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Black
History month
Black
History month is an exciting time to explore the many contributions
of African-Americans.
Just
for fun: Take an Interactive trip on the Underground Railroad
with National
Geographic! (Click Here)
Prior Learning
Black
History Quiz
Each statement tells about a famous black American. Use the web
sites to connect to a short biography of each person. On the line
next to each statement, write the name of the person that the clue
tells about.
1. _____________________ This person started a school in Alabama
where black children could learn skills such as shoemaking
and farming.
2. _____________________This person visited President Abraham Lincoln
in the White House in 1864.
3. _____________________This person refused to give up a seat on
the bus. That led to a 382-day bus boycott by black people in Montgomery,
Alabama.
4.______________________When this person was just a few weeks old,
he and his mother were kidnapped. His mother was sold
into slavery.
5.______________________This person rescued a sister and her two
children -- and many, many others -- from slavery.
6.______________________This person was a doctor who spent two years
working with poor people in Africa before she went
on to become famous.
7._____________________ This person started a newspaper called "North
Star," that helped fight slavery.
8._____________________ The president named this person to be the
first black to hold a seat on the Supreme Court, the
highest court in the land.
9._____________________ In his first year playing baseball, this
person was named Rookie of the Year. He hit 12 home runs
that year and had a .297 batting average.
10._____________________ This person's performance at the 1936 Summer
Olympic Games made him famous.
Black
History Month Activites for all Grades http://www.gale.com/free_resources/bhm/activities.htm
Jackie
Robinson http://www.cmgww.com/baseball/jackie/print3.html
Mae Jemison http://www.inventorsmuseum.com/MaeJemison.htm
Harriet Tubman http://www.chapman.edu/students/jchall/HarrietTubman.html
Sojourner Truth http://www.topicsites.com/sojourner-truth/
Booker T. Washington http://infoplease.com/ce6/people/A0851531.html
Rosa Parks http://parks.sandi.net/Pages/parks.html
Jesse Owens http://www.jesseowens.com/jobio2.html
Thurgood Marshall http://www.infoplease.com/ce6/people/A0831961.html
George Washington Carver http://www.kulturezone.com/kidz/abc/gwcarver.html
Frederick Douglass http://www.kulturezone.com/kidz/abc/frederick.html
National Standards: History
Era
5 Standard 1A
The student understands how the North and South differed and how
politics and ideologies led to the Civil War.
-
Identify and explain the economic, social, and cultural differences
between the North and the South. Draw upon quantitative data to
trace historical developments
- Explain how events after the Compromise of 1850 and the Dred Scott
decision in 1857 contributed to increasing sectional polarization.
[Analyze cause-and-effect relationships]
- Explain the causes of the Civil War and evaluate the importance
of slavery as a principal cause of the conflict. [Compare competing
historical narratives
Standard
3B
The student understands the Reconstruction programs to transform
social relations in the South
-
Explain the economic and social problems facing the South and appraise
their impact on different social groups. [Examine historical perspectives]
- Describe the ways in which African Americans laid foundations
for modern black communities during Reconstruction. [Hypothesize
the influence of the past]
- Analyze how African Americans attempted to improve their economic
position during Reconstruction and explain the factors involved
in their quest for land ownership. [Analyze multiple causation]
Era
6 Standard 2B
The student understands "scientific racism", race relations,
and the struggle for equal rights.
-
Analyze the role of new laws and the federal judiciary in instituting
racial inequality and in disfranchising various racial groups. [Evaluate
the implementation of a decision]
- Analyze the arguments and methods by which various minority groups
sought to acquire equal rights and opportunities guaranteed in the
nation's charter documents. [Identify issues and problems in the
past]
Era
7 Standard 3A
The student understands social tensions and their consequences in
the postwar era.
- Examine rising racial tensions, the resurgence of the Ku Klux
Klan, and the emergence of Garveyism. [Analyze cause-and-effect
relationships]
Era
8 Standard 1B
The student understands how American life changed during the 1930s.
· Analyze the impact of the Great Depression on the American
family and on ethnic and racial minorities. [Consider multiple perspectives]
Standard
2A
The student understands the New Deal and the presidency of Franklin
D. Roosevelt.
- Analyze the involvement of minorities and women in the New Deal
and its impact upon them. [Assess the importance of the individual
in history]
Standard
3C
The student understands the effects of World War II at home.
- Evaluate how minorities organized to gain access to wartime jobs
and how they confronted discrimination. [Formulate a position or
course of action on an issue]
Era
9 Standard 3A
The student understands the political debates of the post-World
War II era.
- Evaluate Truman's civil rights policies and their effect on splintering
the Democratic party. [Assess the importance of the individual in
history]
Standard
4A
The student understands the "Second Reconstruction" and
its advancement of civil rights.
- Explain the origins of the postwar civil rights movement and the
role of the NAACP in the legal assault on segregation. [Analyze
multiple causation]
- Evaluate the Warren Court's reasoning in Brown v. Board of Education
and its significance in advancing civil rights. [Analyze cause-and-effect
relationships]
- Explain the resistance to civil rights in the South between 1954
and 1965. [Identify issues and problems in the past]
- Analyze the leadership and ideology of Martin Luther King, Jr.
and Malcolm X in the civil rights movement and evaluate their legacies.
[Assess the importance of the individual in history]
- Assess the role of the legislative and executive branches in advancing
the civil rights movement and the effect of shifting the focus from
de jure to de facto segregation. [Evaluate the implementation of
a decision]
- Evaluate the agendas, strategies, and effectiveness of various
African Americans, Asian Americans, Latino Americans, and Native
Americans, as well as the disabled, in the quest for civil rights
and equal opportunities. [Explain historical continuity and change]
- Assess the reasons for and effectiveness of the escalation from
civil disobedience to more radical protest in the civil rights movement.
[Marshal evidence of antecedent circumstances
Era 10 Standard 2D
The student understands contemporary American culture.
- Evaluate the desegregation of education and assess its role in
the creation of private white academies. [Analyze multiple causation]
- Analyze how social change and renewed ethnic diversity has affected
artistic expression and popular culture. [Analyze cause-and-effect
relationships]
Standard
2E
The student understands how a democratic polity debates social issues
and mediates between individual or group rights and the common good.
- Evaluate to what degree affirmative action policies have achieved
their goals and assess the current debate over affirmative action.
[Consider multiple perspectives]
- Evaluate the continuing grievances of racial and ethnic minorities
and their recurrent reference to the nation's charter documents.
[Explain historical continuity and change]
Additional
Resources:
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