The document is a letter from Charles Dana to William Seward discussing Lincoln's announcement of the Emancipation Proclamation in September 1862. Dana suggests that Lincoln may have a personal interest in freeing slaves and restoring the Union. He expresses distaste for slaves and believes they are "right" as cotton cultivating slaves in the South. The letter contains Dana's opinion on one part of the Proclamation that bothers him regarding efforts to repress freed slaves.
The document provides background and materials for a lesson on the academic controversy of whether citizens of the Plains region were better off migrating to California during the Dust Bowl. It includes 6 primary source documents that students will analyze to argue different perspectives on the topic. The lesson involves assigning groups to argue different positions, presenting and questioning each other's arguments, and building consensus on their view. The goal is to have students understand multiple perspectives on the migrants' difficult situation and choices during the Dust Bowl.
This document summarizes an academic workshop on using primary sources to teach history. It provides background on a lesson for an 11th grade US History class exploring whether the Indian Wars of the late 1800s were inevitable. The lesson uses 8 primary documents to examine the relationship between white settlers and Native Americans and have students debate whether conflicts could have been avoided. Students will assess the documents and write an essay arguing their position on the historical question.
This document outlines a lesson plan for a Structured Academic Controversy activity where high school students will examine primary sources related to the Vietnam War and debate whether it was different than previous American wars. Students will be assigned to teams to research and present arguments, work towards consensus, and complete assessments analyzing additional primary sources. The primary sources provided cover perspectives from soldiers, propaganda, political speeches, and more to understand different viewpoints on the war.
Should the us enter WWI? SAC by Lauren Tatajelenjos
Here are the key points my partner and I will make in arguing that the United States should enter World War I:
1. The documents show that neutrality was not truly protecting American interests as shown in Document 1 with the political cartoon depicting Uncle Sam being threatened while trying to remain neutral.
2. American public opinion began turning against Germany after events like the sinking of the Lusitania in Document 2, showing Americans wanted some action taken against Germany.
3. The Zimmerman Telegram in Document 4 revealed a German plot with Mexico that threatened American territory, giving the U.S. a reason to enter the war in self-defense.
4. Taken together, these documents provide evidence that remaining neutral was no
This document outlines a 7-day unit plan for an 11th grade U.S. History class covering World War II that includes objectives, an overview of daily topics, assessments, teaching tools, and several individual lesson plans with goals, activities, and assessments. The unit will examine important figures, events, cultural aspects, and historical documents from World War II.
The document outlines an 8th grade unit plan on the American Civil War and Reconstruction in Georgia that lasts two weeks. Students will analyze key events and impacts of the Civil War on Georgia like Sherman's Atlanta Campaign and March to the Sea. They will also explore the effects of Reconstruction through amendments to the Constitution, the Freedmen's Bureau, and black legislators in the post-war period. The unit aims to help students understand the causes and consequences of the Civil War from Georgia's perspective.
Teacher Brandon Carnevale's US History lesson plan for October 29th involves 11th grade students examining and debating the Cuban Missile Crisis. Students will first read about the crisis and split into groups to debate whether the US should have entered the Cold War, with one group supporting entering the war and one against it. They will then participate in a Cold War debate pretending to be in JFK's war room during the crisis and argue their assigned positions.
The document outlines a two-day lesson plan about the Treaty of Versailles and its global effects after World War I. The lesson has six cognitive objectives that students will meet, including understanding the endings of various empires and colonies' desires for independence. Students will discuss whether the treaty's terms regarding Germany were fair. On the second day, students will simulate being countries signing the treaty and creating the League of Nations. The lesson concludes with formative and summative assessments of students' knowledge through class discussions and two homework essays.
The document provides background and materials for a lesson on the academic controversy of whether citizens of the Plains region were better off migrating to California during the Dust Bowl. It includes 6 primary source documents that students will analyze to argue different perspectives on the topic. The lesson involves assigning groups to argue different positions, presenting and questioning each other's arguments, and building consensus on their view. The goal is to have students understand multiple perspectives on the migrants' difficult situation and choices during the Dust Bowl.
This document summarizes an academic workshop on using primary sources to teach history. It provides background on a lesson for an 11th grade US History class exploring whether the Indian Wars of the late 1800s were inevitable. The lesson uses 8 primary documents to examine the relationship between white settlers and Native Americans and have students debate whether conflicts could have been avoided. Students will assess the documents and write an essay arguing their position on the historical question.
This document outlines a lesson plan for a Structured Academic Controversy activity where high school students will examine primary sources related to the Vietnam War and debate whether it was different than previous American wars. Students will be assigned to teams to research and present arguments, work towards consensus, and complete assessments analyzing additional primary sources. The primary sources provided cover perspectives from soldiers, propaganda, political speeches, and more to understand different viewpoints on the war.
Should the us enter WWI? SAC by Lauren Tatajelenjos
Here are the key points my partner and I will make in arguing that the United States should enter World War I:
1. The documents show that neutrality was not truly protecting American interests as shown in Document 1 with the political cartoon depicting Uncle Sam being threatened while trying to remain neutral.
2. American public opinion began turning against Germany after events like the sinking of the Lusitania in Document 2, showing Americans wanted some action taken against Germany.
3. The Zimmerman Telegram in Document 4 revealed a German plot with Mexico that threatened American territory, giving the U.S. a reason to enter the war in self-defense.
4. Taken together, these documents provide evidence that remaining neutral was no
This document outlines a 7-day unit plan for an 11th grade U.S. History class covering World War II that includes objectives, an overview of daily topics, assessments, teaching tools, and several individual lesson plans with goals, activities, and assessments. The unit will examine important figures, events, cultural aspects, and historical documents from World War II.
The document outlines an 8th grade unit plan on the American Civil War and Reconstruction in Georgia that lasts two weeks. Students will analyze key events and impacts of the Civil War on Georgia like Sherman's Atlanta Campaign and March to the Sea. They will also explore the effects of Reconstruction through amendments to the Constitution, the Freedmen's Bureau, and black legislators in the post-war period. The unit aims to help students understand the causes and consequences of the Civil War from Georgia's perspective.
Teacher Brandon Carnevale's US History lesson plan for October 29th involves 11th grade students examining and debating the Cuban Missile Crisis. Students will first read about the crisis and split into groups to debate whether the US should have entered the Cold War, with one group supporting entering the war and one against it. They will then participate in a Cold War debate pretending to be in JFK's war room during the crisis and argue their assigned positions.
The document outlines a two-day lesson plan about the Treaty of Versailles and its global effects after World War I. The lesson has six cognitive objectives that students will meet, including understanding the endings of various empires and colonies' desires for independence. Students will discuss whether the treaty's terms regarding Germany were fair. On the second day, students will simulate being countries signing the treaty and creating the League of Nations. The lesson concludes with formative and summative assessments of students' knowledge through class discussions and two homework essays.
This multi-day lesson plan teaches students about immigration to the United States through primary source images and political cartoons. Over the course of five class periods, students will formulate historical research questions, analyze primary sources, and write a paper on why a specific ethnic group migrated to America. They will explore push and pull factors, expectations vs realities, occupations, settlement patterns, and assimilation over time. The lesson addresses several CT history and social studies standards and provides rubrics to evaluate students' research papers.
Structured academic controversy capture sheet king georgejelenjos
This document provides instructions for a structured academic controversy activity where students debate whether King George III treated the colonists fairly. It outlines steps for the activity including preparing arguments from documents, presenting positions to opposing partners, listening to the other side, and building consensus as a group to answer the essential question.
Marganski dust bowl opening the textbook lesson planjelenjos
The document provides a lesson plan for teaching 8th grade students about the Dust Bowl and its impact on American farmers during the Great Depression. The plan calls for examining primary sources to supplement the textbook, which gives little detail about how agriculture issues and the Depression affected people's lives. Students will analyze sources about migrant farmers to rewrite a textbook excerpt about farmer hardships and New Deal policies. The goal is for students to understand the Dust Bowl's effects and citizens' reactions to FDR's programs.
Slaves in the United States developed secret communication methods to share information and plan escapes. Body language, facial expressions, and certain code words were used to convey hidden meanings without the knowledge of slave owners. These covert communication networks helped slaves gain knowledge and coordinate activities outside of the oversight of their masters.
1) Students will participate in a Structured Academic Controversy to understand opposing viewpoints on the American Revolution by reading primary sources from King George and the Continental Congress.
2) Working in groups, students will be assigned a position and use the sources to summarize, question, and reach a consensus on whether the colonists were treated fairly by Britain.
3) The lesson aims to help students explain the causes of the American Revolution and articulate opposing perspectives using evidence from the historical documents.
The document provides an overview of a lesson plan about the internment of Japanese Americans during World War II. It discusses how students will analyze primary sources to determine if the internment was justified or a violation of civil rights. Key events discussed include the bombing of Pearl Harbor, FDR's executive order to relocate Japanese Americans, and Supreme Court cases challenging the constitutionality of the internment. The lesson plan aims to help students evaluate if limiting civil rights during times of war can ever be acceptable.
This lesson plan template outlines a two-day lesson for 10th grade students on homesteaders in Nebraska in the 1860s. Students will use primary sources like letters and records from the Library of Congress to describe daily life for homesteaders. Specifically, students will learn about diseases, religion, social customs, and the physical environment experienced by homesteaders. Through analyzing primary sources, students will describe life on the Nebraska prairie. To demonstrate their understanding, students will write a 5 paragraph letter from the perspective of a homesteader describing the lifestyle to a cousin back east. The lesson addresses state social studies standards and provides resources and possibilities for differentiation.
This lesson plan aims to have high school students examine the causes and effects of the Vietnam War through analyzing primary source documents representing different perspectives on the war. Students will break into groups to read documents from the viewpoint of an anti-war protester, pro-war soldier, anti-war soldier, or government official. After discussing in their groups, students will present arguments justifying their stance on whether U.S. involvement in Vietnam was justified. The lesson intends to improve students' analytical thinking and ability to participate in discourse through evaluating historical interpretations of the controversial war.
The document summarizes a lesson plan for 5th grade students on whether the California Gold Rush was a money-making opportunity. It includes 6 primary source documents for students to analyze. Students will be split into groups and assigned to argue either "yes" or "no" to the question. They will present their arguments, ask clarifying questions, and work towards consensus. The goal is for students to understand both the opportunities and hardships of the Gold Rush through analysis of multiple perspectives.
- The document discusses the Cuban Missile Crisis, including the key players and events. It provides background on why Khrushchev placed Soviet missiles in Cuba, the five options Kennedy considered in response, and the lasting impacts of the crisis.
- Key figures discussed are Kennedy, Khrushchev, and Castro, and how their decisions and tensions led to the crisis.
- Students will analyze primary sources to understand causes and responses to the crisis, evaluate its consequences, and assess its lasting influence on the Cold War.
Should a US President always be honest? SAC by James Ferrarajelenjos
This document provides an overview and summary of 6 primary source documents that could be used to facilitate a classroom discussion and activity around the historical question "Should a U.S president always be honest?". The documents include Lincoln's Gettysburg Address audio recording, a text of one of his speeches, a certificate used in his campaign, a letter by Thomas Jefferson, an article promoting western territories, and photos of Lincoln's second inauguration. Students will be asked to analyze the documents, take positions on the question, and work to build consensus through discussion.
Students will learn about the Newburgh Crisis and Washington’s Newburgh Address through primary and secondary sources, then write a persuasive essay that compares Washington’s character to a leader of their choosing who has overcome a difficult obstacle.
please follow the writing commom 1. Thesis 2. Quotes.docxlorindajamieson
please follow the writing commom :
1
. Thesis:
2
. Quotes:
1. QUOTE – Introduce quote in your own prose and use brackets and
ellipses to alter quotation.
2. CITE – Follow the provided guidelines.
3. EXPLAIN – Quotes
do not
speak for themselves. Paraphrase, call
the reader’s attention to specific words/images/phrases, and make the interpretation/meaning explicit in the text.
3. Topic sentences:
The first sentence of every paragraph should offer the paragraph’s
main idea, which you defend with evidence in the next several sentences.
Example:
Besides weighing in on the subject of educational priorities, DuBois
was a far stronger proponent of civil rights for African Americans than Washington was. In 1905, he and his educated compatriots called, in an essay announcing their “Niagara Movement,” for the fulfillment of the rights guaranteed to all Americans in the 13
th
, 14
th
, and 15
th
Amendments...
4.
General Improvements
:
1.
Be explicit and specific!
focus on it please Kim
PROOFREAD
Don’t generalize or pass judgment where you’re not asked to
H251 African-American History, 1880-Present
Part I: Identification terms:
The exam will include 5 of the following fifteen identification terms listed below. You will need to provide answers to all five id terms on the exam. Each answer should be approximately four sentences in length. Plan to spend approximately 5 minutes of exam time per term. Answers should 1) define the term, 2) place it in historical context (time, place, persons/issues involved), and, most importantly, 3) identify the significance of the term in African-American history. (5 points possible per term)
Thibodaux Sugar War Red Summer United Negro Improvement Association
National Urban League Anna Julia Cooper Plessy v. Ferguson
Fourteenth Amendment Jack Johnson War Risk Insurance Act
James Reese Europe Madame C.J. Walker
Birth of a Nation
Lynching Silent March (NYC) Mamie Smith
Part II: Primary Source Analysis:
The exam will consist of two of the primary documents listed below. You will select one to analyze. Your analysis should place the document in historical context, assess its significance to historical events and social movements of the period in which it was created, & interpret its meaning as an expression of African-American experience. Plan to spend approximately 20 minutes of exam time on primary source analysis. A copy of the primary documents will be provided with the exam. (25 points possible)
Claude McKay’s “If We Must Die” (1919) (pg. 45-46 of
From Timbuktu
…)
Marcus Garvey’s "Explanation of the Objects of the Universal Negro Improvement Association" (1921) (Canvas)
Alain Locke’s “The New Negro: An Interpretation” (1925) (pg. 43-45 of
From Timbuktu
…)
Part III: Short Essay:
On.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work.
The early 1960s in the United States saw both foreign and domestic challenges. President John F. Kennedy brought optimism but faced crises like the failed Bay of Pigs invasion and the Cuban Missile Crisis that brought the world to the brink of nuclear war. At home, the Civil Rights Movement intensified as demonstrated by the March on Washington and passage of the Civil Rights Act and Voting Rights Act. Meanwhile, Betty Friedan's book The Feminine Mystique identified "the problem with no name" that many housewives felt, sparking a new wave of feminism. Kennedy's assassination cut short his "Camelot" presidency but the era saw momentous changes through confrontations with communism abroad and the fight for equality
The document discusses several factors that contributed to the United States entering World War I, including Germany's unrestricted submarine warfare which resulted in American lives lost on passenger ships like the Lusitania. Germany's sinking of ships like the Lusitania and Sussex threatened American neutrality and caused public opinion to shift towards supporting the Allies. This growing tension and threat to American citizens would ultimately help push the US into officially declaring war on Germany in 1917.
The document describes a family, John and Mary Allen, who farmed multiple properties totaling over 100 acres in the early 1900s. To supplement their income from farming, John's father would travel by horse and wagon to nearby villages selling pottery made by the family. Through renting farms, pottery sales, and saving money, the Allen family was able to prosper and pay off their farmland properties over 10 years of work.
Writing On Blank Paper. Online assignment writing service.Amanda Burkett
The document discusses how the problem of suffering exists not just in human society, but also in the natural world. Both animals and plants experience pain and hardship to some degree. From a scientific perspective, the second law of thermodynamics shows that entropy increases over time in the physical world, analogous to the idea of evil. While the existence of evil and suffering poses a challenge to the notion of an all-good God, the author analyzes Pannenberg and Keller's theological approaches to theodicy in dialogue with modern science.
Ashford 5: - Week 4 - Instructor Guidance
Week 4 - Instructor Guidance
HIS 206: United States History II
Instructor Guidance
Week 4
Congratulations to everyone to making it to week four! We are officially past the half way mark. This is a good time to take a step back and take stock of everything you have learned so far. If you are behind on your work for the course, it might be a good time to reach out to your instructor to see what you can do to get caught up.
This is also a good time to go over the sources that you have found for your final project, reading carefully and closely. It might help to keep researching at the Ashford Library (see the week three guidance for more help finding sources). As you read over your sources, ask yourself “what are they saying about the topic, and how can I use what they are saying to support what I want to say”. Also, take notes as you read, so that you can go back and use useful materials from sources. Use quotes sparingly and make sure that you explain the quote and put it in the context of your own thinking.
This week’s guidance will cover the following areas:
1. Utilizing Feedback
2. Checklist and Assignments for Week 4
3. Topics covered this week
4. Source list
Utilizing Feedback
Video Transcript
Go to top of page
Checklist and Assignments for Week 4
√
Week Four Learning Activities
Due Date
Review Announcements
Tuesday – Day 1
Review and reflect on Instructor Guidance
Tuesday – Day 1
Read Assigned Readings and View Assigned Videos
No later than Day 3
Post initial response to Discussion 1 – A Single American Nation
Thursday – Day 3
Contribute 100 words to Discussion 2 – Open Forum
Monday – Day 7
Complete Week Four Quiz
Monday – Day 7
Post two responses to peers in Discussions 1 and 2
Monday – Day 7
Watch “End of Course Survey” Video
Monday – Day 7
Go to top of page
Topics Covered This Week
Timeline
1946 February 22
George Kennan’s “Long Telegram” from Moscow outlines the need to contain communism.
1947 March 12
Truman Doctrine is announced.
1947 June 5
Secretary of State George Marshall announces “Marshall Plan” to rebuild Europe.
1948 June
The Berlin Blockade begins.
1948 July
Executive Order 9981 initiates the desegregation of the military.
1949 April
NATO is formed.
1949 August 29
The USSR tests its first nuclear weapon.
1949 October 1
Mao Tse-tung declares formation of the People’s Republic of China.
1950 February 9
Joseph McCarthy declares there are 205 enemies within the state department.
1950 June 25
The Korean War begins.
1951
Color television is introduced.
1952
Car seat belts are introduced.
1952
The U.S. explodes the first hydrogen bomb over the Marshall Islands.
1953
James Crick and Francis Watson create DNA model.
1953 March 5
Soviet leader, Joseph Stalin, dies.
1953 June 19
Julius and Ethel Rosenberg are executed for conspiracy to commit espionage.
1953 July
Fighting in the Korean War ends with a divided Korea.
1953 August 12
Soviet Union explodes first hydrogen bomb.
1.
The document provides the curriculum guide for an 8th grade South Carolina history class. It outlines 6 standards covering the settlement of South Carolina by Native Americans, Europeans, and Africans; the causes of the American Revolution and South Carolina's role in the new nation; and South Carolina's role in the development of the new national government. Each standard is broken down into indicators with suggested activities and resources for teachers.
Abstract Paper Sample Format - 010 Essay ExampCarmen Pell
The document provides steps for requesting writing assistance from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample if wanting the writer to imitate your style.
3. Review bids from writers and choose one based on qualifications, history, and feedback, then pay a deposit to start the assignment.
4. Review the completed paper and authorize full payment if pleased, or request free revisions. Multiple revisions are allowed to ensure satisfaction. Plagiarized work results in a full refund.
The document provides instructions for creating a book project on John F. Kennedy's presidency, requiring coverage of his domestic and foreign policies in 3 pages. The domestic policy page must discuss Kennedy's election in 1960, his New Frontier programs like the Peace Corps, and the effects on NASA and space exploration. The foreign policy page must cover the Cuban Revolution, the failed Bay of Pigs invasion, the Cuban Missile Crisis, and relations with Khrushchev and Berlin. Each page requires color, illustrations, and specific topic coverage.
This multi-day lesson plan teaches students about immigration to the United States through primary source images and political cartoons. Over the course of five class periods, students will formulate historical research questions, analyze primary sources, and write a paper on why a specific ethnic group migrated to America. They will explore push and pull factors, expectations vs realities, occupations, settlement patterns, and assimilation over time. The lesson addresses several CT history and social studies standards and provides rubrics to evaluate students' research papers.
Structured academic controversy capture sheet king georgejelenjos
This document provides instructions for a structured academic controversy activity where students debate whether King George III treated the colonists fairly. It outlines steps for the activity including preparing arguments from documents, presenting positions to opposing partners, listening to the other side, and building consensus as a group to answer the essential question.
Marganski dust bowl opening the textbook lesson planjelenjos
The document provides a lesson plan for teaching 8th grade students about the Dust Bowl and its impact on American farmers during the Great Depression. The plan calls for examining primary sources to supplement the textbook, which gives little detail about how agriculture issues and the Depression affected people's lives. Students will analyze sources about migrant farmers to rewrite a textbook excerpt about farmer hardships and New Deal policies. The goal is for students to understand the Dust Bowl's effects and citizens' reactions to FDR's programs.
Slaves in the United States developed secret communication methods to share information and plan escapes. Body language, facial expressions, and certain code words were used to convey hidden meanings without the knowledge of slave owners. These covert communication networks helped slaves gain knowledge and coordinate activities outside of the oversight of their masters.
1) Students will participate in a Structured Academic Controversy to understand opposing viewpoints on the American Revolution by reading primary sources from King George and the Continental Congress.
2) Working in groups, students will be assigned a position and use the sources to summarize, question, and reach a consensus on whether the colonists were treated fairly by Britain.
3) The lesson aims to help students explain the causes of the American Revolution and articulate opposing perspectives using evidence from the historical documents.
The document provides an overview of a lesson plan about the internment of Japanese Americans during World War II. It discusses how students will analyze primary sources to determine if the internment was justified or a violation of civil rights. Key events discussed include the bombing of Pearl Harbor, FDR's executive order to relocate Japanese Americans, and Supreme Court cases challenging the constitutionality of the internment. The lesson plan aims to help students evaluate if limiting civil rights during times of war can ever be acceptable.
This lesson plan template outlines a two-day lesson for 10th grade students on homesteaders in Nebraska in the 1860s. Students will use primary sources like letters and records from the Library of Congress to describe daily life for homesteaders. Specifically, students will learn about diseases, religion, social customs, and the physical environment experienced by homesteaders. Through analyzing primary sources, students will describe life on the Nebraska prairie. To demonstrate their understanding, students will write a 5 paragraph letter from the perspective of a homesteader describing the lifestyle to a cousin back east. The lesson addresses state social studies standards and provides resources and possibilities for differentiation.
This lesson plan aims to have high school students examine the causes and effects of the Vietnam War through analyzing primary source documents representing different perspectives on the war. Students will break into groups to read documents from the viewpoint of an anti-war protester, pro-war soldier, anti-war soldier, or government official. After discussing in their groups, students will present arguments justifying their stance on whether U.S. involvement in Vietnam was justified. The lesson intends to improve students' analytical thinking and ability to participate in discourse through evaluating historical interpretations of the controversial war.
The document summarizes a lesson plan for 5th grade students on whether the California Gold Rush was a money-making opportunity. It includes 6 primary source documents for students to analyze. Students will be split into groups and assigned to argue either "yes" or "no" to the question. They will present their arguments, ask clarifying questions, and work towards consensus. The goal is for students to understand both the opportunities and hardships of the Gold Rush through analysis of multiple perspectives.
- The document discusses the Cuban Missile Crisis, including the key players and events. It provides background on why Khrushchev placed Soviet missiles in Cuba, the five options Kennedy considered in response, and the lasting impacts of the crisis.
- Key figures discussed are Kennedy, Khrushchev, and Castro, and how their decisions and tensions led to the crisis.
- Students will analyze primary sources to understand causes and responses to the crisis, evaluate its consequences, and assess its lasting influence on the Cold War.
Should a US President always be honest? SAC by James Ferrarajelenjos
This document provides an overview and summary of 6 primary source documents that could be used to facilitate a classroom discussion and activity around the historical question "Should a U.S president always be honest?". The documents include Lincoln's Gettysburg Address audio recording, a text of one of his speeches, a certificate used in his campaign, a letter by Thomas Jefferson, an article promoting western territories, and photos of Lincoln's second inauguration. Students will be asked to analyze the documents, take positions on the question, and work to build consensus through discussion.
Students will learn about the Newburgh Crisis and Washington’s Newburgh Address through primary and secondary sources, then write a persuasive essay that compares Washington’s character to a leader of their choosing who has overcome a difficult obstacle.
please follow the writing commom 1. Thesis 2. Quotes.docxlorindajamieson
please follow the writing commom :
1
. Thesis:
2
. Quotes:
1. QUOTE – Introduce quote in your own prose and use brackets and
ellipses to alter quotation.
2. CITE – Follow the provided guidelines.
3. EXPLAIN – Quotes
do not
speak for themselves. Paraphrase, call
the reader’s attention to specific words/images/phrases, and make the interpretation/meaning explicit in the text.
3. Topic sentences:
The first sentence of every paragraph should offer the paragraph’s
main idea, which you defend with evidence in the next several sentences.
Example:
Besides weighing in on the subject of educational priorities, DuBois
was a far stronger proponent of civil rights for African Americans than Washington was. In 1905, he and his educated compatriots called, in an essay announcing their “Niagara Movement,” for the fulfillment of the rights guaranteed to all Americans in the 13
th
, 14
th
, and 15
th
Amendments...
4.
General Improvements
:
1.
Be explicit and specific!
focus on it please Kim
PROOFREAD
Don’t generalize or pass judgment where you’re not asked to
H251 African-American History, 1880-Present
Part I: Identification terms:
The exam will include 5 of the following fifteen identification terms listed below. You will need to provide answers to all five id terms on the exam. Each answer should be approximately four sentences in length. Plan to spend approximately 5 minutes of exam time per term. Answers should 1) define the term, 2) place it in historical context (time, place, persons/issues involved), and, most importantly, 3) identify the significance of the term in African-American history. (5 points possible per term)
Thibodaux Sugar War Red Summer United Negro Improvement Association
National Urban League Anna Julia Cooper Plessy v. Ferguson
Fourteenth Amendment Jack Johnson War Risk Insurance Act
James Reese Europe Madame C.J. Walker
Birth of a Nation
Lynching Silent March (NYC) Mamie Smith
Part II: Primary Source Analysis:
The exam will consist of two of the primary documents listed below. You will select one to analyze. Your analysis should place the document in historical context, assess its significance to historical events and social movements of the period in which it was created, & interpret its meaning as an expression of African-American experience. Plan to spend approximately 20 minutes of exam time on primary source analysis. A copy of the primary documents will be provided with the exam. (25 points possible)
Claude McKay’s “If We Must Die” (1919) (pg. 45-46 of
From Timbuktu
…)
Marcus Garvey’s "Explanation of the Objects of the Universal Negro Improvement Association" (1921) (Canvas)
Alain Locke’s “The New Negro: An Interpretation” (1925) (pg. 43-45 of
From Timbuktu
…)
Part III: Short Essay:
On.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work.
The early 1960s in the United States saw both foreign and domestic challenges. President John F. Kennedy brought optimism but faced crises like the failed Bay of Pigs invasion and the Cuban Missile Crisis that brought the world to the brink of nuclear war. At home, the Civil Rights Movement intensified as demonstrated by the March on Washington and passage of the Civil Rights Act and Voting Rights Act. Meanwhile, Betty Friedan's book The Feminine Mystique identified "the problem with no name" that many housewives felt, sparking a new wave of feminism. Kennedy's assassination cut short his "Camelot" presidency but the era saw momentous changes through confrontations with communism abroad and the fight for equality
The document discusses several factors that contributed to the United States entering World War I, including Germany's unrestricted submarine warfare which resulted in American lives lost on passenger ships like the Lusitania. Germany's sinking of ships like the Lusitania and Sussex threatened American neutrality and caused public opinion to shift towards supporting the Allies. This growing tension and threat to American citizens would ultimately help push the US into officially declaring war on Germany in 1917.
The document describes a family, John and Mary Allen, who farmed multiple properties totaling over 100 acres in the early 1900s. To supplement their income from farming, John's father would travel by horse and wagon to nearby villages selling pottery made by the family. Through renting farms, pottery sales, and saving money, the Allen family was able to prosper and pay off their farmland properties over 10 years of work.
Writing On Blank Paper. Online assignment writing service.Amanda Burkett
The document discusses how the problem of suffering exists not just in human society, but also in the natural world. Both animals and plants experience pain and hardship to some degree. From a scientific perspective, the second law of thermodynamics shows that entropy increases over time in the physical world, analogous to the idea of evil. While the existence of evil and suffering poses a challenge to the notion of an all-good God, the author analyzes Pannenberg and Keller's theological approaches to theodicy in dialogue with modern science.
Ashford 5: - Week 4 - Instructor Guidance
Week 4 - Instructor Guidance
HIS 206: United States History II
Instructor Guidance
Week 4
Congratulations to everyone to making it to week four! We are officially past the half way mark. This is a good time to take a step back and take stock of everything you have learned so far. If you are behind on your work for the course, it might be a good time to reach out to your instructor to see what you can do to get caught up.
This is also a good time to go over the sources that you have found for your final project, reading carefully and closely. It might help to keep researching at the Ashford Library (see the week three guidance for more help finding sources). As you read over your sources, ask yourself “what are they saying about the topic, and how can I use what they are saying to support what I want to say”. Also, take notes as you read, so that you can go back and use useful materials from sources. Use quotes sparingly and make sure that you explain the quote and put it in the context of your own thinking.
This week’s guidance will cover the following areas:
1. Utilizing Feedback
2. Checklist and Assignments for Week 4
3. Topics covered this week
4. Source list
Utilizing Feedback
Video Transcript
Go to top of page
Checklist and Assignments for Week 4
√
Week Four Learning Activities
Due Date
Review Announcements
Tuesday – Day 1
Review and reflect on Instructor Guidance
Tuesday – Day 1
Read Assigned Readings and View Assigned Videos
No later than Day 3
Post initial response to Discussion 1 – A Single American Nation
Thursday – Day 3
Contribute 100 words to Discussion 2 – Open Forum
Monday – Day 7
Complete Week Four Quiz
Monday – Day 7
Post two responses to peers in Discussions 1 and 2
Monday – Day 7
Watch “End of Course Survey” Video
Monday – Day 7
Go to top of page
Topics Covered This Week
Timeline
1946 February 22
George Kennan’s “Long Telegram” from Moscow outlines the need to contain communism.
1947 March 12
Truman Doctrine is announced.
1947 June 5
Secretary of State George Marshall announces “Marshall Plan” to rebuild Europe.
1948 June
The Berlin Blockade begins.
1948 July
Executive Order 9981 initiates the desegregation of the military.
1949 April
NATO is formed.
1949 August 29
The USSR tests its first nuclear weapon.
1949 October 1
Mao Tse-tung declares formation of the People’s Republic of China.
1950 February 9
Joseph McCarthy declares there are 205 enemies within the state department.
1950 June 25
The Korean War begins.
1951
Color television is introduced.
1952
Car seat belts are introduced.
1952
The U.S. explodes the first hydrogen bomb over the Marshall Islands.
1953
James Crick and Francis Watson create DNA model.
1953 March 5
Soviet leader, Joseph Stalin, dies.
1953 June 19
Julius and Ethel Rosenberg are executed for conspiracy to commit espionage.
1953 July
Fighting in the Korean War ends with a divided Korea.
1953 August 12
Soviet Union explodes first hydrogen bomb.
1.
The document provides the curriculum guide for an 8th grade South Carolina history class. It outlines 6 standards covering the settlement of South Carolina by Native Americans, Europeans, and Africans; the causes of the American Revolution and South Carolina's role in the new nation; and South Carolina's role in the development of the new national government. Each standard is broken down into indicators with suggested activities and resources for teachers.
Abstract Paper Sample Format - 010 Essay ExampCarmen Pell
The document provides steps for requesting writing assistance from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample if wanting the writer to imitate your style.
3. Review bids from writers and choose one based on qualifications, history, and feedback, then pay a deposit to start the assignment.
4. Review the completed paper and authorize full payment if pleased, or request free revisions. Multiple revisions are allowed to ensure satisfaction. Plagiarized work results in a full refund.
The document provides instructions for creating a book project on John F. Kennedy's presidency, requiring coverage of his domestic and foreign policies in 3 pages. The domestic policy page must discuss Kennedy's election in 1960, his New Frontier programs like the Peace Corps, and the effects on NASA and space exploration. The foreign policy page must cover the Cuban Revolution, the failed Bay of Pigs invasion, the Cuban Missile Crisis, and relations with Khrushchev and Berlin. Each page requires color, illustrations, and specific topic coverage.
Christopher Columbus SAC by June Cavanaughjelenjos
The document provides background and instructions for a classroom activity exploring whether Christopher Columbus should be viewed as a hero or villain. The activity involves students being assigned into groups and arguing different positions using evidence from six primary source documents related to Columbus' voyages. The documents present various perspectives on Columbus that could support either view of him. The activity is designed to have students practice debate skills and work towards building consensus rather than strictly arguing opposing views.
Research Project – US History I In this course, you will.docxaudeleypearl
Research Project – US History I
In this course, you will learn the skills of the historian, and apply them by writing an original
paper based on your interpretation of primary and secondary historical sources.
Each week, you will complete a Milestone assignment. Each Milestone will become a section of
the final paper, at the end of the term.
Milestone 1 – Choose Topic / Source Citation
• Choose topic from list provided, and review materials.
• Do the lesson on Turabian citations.
• Compose an explanation of topic, in chronological order, including participants &
causes.
o Cite your sources.
Milestone 2 –Historical Context
• Do lesson on historical context.
• Compose a description of at least 2 trends/themes, explaining how they relate to your
topic.
o Cite your sources.
Milestone 3 – Thesis & Argument
• Do the lesson on thesis and argument.
• Compose a properly constructed thesis statement, including three pieces of evidence.
• Compose an argument explaining how each piece of evidence supports your thesis.
o Cite your sources.
Milestone 4 – Intro / Conclusion / Paragraph structure
• Read the lesson on Intro and Conclusion
• Read the lesson on paragraph structure
• Compose a properly constructed introductory paragraph
• Complete the exercise on paragraph structure
Final Paper
• Revise your Milestone Assignments based on instructor feedback.
• Put them in order in one file.
• Make any necessary edits, transitions, additions, etc.
• Write your conclusion
• Be sure you have cited your sources correctly.
Topics:
Topic: Fighting Jim Crow
Research Question: Of Booker T. Washington and W.E.B. Du Bois, who had the better
approach to fighting racism and reversing Jim Crow?
Topic: The Cold War - Cuban Missile Crisis
Research Question: Did the Kennedy administration’s handling of the Cuban Missile Crisis
calm Cold War tensions?
Topic: Industry, Labor, and Reform - the Triangle Shirtwaist Factory Fire
Research Question: Did the Triangle Shirtwaist Fire represent a failure or a success for
Progressive reformers?
Topic: El Movimiento - Mexican American Civil Rights
Research Question: Did a distinct "Chicano/a" or "Latino/a" identity play a central role in
the Mexican American Civil Rights Movement?
Sources:
In addition to the textbook, you must use the secondary and primary sources found in the
course site for the topic you choose.
Milestone #2
The Cold War: Cuban Missile Crisis
Following the end of World War 2, the United States began to fall back into the normal policies of avoiding any types of commitments with allied nations that would possibly lead to the commitment of America troops overseas. While this would be the most favorable foreign policy, with the old superpowers of Great Britain and France now seemingly unable to handle the load as the policemen of the World, The United States knew that it had to take a heavier role in foreign affairs. W ...
Jackson indian removal_lesson_ccss_2011_finalLauren_Weaver
CCSS Presentation, Saturday March 5, 2011
Investigating the Indian Removal Act through Multiple Sources:
An historical inquiry-based lesson that analyzes art and speeches by President Andrew Jackson & Chief Black Hawk
8th Grade Multi-day Lesson
Reflection on GrowthFor this activity, you will reflect on your .docxcargillfilberto
Reflection on Growth
For this activity, you will reflect on your academic growth in the course.
Directions:
1. Respond to the following in a Primary Post of at least 200 words:
How do you feel you have grown as a student in this course? How will the knowledge you have gained prepare you for your future?
2. Post your Primary Post to the discussion.
3. Review your classmates' Primary Posts.
4. Thoughtfully respond to a minimum of two classmates with 100 word Secondary Posts each.
5. Be sure to cite all sources.
KIMBERLY’S POST:
In this course I have learned that history provides us with a crystal-clear picture of how various aspects of society, including technology, governmental systems, and even society as a whole, functioned in the past, enabling us to comprehend how it came to function in the manner that it does today. History enables us to observe and comprehend how societies and individuals behaved. For instance, even when a nation is at peace, we can evaluate war by looking back on previous events. The information that is used to make laws or theories about various aspects of society can be found in history. What I’ve learned in this history class can assist us in becoming more educated citizens. It reveals who we are as a group and being aware of this is essential to preserving a democratic society. Through educated debates and the refinement of people's fundamental beliefs, this information enables individuals to take an active role in the political arena. People can even alter their previous beliefs with the knowledge of history.
During this course, I have gained a sense of identity from our history. In fact, one of the main reasons why history is still taught in schools all over the world is because of this. Historians have gained insight into the origins of nations, families, and groups, as well as their evolution and development over time. An individual can comprehend how their family interacted with larger historical change when they take it upon themselves to delve deeply into their own family's history.
SHELIA’S POST:
In this American History II course, I feel I have grown academically. My academic growth is reflected not only in the grades I have received but in the treasure of priceless and important historical information I have been exposed to this semester. I have received, learned and have grown as a student in this course because I have had the opportunity to obtain valuable American History that was not covered in my previous history courses from presidents, wars, to supreme court rulings, house of representatives, congress and other government . I was glad to have current American History as well as much needed African American History in this course. Although a virtual class Mr. Fogg assignments allowed us to freely write and discuss our thoughts with each other as student peers and was availble for conferences. The most memorable lesson will be the CPI: Longview Red Hot Summer because I have personal ties in Longv.
Mary Klann HIST 110 – Fall 2019 September 20, 2019 .docxalfredacavx97
Mary Klann
HIST 110 – Fall 2019
September 20, 2019
Andrew Carnegie’s Gospel of Wealth
The United States saw vast industrial development in the late nineteenth and early
twentieth centuries. During this era, known as the “Gilded Age,” manufacturing industries such
as steel, machinery, chemicals, and packaged foods grew, transforming the nation from a country
of farmers into an industrial society. (Module 5 Lecture Slides) Ordinary Americans experienced
drastic changes in their everyday lives. In addition to increasing access to technological
innovations like typewriters, telephones, and refrigeration, the workplace became more
mechanized and routinized. (Module 5 Lecture Slides) However, although Americans all over
the country felt these changes, not everyone profited from them. The Gilded Age was an age of
sweeping economic development but also extreme inequality. Leaders of newly consolidated
corporations worked to improve efficiency, cut costs, and grow profits. By the 1890s, steel
magnate Andrew Carnegie and other businessmen like J.D. Rockefeller and J.P. Morgan had
accumulated vast amounts of wealth, fortunes that are “still among the largest the nation has ever
seen.” (American Yawp, Ch 16, Part III) Carnegie and other “captains of industry” were part of
an elite class of Americans which not only controlled the majority of the nation’s wealth, but
shaped American understandings of “high” culture. (Module 5 Lecture Slides) Carnegie justified
the societal and economic inequality that his own business practices exacerbated by asserting
that millionaires like himself were beneficial for American society: they were “the bees that
make the most honey, and contribute most to the hive even after they have gorged themselves
full.” (Module 5 Lecture Slides)
Commented [MCK1]: Make sure you include your name
somewhere in the document.
Commented [MCK2]: Use the title of the primary source
for the title of your paper.
Commented [MCK3]: Citations can be in this simple
format. When in doubt, cite your information.
Commented [MCK4]: Use direct quotes from secondary
sources like the American Yawp textbook sparingly. Only use
them when you are sure there is no better way to state this
information.
Commented [MCK5]: The historical context you highlight
should be relevant to your specific source. What
background information is necessary to establish before you
can get into more detailed analysis of your source?
In his essay, “Wealth,” published in the North American Review in 1889, Carnegie
argued that inequality itself was a marker of advanced civilization. It was better, he reasoned, to
have “great irregularity” between the wealth of laborers and the upper echelons of society than to
have “universal squalor.” (Carnegie, Ch 16) Carnegie maintained that despite this “irregularity,”
all Americans were better off in 1889 than they had been in the past. With industrialization ca.
This unit on the Civil Rights Movement is designed for 7th grade students. It aims to develop empathy for groups seeking equality and understanding of civil rights issues. Over 4 weeks, students will be divided into groups to research topics like women's rights, African American rights, American Indian rights, and Mexican American rights. They will complete various activities and presentations to learn about discrimination, causes, consequences, and responses during the Civil Rights Movement. Students will be assessed through multimedia projects, collaboration skills, and research planning.
Similar to Emancipation SAC by Bernice Montagna (20)
Should the African Elephant be Protected? SAC by Sarah Stolfijelenjos
This document summarizes the African Elephant Anti-Poaching Act of 1988, which made it illegal to import African elephant ivory from certain countries and outlined penalties for poaching elephants. The Act prohibited ivory imports from countries not party to an international wildlife treaty, without elephant populations, or not located in Africa. It established civil penalties up to $10,000 per violation and criminal penalties of fines from $5,000-$20,000 and/or up to 1 year in prison. The Act also described enforcement powers and forfeiture provisions for those found violating the anti-poaching laws.
The document summarizes a lesson plan for a 5th grade history class to debate whether John Brown's actions leading up to the Civil War were justified. The lesson involves students analyzing 6 primary source documents about Brown and his raid on Harpers Ferry. Students will then participate in a Socratic Academic Controversy, where they will be assigned a position and present arguments to their peers. The goal is for students to build consensus on whether Brown's actions were justified or not. The teacher will assess students based on their analysis of documents and participation in discussions.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Slaves in the United States developed secret communication methods to share information and plan escapes. Body language, facial expressions, and certain code words were used to convey hidden meanings without the knowledge of slave owners. These covert communication networks helped slaves gain knowledge and coordinate activities outside of the oversight of their masters.
This lesson plan template outlines a two-day lesson for 10th grade students on homesteaders in Nebraska in the 1860s. Students will use primary sources like letters and records from the Library of Congress to describe daily life for homesteaders. Specifically, students will learn about diseases, religion, social customs and the physical environment experienced by homesteaders. Through analyzing primary sources, students will describe life on the Nebraska prairie. To demonstrate their understanding, students will write a 5 paragraph letter from the perspective of a homesteader describing the lifestyle to a cousin back east. The lesson addresses state social studies standards and provides possibilities for differentiation.
This lesson plan introduces 4th grade students to child labor during the Industrial Revolution. Students will learn about the hardships faced by child laborers through primary source documents and images. They will internalize what they've learned by writing a journal entry comparing a child laborer's life to their own. The lesson involves a warm-up activity showing an image of child laborers, reading handouts in groups with discussion, and applying their new understanding through reflective writing assessed with a rubric. Differentiation suggestions include oral presentation of materials and adjusting length for different learner needs.
This lesson plan introduces 4th grade students to child labor during the Industrial Revolution. Students will learn about the hardships faced by child laborers through primary source documents and images. They will internalize what it was like to be a child worker and compare it to their own lives today. As an application activity, students will write a journal entry answering how the life of a child laborer is the same or different from their own life based on the sources provided. The lesson allows for differentiation based on student needs.
1) In this lesson, students will analyze primary sources about how slaves communicated secretly to escape slavery via the Underground Railroad.
2) Students will learn that slaves used constellations, quilt patterns, coded song lyrics, and lanterns in windows to signal safe houses along the journey North.
3) In groups, students will create a newscast to inform others about the creative ways slaves communicated escape plans and routes on the Underground Railroad without knowing how to read or write.
This document provides instructions for analyzing primary sources related to the Underground Railroad. Students are asked to identify the main idea of each document and explain how it shows how slaves escaped from the South, then discuss with a partner one surprising fact learned and one remaining question about the Underground Railroad.
This lesson plan outlines a multi-day activity for 7th grade students to learn about and debate the issue of illegal immigration to the United States. Students will conduct research into the perspectives of different groups (illegal immigrants, US citizens against immigration, employers hiring immigrants), role play these viewpoints, and write a letter arguing their own position on potential policy solutions. The lesson aims to help students understand varying viewpoints, support opinions with evidence, and address the issue from multiple perspectives.
This lesson plan introduces students to life in tenement houses during 1800-1900 immigration to the United States. Students will research tenement houses using primary sources and describe rooms and families living conditions. They will explore perspectives of immigrants through images and develop understanding of challenges faced. To demonstrate their knowledge, students will create a research project selecting and describing images that convey their understanding of immigrant life in tenement houses during this period. The lesson aims to help students comprehend the complexity of immigrant experiences through historical inquiry.
Social studies primary source lesson plan.2011docx 1jelenjos
This lesson plan introduces students to Ruby Bridges, the first African American student to attend an all-white elementary school in New Orleans in 1960. Students will analyze primary sources about the obstacles Ruby faced, such as being escorted to school by U.S. Marshals due to resistance from white parents. They will roleplay being in Ruby's position and discuss how she overcame discrimination with courage and strength. Finally, students will demonstrate their understanding through activities like creating a newscast interviewing Ruby or illustrating a poster about her experience.
Ruby Bridges was the first African American student to attend an all-white elementary school in New Orleans in 1960. On November 4th, federal marshals escorted the 6-year-old Ruby to William Frantz Public School as the school was being desegregated under a court order. Ruby faced an angry mob protesting her attendance but entered the school with her head held high. Due to withdrawals by white students, Ruby had only one teacher, Barbara Henry, who helped make the year a positive experience for Ruby through one-on-one instruction. By the end of the year, protests had decreased and other students began returning to the school.
The document provides a reading comprehension activity about the story "Walking Tall" about Ruby Bridges being one of the first African American students to attend an all-white elementary school in the South. Students are directed to go back through the story and underline, circle, or draw boxes around answers to questions about key details and events. They are also asked to review their work for accuracy and completeness before turning it in.
Mr. Cobbey and his party camped in a grove occupied by other wagons, finding shelter from the rainy weather. They worked to make themselves comfortable for the evening after traveling 20 miles that day across a difficult landscape.
Mr. Cobbey crossed a wide, barren plain without water where deep dust made traveling difficult. He met a returning Californian, Mr. Climens, who gave an unflattering report of life in California, causing Mr. Cobbey to feel uncertain about what awaited them there.
An accident in the camp frightened Mr. Cobbey, making him initially fear an Indian attack until realizing it was merely a traveler injured by a horse.
This lesson plan explores westward expansion in the early to mid-1800s. Students will analyze primary sources to understand the experiences of pioneers traveling west and the impact of Manifest Destiny. They will compile a source booklet of annotated primary sources and create a simulated diary of a journey westward. The lesson aims to help students understand the risks Americans took to fulfill Manifest Destiny, how expansion affected the nation, and its lasting effects on history. Students will be evaluated on a rubric assessing their understanding of the personal and national impacts of westward migration.
1. Academic Controversy in the History Classroom
This workshop is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.
Historical Question:
Did the Emancipation Proclamation free the enslaved population?
Author: Bernice Montagna
Class/Grade Level: Language Arts/Grade 6
CT Standards:
1.8 – Demonstrate an understanding of the interactions of the structures and functions of government and law at the
local, state, national and international levels.
1.9– Demonstrate an understanding of the rights and responsibilities of citizens.
2.2 – Interpret information from a variety of primary and secondary sources, including electronic media (e.g. maps, charts,
graphs, images, artifacts, recordings and text).
2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an
understanding of history and social studies issues.
2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective
oral presentation.
3.2 – Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.
Overview:
The Emancipation Proclamation was issued by Lincoln to carry out his executive war powers during
the Civil War on January 1, 1863. It proclaimed that all slaves in the Confederate States, states in
rebellion against the Union, be freed. The Proclamation freed 50,000 slaves immediately and almost
all as the Union army passed through the Confederate State. On September 22, 1862 he formally
stated that all the slaves would be freed in any Confederate States that did not return to the Union by
January 1, 1863. The Emancipation Proclamation made restoration of the Union and freedom for the
slaves the goal of the war. The white southerners of the Confederate State were infuriated by this
announcement and believed that the war was a race war. It also discouraged Confederate allies in
Europe from supporting the Confederate cause and wanting to become involved in the situation. It
activated more Abolitionists movement in the country to become more involved in the slavery cause.
It wasn’t until the Thirteenth Amendment, which became effective on December 1865 that slavery
became illegally throughout the United States.
2. Document Summary:
Document 1- Charles Dana, the Assistant Secretary of War from 1863 to 1865, letter to William
Seward, the Secretary of State, is expressing his opinion of the Lincoln’s formal announcement of the
Emancipation Proclamation in September 1862. He is suggesting that Lincoln may have a personal
interest in making the executive order to free the slaves and restore the Union. He expresses his
distaste for the slave population in his letter to Seward.
Document 2- Hannibal Hamlin, Lincoln’s Vice President from 1861 until March 1865, is expressing
his gratitude for Lincoln’s announcing the executive decision to call a halt to slavery and restore the
Union. He also states that the Proclamation will be viewed and approved by future generation as a
decision for the good of our country.
Document 3- William Green Adams, leading farmer and miller in Letcher County KY, wrote to show
his feeling about Lincoln’s announcement of his intentions to restore the Union. He is urging the Post
Master of Kentucky to support Lincoln’s Proclamation that will end slavery and restore the Union.
Document 4- Walter Gaines and Henry Rowland, friends of Lincoln, wrote to him about their travel
experiences home and their stay at a lodging where they heard Jefferson Davis speak about the
Emancipation Proclamation. Gaines and Rowland were surprised by the feelings of the people of
Kentucky .Their letter warns Lincoln of Davis’s intentions as President of the Confederacy. They
clearly give suggestions to Lincoln on how to restructure his Cabinet to prevent this occurrence.
Document 5- This is a wood engraving of the freed slaves after they learned about Lincoln’s
Emancipation Proclamation issued on January 1 1863. They are taking up any type of weapon they
can use to fight against the Confederates to preserve their newly gained freedom. . They have loaded
up their belongings to leave their masters and even if they don’t have any place to go, except to
freedom.
Document 6- these illustrations compare how a slave was sold as punishment for crime before
Emancipation Proclamation; and how an African-American was whipped as punishment for crime in
1866. This illustration compares the two punishments of the African-Americans prior to the
Emancipation and post Civil War. It shows that the southern states disregarded the Proclamation and
they still treated the African-Americans with contempt.
Procedure (80 minutes):
1. Introduction of lesson, objectives, overview of SAC procedure (15 minutes)
2. SAC group assignments (30 minutes)
a. Assign groups of four and assign arguments to each team of two.
b. In each group, teams read and examine the Document Packet
c. Each student completes the Preparation part of the Capture Sheet (#2), and works with
their partner to prepare their argument using supporting evidence.
d. Students should summarize their argument in #3.
3. Position Presentation (10 minutes)
a. Team 1 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 2
records Team 1’s argument in #4.
b. Team 2 restates Team 1’s position to their satisfaction.
3. c. Team 2 asks clarifying questions and records Team 1’s answers.
d. Team 2 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 1
records Team 2’s argument in #4.
e. Team 1 restates Team 2’s position to their satisfaction.
f. Team 1 asks clarifying questions and records Team 2’s answers.
4. Consensus Building (10 minutes)
a. Team 1 and 2 put their roles aside.
b. Teams discuss ideas that have been presented, and figure out where they can agree or
where they have differences about the historical question
Closure:
The reporter for each group will report to the class the consensus reached by their group. The class
appointed recorder will record each group’s position using Socrative .com website. The class recorder
will post each group’s position and supporting reasons. At the end of class the students will process
the results and come to a class consensus on the SAC question.
Assessment:
Students will write a persuasive essay from their personal point of view answering the SAC question
and document packet as text support for their opinion.
Differentiation:
I would use the website LessonWriter.com to differentiate the lesson for average, low and ELL
students. Lessonwriter.com website is free to teachers for this purpose and it includes the CCSS
standards, vocabulary for each level, and questions to use based on Bloom’s Taxonomy.
Lesson Writer Procedure:
1. Upload the reading passage for each document into Lesswriter.com.
2. Lesson Writer then assesses each passage for text complexity and determines vocabulary for
the average, general and ELL student.
3. Lesson Writer includes pre-reading vocabulary activities to use in the Introduction of the SAC
activity for the lower level readers.
4. Document 1
Charles Dana was Assistant Secretary of War from 1863 to 1865. Dana in his letter to William
Seward the Secretary of State was expressing his opinion of the Lincoln’s formal announcement
of the Emancipation Proclamation in September 1862. He is suggesting that Lincoln may have
a personal interest in making the executive order to free the slaves and restore the Union. He
expresses his distaste for the slave population in his letter to Seward.
Recd 25. Sept
N-York 23d. Sept. 1862
My Dear Sir--
The "Proclamation"1 would please me better if it had omitted one short paragraph "and will do no act or acts to
repress such persons or any of them in any efforts they may make for their actual freedom"-- this jars on me
like a wrong tone in music -- nor do I believe either of the two names signed to it would hesitate one moment
to shoulder a musket and "go in" to crush out an effort to repress what is suggest they will not.-- This is the
only "bad egg" I see in "that pudding" -- & I fear may go far to make it less acceptable than it deserves to be-- I
hope I may be in error for I have no pride of opinion – …..
Perhaps "the President" had a personal interest as to this matter-- I have none -- my only belief is that a Slave
negro in a Slave State -- (cultivating cotton) is "the right man in the right place" -- and in any other place or
condition -- so much the worse for him--
Your friend & obedient Servant
Charles A. Dana
[Note 1 Lincoln had issued the Preliminary Emancipation Proclamation on September 22. For the text of the
proclamation, see Collected Works, V, 433-36.]
Vocabulary
Omitted- left out of something
Repress- to control by force
Jars- shakes something abruptly
Tone- quality of sound
Hesitate- pause while doing something
Musket- long barreled gun
Cultivating- grow or plant crops
Obedient- doing as told Source: A letter from Charles A. Dana to
William H. Seward, Tuesday, September 23, 1862 (Emancipation Proclamation)
http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d1858200))
Document 2
5. Hannibal Hamlin was Lincoln’s Vice President from 1861 until March 1865 when his term
expired. He was replaced by Andrew Johnson in the election of November 1864.
Bangor Sept. 25 1862.
My Dear Sir
I do not know, as, in the number of the correspondence with which you are burdened, this note will ever meet
your eye-- But I desire to express my true and sincere thanks for your Emancipation Proclamation.1 It will stand
as the great act of the age-- It will prove to be wise in Statesmanship, as it is Patriotic-- It will be
enthusiastically approved and sustained and future generations will, as I do, say God bless you for the great
and noble act.
Yours Sincerely
H Hamlin
[Note 1 Lincoln issued his preliminary Emancipation Proclamation on September 22, 1862.]
Vocabulary
Correspondence- written messages
Burdened- a load being carried
Statesmanship-a man who shows respect for
the public good
Enthusiastically- showing eagerness about
something
Sustained- help keep something in place
Source: A letter from Hannibal Hamlin to Abraham Lincoln, September 25, 1862
http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d4235300))
6. Document 3
William Green Adams was a leading farmer and miller in Letcher County KY. He was a captain
in the Union army when war broke out. He was shot by a sniper and died on June 29, 1863. He
is writing to show his feeling about Lincoln’s announcement of his intentions to restore the
Union.
Office of the Auditor of the Treasury
For the Post Office Department,
Dec 31st 1862.
For God’s sake, stand by the Proclamation--1 No taking back, show the people you intend to stand firm by any
policy you may adopt & the people will stand by you
The Good men of Kentucky will stand by you in every effort to crush the rebellion, and if you will let the
political jugglers know they have to toe the mark, they will sink & come too
Green Adams
[Note 1 This is a reference to the Emancipation Proclamation. Lincoln had issued the Preliminary Emancipation
Proclamation on September 22, 1862 and the final version of the proclamation was to be issued on January 1,
1863.]
Vocabulary
Intend- to plan for a purpose
Rebellion- organized attempt to
overthrow a government
Source: A letter from Green Adams to Abraham Lincoln, December 31, 1862
http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d4244200))
7. Document 4
Walter Gaines and Henry Rowland, friends of Lincoln, wrote to him about their travel
experiences home and their stay at a lodging where they heard Jefferson Davis speak about the
Emancipation Proclamation. Gaines and Rowland were surprised by the feelings of the people
of Kentucky toward Lincoln’s Proclamation to restore the Union and free the slaves.
Louisville, Kentucky
Dec 21st 1862
Dear Sir
We rushed to write you, having just arrived from Richmond, Va. We reside seven and half miles out on the
Petersburg Road, and have always been Union men and at least until recently escaped the conscription. We
have been robbed of everything, and are entirely ruined, and have resolved to die rather than fight against the
old flag. We were in the Spotswood House on the night of Dec 1st, and heard Jefferson Davis remark to a
number of his friends "that there would soon be a rupture in Lincoln's Cabinet, and that the appointment of
men who favored the Emancipation scheme would together with the Proclamation would ensure Kentucky's
sympathies in our cause, together with the late Democratic victories, would ensure the ultimate triumph of
Southern Arms." We observed everything in our route, which was through Chattanooga & Knoxville Tenn.,
then through Cumberland Gap to Lexington and from there to this point. We were utterly astonished and
alarmed at the feeling exhibited in this state regarding your late Proclamation1 Citizens and soldiers, alike are
condemning your course, and we think it our duty as your friends, good citizens and loyal to the government, to
give you the opinions of the people of this State and a part of the Army as it is.
If changes are to be made in your cabinet allow these suggestions.
Secretary of State. John J Crittenden Ky.
Secretary of Interior Joseph Holt Ky.
Secretary of War Ambrose Burnside R. I
Secretary of Navy Com Vanderbilt N. Y.
Postmaster Genl. Thomas Hicks of Md
Commander in chief in the field General George. B. McClellan—
With the above changes, you can serve your times as President of the whole United States. Without it, you
will not serve six weeks longer. Mark it!
Vocabulary
We are with respect, Conscripture- forcing people join the army
Walter H Gaines Rupture- break apart something
Henry S. Rowland Scheme- a plan of action
Astonished- very surprised
Condemning- to say something is bad or wrong
Source: A letter From Walter H. Gaines and Henry S. Rowland to Abraham Lincoln, December 21, 1862
http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d2034400))
8. Document 5
This is a wood engraving of the freed slaves after they learned about Lincoln’s Emancipation
Proclamation issued on January 1 1863.
Source: The effects of the proclamation - freed Negroes coming into our lines at
Newbern, North Carolina
http://hdl.loc.gov/loc.pnp/cph.3c12158
9. Document 6
Two illustrations showing: Slave being sold as punishment for crime, before Emancipation
Proclamation; and African-American being whipped as punishment for crime in 1866.
Source: Slavery is Dead? http://www.loc.gov/pictures/item/93507943/
Some of the language and phrasing in these documents have been
modified from the originals.
10. CAPTURE SHEET Don’t forget the rules of a successful
academic controversy!
1. Practice active listening.
Did the Emancipation Proclamation free the enslaved
2. Challenge ideas, not each other
population? 3. Try your best to understand the other
positions
4. Share the floor: each person in a pair
MUST have an opportunity to speak
Preparation: 5. No disagreeing until consensus-
1. Highlight your assigned position. building as a group of four
Yes: The Emancipation Proclamation freed the enslaved population.
No: The enslaved population wasn’t really freed by the Emancipation Proclamation.
2. Read through each document searching for support for your side’s argument. Use the
documents to fill in the chart (Hint: Not all documents support your side, find those that do):
Document What is the main idea of this document? What details support your position?
#
3. Work with your partner to summarize your arguments for your position using the supporting
documents you found above:
11. Position Presentation:
4. You and your partner will present your position to your opposing group members. When you
are done, you will then listen to your opponents’ position.
While you are listening to your opponents’ presentation, write down the main details that they
present here:
Clarifying questions I have for the opposing partners:
How they answered the questions:
Consensus Building:
5. Put your assigned roles aside. Where does your group stand on the question? Where does
your group agree? Where does your group disagree? Your consensus answer does not have
to be strictly yes, or no.
We agree:
We disagree:
Our final consensus: