance.htm
http://www.poets.org/viewmedia.php/prmMID/5657
http://www.biography.com/blackhistory/harlem-renaissance.jsp
Organize the class into groups of two and assign each group a Harlem Renaissance artist,
musician, or writer to research. Students will use their textbooks, teacher handouts, or online
resources to research and analyze the significant contributions of their assigned Harlem
Renaissance artist, musician, poet, or writer. Students will present their findings to the class
using PowerPoint® presentations, posters, or various other visual presentations.
Provide students with a graphic organizer (view literacy strategy descriptions), the Harlem
Renaissance BLM, to examine the Harlem Renaissance artists, musicians, poets, and writers.
As student groups present their findings, students will complete the BLM. (See the Harlem
Renaissance BLM and the sample below.)
Individual
Talent
Langston
Hughes
Writer
Year of
Achievement
1926
African American Studies Unit 5The Harlem Renaissance
Title of Work
The Weary
Blues
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Engage the class in a discussion of the important contributions made by African Americans during
the Harlem Renaissance. Record the feedback on the board or overhead projector and lead the class
in a discussion of the findings.
Have students construct a timeline to be displayed on chart paper around the classroom. They
will record the information above the dates of significant events that occurred throughout the
Harlem Renaissance. Have the students include the work and achievements of African American
writers, artists, poets, and musicians.
Activity 7: Questioning the Harlem Renaissance Writers (U.S. History GLE: 7)
Materials List: Harlem Renaissance QtA BLM; books by Harlem Renaissance writers such as
Langston Hughes, Countee Cullen, Zora Neale Hurston; primary and secondary sources (books,
encyclopedias, Internet access—optional)
Explain to students that a small number of African Americans had access to a college education
in the early twentieth century. Tell students that only a little more than two thousand African
Americans were pursuing college degrees by the1920s. Nevertheless, the Harlem Renaissance
writers were the products of several of the nation’s finest schools. Have students use books,
encyclopedias, and reliable Internet resources to research the educational backgrounds of
selected Harlem Renaissance writers.
The following websites contain background information on the Harlem Renaissance:
http://www.42explore2.com/harlem2.htm
http://womenshistory.about.com/od/harlemrenaissance/a/women_harlem.htm
http://faculty.pittstate.edu/~knichols/jazzage3.html#harlem
Organize the class into different groups. Each group will read works by a selected Harlem
Renaissance writer. Such writers include:
 Claude McKay—“If We Must Die,” “Home to Harlem,” “Banjo”
 Langston Hughes—“The Negro Speaks of Rivers,” “The Weary Blues”
 Jessie R. Fauset—There is Confusion, Plum Bun, The Chinaberry Tree
 Zora Neale Hurston—Mules and Men, Their Eyes Were Watching God
 Arna Bontemps—God Sends Sunday, “A Summer Tragedy”
Students will use question the author (QtA) strategy (view literacy strategy descriptions) as a
questioning process to identify the feelings and views in the book or story. Model the QtA
process with students using a text from class. Demonstrate for students how the QtA questions
can be asked in ways that apply directly to the content of the text. (See the Harlem Renaissance
QtA BLM and the sample below.)
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Harlem Renaissance QtA
Goal
Query
________________________________________________________________
Initiate discussion
What is the author trying to say?
What is the author’s message?
What is the author talking about?
Put students in pairs to practice questioning the author while you monitor, providing additional
modeling and clarification. While QtA is an interactive strategy, the goal is to make the
questioning process automatic for students so they use it on their own.
Gather the class back together. Solicit observations and discuss their findings with the class.
Compare student findings. Some teacher guidance may be needed.
Activity 8: Harlem Renaissance Artists (U.S. History GLE: 34)
Materials List: Harlem Renaissance Artists BLM, posters, markers, books, encyclopedias,
magazines, newspapers, journals, Internet-optional
Have students use books, encyclopedias, and reliable Internet resources to research the Harlem
Renaissance art. Tell students that African Americans created art as an expression of their life
experiences.
Cultural Revolution and Harlem Renaissance artist websites:
http://www.vintageperiods.com/harlem.php
http://www.artcyclopedia.com/history/harlem-renaissance.html
http://www.eyeconart.net/history/Harlem.htm
http://www.artlex.com/ArtLex/h/harlemrenaissance.html
Organize the class into eleven different groups. Students will use primary and secondary source
documents (textbooks, encyclopedias, and reliable Internet resources) to research a Harlem
Renaissance artist. Students may choose from but are not limited to the Harlem Renaissance
artists on the list below.
 Aaron Douglas
 Palmer Hayden
 William H. Johnson
 Lois Mailou Jones
 Archibald J. Motley Jr.
 Sargent Claude Johnson
 Romare Bearden
 Hale Woodruff
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
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John Biggers
Charles Sebree
Students will present their findings to the class using PowerPoint® presentations, posters, or
various other visual presentations. Record the feedback on the board and lead the class in a
discussion of the findings.
The students will complete a graphic organizer (view literacy strategy descriptions) that lists
facts about the artists, their accomplishments, and the names of their works of art. (See the
Harlem Renaissance Artists BLM and the sample below.)
Name of Artist
Aaron Douglas
Palmer Hayden
Accomplishments
Title of Work of Art
Have students share their findings with the entire class. Record the feedback on the board and
lead the class in a discussion of the findings.
Have students form teams of three or four. The teams will create questions concerning what they
learned about the Harlem Renaissance artists. Students should include questions that address
facts about the artists, their accomplishments, and their works of art.
Using the professor know-it-all strategy (view literacy strategy descriptions), one team will come
to the front of the room. The other teams will ask questions concerning their particular Harlem
Renaissance artist. The standing team will huddle together and talk about the answers. A
spokesperson will answer the questions in complete statements. Teams will rotate until all groups
have had a chance to participate. The teacher may also question the team.
Gather the class back together. Solicit observations from each group and discuss their findings
with the class. Compare student findings. Some teacher guidance may be needed.
Activity 9: The Jazz Age (U.S. History GLE: 34)
Materials List: chart paper, markers, jazz songs and music, Internet—optional
Explain to students that Harlem played a crucial role in making the 1920s the Jazz Age. Tell
students that Harlem’s night clubs exploded with sounds of talented African Americans. Tell
students that if they had visited Harlem in those days, they might have heard bandleader Duke
Ellington playing “Take the ‘A’ Train” (the subway to Harlem) at the Cotton Club or Louis
"Satchmo" Armstrong shaking up the jazz world with his trumpet playing at Connie's Inn. Many
other musicians also began their famous careers during the Harlem Renaissance, such as jazz
singer Lena Horne and legendary blues singer Bessie Smith.
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The following websites contain information about the Jazz Age:
http://www.quia.com/files/quia/users/nygardgeo/RoaringTwenties/The-Jazz-Age-and-theHarlem-Renaissance
http://asms.k12.ar.us/classes/humanities/amstud/97-98/jazz/yourpage.htm
http://www.nytimes.com/1987/02/08/magazine/harlem-in-the-jazz-age.html
http://faculty.pittstate.edu/~knichols/jazzage.html
http://findarticles.com/p/articles/mi_m0EPF/is_18_101/ai_82650370/
Have students listen carefully to various jazz recordings. Have students create an illustration of a
scene that comes to mind as they listen to the music or lyrics to the recording. The following
website contains jazz recordings: http://www.jcu.edu/harlem/Audio/Page_1.htm
Arrange students in small groups. Have students put on a class jazz festival. Each group should
compose a jazz song that will include lyrics as well as the music to accompany their songs.
Have the groups create a billboard highlighting their groups’ performance in the jazz festival.
The information on the billboard should include the name of their jazz group and other
interesting information that will appeal to the audience.
Have students perform their songs in class. Students will also create a poster to correspond with
their songs as a complement to their performances.
Allow students to display their posters and song lyrics on a thematic bulletin board.
Activity 10: Sports Hall of Fame (U.S. History GLE: 34)
Materials List: art materials, Negro National League BLM, posters, markers, primary and
secondary sources (books, encyclopedias, Internet access—optional),
Have students use books, encyclopedias, and reliable Internet resources to research and analyze
the separation of the races in professional sports during the 1920s. Students will report on the
African Americans who were allowed to play on sports teams at northern universities and on the
Negro National League.
Negro National League Websites:
http://www.nlbpa.com/history.html
http://www.britannica.com/EBchecked/topic/408167/Negro-National-League
http://www.negroleaguebaseball.com/history101.html
Have the students create a Hall of Fame for noteworthy African American athletes, past and
present. Inductees to the Hall of Fame may represent any sport. Discuss with students the
method by which an individual is inducted into a Hall of Fame. For example, in professional
baseball the player must be retired before he is eligible for nomination. The player’s eligibility
lasts a few years, during which time chosen people vote on the nominations. If a nominee
receives enough votes, a plaque with his image and information about him is place in the Hall of
Fame. Have students work in teams to establish criteria for their Sports Hall of Fame.
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Have students use secondary source documents (books, encyclopedias, and reliable Internet
resources) to research a famous African American athlete. Information may be found by
executing a search for “African American Athletes” at http://www.oah.org/search/query.html.
Use the process guide strategy (view literacy strategy descriptions) to help students assimilate,
think critically about, and apply new knowledge concerning the Hall of Fame.
Ask students to work with a partner to fill in the guide based on a particular African American
athlete. See the Negro National League BLM and the sample below.
Name of Athlete ___________________
Did the athlete affect the lives of other people in a positive way? Explain.
Students may use the questions to create a nomination form. The nomination form should be
completed by each student who nominates an applicant to the African American Sports Hall of
Fame. The form should also include a biographical sketch.
Arrange students in groups to create nomination panels. Then have students establish voting
procedures. Have individual students complete a nomination form for each candidate. Circulate
the forms so that everyone has a chance to read all of them before the voting takes place.
For each candidate chosen for induction, have individual students create a poster collage of his or
her life. Have the students explain the collage and display the completed work in museum style.
Activity 11: Writing and Interpreting Heritage Poetry (U.S. History GLE: 9)
Materials List: copy of “Heritage” by Countee Cullen, copy of “First Man” by Naomi Long
Madgett, African Legacy Poems BLM, colored pencils, markers
Explain to students that for some writers the country of their ancestors provides motivation and
becomes a symbol for their writing. Ask students if they have ever written a story or a poem.
Ask students to share examples of subjects they have written about and to identify what
motivated them to write.
Have students read the poems “Heritage” by Countee Cullen and “First Man” by Naomi Long
Madgett. These can be found at the following sites:
http://oldpoetry.com/opoem/41763-Countee-Cullen-Heritage
http://naomilongmadgett.com/index.html
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Provide students with the African Legacy Poems BLM, a graphic organizer (view literacy
strategy descriptions) that allows students to examine and compare the ideas and purposes of the
authors in each of the literary works. (See the African Legacy Poems BLM and the sample
below.)
Heritage
Countee Cullen
First Man
Naomi Long Madgett
Ideas
Have the students use the brainstorming strategy (view literacy strategy descriptions) to think
about a place in which they sense the strongest connection. Tell the students that this may be
their current location, somewhere they have visited, the home of their relatives or ancestors, or
any other region in the world to which they feel strongly connected. Ask the students to write a
poem in which they explore what this significant place means to them. Have students read their
poems to the class and display their poems on a class Heritage Wall.
Activity 12: The Apollo Theater (U.S. History GLE: 9)
Materials List: art materials, primary and secondary sources (books, encyclopedias, Internet
access—optional),
Explain to students that when African Americans were denied entry into segregated venues,
many began their performance careers at the Apollo Theatre. Since the 1930s, performers such
as Duke Ellington, Bessie Smith, Ella Fitzgerald, Marvin Gaye, and world renowned comedians
Bill Cosby and Richard Pryor have performed at the Apollo.
Have students use books, encyclopedias, and reliable Internet resources to research the history of
the Apollo Theatre and some of the famous African American performers who have performed
there.
The following sites are sources of information about the Apollo Theatre:
http://www.apollotheater.org/
http://www.blackpast.org/?q=aah/apollo-theatre-1913
http://www.britannica.com/EBchecked/topic/709438/Apollo-Theater
Tell students the Apollo Theatre was an important cultural and social institution in Harlem from
the 1930s through the1970s, and later it was restored in the 1980s for a televised show.
Have students create their own “Showtime at the Apollo” to showcase the talents of African
American musicians, singers, and performers from the Harlem Renaissance. Students should
choose a prominent African American performer of the Harlem Renaissance era. Students will
put on the show for the class and, if possible, perform at a school-wide event.
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Sample Assessments
General Guidelines

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Students should be monitored on all activities via teacher observation, report writing, and
class discussion. Use a variety of performance assessments to determine student
understanding of content.
Select assessments that are consistent with the types of products that result from student
activities and develop a scoring rubric collaboratively with other teachers or students.
All student-developed products should be evaluated as the unit progresses.
Select assessments that are consistent with the types of products that result from student
activities.
Student investigations and projects should be evaluated with criteria assigned specific
point values. The criteria should be distributed to students when assignments are made
and, when possible, students should assist in the development of the scoring criteria.
Use a variety of performance assessments to determine student comprehension consistent
with the type of products resulting from the selected student activities.
Teacher-created, comprehensive unit exams assessing the GLEs should consist of the
following:
o a variety of formats for objective, convergent test items
o depth of knowledge at various stages of Bloom’s taxonomy
o LEAP-like constructed response items
o open-ended response items requiring supporting evidence
o test items aligned to the verbiage of the GLEs
General Assessments
 Respond to a photograph or an image of an event about the Harlem Renaissance.
 Write an informal essay on the changing role of African Americans during the
Harlem Renaissance.
 Create a political cartoon that depicts or illustrates the Harlem Renaissance.
 Write letters of perspective concerning African American’s experiences during the
Harlem Renaissance.
Teacher Note: The timeline should be used throughout the school year to reinforce the
concept of time and chronology of historical events.
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Activity-Specific Assessments

Activity 6: If possible, visit the Louisiana State Museum and complete a scavenger
hunt of items in the museum that relate to the Harlem Renaissance.

Activity 7: Complete a formal book review on one of the Harlem Renaissance
writer’s novels.

Activity 8: Critique a painting from the Harlem Renaissance and write a review. The
critique should analyze the usefulness of art to protest, change, or improve the lives of
African Americans during the Harlem Renaissance.

Activity 10: Create a presentation about an athlete as a formal induction into the
class Hall of Fame.
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African American Studies
Unit 6: The Great Depression and World Wars I and II
Time Frame: Approximately three weeks
Unit Description
The focus of this unit is on the political, social, and economic experiences of African Americans
throughout the Great Depression and World Wars I and II.
Student Understandings
Students will understand the economic hardships African Americans faced throughout the Great
Depression. Students will understand the impact of the New Deal on the lives of African
Americans. Students will understand African American participation in and attitudes toward
World Wars I and II.
Guiding Questions
1. Can students list and describe key concepts related to World Wars I and II?
2. Can students compare current social, political, and economic issues to those
experienced during the Great Depression era?
3. Can students explain the various economic programs that were developed by
President Roosevelt?
4. Can students evaluate the effectiveness of the New Deal?
5. Can students identify and describe aspects of African American culture during the
early decades of the twentieth century?
6. Can students identify key African American figures in the fight for African
American equality during early decades of the twentieth century?
7. Can students describe the participation of African Americans in World Wars I and
II?
8. Can students explain the effects of World Wars I and II on African Americans?
Unit 6 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
U. S. History: Historical Thinking Skills
3.
Contrast past and present events or ideas in U.S. history, demonstrating
awareness of differing political, social, or economic context (H-1A-H1)
6.
Analyze the point of view of an historical figure or group in U.S. history
(H-1A-H2)
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GLE #
7.
9.
10.
11.
13.
GLE Text and Benchmarks
Analyze or interpret a given historical event, idea, or issue in U.S. history
(H-1A-H2)
Evaluate and use multiple primary or secondary materials to interpret
historical facts, ideas, or issues (H-1A-H3)
Determine when primary and/or secondary sources would be most useful
when analyzing historical events (H-1A-H3)
Propose and defend alternative courses of action to address an historical
or contemporary issue, and evaluate their positive and negative
implications (H-1A-H4)
Analyze source material to identify opinion or propaganda and persuasive
techniques (H-1A-H4)
14.
Interpret a political cartoon depicting an historical event, issue, or
perspective (H-1A-H4)
17.
Conduct historical research using a variety of resources to answer
historical questions related to U.S. history and present that research in
appropriate format(s) (visual, electronic, written) (H-1A-H5)
United States History
36.
Identify the causes of the Great Depression (e.g., over speculation, Stock
Market Crash of 1929) and analyze its impact on American society (H1B-H12)
37.
Explain the expanding role of government as a result of the Great
Depression and the New Deal and analyze the effects of the New Deal
legislation (H-1B-H12)
40.
Describe the course of World War II, including major turning points and
key strategic decisions (H-1B-H13)
41.
Describe the effects of World War II on the U.S. home front and Europe,
including the Holocaust (H-1B-H13)
42.
Explain the consequences and impact of World War II (e.g., Cold War,
United Nations, Baby Boom) (H-1B-H13)
52.
Evaluate the effects of the mass media on American society (H-1B-H16)
Civics: Structure and Purpose of Government
16.
Evaluate a specific law or court ruling on given criteria (C-1A-H5)
Civics: Foundations of the American Political System
30.
Identify and describe examples of freedoms enjoyed today but denied to
earlier Americans (C-1B-H1)
37.
Analyze the use and effects of propaganda (C-1B-H5)
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Sample Activities
Activity 1: Key Concepts Chart (U.S. History GLEs: 9, 10)
Materials List: Key Concepts Chart BLM, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Lead students in a discussion of African American participation in World War I. Explain to
students that African Americans supported World War I although they continued to face racism
and discrimination in their own country. Tell students that although most African Americans
were only allowed to serve in segregated units in support roles during World War I, they served
with distinction and earned recognition for their efforts.
Throughout this unit have students maintain a vocabulary self-awareness chart (view literacy
strategy descriptions). Provide students with a list of key concepts that relate to this period of
history. Have students complete a self-assessment of their knowledge of these concepts by using
a key concepts chart. Ask the students to rate their understanding of a word using a + for
understanding, a √ for limited knowledge, or a - for lack of knowledge. Throughout the unit,
students should refer to this chart to add information as they gain knowledge of these key
concepts. The goal is to replace all the check marks and minus signs with a plus sign. (See the
Key Concepts Chart BLM and sample below.)
Key Concepts Chart
Key
Concept
+
√
-
Explanation
Extra Information
The Great
Depression
Severe economic decline
that began in 1929 and
lasted until 1941
National income fell from $81 billion in
1929 to $40 billion in 1932.
New Deal
Set of policies proposed by
the Roosevelt
administration in response
to the Great Depression
The New Deal initially continued past
patterns of discrimination against
African Americans but eventually
provided benefits and prompted social
change.
After completing all the activities in this unit, have students refer to their vocabulary selfawareness chart to determine if their understandings of the key concepts have changed.
Activity 2: The Impact of New Deal Programs and Reforms on African Americans (U.S.
History GLEs: 9, 10, 37)
Materials List: President Roosevelt’s New Deal Programs BLM, poster, markers, primary and
secondary sources (books, encyclopedias, Internet access—optional)
One of President Roosevelt’s responses to the economic and social problems of the Great
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Depression was the establishment of the New Deal. Although a few New Deal programs
benefitted some African Americans, institutional racism continued, which meant that African
Americans frequently received less pay than whites for doing the same job and were excluded
entirely from some programs.
Have students research a New Deal program that was established to ease the effects of the Great
Depression on Americans. Encourage students to identify specifically how New Deal programs
affected African Americans in Louisiana. Students may choose from one of the following: the
Works Progress Administration (WPA), Civilian Conservation Corps (CCC), Agricultural
Adjustment Act (AAA) and the Social Security Administration (SSA). Students should locate
and analyze primary sources that relate to their selected New Deal programs.
The students will use the split-page notetaking strategy (view literacy strategy descriptions) to
examine the New Deal programs they selected (See President Roosevelt’s New Deal Programs
BLM and the sample below).
Students will use one column to record the main ideas and the other to record the supporting
details. As students read, they will record supporting details or notes of their findings beside
each main idea.
President Roosevelt’s
Program
Works Progress
Administration (WPA)
Topic: Purpose and Impact
Students will use their split-page notes to study by covering up the information in the right
column, then reading the prompt in the left column. Students will try to recall the covered
information on the right side. Students should also be given time to quiz each other on the
information on their split-page notes.
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to research individuals who were a part of President Roosevelt’s unofficial
advisors known as his Black Cabinet. Encourage students to research the work of Eleanor
Roosevelt and Mary McCloud Bethune in the areas of education and civil rights during the
period.
Have the students create a poster that depicts one of President Roosevelt’s New Deal programs.
The poster should include the following information about the program:
 Name of the program
 Brief description
 Slogan
 Marketing to encourage support
 Image(s)
 Benefits of the program to African Americans
 Limitations of the program
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Have students present their posters and display them in the classroom.
Activity 3: Learning Log (U.S. History GLE: 7)
Materials List: Learning Log
Have students maintain a learning log (view literacy strategy descriptions) throughout this unit
to record their responses and reflections.
Give students prompts for short content-focused writing and allow them to practice writing
entries, discussing strengths and areas needing further development. For example, at the start of
class you might ask students to predict what will be covered in the next chapter, or at the
conclusion of class have students write a reflection of what was learned in that day’s lesson.
Provide students with an example of a log entry that you have written to serve as a model for
students. Use the example to explain the process and your expectations from students for their
entries (See the Learning Log sample below).
Sample Learning Log Prompt and Entry
Teacher Prompt: In your own words, tell how the Great Depression affected the lives of
African Americans?
Student Log Entry: The Great Depression was an economic disaster
that affected African Americans in all sections of the nation. African Americans from all
economic classes suffered from increased unemployment and a decrease in wages.
Regularly, if not daily, prompt students to write in their learning logs. Log entries should be
dated and include the prompt. A time limit for writing should be set, and students should be
allowed to share their entries with a partner or the class for feedback and comments.
Activity 4: The Great Depression (U.S. History GLE: 7, 36)
Materials List: Then and Now BLM, posters, markers, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find information about the Great Depression and its effects on African
Americans. Tell students that the national income decreased by fifty percent, and the collapse of
the economy was severe for both African Americans in the South and for African Americans
who had migrated to northern urban areas. Explain to students that African Americans’ incomes
dropped dramatically during these hard times.
The following websites contain information on the Great Depression:
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Photos of the Great Depression from the Library of Congress:
http://lcweb2.loc.gov/fsowhome.html
Farm life during the Great Depression:
http://www.livinghistoryfarm.org/farminginthe30s/life_01.html
Everyday life during the Great Depression:
http://www.museum.siu.edu/museum_classroom_grant/Museum_Explorers/school_pages
/bourbonnais/index.htm
After students have read the background information, have them complete the Then and Now
BLM, a graphic organizer (view literacy strategy descriptions) that compares economic, political
and social issues African Americans faced during the Great Depression era to the issues African
Americans face today (See the Then and Now BLM and the sample below).
THEN
1929-1941
NOW
Today
Social Issues
Gather the class back together. Discuss the completed graphic organizers with the class.
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find information about how the lives of African Americans began to
change dramatically as the Great Depression progressed. Although African Americans were no
strangers to adversity and had strong survival strategies, the Great Depression still had a
significant impact on their existence. To make ends meet many, African American women
began to pool their resources. African Americans in various cities lived in crowded tenements;
women shared pots and pans; bartered and exchanged goods, such as trading sugar for bread and
borrowing and exchanging clothes and shoes.
Ask students to work with a partner. Each pair will represent a different age group of women
(i.e., teens, early twenties, late twenties to thirties, middle-aged, and senior citizens). Have
students imagine that they are an African American woman trying to survive during these times.
Tell students to create a schedule of what the woman in their assigned age bracket may have
done in the course of one day. Students will use posters to outline the woman’s schedule and
will create a three-dimensional collage of items that represent the lifestyle, clothing, social roles,
and duties of the woman. The collage should be composed of various types of materials, such as
photos, quotes, and tangible items that represent the characteristics and events of the Great
Depression. Have students present their posters to the class. The posters should be displayed in
the classroom.
To conclude this lesson, have students participate in the professor know-it-all activity (view
literacy strategy descriptions). Instruct the groups that they will be called on randomly to
provide expert answers to questions from their peers as they present their collages to the class.
Each group should generate three-to-five questions about the content they might anticipate being
asked and that they can ask other experts. Invite one group to the front. They will face the class
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and invite questions from the other groups. The groups should be encouraged to ask both factual
and higher level questions that challenge the experts. The know-it-alls are encouraged to
collaborate and agree before answering. Groups should change places after five minutes of
questioning and answering.
Students should write statements pertaining to the experiences and treatment of African
Americans during the Great Depression Era in their learning logs.
Activity 5: The National Association for the Advancement of Colored People (NAACP):
Recipe for Success (U.S. History GLEs: 6, 11)
Materials List: primary and secondary sources (books, encyclopedias, Internet access—optional)
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find information about the NAACP during the 1930s.
Ask students to imagine they are members of the local NAACP who are meeting to identify
strategies to put pressure on the local, state, and national government to address the continued
problems of disenfranchisement, lynching, and lack of jobs that African American Americans
faced. Students will use the brainstorming strategy (view literacy strategy descriptions) to
identify solutions and alternative views to address the economic misery that African Americans
were facing during the Great Depression. Record the strategies for addressing these problems on
the board.
Students will use the SQPL strategy (view literacy strategy descriptions) to generate a statement
from the class topic of the day. This statement should be thought-provoking to encourage
students to wonder and to challenge. Statements such as “National and state government leaders
were forced by the NAACP to enact policies to improve the lives of African Americans” or
“African American and white leaders in the NAACP were responsible for victories against racial
discrimination.”
Present the statement to the students. Students will then pair up to generate two or three
questions they would like to have answered. The class will share questions that are recorded on
the board. Questions that are common to more than one group should be highlighted. The
teacher should add questions to be sure all gaps are filled. The students should now be ready to
find the answers to their questions. As content is covered, stop periodically so pairs may
convene to determine if their questions have been answered.
Tell students that they are going to create a “Recipe for Success.” Have students write a recipe
or plan of action to address the economic and political crisis that African Americans faced during
the 1930s. Tell students that their recipe should include four parts: a description of the problem,
a brief overview of the recipe that would address the problem, an ingredients section, and a
detailed steps/instruction segment.
Students should present their recipes to the class. The “Recipes for Success” should be displayed
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on a thematic bulletin board.
Activity 6: The Scottsboro Boys (U.S. History GLEs: 3, 6, 7; Civics GLE: 16)
Materials List: primary and secondary sources (books, encyclopedias, Internet access—optional)
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find information about the Scottsboro Boys court case.
Provide students with background information about the arrest and subsequent unfair trials of the
nine young African Americans, most of them minors, who were arrested on rape charges on
March 25, 1931, in Memphis, Tennessee. Tell students that the arrest, trials and verdicts
reflected the racist climate of the time. The struggle for justice for the Scottsboro Boys lasted
over two decades. After most of the Scottsboro Boys had already served long prison sentences
for a crime that they did not commit, they were released. The United States Supreme Court
declared that the Scottsboro Boys had not received the effective counsel they were entitled to and
that their convictions were improper.
Additional information about the Scottsboro Boys may be found at the following site:
www.pbs.org/wgbh/amex/scottsboro
Create SPAWN prompts (view literacy strategy descriptions) as students learn new information
about the Scottsboro Boys case. Students should receive one prompt on any given day as the
topic of the Scottsboro Boys case is covered. Write SPAWN prompts on the board for students to
find as they enter the classroom and to which they will respond in their learning logs (view
literacy strategy descriptions) before the day’s lesson begins. In their social studies learning
logs, students should write their narratives concerning what they learned about the Scottsboro
Boys case.
Here are some prompts to use throughout this unit:
S- Special Powers
You have the power to change an event leading up to or occurring during the Scottsboro
Boys case. Describe what you changed, why you changed it, and the consequences of the
change.
P – Problem Solving
We have been studying and researching many key events of the Scottsboro Boys case.
 What were the three main aspects of the case? Which aspect do you think was the
most important?
 What did this case reveal about the criminal justice system in Alabama during the
1930s and 1940s?
 Why did the Scottsboro Boys case last so long?
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A – Alternative Viewpoints
Imagine that you are an American living in Alabama or in Memphis, Tennessee, during
the time of the Scottsboro Boys case. Write a description of what life was like for African
Americans during this time.
W– What if?
What might have happened if the Scottsboro Boys had been tried in an impartial criminal
justice system?
N – Next
What happened to the defendants in the Scottsboro Boys case?
The teacher should allow students to write their responses within a reasonable period of time. In
most cases, prompts should be constructed in such a way that adequate responses can be made
within ten minutes. Students should be asked to copy the prompt in their learning logs before
writing responses and to record the date.
Activity 7: African American Culture (U.S. History GLEs: 17, 52)
Materials List: period clothing, props, primary and secondary sources (books, encyclopedias,
Internet access—optional)
Explain to students that African Americans developed distinct types of music that expanded
popular culture for the masses in the 1930s and 1940s. Frequently, mainstream commercial
media discriminated against African American performers and offered their audience stereotyped
African American portrayals.
Organize the class into groups of three and have students use their textbooks, teacher handouts,
or online resources to research and analyze the dramatic changes that developed in African
American culture in the areas of art and literature during the 1930s and 1940s. Have students
present their research in an oral report or PowerPoint® presentation. Allow time for questions
after each presentation.
Have the class sponsor an African American Cultural Fair. Arrange students in groups to
research an aspect of African American culture from the 1920s, 1930s and 1940s. Have each
group set up a display highlighting their category. Encourage students to use props, including
period clothing, to represent the time period. Students should create and perform original skits,
poems, and other types of performances as a way to illustrate their research. Hold the Cultural
Fair in a central location and invite other classes to attend.
The following are sample categories for the names of the cultural displays for the fair.
Categories should include but not be limited to the following:
 Music
 Period clothing
 Radio shows
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



Movies
Art
Literature
Photographs representative of the time period
Have students write a journal entry in their learning logs (view literacy strategy descriptions)
about how they prepared for their role in the Cultural Fair and explain how their participation in
the Cultural Fair helped them learn about this time period.
Activity 8: African American Chicago Renaissance: Who Am I? (U.S. History GLE 9;
Civics GLE: 30)
Materials List: poster, markers, signs, character descriptions/bios, primary and secondary
sources (books, encyclopedias, Internet access—optional)
Explain to students that Chicago was a center of African American culture in the 1930s and
1940s. Explain that the artists of the Chicago Renaissance drew inspiration from African
Americans who came to Chicago for a better life. Tell students that it was also during this time
that many African American artists, writers, and athletes emerged as influential figures in
American culture.
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find information about the Chicago Renaissance.
Arrange students in pairs. Tell students they are going to participate in a “Who Am I” activity as
they learn about the growth and development of African American culture in the 1930s and
1940s. Explain to students that each one will represent a particular artist, musician, or writer.
Write the names of African American artists, musicians, and writers on index cards. Tape or pin
one of the index cards on each student’s back. Instruct students not to reveal the name on their
partner’s back.
Prior to the class period have students create short biographies or descriptions about the life
achievements of the historical figures listed below. Post the names of the individuals on the
walls in the class room. Read a short description about each of the historical figures displayed
on the walls around the class room. Once the descriptions have been read aloud, place students
under the name that matches the index cards on their backs. Repeat this process until all students
have been placed in their correct areas of the classroom.
Have students create a poster that depicts the life and accomplishments of their assigned
historical figures. Display the posters on a “Who Am I” thematic bulletin board.
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The following websites contain information about the Chicago Renaissance and the listed
influential African Americans:
http://www.encyclopedia.chicagohistory.org/pages/240.html
http://www.lib.niu.edu/2000/iht720032.html






Margaret
Walker
Charles S.
Johnson
E. Franklin
Frazier
Archibald
Motley
Langston
Hughes
Louis
Armstrong






Lil
Armstrong
Duke
Ellington
Mahalia
Jackson
Katherine
Dunham
Billie
Holiday
Richard
Wright








James
Baldwin
Ralph Ellison
Jesse Owns
Joe Louis
Jackie
Robinson
Alice
Coachman
Larry Doby
Percy Julian
Activity 9: World War II (U.S. History GLEs: 7, 13, 14; Civics GLE: 37)
Materials List: matching cards, political cartoons, poster, markers, primary and secondary
sources (books, encyclopedias, Internet access—optional)
Explain to students that as the 1930s came to an end, the world moved faster toward war.
Many African Americans reacted to the growing prospect of World War II with great
interest. Tell students that over one million African Americans served in the military
during World War II. African Americans were mostly restricted to non-combat roles in
segregated units.
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find information about the impact of World War II on African
Americans.
Instruct students to locate photos or textual clues that identify specific World War II
issues that had an impact on African Americans. Have the students label the pictures and
then match the pictures to the specific World War II issues. Have the class create a
pictorial chart that depicts the issues that affected African Americans during World War
II. Students should include African American heroes of World War II such as Dorie
Miller, the Tuskegee Airmen, and Vernon Baker.
Websites that contain WWII posters:
http://www.trumanlibrary.org/museum/posters/index.html
http://images.library.uiuc.edu:8081/cdm4/results.php?CISOOP1=any&CISOFIELD1
=CISOSEARCHALL&CISOROOT=/tdc&CISOBOX1=World&CISOSTART=11,20
1
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http://www.library.northwestern.edu/otcgi/digilib/llscgi60.exe?QUERY=jpeg&REGI
ON=M8561Z&db=2&SIZE=10&SORTBY=M260C
http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_hom
e.html
Have students share their findings with the class. Compare photos in terms of similar
issues, actions, or trends. Record the feedback and lead the class in a discussion of the
findings.
Have students locate or draw political cartoons and devise propaganda that the United
States government could have used to entice African Americans to support the war effort.
Conduct a show-and-tell session in which students explain their political cartoons.
Students should be able to describe the elements of propaganda that are found in their
political cartoons. Hold a class discussion in which students analyze the different types of
war propaganda and describe propaganda that was in current wars and conflicts.
The following website contains information on the use of propaganda:
http://www.propagandacritic.com
Activity 10: African Americans on the Home Front (U.S. History GLEs: 40, 41)
Materials List: markers, large index cards, primary and secondary sources (books,
encyclopedias, Internet access – optional)
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find information about the lives of African Americans during
WWII on the home front.
To help students learn about and comprehend text, have them complete a DR-TA activity
(view literacy strategy descriptions). Using the text or other reading sources from the
Internet on the lives of African Americans during WWII on the home front (e.g.,
rationing, conservation, and patriotism), take students through the following steps:
1. Introduce background knowledge. Begin the lesson with a discussion about life
on the home front in the United States during WWII.
2. Make predictions. Ask students to think about the conditions in America during
WWII and predict what they might discover as they read the selection. Lead
students to think about the opportunities, challenges, struggles, and sacrifices that
Americans faced on the home front. Record their ideas on the board. Have
students write their predictions in their learning logs (view literacy strategy
descriptions).
3. Read a section of text, stopping at predetermined places to check and revise
predictions. Ask students to reread their predictions. Let students know they
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should change their predictions, if necessary, and cite new evidence for doing so.
Repeat this cycle several times as students read through the text on what life was
like in America during WWII. Key questions to consider are the following:
What have you learned so far from your reading?
What do you expect to read next?
Once the reading has been completed, use student predictions as a discussion tool. Ask
students to reflect on their original predictions and track their changes as they read.
Students should write statements pertaining to what life was like on the American home
front during WWII in their learning logs. Ask students to evaluate the positive and
negative implications of their predictions.
Put students in groups of four to complete a story chain (view literacy strategy
descriptions). On a sheet of paper, ask the first student in each group to write the opening
sentence of a story chain in which the students imagine what life would have been like
for African Americans on the home front. (Life on the home front during World War II
changed for men, women, and children.) The student then passes the paper to the student
sitting to the right, and that student writes the next sentence in the story. (Many men
volunteered or were drafted into the military, more women began working outside the
home, and often children did not spend as much time with their parents as they had done
in the past.) The paper is passed again to the right to the next student who writes a third
sentence of the story. (Racial tensions increased, and new conflicts in some cases led to
full-blown riots.) The paper is passed to the fourth student who must complete the story.
(Even though America was very involved in a world-wide conflict, African Americans
continued to fight for racial equality on the home front.)
Conclude the activity by having students read the final version of the story chain to the
class and correct any discrepancies. Some teacher guidance may be needed.
Have students develop newspaper headlines about national and world events that a person
living in the United States during World War II might have read in their home town
newspaper. Have students post their headlines on large index cards around the
classroom. Break students into groups and have them compete to put the newspaper
headline events in chronological order. Start with 6 cards and gradually add more.
Activity 11: African Americans in the Military during World War II (U.S. History
GLE: 7, 42)
Materials List: African American Soldiers in WWII BLM, primary and secondary
sources (books, encyclopedias, Internet access—optional)
Explain to the students that African Americans in the military faced institutionalized
racism and a mixture of forms of discrimination. Explain that over time protesters began
to put an extreme amount of pressure on the War Department and changes were
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eventually made. Tell students that after the World War II, African American soldiers
returned home with a sense of pride and a strong commitment to fight for African
American equality.
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find information about institutionalized racism toward African
Americans during WWII.
The following websites contain information about African Americans in the military
during WWII:
Voice of America News Article:
http://www.voanews.com/english/archive/2005-05/2005-05-10-voa47.cfm
Long Island University:
http://www.liu.edu/cwis/cwp/library/aaffsfl.htm#WWTWO
Photos of African Americans in WWII:
http://www.archives.gov/research/african-americans/ww2-pictures/
National Geographic:
http://news.nationalgeographic.com/news/2001/02/0215_tuskegee.html
Using the RAFT writing strategy (view literacy strategy descriptions), have students write
a summary describing the significance of African American soldiers in World War II.
Students will assume the role of an African American soldier. Have students each write a
newspaper article in which they explain why African American soldiers worked to break
racial barriers in the United States armed forces. Include the accomplishments and
impact of African American soldiers on the war effort during World War II (See African
American Soldiers in WWII BLM and the sample below).
Role
Regional
newspaper
reporter during
World War II
Audience
Subscribers
Format
Newspaper
article
Topic
Treatment of
African American
soldiers in the
American armed
forces during
World War II
Students should orally present their newspaper articles to the class and then display the
RAFT letters on a thematic bulletin board.
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Activity 12: Transition to Peace (U.S. History GLE: 9, 42)
Materials List: 3 x 5 index cards, WW II Key Concepts Vocabulary Cards BLM, primary
and secondary sources (books, encyclopedias, Internet access—optional)
Have students use primary and secondary source documents (books, encyclopedias, and
reliable Internet resources) to examine America’s transition to peace following WWII
and the events that led to the Cold War.
As the students read, have them create vocabulary cards (view literacy strategy
descriptions) to develop and summarize knowledge of important key terms: Cold War,
NATO, Communist Party, totalitarian, isolationism, and neutrality.
Distribute 3 x 5 inch index cards to each student for each key term and ask them to
follow directions in creating the cards. On the board, write the key concept in the middle
of the card. Guide students to provide a definition; write the definition in the appropriate
space. Ask students to list information they have learned about the term, and write this in
the appropriate place. Guide the students to follow the same steps with the other key
concepts (See the WWII Key Concepts Vocabulary Cards BLM and the sample below).
Definition
Purpose
Key Term
Example
Information
Solicit observations from the students and discuss their findings with the class. Compare
student findings. Some teacher guidance may be needed.
Sample Assessments
General Guidelines




Students should be monitored on all activities via teacher observation, report
writing, and class discussion. Use a variety of performance assessments to
determine student understanding of content.
Select assessments that are consistent with the types of products that result from
student activities and develop a scoring rubric collaboratively with other teachers
or students.
All student-developed products should be evaluated as the unit progresses.
Select assessments that are consistent with the types of products that result from
student activities.
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


Student investigations and projects should be evaluated with criteria assigned
specific point values. The criteria should be distributed to students when
assignments are made and, when possible, students should assist in the
development of the scoring criteria.
Use a variety of performance assessments to determine student comprehension
consistent with the type of products resulting from the selected student activities.
Teacher-created, comprehensive unit exams assessing the GLEs should consist of
the following:
o a variety of formats for objective, convergent test items
o depth of knowledge at various stages of Bloom’s taxonomy
o LEAP-like constructed response items
o open-ended response items requiring supporting evidence
o test items aligned to the verbiage of the GLEs.
General Assessments
 Create a political cartoon that depicts or illustrates issues during the Great
Depression.
 Respond to a photograph or an image of an event about the Great Depression.
 Write an essay response highlighting the changing role of African Americans
during WW II.
 Create a map that depicts the various countries involved in WW II.
 Write letters of perspective concerning African American experiences on the
home front during World War II.
 Create a timeline that includes the changing roles and lifestyles of African
Americans during the 1930s and 1940s.
Teacher Note: The timeline should be used throughout the school year to
reinforce the concept of time and chronology of historical events.
Activity-Specific Assessments

Activity 2: Create a comparison chart contrasting the programs that President
Roosevelt created to save a failing economy to the economic programs
developed by President Obama.

Activity 4: Write a newspaper editorial about the life of African Americans
during the Great Depression.

Activity 5: Write an essay on the works and accomplishments of the NAACP
during the 1930s and 1940s.
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African American Studies
Unit 7: The Civil Rights Movement and Beyond
Time Frame: Approximately five weeks
Unit Description
The focus of this unit is the political, economic and social status of African Americans
during the twentieth and twenty-first centuries and the major advances brought about by
the Civil Rights Movement. This unit also includes a look toward the future of African
American political and economic influence in the United States.
Student Understandings
Students will understand the effects of Jim Crow laws on the day to day activities of
African Americans. Students will understand how boycotts, sit-ins, and other forms of
civil disobedience were used as effective tools that helped to end many legal and
institutional forms of racism. Students will understand that there were many instances
where African Americans and whites worked together to end decades of racial
discrimination toward African Americans in the United States.
Guiding Questions
1. Can students identify and explain economic, political and social barriers
that African Americans faced in American society the 1950s and 1960s?
2. Can students describe the role of protest songs of the Civil Rights
Movement?
3. Can students analyze primary and secondary sources?
4. Can students identify the sequence of major events of the Civil Rights
Movement?
5. Can students provide details about the Brown vs. Board of Education
Supreme Court case and describe its impact?
6. Can students identify the causes and effects of the Montgomery Bus
Boycott?
7. Can students describe the role of civil rights organizations in the Civil
Rights Movement?
8. Can students describe the leadership role played by Dr. Martin Luther
King, Jr. in the Civil Rights Movement?
9. Can students describe the various types of protests that were used during
the Civil Rights Movement?
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10. Can students explain the major legislative acts that were enacted as result
of the Civil Rights Movement?
11. Can students describe the role of African Americans in the Vietnam War?
12. Can students identify ways in which the work of national, state and local
African American political leaders has affected the lives of African
Americans?
13. Can students list and describe achievements of contemporary African
Americans?
14. Can students cite examples of African Americans and whites working
together to achieve the goals of the Civil Rights Movement and beyond?
15. Can students identify current economic and social issues in the African
American community and propose ways of addressing those issues?
Unit 7 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
U. S. History: Historical Thinking Skills
1.
Construct a timeline to explain and analyze historical periods in U.S.
history (H-1A-H1)
3.
Contrast past and present events or ideas in U.S. history, demonstrating
awareness of differing political, social, or economic context (H-1A-H1)
5.
Describe multiple perspectives on an historical issue or event in U.S.
history (H-1A-H2)
6.
Analyze the point of view of an historical figure or group in U.S. history
(H-1A-H2)
7.
Analyze or interpret a given historical event, idea, or issue in U.S. history
(H-1A-H2)
8.
Debate a historical point of view, with supporting evidence, on an issue
or event in U.S. history (H-1A-H2)
9.
Evaluate and use multiple primary or secondary materials to interpret
historical facts, ideas, or issues (H-1A-H3)
10.
Determine when primary and/or secondary sources would be most useful
when analyzing historical events (H-1A-H3)
11.
Propose and defend alternative courses of action to address an historical
or contemporary issue, and evaluate their positive and negative
implications (H-1A-H4)
13.
Analyze source material to identify opinion or propaganda and persuasive
techniques (H-1A-H4)
14.
Interpret a political cartoon depicting an historical event, issue, or
perspective (H-1A-H4)
16.
Construct a narrative summary of an historical speech or address (H-1AH5)
17.
Conduct historical research using a variety of resources to answer
historical questions related to U.S. history and present that research in
appropriate format(s) (visual, electronic, written) (H-1A-H5)
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GLE #
GLE Text and Benchmarks
United States History
48.
Identify the primary leaders of the Civil Rights Movement and describe
major issues and accomplishments (H-1B-H15)
51.
Evaluate various means of achieving equality of political rights (e.g., civil
disobedience vs. violent protest) (H-1B-H15)
Civics: Structure and Purpose of Government
17.
Examine the meaning, implications, or applications of the U.S.
Constitution (e.g., the Bill of Rights, Fourteenth Amendment) (C-1A-H5)
Civics: Foundations of the American Political System
30.
Identify and describe examples of freedoms enjoyed today but denied to
earlier Americans (C-1B-H1)
32.
Interpret, analyze, or apply ideas presented in a given excerpt from any
political document or material (e.g., speech, essay, editorial, court case)
(C-1B-H2)
34.
Analyze discrepancies between American ideals and social or political
realities of life (e.g., equal protection vs. Jim Crow laws) (C-1B-H4)
Civics: Roles of the Citizen
51.
Analyze an amendment or law concerning the rights of citizens in terms
of their effect on public policy or American life (e.g., Nineteenth
Amendment, Americans with Disabilities Act) (C-1D-H1)
55.
Evaluate current and past political choices that individuals, groups, and
nations have made, taking into account historical context (C-1D-H3)
59.
Compare and evaluate characteristics, style, and effectiveness of state and
national leaders, past and present (C-1D-H4)
Sample Activities
Activity 1: Civil Rights Movement Protests (U.S. History GLEs: 9, 10; Civics 34)
Materials List: Key Concepts Chart BLM, Civil Rights Movement Event BLM, primary
and secondary sources (books, encyclopedias, Internet access—optional)
Ask students to discuss the images and ideas that come to mind when they think about the
concept of civil rights. Ask students if they think that issues regarding civil rights exist
today. Guide students in a discussion of the concept of civil rights and what constitutes a
movement.
Tell students find out if their parents or other family members have ever participated in a
protest. Ask students to share this information with the class as part of the introduction
to this unit on the Civil Rights Movement.
Have students maintain a vocabulary self-awareness chart (view literacy strategy
descriptions) throughout this unit. Provide students with a list of key concepts that relate
to this period of history. Have students complete a self-assessment of their knowledge of
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these concepts by using a chart. Ask students to rate their understanding of a word using
a + for understanding, a √ for limited knowledge, or a - for lack of knowledge.
Throughout the unit students should refer to this chart to add information as they gain
knowledge of these key concepts. The goal is to replace all the check marks and minus
signs with a plus sign. (See the Key Concepts Chart BLM and sample below.)
Key Concepts Chart
Key Concept +
√
-
Explanation
Extra Information
Montgomery
Bus Boycott
The Montgomery Bus
Boycott was a year-long
protest in Montgomery,
Alabama, that started the
Civil Rights Movement
and led to a 1956 decision
by the United States
Supreme Court that
declared segregated seating
on buses unconstitutional.
The protest was originally organized by
the Women's Political Council as a oneday boycott to protest the arrest of Rosa
Parks, on December 1, 1955, for
refusing to give up her seat to a white
man on a segregated Montgomery bus.
Sit-in
An act when protesters
usually seat themselves and
remain seated until they are
evicted, usually by force,
or until their requests have
been met
Four freshman students from the North
Carolina Agricultural and Technical
College organized one of the first sit-ins
at a Woolworth lunch counter in 1960.
Civil Rights
Act of 1957
The first legislation since
Reconstruction that created
a commission to monitor
violations of African
American civil rights and
to propose remedies for
infringements on African
American voting.
The act disappointed African American
activists because it was not strong
enough to counter white reaction and
was not enforced by the government.
The following websites may be used to obtain additional information about the Civil
Rights Movement:
http://www.watson.org/~lisa/African American history/civilrights-55-65/index.html
http://www.africanaonline.com/civil_rights.htm
http://www.cnn.com/EVENTS/1997/mlk/links.html
http://www.crmvet.org/
http://www.nps.gov/history/nr/travel/civilrights/index.htm
After completing all the activities in this unit, have students refer to their vocabulary selfawareness chart to determine if their understandings of the key concepts have changed.
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Have students research one of the following events that occurred during the Civil Rights
Movement. The events are the Montgomery Bus Boycott, Baton Rouge Bus Boycott,
March on Washington, Greensboro Sit-ins, the desegregation of schools in Louisiana, the
Little Rock Nine, the desegregation of Central High School, and Freedom Rides.
Students should use both primary and secondary sources as a part of their research.
Use a process guide strategy (view literacy strategy descriptions) to help students
assimilate, think critically about, and apply new knowledge concerning each of the civil
rights events (See Civil Rights Movement Event BLM and the sample below).
Civil Rights Movement Event:
Purpose and goal(s) of the event:
Pertinent information concerning the event:
Results of the event:
Ask students to complete the guide and share their findings.
Ask students to construct a graphic organizer (view literacy strategy descriptions) with a
specific Civil Rights Movement event in the center. Have students explain how the
event brought about change in America and hypothesize about how change might still be
needed today. Have students write their answers in the graphic organizer.
Hold a class discussion in which students are asked to identify and discuss current events
where public exposure has led to a call for changes or investigations (e.g., government
response to Hurricane Katrina, the war in Iraq, hate crimes and political corruption).
Activity 2: Prosperity and Prejudice (Civics GLE: 34)
Materials List: Prosperity and Prejudice BLM, African American Barriers BLM,
primary and secondary sources (books, encyclopedias, Internet access—optional)
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to research information about social, political and economic
experiences of African Americans in the mid-twentieth century.
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The following websites contain information about African Americans in the midtwentieth century:
http://www.geocities.com/afam_literature/50.htm
http://press.umsystem.edu/spring2003/hurt.htm
http://www.123helpme.com/view.asp?id=22923
http://www.liu.edu/cwis/cwp/library/african/2000/century.htm
Explain to students that in the rural South during the 1950s, as well as in other areas of
the United States, discrimination toward African Americans was visible in the actions of
many political, economic, and social institutions, and leaders. Tell students that national,
state and local governments were reluctant to address this issue.
Have students use the Prosperity and Prejudice BLM, a graphic organizer (view literacy
strategy descriptions) in which they write newspaper headlines that identify barriers that
African Americans faced due to racists policies and institutions that were prevalent
during the 1950s and 1960s (See the Prosperity and Prejudice BLM and the sample
below).
African Americans in the 1950s and 1960s – Prosperity and Prejudice
Institutional and Legal Barriers
Newspaper Headlines
Education
Housing
Using the RAFT writing strategy (view literacy strategy descriptions), have students write
a summary of the various forms of racism African Americans faced during the 1950s and
1960s. Have students assume the role of an African American during the 1950s and
1960s. Tell students to write a newspaper article in which they use one of the headlines
found on the Prosperity and Prejudice BLM as a guide for describing a particular racial
barrier that African Americans faced during the 1950s and 1960s. (See the African
American Racial Barriers BLM and the sample below).
Role
African American
during the 1950s
and the 1960s
Audience
Subscribers
Format
Newspaper
article
Topic
Racial Barrier for
African Americans
during the 1950s
and 1960s
(education,
employment,
housing,
restaurants, hotels)
Students should orally present their newspaper articles to the class and then display the
RAFT letters on a thematic bulletin board.
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Activity 3: Using Primary and Secondary Sources to Learn About the Civil Rights
Movement (U.S. History GLE: 9)
Materials List: National Archives Photograph Analysis Worksheet, primary and
secondary sources (books, encyclopedias, Internet access—optional)
Photographs and other visuals often provide a perspective of an event in greater detail
than the printed word. Photographs are a significant resource for historians that help in
identifying a particular point of view of an event.
Working in groups, have students use primary and secondary sources (books,
encyclopedias, and reliable Internet resources) to locate four photographs of events that
occurred during the Civil Rights Movement. Have students analyze the photographs and
complete the National Archives Photography Analysis Worksheet.
The website may be used to obtain a copy of the National Archives Photograph Analysis
Worksheet:
http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf
Students will answer the following questions as they study the photograph:
 What is the subject of the photograph?
 What does the image reveal about the subject?
 What is the setting for the photograph?
 What other details are displayed in the photograph?
 What is the photographer’s point of view?
Have student groups share their findings with the entire class. Record the feedback on
the board and lead the class in a discussion of the findings.
Explain to students that many songs have been written and sung to protest injustices and
grievances. Have students listen carefully to some of the recordings that were used as
protest songs.
List of Songs:
“If I Had a Hammer”
“We Shall Overcome”
“Blowing in the Wind”
“This is My Country”
“Say It Loud: I’m Black and I’m Proud”
“I Wish I Knew (How It Would Feel to Be Free)”
The following websites contain lyrics and music to various protest songs:
http://www.takepart.com/blog/2008/02/25/the-top-ten-civil-rights-songs/
http://www.npr.org/templates/story/story.php?storyId=99315652
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Have students compose a Civil Rights Movement song. The song may be centered on a
significant event, speech, leader, or a celebration of the victory of the movement.
Have students create a CD cover of the song they composed. Students should include
images on the cover to reflect the lyrics in their songs. Ask for volunteers to perform
their songs.
Students should present their CD covers to the class and then display the CD covers on a
thematic bulletin board.
Activity 4: Evaluating Events from the Civil Rights Movement (U.S. History GLEs:
1, 8, 13)
Materials List: chart paper, markers, Eyes on the Prize documentary, Eyes on the Prize
BLM, Civil Rights Movement Events Opinionnaire, National Archives Motion Picture
Analysis Worksheet, primary and secondary sources (books, encyclopedias, Internet
access—optional)
Explain to students that the countless events that occurred during the Civil Rights
Movement led to the gradual development of equal rights for African Americans in the
United States.
Students will view excerpts from the documentary Eyes on the Prize. After viewing the
video, have students work in groups to answer the questions concerning the video that are
found on the National Archives Motion Picture Analysis Worksheet.
The website http://www.pbs.org/wgbh/amex/eyesontheprize/resources/index.html may be
used to obtain additional information and primary sources on the Eyes on the Prize
documentary.
The following website may be used to obtain a copy of the National Archives Motion
Picture Analysis Worksheet:
http://www.archives.gov/education/lessons/worksheets/motion_picture_analysis_workshe
et.pdf
Have groups share their findings with the class. Record the feedback on the board and
lead the class in a discussion of the findings.
Using the split-page notetaking strategy (view literacy strategy descriptions), have
students analyze the events that are depicted in the documentary and explain how each
event influenced the outcome of the Civil Rights Movement. Have students list
supporting details and facts next to each main idea. (See the Eyes on the Prize BLM and
the sample below).
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Event:
Topic: Impact of the event on the outcome of the Civil Rights
Movement
Emmett Till’s
Murder
Gather the class back together. Solicit observations from each group and discuss their
findings with the class. Compare student findings. Some teacher guidance may be
needed.
Have students use their concepts and major events of the Civil Rights Movement from
their Prosperity and Prejudice graphic organizer and the Eyes on the Prize split-page
notetaking chart, in addition to textbooks, encyclopedias, and the Internet, to construct a
timeline. The timeline may be displayed on chart paper around the classroom. Students
will record the event, the date of the event, and a drawing that represents the event.
Provide students with the Civil Rights Movement Events - Opinionnaire BLM, an
opinionnaire (view literacy strategy descriptions) that will encourage them to take
positions on the importance of events that occurred during the Civil Rights Movement.
Have students refer to the Eyes on the Prize split-page notetaking guide for a list of
events that occurred during the Civil Rights Movement. Have students work in pairs to
read and discuss the events. Tell students to write their opinions on the importance of the
events and the events’ occurrence in the movement (See Civil Rights Movement Events Opinionnaire BLM and the sample below).
Civil Rights Movement Events - Opinionnaire
Directions: After each statement, write SA (strongly agree), A (agree), D (disagree),
or SD (strongly disagree). In the space provided, briefly explain the reasons for your
opinions.
Desegregating educational institutions was more important than ensuring the
right to vote for African Americans. _______
Your reasons:
Have students discuss their opinions concerning the civil rights events that established
equal rights for African Americans. Students should provide specific reasons and
examples for their positions.
Divide the class into two separate groups, the supporters and the non-supporters. Ask the
two groups to debate the statements and allow any students who have changed their
minds to move to the other group following the discussion.
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Activity 5: Brown v. Board of Education of Topeka (U.S. History GLE: 7; Civics
GLEs: 30, 51)
Materials List: Brown v. Board of Education of Topeka Exhibit BLM, National Archives
Document Analysis Worksheet, primary and secondary sources (books, encyclopedias,
Internet access—optional)
Explain to students that Brown v. Board of Education of Topeka is an important Supreme
Court case that overturned the landmark case Plessy v. Ferguson. Explain that Brown v.
Board of Education of Topeka was a decision that profoundly changed race relations in
the United States. Lead students in a discussion of the role played by Thurgood
Marshall in the Brown v. Board of Education of Topeka case.
Have students use primary and secondary sources (books, encyclopedias, and reliable
Internet resources) to evaluate and analyze information about the Supreme Court case
Brown v. Board of Education of Topeka.
The following websites contain information about the Brown v. Board of Education of
Topeka case:
http://brownvboard.org/
http://www.watson.org/~lisa/African American history/early-civilrights/brown.html
http://www.nationalcenter.org/brown.html
http://www.pbs.org/jefferson/enlight/brown.htm
Separate the class into two groups based on any type of physical characteristic (hair
color, eye color, height, shoe style, clothing) and actively favor one group at the expense
of the other group. Continue this process throughout the class period. Be sure to explain
the point of this exercise to students. At the end of the process have students write a
journal entry in their learning logs (view literacy strategy descriptions) on how the
treatment made them feel. Then have students compare this experience to the many
experiences African Americans faced throughout the Civil Rights Movement.
Have students visit the following website to view an exhibit concerning the details and
importance of Brown v. Board of Education of Topeka Supreme Court case. Have the
students analyze the primary source documents that are showcased at the exhibit. Have
students complete the National Archives Document Analysis worksheet as they examine
the documents.
Brown vs. Board of Education Exhibit:
http://www.loc.gov/exhibits/brown/
National Archives Document Analysis Worksheet:
http://www.archives.gov/education/lessons/worksheets/written_document_analysis_work
sheet.pdf
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Use a process guide (view literacy strategy descriptions) to help students assimilate, think
critically about, and apply new knowledge concerning the information obtained from the
Brown v. Board of Education of Topeka exhibit (See the Brown v. Board of Education of
Topeka Exhibit BLM and the sample below).
Brown v. Board of Education of Topeka Exhibit
1. In the “Century of Racial Segregation” section of the exhibit, you will learn
background information about the many experiences of inequality that African
Americans faced. Now read the information in this section.
African Americans endured inequality in experiences such as
_____________________________________________________________________
_____________________________________________________________________
Ask students to fill in the guide. Have students share their findings. Engage the class in
a discussion of Brown v. Board of Education of Topeka and its impact on American
society.
Activity 6: The Montgomery Bus Boycott (U.S. History GLE: 11, 51)
Materials List: primary and secondary sources (books, encyclopedias, Internet access—
optional)
Lead students in a discussion about boycotts. Ask if students or any of their family
members have ever participated in a boycott. Ask students to discuss how they might
feel about participating in a boycott for a worthy cause.
Provide students with background information about Rosa Parks and the immediate and
long term effects of her actions. Explain the strategies used by Rosa Parks and other
NAACP leaders in the planning and execution of the Montgomery Bus Boycott. Ask
students if they are familiar with the Baton Rouge Bus Boycott. Suggest that students
conduct research to determine the following: When did the Baton Rouge Bus Boycott
occur? Who participated in the boycott? What was the outcome of the boycott? Have
students compare the Montgomery Bus Boycott and the Baton Rouge Bus Boycott.
Have students use primary and secondary sources (books, encyclopedias, and reliable
Internet resources) to read about Rosa Parks and the Montgomery Bus Boycott.
The following websites contain detailed information about the Montgomery Bus Boycott:
http://www.montgomeryboycott.com/
http://www.africanaonline.com/montgomery.htm
http://home.att.net/~reniqua/
http://www.watson.org/~lisa/African American history/civilrights-55-65/montbus.html
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Organize the class into groups of three and use the brainstorming strategy (view literacy
strategy descriptions) to identify solutions and alternative views to address the NAACP’s
objective to end segregation in public transportation and to gain equal rights for African
Americans. Have each group record its solutions on the board. Have students select the
most appropriate solution. Allow students to express their opinions and explain why one
solution may be better than another.
Have students develop an action plan to assist the NAACP and the African American
community in Montgomery, Alabama, in ending the unequal treatment of African
Americans resulting from the laws and practices of the city of Montgomery, Alabama.
As students develop their action plans, they should consider the cost, time involved, and
possible consequences of their plans.
Create SPAWN prompts (view literacy strategy descriptions) as students learn new
information about the Montgomery Bus Boycott and the unequal treatment suffered by
the African American community during this time period. SPAWN is an acronym that
stands for five categories of writing options (Special Powers, Problem Solving,
Alternative Viewpoints, What If? and Next). SPAWN prompts are used to help prepare
students to learn new information about a given topic or reflect on what has been learned.
Using these categories, students can create numerous thought-provoking and meaningful
prompts related to the topic of the importance of the decisions made by Rosa Parks and
the NAACP. These prompts should require considered and critical written responses by
students.
Students should receive one prompt per day as the topic of the Montgomery Bus Boycott
is covered. Write SPAWN prompts on the board for students to find as they enter the
classroom. Have students respond in their learning logs (view literacy strategy
descriptions) as a warm up activity at the beginning of the class period.
Prompts that may be used throughout this unit include the following:
S- Special Powers
You have the power to change the life of an African American living in
Montgomery, Alabama, during the years of 1955 and 1956. Describe what you
changed, why you changed it, and the consequences of the change.
P – Problem Solving
We have been studying and researching many key events in the Civil Rights
Movement.
 What events led to start of the Civil Rights Movement?
 What roles did the NAACP play in the Civil Rights Movement and in the
Montgomery Bus Boycott?
 How were the lives of African Americans affected during the Montgomery
Bus Boycott?
A – Alternative Viewpoints
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Imagine that you are an African American aboard the bus with Rosa Parks.
Explain your feelings and ideas about the action taken by Ms. Parks and about the
upcoming challenges and events related to the Civil Rights Movement.
W – What if?
What might have happened if the Montgomery Bus Boycott had not occurred?
N – Next
After Rosa Parks refused to give up her seat on the bus, what do you think
happened next? What was the result of her decision?
Allow students to write their responses within a reasonable period of time. In most
cases, prompts should be constructed in such a way that adequate responses may be made
within ten minutes. Students should be asked to copy the prompt in their learning logs
before writing responses and to record the date. SPAWN writing should be viewed as a
tool students can use to reflect on and increase their developing disciplinary knowledge
and critical thinking. Therefore, this type of writing should not be graded, but given
points for completion.
Have students share their reflections with the class and state reasons for their answers.
Activity 7: The Life and Legacy of Dr. Martin Luther King, Jr. (U.S. History
GLEs: 6, 9, 16, 48; Civics GLE: 32)
Materials List: “Letter from Birmingham Jail” text, “I Have a Dream” speech (text and
audio), National Archives Sound Recording Analysis worksheet, March on Washington
video, March on Washington BLM, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Explain to students that Dr. Martin Luther King, Jr. was a dynamic leader in the Civil
Rights Movement and a dedicated member of the executive committee of the NAACP
who led African Americans and other supporters in the city of Montgomery, Alabama,
during the Montgomery Bus Boycott of 1955. As the elected leader of the Southern
Christian Leadership Conference, an organization formed to provide new leadership for
the Civil Rights Movement, Dr. King traveled the country making speeches and leading
demonstrations for equal rights for African Americans.
Have students use primary and secondary sources (books, encyclopedias, and reliable
Internet resources) to read about the life and works of Dr. Martin Luther King, Jr.
The following websites contain background information on the works and achievements
of Dr. Martin Luther King Jr.:
http://www.mlkonline.net/
http://www.thekingcenter.org/
http://nobelprize.org/nobel_prizes/peace/laureates/1964/king-bio.html
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http://www.core-online.org/History/washington_march.htm
Tell students that Dr. King drew his ideas from the teachings of Thoreau, Gandhi, Jesus,
and A. Philip Randolph. Explain to students that Dr. King led a significant protest and
was arrested in Birmingham, Alabama. This arrest inspired his “Letter from a
Birmingham Jail” in 1963. This letter provided inspiration for racial justice throughout
the Civil Rights Movement. To help students learn about and comprehend text, have
them complete a DR-TA strategy (view literacy strategy descriptions). This strategy is
an instructional approach that invites students to make predictions, and then check their
predictions during and after reading.
“Letter from a Birmingham Jail” Website:
http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html
Using the text from Dr. King’s “Letter from a Birmingham Jail,” take students through
the following steps:
1. Begin the lesson with a discussion on background information about Dr. Martin
Luther King, Jr.
2. Make predictions. Ask students to think about the Civil Rights Movement, the
things that occurred during this era, and predict what they might discover as they
read the letter. Guide students in thinking about how things would be different
today without the leadership and achievements of Dr Martin Luther King, Jr.
Record their ideas on the board. Have students write their predictions in their
learning log.
3. Read a section of text, stopping at predetermined places to check and revise
predictions. Ask students to reread their predictions. Let them know they should
change their predictions, if necessary, and cite new evidence for doing so. Repeat
this cycle several times as students read through the letter. Key questions to
consider are:
What have you learned so far from your reading?
What do you expect to read next?
4. Once the reading has been completed, use student predictions as a discussion tool.
Ask students to reflect on their original predictions and track their changes as they
read. Ask students to evaluate the positive and negative implications of their
predictions.
Explain to students that Dr. King also directed the peaceful march on Washington, D.C.,
in August of 1962. Dr. King delivered his “I Have a Dream” speech to over 250,000
people who had gathered at the Lincoln Memorial.
Website for Dr. King’s “I Have a Dream” speech: http://www.mlkonline.net
Have students read the text of the “I Have a Dream” speech. Then ask students to write a
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summary of the speech and include Dr. King’s, as well as their own, point of view of the
speech.
Have students listen to an audio version of the speech. Have students analyze the
recording and complete the National Archives Sound Recording Analysis worksheet as
they listen to the speech, then have students write additional thoughts about the speech.
Website for the National Archives Sound Recording Analysis worksheet:
http://www.archives.gov/education/lessons/worksheets/sound_recording_analysis_works
heet.pdf
Show the video of Dr. King delivering the “I Have a Dream” speech at the March on
Washington. Tell students to reflect on their summaries and notes from reading, listening
to, and watching the delivery of the speech.
Using the RAFT writing strategy (view literacy strategy descriptions), have students
imagine that they are one of the many supporters present at the March on Washington on
the day that Dr. King delivered his “I Have a Dream” speech. Ask students to write a
letter to the editor of their local newspaper in which they describe what they learned
about their experiences in Washington during this historic time (See the March on
Washington BLM and the sample below).
Role
Participant in the
March on
Washington
Audience
Letter to the
editor
Format
Newspaper
article
Topic
March on
Washington
Students should orally present their newspaper articles to the class and then display the
RAFT letters on a thematic bulletin board.
Lead students in a discussion comparing the system of apartheid in South Africa to the
system of racial segregation in the United States. Compare the career of Nelson
Mandela to that of Martin Luther King, Jr.
Finally, tell students that they have been selected from a group of writers to compose the
obituary for Dr. King’s funeral. Students should include the various accomplishments of
Dr. King as well as an extensive timeline of his life. Have students write a personal “I
Have a Dream” speech and include it in the obituary.
Gather the class back together. Discuss students’ obituaries of Dr. King with the class.
Compare student writings. Hold a class discussion in which students describe and
evaluate the accomplishments of Dr. King. Display student obituaries of Dr. King on a
thematic bulletin board.
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Activity 8: Protests: Sit-Ins and Freedom Rides (U.S. History GLEs: 6, 51)
Materials List: Sit-Ins BLM, markers, political maps, Freedom Rides BLM, primary and
secondary sources (books, encyclopedias, Internet access—optional)
Explain to students that the strategy of using sit-ins to protest segregation laws adopted
by college students accelerated the pace of social change. Tell students that some of the
leaders of the sit-ins were members of the NAACP Youth Council. This strategy was
used earlier by the Congress of Racial Equality (CORE) when they sat down at
segregated lunch counters in Chicago and by other groups throughout the United States.
Have students use primary and secondary sources (books, encyclopedias, and reliable
Internet resources) to read about CORE and the sit-ins that were used during the 1940s
and during the Civil Rights Movement of the 1950s and 1960s. Special emphasis should
be focused on the first major sit-in that was held at a Woolworth store in Greensboro,
North Carolina.
The website http://www.core-online.org/ contains readings and information about CORE.
The website http://www.sitins.com/ contains readings and photographs about sit-ins in
the Civil Rights Movement.
Lead the students in a discussion about other sit-ins that took place across the country
involving students from Fisk University in Nashville, Tennessee, and Spelman College in
Atlanta, Georgia. Explain to students that as time went on, the sit-ins began to be more
organized and successful. Ask students to research sit-ins and other Civil Rights
Movement protests that occurred in Louisiana.
Using the RAFT writing strategy (view literacy strategy descriptions), have students
assume the role of an African American student at a university in the South during the
1960s. Ask students to write a newspaper article that describes and explains their point
of view. Students should include the following in their newspaper articles: how they
became involved in the sit-in, treatment during the sit-in, and why they endured the
experience. Include the accomplishments and impact of the sit-ins (See the Sit-Ins BLM
and the sample below).
Role
Regional
newspaper
reporter during the
1960s
Audience
Subscribers
Format
Newspaper
article
Topic
Non-violent
Protest: Sit-Ins
Ask volunteers to read their newspaper articles to the class and then display the RAFT
letters on a thematic bulletin board.
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Have students use primary and secondary sources (books, encyclopedias, and reliable
Internet resources) to read about the Freedom Rides that occurred throughout the South
during the early 1960s. Use split-page notetaking (view literacy strategy descriptions) to
have the students analyze the impact of the Freedom Rides of the Civil Rights Movement
at various locations and stops (See Freedom Rides BLM and the sample below).
Location:
Topic: Impact of Freedom Rides
New Orleans
The website, www.ibiblio.org/sncc/rides.html, contains readings and photographs
detailing the Freedom Rides of the Civil Rights Movement:
Students will use their split-page notes to study by covering up the information in the
right column. Then reading the prompt in the left column, students will try to recall the
covered information on the right side. Students should also be given time to quiz each
other on the information in their split-page notes.
Explain to students that they will take on the role of a leader of the Freedom Riders.
Have students use political maps of the time, textbooks, newspaper and magazines, as
well as the Internet to plot the routes taken by the Freedom Riders throughout the
southern states. Routes should include stops and events that occurred throughout the
many rides. Students should work in groups to create brochures that identify maps of the
routes of the Freedom Rides and a synopsis of the events.
Gather the class back together. Lead the class in a discussion of their work. Display
student brochures on a thematic bulletin board.
Activity 9: Civil Rights Movement Legislation (U.S. History GLE: 1; Civics GLE:
51)
Materials List: posters, markers, Civil Rights Movement Word Grid BLM, primary and
secondary sources (books, encyclopedias, Internet access—optional)
Explain to students that as a result of the bold and persistent actions of many civil rights
protesters, significant civil rights legislation was adopted.
Have students use primary and secondary sources (books, encyclopedias, and reliable
Internet resources) to read about the Civil Rights Act of 1964 and the Voting Rights Act
of 1965.
The following website contains readings and photographs about Civil Rights Act of 1964
and the Voting Rights Act of 1965:
http://www.archives.gov/education/lessons/civil-rights-act/
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http://www.spartacus.schoolnet.co.uk/USAcivil64.htm
http://www.historylearningsite.co.uk/1965_voting_rights_act.htm
http://www.usdoj.gov/crt/voting/intro/intro.php
Have students work in pairs to complete the Civil Rights Word Grid BLM, a word grid
(view literacy strategy descriptions) comparing the aspects of the Civil Rights Act of
1964 to the Voting Rights Act of 1965. Word grids help students learn important
concepts related to key terminology by delineating their basic characteristics in relation to
similar terms. Having a deeper knowledge of the meaning of key terms enables students
to understand the application of the vocabulary in its historical use. The most effective
word grids are those students create themselves. As students adjust to using word grids,
encourage them to create their own word grids. Students should place an “X” in each
column for each characteristic. Allow time for students to quiz each other over the
information on the grids in preparation for tests and other class activities (See the Civil
Rights Movement Word Grid BLM and sample below).
Restaurants
Hotels
Gas Stations
Civil Rights Act of 1964
X
Voting Rights Act of 1965
Arrange students in groups and ask students to imagine that they are creating a webpage
to share what they have learned about the Civil Rights Act of 1964, the Voting Rights
Act of 1965, and the Civil Rights Act of 1965. The webpage should also include major
civil rights leaders and descriptions of their actions and accomplishments. The page
should include a timeline of events that led to the development of the laws. Instruct
students to sketch the webpage on a poster. The webpage should also include images and
illustrations that represent the events and leaders of the Civil Rights Movement.
Encourage students to be creative.
Using the professor know-it-all strategy (view literacy strategy descriptions), have one
group come to the front of the room with their webpage sketch. The other groups will
ask them questions concerning their webpage. The standing team will huddle together
and talk about the answers to the questions. A spokesperson will answer the questions in
complete statements. Teams will rotate until all groups have had a chance to participate.
The teacher may also question the group.
Gather the class back together. Ask for feedback from each group and discuss their
findings with the class. Compare student findings. Some teacher guidance may be
needed.
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Activity 10: Racial Desegregation and the Impact of African American Influence
(U.S. History GLE: 48; Civics GLE: 17)
Materials List: Racial Integration BLM, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Have students use primary and secondary sources (books, encyclopedias, and reliable
Internet resources) to read about African American protest organizations that developed
and grew in influence during the 1960s. Students will analyze the ways in which these
organizations worked to protect and enforce the civil rights of African Americans.
The following website contains readings and photographs about African American
protest organizations and leaders:
http://www.worldbookonline.com/wb/Students?content_spotlight/aajourney/civilrights
As students read, have them use the split-page note taking strategy (view literacy strategy
descriptions) to describe the purpose, impact, and accomplishments of the African
American leaders and organizations. (See the Racial Integration BLM and the sample
below).
Leader or
Organization
Thurgood Marshall
Stokely Carmichael
Topic: Purpose, Impact, and Accomplishments
Gather the class back together and discuss. Some teacher guidance may be needed.
Students will use their split-page notes to study by covering up the information in the
right column, then reading the prompt in the left column. Students will try to recall the
covered information on the right side. Students should also be given time to quiz each
other on the information on their split-page notes.
Have students read about the purpose of the Student Nonviolent Coordinating Committee
(SNCC). The Student Nonviolent Coordinating Committee was one of the major civil
rights organizations of the 1960s. SNCC played a major role in organizing voter
registration drives throughout the South and in protests such as sit-ins, freedom rides and
the March on Washington.
The website http://www.ibiblio.org/sncc/ contains readings and information about the
Student Nonviolent Coordinating Committee.
Put students in groups of four to create a story chain (view literacy strategy descriptions).
Ask the first student to write on a sheet of paper the opening sentence of a story chain in
which students write about the roles of the SNCC. (On February 1, 1960, a group of
African American college students from North Carolina A&T University refused to leave
a Woolworth's lunch counter in Greensboro, North Carolina, where they had been denied
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service.) The student then passes the paper to the student sitting to the right, and that
student writes the next sentence in the story. (This act of protest led to the formation of
SNCC.) The paper is passed again to the right of the next student who writes a third
sentence of the story. (Sit-ins were one of the most important non-violent protests that
occurred during the Civil Rights Movement.) The paper is passed to the fourth student
who must complete the story. (SNCC continued to be a non-violent protest group
throughout the Civil Rights Movement.)
Gather the class back together. Solicit observations from each group and discuss their
findings with the class. Compare student findings. Some teacher guidance may be
needed.
Activity 11: The Vietnam War (U.S. History GLE: 5; Civics GLE: 55)
Materials List: Vietnam War BLM, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Tell students that many African Americans joined the armed forces during the Vietnam
War. Although there was a military draft, many poor African Americans chose to enlist
in the military to take advantage of educational and vocational opportunities the military
offered.
Have students read about the involvement of African Americans in the Vietnam War.
The following websites contain readings and background information about the
involvement of African Americans in the Vietnam War:
http://www.aavw.org/
http://www.english.illinois.edu/maps/poets/s_z/stevens/africanamer.htm
Explain to students that oral history is made up of verbal accounts and recollections of
former times and events. Students will create an oral history project in which they
interview African Americans about their involvement in or opinions of the Vietnam War.
Tell students to interview at least three African Americans who were over the age of 16
in 1970. Students will create a questionnaire as a means of gathering data on the
attitudes and experiences of the person interviewed.
Sample Questions:
 Are you a Vietnam Veteran?
 Why do you think there were so many protests against the Vietnam War?
 Were you drafted, or did you voluntarily enlist?
 In what branch of military did you serve, and when were you sent to Vietnam?
 During what years were you stationed in Vietnam?
 Did you participate in active combat in Vietnam; if yes, when, where, and under
what circumstances?
 What are your years of service and what rank were you when you retired?
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




How were you treated when you returned to the United States?
How would you compare the Vietnam War to the wars in Iraq and Afghanistan?
What do you remember about the coverage of the Vietnam War on television?
Did the Vietnam War affect you or your family personally in any way?
Why do you think Dr. King opposed the war?
The website http://www.vietnam.ttu.edu/oralhistory/participation/ contains information
and steps for completing an oral history project on the Vietnam War. Have the students
present their interview results in an oral or PowerPoint® presentation. Allow time for
questions after each presentation.
If possible, invite a Vietnam veteran to speak to the class about his or her experiences in
the war.
Using the RAFT writing strategy (view literacy strategy descriptions), have students write
about the involvement of African Americans in the Vietnam War. Students will assume
the role of a newspaper reporter in the 1960s and 1970s. They will write a newspaper
article in which they describe the important roles of African American during the
Vietnam War. Include the feelings and attitudes of African Americans today about their
experiences during the Vietnam War (See Vietnam War BLM and the sample below).
Role
Regional
newspaper
reporter in the
1960s
Audience
Subscribers
Format
Newspaper
article
Topic
African Americans
in the Vietnam War
Students should orally present their newspaper articles to the class and then display the
RAFT letters on a thematic bulletin board.
Activity 12: The Impact of African American Political Leaders (U.S. History GLEs:
9, 14, 17)
Materials List: markers, colored pencils, primary and secondary sources (books,
encyclopedias, Internet access—optional)
Have students use information from primary and secondary source readings, Internet
resources, and lectures to research political leaders and the impact of their leadership on
African Americans. Divide students in groups of four and allow each group to research
one of the following:


20th and 21st Century African American Political Leaders in Louisiana (e.g.,
mayors, parish officials, and state legislators)
Former Congressman Adam Clayton Powell, Jr.
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
















Former U.S. Senator Edward Brooke
Former United Nations Ambassador Ralph Bunche
Former Congresswoman Shirley Chisholm
Former Cabinet Secretary Robert C. Weaver
Former Cabinet Secretary Patricia Roberts Harris
Former Supreme Court Justice Thurgood Marshall
Former State Legislator Barbara Jordan
Former United Nations Ambassador and Mayor Andrew Young
Former Mayor Harold Washington
Former Mayor David Dinkins
Former Governor L. Douglas Wilder
Former U.S. Senator Carol Mosely Braun
U.S. Supreme Court Justice Clarence Thomas
General Colin Powell
Former Secretary of State Condoleezza Rice
Governor Duval Patrick
The election of President Barack Obama
Student groups will present their findings to the class by using PowerPoint®
presentations, posters, or various other visual presentations. Reports should focus on the
significance of the election or appointment and issues and policies of special concern to
African Americans.
Tell students they will be called on randomly to come to the front of the room to be
“esteemed professors” (variation of the professor know-it-all strategy) (view literacy
strategy descriptions) and present the information on their assigned political leaders.
Each group should prepare several questions to ask the class to assess the other students’
knowledge of the information presented. The esteemed professors should also be
prepared to answer the questions they generated, along with questions from the class that
they will be called upon to answer. Each group will become the experts on the topics and
the individuals they researched.
Ask the students to invite questions from the other groups after their presentations. The
presenting group should huddle as a team to discuss possible answers to the class
questions, then return to their positions and give the answers in complete sentences. Each
member of the group may state part of the sentence until it is complete or take turns
answering the different questions. After they have addressed questions from the class,
students may ask their prepared questions to the class. Once this process is completed,
the teacher should call on another team to present. The entire process should be repeated
until all groups have had a chance to present.
Have students create political posters that depict issues related to African American civil
rights in the United States. Encourage students to focus on illustrating their message in
artistically creative ways.
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Conduct a show-and-tell session in which the students explain their posters to the class.
Activity 13: African American Accomplishments and a Look toward the Future
(Civics GLE: 59)
Materials List: colored pencils, markers, construction paper, rulers, scissors, glue,
newspapers, and magazines, Internet (optional)
Guide students in an overview of significant obstacles and milestones in the history of
African Americans. Have students reflect on key people and events that have been an
integral part of African American history. Ask students to think about challenges that
are a part of the African American community today, ideas for addressing those
challenges, and how some of these challenges relate to their daily lives.
Use the brainstorming strategy (view literacy strategy descriptions), to hold a class
discussion pertaining to influential African Americans of the twentieth and twenty-first
centuries on the national, state or local levels. Ask students to think about and include in
the discussion the lasting impact and significance of the individual’s accomplishments.
Have each student choose an African American from the class list. Students will research
the life of the person and then create a 9-square “quilt” to represent the accomplishments
of the individual. A quilt square will represent each of the following categories related to
the individual. The quilt should include colorful, creative designs on each of the squares.
Square Categories:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Name
Picture or drawing of the individual
Brief biography
Education job history and current position
Career highlights
2 to 3 significant achievements
Slogan to represent a particular achievement
Examples of obstacles the individual had to overcome
Lasting impact of achievements
Tell students that they will need to use one sheet of white paper for each topic/quilt
square. Tell student to record the information in a brief version. Have students
 Use rulers when needed to keep work neat.
 Use colored pencils, crayons or markers to make the quilt squares attractive;
however, keep them neat and clutter free.
 Cut various colors of construction paper into squares no larger than 10 x 10 inches
square. At least two colors will be needed for a checkerboard quilt.
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
Use pictures from magazines, newspapers, the Internet, or drawings to enhance
the quilt.
Putting the quilt together:
Glue the information to each construction paper square. Tape all 9 pages together to
form a quilt.
Gather the class back together. Students will present their quilts to the class. Solicit
observations from the class and discuss theses observations and any questions that may
be asked. Post the students quilts around the classroom.
Sample Assessments
General Guidelines
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Students should be monitored on all activities via teacher observation, report
writing, and class discussion. Use a variety of performance assessments to
determine student understanding of content.
Select assessments that are consistent with the types of products that result from
student activities and develop a scoring rubric collaboratively with other teachers
or students.
All student-developed products should be evaluated as the unit progresses.
Select assessments that are consistent with the types of products that result from
student activities.
Student investigations and projects should be evaluated with criteria assigned
specific point values. The criteria should be distributed to students when
assignments are made and, when possible, students should assist in the
development of the scoring criteria.
Use a variety of performance assessments to determine student comprehension
consistent with the type of products resulting from the selected student activities.
Teacher-created, comprehensive unit exams assessing the GLEs should consist of
the following:
o a variety of formats for objective, convergent test items
o depth of knowledge at various stages of Bloom’s taxonomy
o LEAP-like constructed response items
o open-ended response items requiring supporting evidence
o test items aligned to the verbiage of the GLEs.
General Assessments
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Respond in writing to a photograph about the Civil Rights Movement
Write an essay about the changing roles of African Americans during the
twentieth and twenty-first centuries
African American Studies Unit 7The Civil Rights Movement and Beyond
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Louisiana Comprehensive Curriculum, 2009
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Create a compilation “yearbook” of various events that occurred during the
Civil Rights Movement
Create a political poster depicting aspects of the Civil Rights Movement.
Write letters of perspective concerning the experiences of African Americans
during the Vietnam War and the wars in Iraq and Afghanistan
Create a timeline illustrating African American political leaders of the
twentieth and twenty-first centuries
Teacher Note: The timeline should be used throughout the school year to
reinforce the concept of time and chronology of historical events.
Activity-Specific Assessments
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Activity 4: Create a marketing plan for the CD
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Activity 7: Write a paper comparing the I Have a Dream speech to President
Barack Obama’s speech on race
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Activity 11: Create a cause and effect chart for both the Civil Rights Act of 1964
and the Voting Rights Act of 1965
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Activity 12: Write a campaign speech about civil rights for a political leader
African American Studies Unit 7The Civil Rights Movement and Beyond
128