united states history grade 7 - ewing public schools€¦ · · 2016-07-21united states history...

UNITED STATES HISTORY

GRADE 7

EWING PUBLIC SCHOOLS 2099 Pennington Road

Ewing, NJ 08618 Board Approval Date: TBD Michael Nitti Produced by: Matthew Lynch, Ken Potzgo and Zachary Savage Superintendent In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

Table of Contents Page Introduction 1 Unit 1: The Colonies (10 Days) 2 Unit 2: The Revolutionary Period (15 Days) 5 Unit 3: The Constitution (10 Days) 8 Unit 4: The New Republic (18 Days) 11 Unit 5: Coming of the Civil War (7 Days) 14 Unit 6: Civil War (18 Days) 17 Unit 7: Reconstruction (10 Days) 20

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Introduction

This guide was developed for the block schedule currently in place at Fisher Middle School. History classes meet for 87 minutes each day for one semester.

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Unit 1: The Colonies (10 Days)

Why Is This Unit Important? This unit will examine how past and present interactions of people, cultures and the environment shape the American heritage. The colonies helped form the groundwork for a lasting impact on American society. Enduring Understandings: Students will be able to:

• Analyze the role of religion in the English Colonies.

• Identify cultural and economic characteristics of the thirteen colonies.

• Examine the democratic ideas of colonial society which led to present day government and policies.

• Analyze the establishment of African slavery in the Americas and recognize there were resistance movements.

Essential Questions:

• How did the role of religion affect the future of the United States?

• How did these beginning religious groups help U.S. to be more tolerant of the various religious beliefs we encounter today?

• Why did various culture groups form in different regions?

• How did different cultural groups contribute to our society today?

• Did colonial government shape today’s form of a democratic society?

• What prompted the need for slavery in the colonies?

• How did the geographic differences in the regions create a need for an increased number of laborers?

• How can one weigh the economic incentives of slavery with the moral dilemma it presents?

• How did geography dictate the economy? Acquired Knowledge:

• Identify the varied beliefs of the early colonial religious groups.

• Explain the cultural characteristics of the thirteen colonies.

• Compare and contrast the economic regions of the colonies.

• Identify the early forms of colonial government.

• Contrast the systems of indentured servitude and slavery in the colonies.

• Recognize differences in the geographical features of the newly-formed colonies.

• Identify the products that helped establish the economic success of different regions. Acquired Skills:

• Develop a definition of colonization.

• Compare and contrast religious groups.

• Using the Five Themes of Geography, students will compare and contrast geographical and economical regions.

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• Analyze the goals of the colonies.

• Use critical thinking to develop a point of view towards slavery.

• Analyze the early goals of colonial government. Major Assessments: Formative Assessments:

• Open Discussion: Reasons for colonization? Religious, cultural, geographic and economical differences; compare and contrast regional differences, religions, types of government

• Short Answer: Compare and contrast the regional differences in the colonies

• Project: Create and roleplay as a settler by writing a postcard depicting life in the new world. Use information researched about individual colonies to convincingly craft a story about why you are there, what your job is, how you like living there, and if you approve of slavery there.

• Middle Passage/Indentured Servant RST: Students will compare and contrast the struggle and journey of Indentured Servants and slaves coming to the colonies.

Summative Assessment:

• Performance Task: GRASPS Goal: Students will explore current social and political issues.

Role: As a reporter for a major colonial newspaper, create an advertisement to encourage colonists to come to America Audience: Readers from Great Britain and other European countries

Situation: Real and fictitious facts about the colonies Product: Advertisement

Standards: Grading rubric

• Quizzes and Tests: Multiple Choice, short answer, map of thirteen colonies Interdisciplinary Connections:

• Writing/Art – Travel Brochure for one of three regions Accommodations or Modifications:

• Teacher support on in-class assignments

• Small group instruction

• Study guides for unit test

• Review games

• Copy of notes for slow writers to use and return to teacher

• Fill-in-the-blank chapter note sheets for slower learners and IEP students

• Highlight key words on quizzes and tests Extensions:

• Create an infomercial with reasons for emigrating.

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List of Applicable NJCCS and Standards/CPIs:

6.1.8.A.2.a,c 6.1.8.B.2.a,b 6.1.8.C.2.a,b,c 6.1.8.D.2.b CCSS.ELA-LITERACY.RH.6-8.1-8.10

Teacher Resources:

• Deverrell, William and Deborah Clay White. United States History Beginnings to 1914. Holt, Rinehart and Winston, 2009

• http://www.state.nj.us/education/cccs/standards/6/skills.pdf Technology Integration:

• PowerPoint/Digital Projector

• Overhead

• Laptop computers for Grasp Project

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Unit 2: The Revolutionary Period (15 Days)

Why Is This Unit Important? This unit will examine how economic and political conflicts that developed between the English government and the colonies helped lead to the American Revolution. The impact of this revolutionary period helped shape the beginnings of the United States. Enduring Understandings: Students will be able to:

• Recognize the roles and perspectives of various socio-economic groups (rural farmers, urban craftsman, northern merchants and southern planters, women, African Americans and Native Americans) in the American Revolution and how they impacted the war.

• Dissect the essential ideas of the Declaration of Independence as it related to all Americans, including women, African Americans and Native Americans.

• Recognize the role that the Declaration of Independence played in creating the unifying ideas of American Democracy.

• Recognize the role that strong leadership played in the creation of our nation and beyond.

• Explain how the Seven Years War and British policies led to the American Revolution. Essential Questions:

• Was there a single event that led to the Revolutionary War?

• What factors complicated the Patriots’ success? Were the colonists justified in choosing sides?

• Could the Patriots have succeeded without foreign help? What effects did key battles have on the outcome of war?

• Was the Declaration of Independence successful in unifying the ideas of American democracy? Liberty?

• What impact did The Treaty of Paris have on the new nation, both at home and abroad? Acquired Knowledge:

• Identify what unfair laws and practices had an impact on the revolution.

• Explain the impact and outcome of major battles of the war.

• Compare and contrast the Loyalists’ and Patriots’ ideals.

• Recognize what economic/geographic obstacles were faced by the Patriots.

• Recognize that the Declaration of Independence did not extend to all people.

• Recognize the importance of aid from foreign allies to the success of independence.

• Explain how location determined the role that New Jersey played in the American Revolution.

Acquired Skills:

• Utilize a map to pinpoint important battles and events.

• Analyze how geography and politics played important roles in leading up to the independence of the United States.

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• Use critical thinking to recognize that some citizens were not afforded the basic rights given to others.

• Debate key issues that plagued the development of the Declaration of Independence.

• Through the Five Themes of Geography, students will use maps and other geographic tools and evaluate the impact of geography on the planning and outcome of the colonial victory.

Major Assessments: Formative Assessments:

• Open Discussion: Reasons to declare independence from Great Britain. Compare and contrast significant battles.

• Essay: Were the colonists justified in opposing British taxes?

• Quizzes

• Project: Creating 'No taxation without representation' protest signs. Create their own unique slogan about a specific tax along with the reason why that tax was picked. Actual protest throughout the school is optional.


• Unit test: Multiple choice, short answer, essay Interdisciplinary Connections:

• Reading – Novel My Brother Sam Is Dead

• Art – Analyze painting of Washington crossing the Delaware Accommodations or Modifications:




• Review games




• Independent research on battle locations in Trenton

• Visit re-enactment of Washington crossing the Delaware – Write a report

• Serve as a military advisor, suggest locations for next attack, explain strategy List of Applicable NJCCS and Standards/CPIs:

6.1.8.A.3.a 6.1.8.B.3.b 6.1.8.D.3.a CCSS.ELA-LITERACY.RH.6-8.1-8.10

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Teacher Resources:


• http://www.state.nj.us/education/cccs/standards/6/skills.pdf

• John Adams mini-series excerpts

• America: The Story of U.S. – History Channel

• Liberty’s Kids PBS series (FMS Media Center) Technology Integration:


• Overhead, DVD, VHS

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Unit 3: The Constitution (10 Days)

Why Is This Unit Important? This unit will examine the importance, function and interactions of the three branches of government. The unit will also examine the development of the Constitution and the importance of the document throughout America’s history. Enduring Understandings: Students will be able to:

• Recognize the creation of the American government and governing documents were adopted from many sources.

• Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances and individual rights) in establishing a federal government that allows for growth and change over time.

• Understand the role that compromise plays in the creation and growth of a democratic system.

• Evaluate the impact of the Constitution and Bill of Rights on current day issues. Essential Questions:

• To what extent was the creation of American Democracy based on original ideas?

• What are the advantages and disadvantages of a political system that provides for multiple branches of government?

• How might the Constitution have differed if all people in the United States had representation?

• How did the new government develop relationships with foreign nations (economically, politically, militarily)?

Acquired Knowledge:

• Identify the importance The Articles of Confederation had in creating a basic framework for government.

• Determine the role that each of these documents had on the creation of American democracy: Magna Carta, Mayflower Compact, Statute for Religious Freedom, English Bill of Rights, discontent with British rule

• Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia plans

• Determine why citizens of a nation may disagree with their own country’s government Acquired Skills:

• Understand history better by placing events leading to the passing of the U.S. Constitution in chronological order.

• Use a graphic organizer to identify problems facing the new nation.

• Explain why the Constitution is referred to as 'The Living Constitution.'

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• Compare and contrast the Articles of Confederation and the United States Constitution in terms of the decision-making powers of national government


• Debate Topic: What do you feel is the most important constitutional amendment from the Bill of Rights?

• Open discussion

• Rewrite the Preamble in common language

• Generate a list of issues the Articles of Confederation and identify where they are addressed in the U.S. Constitution

• DBQ/RST Checks and Balances Activity--Review chart and 3 primary sources documents, answer scaffold questions in prep for essay writing

• RST 'Are all men created equal' - Students will examine primary documents such as the Declaration of Independence and others and determine if all men truly were created equal.


• Unit Test: Multiple Choice, Short Response, essay

• Are all men created equal RST. Students will analyze primary sources such as the Declaration of Independence and determine if all men were truly created equal.

Interdisciplinary Connections:

• Write an editorial pertaining to a controversial topic of this time period. - language arts

• Summarize one or more of the Articles of the Constitution or Bill of Rights - language arts

Accommodations or Modifications:




• Review games




• Write a classroom constitution with a Preamble and Articles for teacher/students. List of Applicable NJCCS and Standards/CPIs:

6.1.8.A.3.b-f 6.1.8.B.3b-d 6.1.8.C.3.a-c, e-f Social Studies Skills (Chronological Thinking) CCSS.ELA-LITERACY.RH.6-8.1-8.10

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Teacher Resources:


• http://www.state.nj.us/education/cccs/standards/6/skills.pdf

• School House Rock – Preamble

• School House Rock – How a Bill Becomes a Law

• Primary Source – U.S. Constitution (Textbook) Technology Integration:


• Laptop computers

• DVD/VHS

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Unit 4: The New Republic (18 Days) Why Is This Unit Important? This unit will explore the creation the new American Republic. This will include Jeffersonian Democracy and role of government, the early history of American foreign policy, how political parties unify and divide people, and how parties represent the wishes of a larger population. It will also examine the expansion of the country, including conflicts in the Northwest Territory and the Louisiana Purchase. Enduring Understandings: Students will be able to:

• Explain that Jefferson’s election began a new era in American government.

• Recognize that under Jefferson’s leadership the U.S. began to expand westward.

• Connect events at home and abroad that caused the U.S. to declare war on Great Britain on American soil.

• Explain why the Alien and Sedition Acts were enacted and debate if they were in violation of civil liberties.

• Discuss how political parties were formed and how they changed overtime.

• Explain the concept of Manifest Destiny and how it affected American settlers and Native Americans.

• Analyze American foreign policy such as the Monroe Doctrine, the Embargo Act, Pinckney’s and Jay’s Treaty, and determine if they were successful or not.

• Explain the concept of Jacksonian Democracy.

• Assess the constitutionality of President Jackson’s actions: National Bank, Nullification Crisis, and Indian Removal Act.


• How does expansion affect the population of a country?

• To what extent did technological advancements help the Nation progress?

• In what ways does war impact the societal development?

• How does war impact land acquisition?

• How does the Louisiana Purchase affect the trajectory of expansion in the United States?

• How American foreign and domestic policy lead to conflicts in the United States?

• To what extent did regional issues affect the country’s political landscape?

• How does the idea of Jeffersonian Democracy make government more transparent? Acquired Knowledge:

• The election of 1800 set the framework for peaceful transitions of power

• The opposing views of the Republicans and Federalists regarding the direction of the country

• The causes and effects of the War of 1812

• The purpose of the Monroe Doctrine

• Know why the Alien and Sedition Acts were controversial

• Recognize the debates involving the National Bank

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• Identify and explain the sequence of events that led to the Louisiana Purchase

• Identify and explain the sequence of events that caused the conflict in the Northwest Territory.

• The definition of Manifest Destiny

• Identify territories names and locations Acquired Skills:

• Use a graphic organizer to show causes and effects of the War of 1812

• Create a living timeline of the events of this era of American history

• Explain the pros and cons of the Louisiana Purchase

• List the push/pull factors that led to increases in immigration Major Assessments: Formative Assessments:

• Performance Task: GRASPS Goal: Students will recognize the accomplishments of notable personalities (Washington, Hamilton, Jefferson, Adams) of this time period Role: You have been selected to be on the Nobel Peace Prize selection committee Audience: Other members of the committee Situation: Select a leader and provide an argument for why they should or should not receive this prestigious award Product: Argumentative essay Standards: Grading rubric for essay and research

• Write an editorial explaining why the Alien and Sedition Acts were/were not in violation of American civil liberties

• Andrew Jackson DBQ- Students will argue if Andrew Jackson was an American hero or a tyrant by examining primary documents and political cartoons.


• Unit Test: multiple choice, short response, essay Interdisciplinary Connections:

• Music – Listen to and evaluate the Star Spangled Banner

• Poetry – In Defense of Ft. McHenry

• Art – www.metmuseum.org, Hudson River School landscapes, Audubon, Catlin

• Music – Compare early fiddle/banjo music to classical music in Europe Accommodations or Modifications:




• Review games



• Highlight key words on quizzes and tests

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Extensions:

• Students can select to read The Last of the Mohicans by James Fennimore Cooper. Books are available through EHS (obtain through FMS Media Center)

• Students can research key contributors to American arts such as Ralph Waldo Emerson, Margaret Fuller, Henry David Thoreau, Edgar Allan Poe, Emily Dickenson, Walt Whitman

• Students can evaluate the Midnight Ride of Paul Revere by Longfellow for historical accuracy.

• Students can read Little Women by Louisa May Alcott and write a short essay of what life for women was like in the 1800s


6.1.8.A.3.e,f 6.1.8.B.4.a,b 6.1.8.C.4.a 6.1.8.D.4.a,b CCSS.ELA-LITERACY.RH.6-8.1-8.10

Teacher Resources:

• Deverrell, William and Deborah Clay White. United States History Beginnings to 1914. Holt, Rinehart and Winston, 2009 (Pages 376-377 and 392 – Teaching Cause and Effect)

• www.metmuseum.org, Hudson River School, folk art, etc.

• iTunes – Music samples: Arkansas Traveler and Turkey in the Straw

• Video of George W. Bush leaving office with Obama’s inauguration compared to violent video of current situation in Syria, Libya or Egypt to demonstrate election of 1800

Technology Integration:


• DVD/VHS

• iPod


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Unit 5: Coming of the Civil War (7 Days) Why Is This Unit Important? This unit will explore the regional differences that developed in the United States as a result of geography. These differences will explore the development of industry in the north and sustained use of slave labor in the south. As a result of these economic differences, the debates on slavery intensified. As a result of internal tensions, the United States engaged in one of the bloodiest wars in American history. Enduring Understandings: Students will be able to:

• Recognize the Industrial Revolution as a major transformation in human life and the manner in which goods were produced in the United States.

• Identify regional differences in geography and economics and how this influenced different cultural norms.

• Deduce the effects of reform movements on religion, education and the larger society.

• Examine different modes of transportation and their effects on business, travel and communications.

• Evaluate the impact of the cotton gin and other inventions on the institution of slavery and the economic and political development of the country.

• Explain the growing resistance to slavery and New Jersey’s role in the Underground Railroad.


• What is a 'revolution'?

• How did industrialization change the way humans live?

• How does climate and geography influence the way people live and shape culture?

• What social, political, and economical issues divided the nation during this time period?

• How did the Election of 1860 further divide the country and identify sectionalist beliefs. Acquired Knowledge:

• Identify/define 'interchangeable parts'

• The significance of the cotton gin and other mechanical innovations

• The challenges of overcoming geographic distance and how railroads established settlement patterns.

• The telegraph made connections across the country possible.

• The Underground Railroad was used to help enslaved African Americans escape slavery

• Missouri Compromise and Kansas-Nebraska Act

• Fugitive Slave Acts

• Compromise of 1850

• The Idea of Jacksonian Democracy

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Acquired Skills:

• Compare/contrast – Living conditions/economic differences between white southerners and slaves

• Make an effective argument – causes of the Civil War between States’ rights vs. slavery (if possible)

• Compare and contrast (Venn Diagram) – Life in the north vs. south and/or views on slavery

• Make connections between the Cotton Boom and slave trade

• Through the Five Themes of Geography, students will use maps and other geographic tools to show the destinations for escaped slaves and what rivers were routes for the Underground Railroad (place and movement)

Major Assessments:

• Invention project – Select an invention from this time period and explain its significance on American culture

• Project-Select one of the inventions of the time period and create an ad to persuade one to purchase the item

• Timeline – American inventions and corresponding growth

• Unit test – multiple choice, true false, short answer, matching, identification

• RST Compare Missouri Compromise of 1820 to Compromise of 1850 and how these agreements led to Sectionalism and the Civil War.

Interdisciplinary Connections:

• Music – slave songs

• Writing – invention project

• Art – draw/build replica plantation or invention from 1800s

• Read – excerpts from Uncle Tom’s Cabin Accommodations or Modifications:

• Study guides

• Teacher support

• Pre-underlined/highlighted handout

• Structured/guided notes Extensions:

• Autobiography – Life as a Mill Girl

• Board Game – Create stops along Underground Railroad – include challenges and geography


6.1.8.B.5.a 6.1.8.C.4.b,c 6.1.8.C.5.a

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6.1.8.D.4.a-c CCSS.ELA-LITERACY.RH.6-8.1-8.10

Teacher Resources:

• http://education.nationalgeographic.com/education/multimedia/interactive/the-underground-railroad/?ar_a=1 Underground Railroad - National Geographic

• http://www.osblackhistory.com/songs.php slave songs

• http://www.negrospirituals.com/history.htm slave songs


Technology Integration:



• DVD/VHS

• iPod

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Unit 6: Civil War (18 Days) Why Is This Unit Important? This unit will explore the development of new technologies both on the battlefield and off and how these transformed society. This will also be used as a lens to uncover sectional conflict and ideas on the appropriate strength of the central government. This unit will highlight regional differences in geography, economics and culture by exploring the life of southerners and northerners. Enduring Understandings: Students will be able to:

• Recognize the causes and effects of the Civil War from different perspectives

• Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war

• Define 'Civil War'

• Describe technological advancements in weaponry, transportation and wartime strategies

• Analyze the Emancipation Proclamation and the Gettysburg Address Essential Questions:

• How and why do the Emancipation Proclamation and the Gettysburg Address continue to impact American life?

• How were the roles of women, African Americans and Native Americans impacted by the Civil War?

• To what extent does war influence politics and policies?

• How do innovations in technology influence the manner in which war is fought and its outcomes?

Acquired Knowledge:

• Annexation of new lands intensified the debate of slavery

• Political elections and judicial decisions intensified divisions

• Border states, which were less polarized, saw a majority of the fighting

• Impact of influential figures at this time

• The impact of minorities (women, African Americans and Native Americans) on the war Acquired Skills:

• Through the Five Themes of Geography, students will use maps and other geographic tools to show the destinations for escaped slaves what rivers were routes for the Underground Railroad (place and movement)

• Sequence of Events – timeline: Ft. Sumter, Bull Run, Gettysburg, Vicksburg

• Create a chart of significant figures

• Mapping skills – Upper North vs. Lower South and Border States

• Mapping Skills – Key Battles

• Identify strengths and weaknesses of North and South

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• Venn Diagram – Compare the experiences between white soldiers and African American soldiers


• Mapping

• Write newspaper article of battle or political statement

• Write a letter from the perspective of Confederate, Union, African American, Female and Native American

• Timeline Summative Assessment:

• Unit Test: Multiple choice, short response Interdisciplinary Connections:

• Analyze artwork – art

• Vocabulary – language arts

• Reading Primary Source – language arts

• Cinematography – Glory Accommodations or Modifications:




• Review games




• Diary/journal of Confederate/Union/African American/Female/Native American in the war

• Research notable personality(ies) of time period

• Analyze actual letters written by various soldiers List of Applicable NJCCS and Standards/CPIs:

6.1.8.A.5.a 6.1.8.B.5.a 6.1.8.C.5.a 6.1.8.D.5.a-d CCSS.ELA-LITERACY.RH.6-8.1-8.10

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Teacher Resources:

• http://education.nationalgeographic.com/education/multimedia/interactive/the-underground-railroad/?ar_a=1 Underground Railroad - National Geographic

• http://www.osblackhistory.com/songs.php slave songs

• http://www.negrospirituals.com/history.htm slave songs


• Glory, FMS Media Center

• Gettysburg excerpts – personal copies, appropriate excerpts Technology Integration:



• DVD/VHS

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Unit 7: Reconstruction (10 Days) Why Is This Unit Important? Despite the war ending, many Americans still found themselves divided and wanted the South punished for the Civil War. The Reconstruction Unit will uncover the challenges the nation’s leaders faced to keep the country united and recover from the economic and human cost of the war. Enduring Understandings: Students will be able to:

• Explore the efforts to reform education, women’s rights, slavery and other issues during this time period.

• Determine the role of geography, natural resources, demographics, transportation and technology in the progress and outcome of the Civil War.

• Analyze the economic impact of Reconstruction on the south from different perspectives.

• Plessy vs. Ferguson was intended to keep African Americans and white Americans separated.

• Despite emancipation, political actions were intended to keep African Americans disenfranchised (Jim Crow, Black Codes).

• Analyze the effectiveness of the 13th, 14th and 15th amendments to the U.S. Constitution from multiple perspectives.


• What were the approaches of Congress and Presidents Lincoln and Johnson toward the reconstruction of the South?

• Were the human and material costs of the Civil War in the North and South worth the result? Did the 'Ends Justify the Means'?

• Were the 13th, 14th and 15th Amendments to the U.S. Constitution effective for all citizens?

• What are the effects of a Presidential assassination on a nation?

• After a war concludes, who or what should determine what happens to the losing side?

• What was the goal of Reconstruction?

• Was the Reconstruction successful?

• Is it unconstitutional for the Federal Government to take over a state?

• Is a government responsible for the creation and maintenance of social programs? (Freedmen's Bureau)

• How did Plessy vs. Ferguson promote segregation? Acquired Knowledge:

• Identify Jim Crow laws and their purpose.

• Restate the 13th, 14th and 15th Amendments and evaluate the effects of these on equality for minorities.

• Analyze how Black Codes limited the freedom of African Americans and the response of Radical Republicans.

• Examine the events that led Congress to call for the impeachment of Johnson and the results of the trial.

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Acquired Skills:

• Map skills

• Sequence of events: African Americans’ journey toward civil rights

• Debate the strengths and weaknesses (or pros/cons) of Plessy vs. Ferguson

• T Chart of rights before and after the 13th, 14th and 15th amendments. Did life really change?


• Mapping, Debate – to expand or not? P.O.V.

• Compare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward the reconstruction of the South.

• RST: Did Reconstruction successfully solve the problems caused by slavery and the Civil War?


• Unit Test: multiple choice, short response Interdisciplinary Connections:

• Writing – Pg. 574 Job History

• Poetry – O! Captain My Captain – Lincoln’s assassination Accommodations or Modifications:




• Review games

• Copy of notes for slow writers to use and return to teachers


• Highlight key words on quizzes and tests\ Extensions:

• Diary/Journal

• Research notable personality(ies) of time period List of Applicable NJCCS and Standards/CPIs:

6.1.8.A.5.a-b 6.1.8.B.5.a 6.1.8.C.5.a-b 6.1.8.D.5.a-d CCSS.ELA-LITERACY.RH.6-8.1-8.10

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Teacher Resources:


• http://memory.loc.gov/ammem/aaohtml/exhibit/aointro.html Library of Congress on-line exhibit entitled 'The African-American Odyssey: A Quest for Full Citizenship'

• http://www.pbs.org/wgbh/amex/reconstruction/index.html A PBS American Experience website that includes video clips and primary sources

• http://www.digitalhistory.uh.edu/reconstruction/index.html 'America’s Reconstruction: People and Politics after the Civil War'

• http://www.nara.gov National Achieves includes analysis worksheets as well as primary sources

• http://blackhistory.harpweek.com/ A text version of a first-person account of sharecropping after the Civil War

• http://historymatters.gmu.edu/d/6377 Materials from Harpers Weekly magazine that illustrate attitudes towards African-Americans during the late 19th century

united states history grade 7 - ewing public schools€¦ · · 2016-07-21united states history...

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