Search

Child exploitation and victimization occur in numerous ways and affect young people of all ages, races, backgrounds, socioeconomic situations, and geographic locations. It is a difficult but important subject for educators, who interact with students more directly and for more hours in a week than most other adults in students' lives. But armed with awareness of the scope and complexities of the child exploitation problem, school leaders can help create a school environment that supports taking action against it. This guide describes inappropriate and criminal behavior directed at children that may be disturbing to many readers. It is intended as an informative resource for adult educators and school leaders. In this guide are answers to questions about the legal issues surrounding child exploitation, so school leaders can develop and strengthen procedures to prevent, identify, and respond to child exploitation, and to support students who have been victimized.

Since its first publication in 2005, the Foundation for Individual Rights in Education (FIRE) has distributed more than 138,000 print and online copies of its "Guide to Free Speech on Campus." In that time, FIRE's commitment to advocating on behalf of the essential rights discussed in the pages that follow has remained unwavering; however, threats to free speech on campus have evolved sufficiently over the past six years to necessitate a new, revised edition of this "Guide." Campuses have changed, too--in many cases, for the better, as students educated by this book have worked with FIRE to fight for student rights by reforming unconstitutional and illiberal speech codes and ending myriad abuses of student liberties. In addition to its more than 200 public victories and many more private ones, FIRE has impacted the legal landscape as well; several of the new cases cited in this "Guide" are the result of FIRE's coordinated challenges to illiberal and illegal restrictions on student speech. However, despite FIRE's sustained success, more work remains to be done. Too many campuses still silence students who dare exercise their right to free expression. It is FIRE's sincere hope, therefore, that this second edition of its "Guide to Free Speech" reaches every student who needs it--and it is its foremost goal to see that it does. Precise Legal Citations of cases discussed are appended. [Additional funding for this paper was provided by the Aequus Institute, The Atlas Economic Research Foundation, Pierre F. and the Enid Goodrich Foundation, and The Joseph Harrison Jackson Foundation.]

This lesson uses the picture book "Sweet Clara and the Freedom Quilt" by Deborah Hopkinson and an interactive website to enhance third- through fifth-grade students' understanding of the Underground Railroad and slavery, development of reading comprehension skills, and application of mapping skills. During three 45-60 minute lessons, students will: identify the various uses for quilts and describe the significance of Clara's quilt; enhance their understanding of the Underground Railroad; create a problems/solutions/events chart for "Sweet Clara and the Freedom Quilt"; and apply mapping skills to make a "quilt map" showing their route from home to school. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A map scoring checklist; a problem/solutions/events chart; and an evaluation rubric are attached. Includes one chart. (PM)

The realities of slavery and reconstruction hit home in oral histories from the Library of Congress. In this unit of study, students research slave narratives from the Federal Writers' Project and describe the lives of former African slaves in the United States--both before and after emancipation. From varied sources, students can sample the breadth of individual experiences, make generalizations about the effects of slavery and reconstruction on African Americans, and evaluate primary source documents. This lesson plan, intended for students in grades 3-5: cites subject areas, time required, and skills developed; provides an introduction; presents learning objectives; poses guiding questions; gives teachers tips on preparing to teach the lesson; suggests (and delineates) six classroom activities; lists selected Web resources; and addresses standards alignment. A "story pyramid" sheet is attached. (NKA)

Maritime history is an important part of this country's past and provides a critical foundation for understanding the settlement and development of the North American continent over the past five centuries. Teachers, historians, and maritime experts have worked together to create this manual, providing educators with materials to incorporate the history of ships and other water crafts into courses in the arts, social studies, and science. This manual, prepared by the History Channel and directed toward children in grades 5 through 8, can be used as an introductory overview or as a separate lesson plan. Teachers, for example, could develop a unit to study clipper ships. There are three lessons: (1) "Ships across Time: An Overview"; (2) "Merchant Ships and the Slave Trade"; and (3)"Navigating the Seas." Each lesson contains questions for discussion and extended activities. The activities support national history standards. (Contains a glossary and lists Internet and print resources.) (BT)

This teaching unit, "Slavery Unit," is the third in a series of 10 units about Alabama state history, part of a project designed to help teachers integrate the use of primary source materials into their classrooms. Although the units are designed to augment the study of Alabama, they are useful in the study of U.S. history, world history, and the social studies in general. Each unit contains background information for the teacher and consists of several lessons. Lessons contain learning objectives, suggested activities, and documents. This unit is divided into four sections: (1) "Introduction"; (2) "Lesson 1: Slave Code of 1833" (French Code Noir; one worksheet; 16 primary source documents); (3) "Lesson 2: Point of View of Former Slaves" (five primary source documents); and (4)"Lesson 3: Point of View: Accounts of Former Slaveholders" (six primary source documents). (BT)

Prior to and during the Civil War, the North and the South differed greatly in the resources they could use. Documents held by the National Archives can aid in understanding the factors that influenced the eventual outcome of the War Between the States. After Abraham Lincoln was elected President in 1860, the South seceded because they believed that Lincoln would restrict their rights to own slaves. They decided that secession was a better choice than to give up their economic system and their way of life. This lesson uses documents which illustrate the President's role as commander-in-chief of the military as specified in Article II, Section 2, of the U.S. Constitution. The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It furnishes seven primary sources including letters, messages, telegrams, a photograph, and a sound recording of the last surviving Confederate veteran. The lesson provides historical background about the War Between the States, outlining the advantages and disadvantages of both the North and the South. It offers seven diverse teaching activities for implementation, such as brainstorming, a research and presentation activity, creative writing assignments, science and technology research, and an oral history assignment. Contains a written document analysis worksheet and a sound recording analysis worksheet. (BT)

Many historians call the Civil War the central event in U.S. history. The formation of the U.S. Constitution corrected the autonomy of individual states that the Articles of Confederation did not harness. The young country struggled for 75 years to find a graceful balance between the power of the federal government and that of the states. The states rights and the slavery issue propelled the country into civil war. Mathew Brady and his colleagues used a new medium, photography, to document battlefields, camps, towns, and people touched by the War. No battles were photographed because the still primitive technology of photography required that subjects be still at the moment the camera's shutter snapped. This lesson examines how the Civil War threatened the very purpose of the U.S. Constitution as stated in the Preamble. The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It uses 16 Mathew Brady photographs taken during the Civil War as the primary sources. The lesson provides historical background on the sociology of the Civil War, photography, and lists four resources. It offers instruction for implementing six diverse teaching activities, such as document analysis, a reading assignment and discussion, a writing assignment, research on other Civil War photographs, and an extension activity. (Contains a photograph analysis worksheet.) (BT)

When "Roots" first aired as an Odyssey Network television miniseries in 1977, it made history. "Roots" prompted people of many backgrounds to take a closer look at their personal heritage, ancestry, and ethnic identity. Together, Alex Haley's novel and the television program made several distinct contributions. They raised consciousness about the habits, rituals, values, and myths of African culture and ways. They brought about a new understanding of slavery as an institution. The history about an African ancestor, Kunte Kinte, passed down from generation to generation in the Haley family, became the centerpiece of stories that were knitted together in an oral tradition for young Alex Haley. The "Roots" television series is based on some parts of the prize-winning book. An estimated 130 million viewers saw all or part of the 8 episode miniseries first broadcast on 8 consecutive nights in January 1977. This study guide is designed to complement the Odyssey Channel's repeat showing, 24 years later in February of 2001, of this remarkable miniseries. The study guide cites student educational objectives, discusses how it can be used to correlate with selected National History Standards, and lists social studies themes related to the guide. For each episode, the study guide provides a short overview of the story and previewing and post-viewing activities. It also provides activities to help students examine their own roots. Activities include compiling a family tree, collecting and retelling stories, creating memory postcards, and assembling photos and memorabilia. (BT)

More Americans lost their lives in the Civil War than in any other conflict. The question is how the United States arrived at the point at which the South seceded and some families were so fractured that brother fought brother. A complex series of events led to the Civil War. The lessons in this unit are designed to help students develop a foundation on which to understand the basic disagreements between the North and the South before the Civil War. In these lessons, through the examination of primary source documents from the mid-1800's--photographs, census information, and other archival documents--students can gain an appreciation of everyday life in the North and the South, changes occurring in the lives of ordinary Americans, and some of the major social and economic issues of the years just before the Civil War. The lesson plan contains guiding questions and material on how to prepare to teach the lesson. It also contains suggested activities for the following lessons: Lesson 1: Important Enough To Fight About; Lesson 2: Making a Living; Lesson 3: Take My Census, Please; Lesson 4: Cities North and South; Lesson 5: The Lives of African-Americans: A Debate against Slavery; Lesson 6: Presenting Life before the Civil War; and Extending the Lesson. The lesson plan provides detailed information and ideas for teaching each lesson; cites learning objectives; gives appropriate grade levels and approximate length of time required for each lesson; and outlines national standards for social studies, geography, civics and government, and language arts covered in the lessons. Lists 13 related Internet links to Web sites. (NKA)

This thematic unit is designed for adult literacy students with at least a third grade reading level. Objectives are tied closely to skills needed for the General Educational Development tests and include computer and workplace skills. Equipped for the Future (EFF) roles and skills are also integrated into the plans. Best practice teaching strategies are used to engage learners in authentic learning as well as to build motivation and interest. Although the lessons are based on African American history, the strategies learned can foster discussions involving present-day issues. Components of each of the six lessons are description; learning objectives; EFF skills and topics; and learning activity. The description indicates which trade books are required reading for that lesson. Handouts are appended. A two-page matrix lists 39 Civil War and slavery books alphabetically by author's last name. The matrix provides this information for each book: author(s), title, type (picture book, young adult book, biography, fiction, nonfiction), difficulty (easy, medium, difficult), setting, heroes (yes/no), slavery (yes/no), Civil War (yes/no), abolition (yes/no), underground railroad (yes/no), and other (other topic, other type of book, special feature). (YLB)

This teacher's and student's guide is part of a series of content-centered packages of supplemental reading, activities, and methods adapted for students who have disabilities. Parallel Alternative Strategies for Students (PASS) materials are designed to help these students succeed in regular education content courses. The content in PASS differs from standard textbooks and workbooks in several ways: simplified text, smaller units of study, reduced vocabulary level, increased frequency of drill and practice, less cluttered format, and presentation of skills in small, sequential steps. The material is designed to supplement state-adapted textbooks and other instructional materials. This guide is intended for teachers and students of American history and covers the time period prior to 1763 until 1940. The content is based on the Florida Curriculum Frameworks and correlates to the Sunshine State Standards. It is divided into 16 units of study that correspond to the social studies strands. Each unit in the teacher's guide contains: a description of the unit focus, suggestions for enrichment, an assessment, and an answer key. The teacher's guide appendices include instructional strategies, teaching suggestions, inclusion suggestions, and a chart that correlates relevant benchmarks from the Sunshine State Standards with the course requirements. The student workbook contains vocabulary, an explanation of the content, and practice exercises designed to evaluate comprehension. (Contains 28 references.) (CR)

This lesson plan introduces students to one of the most widely-read genres of 19th-century American literature and an important influence within the African American literary tradition today. The lesson focuses on the "Narrative of William W. Brown, An American Slave" (1847), which, along with the "Narrative of the Life of Frederick Douglass" (1845), set the pattern for this genre and its combination of varied literary traditions and devices. To help students recognize the complex nature of the slave narrative, the lesson explores Brown's work from a variety of perspectives. Students first consider the narrative as a historical record, examining episodes that describe the conditions Brown lived through as a slave. Next, they examine it as a work of literature, investigating the rhetorical techniques Brown uses to shape his experiences into a story. Third, students consider the work's political dimension, weighing the arguments that Brown presents as an abolitionist spokesman and the degree to which his narrative should be treated as political rhetoric. Finally, students approach the narrative as an autobiography, a work of self-actualization in which Brown charts a spiritual as well as a literal journey to freedom. To conclude the lesson, students produce an essay explaining how Brown's narrative challenged the prejudices of white readers in his own time and how it challenges prejudices today. The lesson plan also contains the subject areas covered in the lesson, time required to complete the lesson, the skills used in the lesson, the grade level (9-12), and lists of the standards developed by professional or government associations that are related to the lesson, as well as activities to extend the lesson. (RS)

On May 17, 1954, U.S. Supreme Court Justice Earl Warren delivered the unanimous ruling in the landmark civil rights case "Brown v. Board of Education of Topeka, Kansas." State-sanctioned segregation of public schools was declared a violation of the 14th Amendment and was unconstitutional. This historic decision marked the end of the "separate but equal" precedent set earlier by the Supreme Court and served as a catalyst for the expanding civil rights movement during the decade of the 1960s. This lesson deals with this landmark legal decision, and the opposition to it, using the original court documents and presidential correspondence as primary source material. The lesson relates to the 14th Amendment, primarily the equal protection clause, and the powers of the Supreme Court under Article III of the U.S. Constitution. It correlates to the National History Standards and to the National Standards for Civics and Government. The lesson provides a historical background for the Supreme Court decision and gives an overview of slavery in the United States (with five resources). It suggests diverse teaching activities for classroom implementation, including prior knowledge, document analysis, civil rights timeline creation, poetry connection, editorial writing, book jacket design, and chief justice nomination. Appended are a written document analysis worksheet and the primary source documents. (BT)

Teaching about the Amistad case provides correlations to the National Standards for History, and Civics and Government. An overview of the events of 1839 is given in this lesson plan. Seven student activities include reading and using primary source documents, writing journal articles, viewing the movie "Amistad," and giving presentations. Each of the five primary source documents provided contains an explanation of the historical context. (BT)

This guide provides ideas for using the book, "Anthony Burns," by Virginia Hamilton, in adult General Educational Development classes. The book tells the story of a slave who escaped to freedom, but because of the Fugitive Slave Act was returned to slavery until a benefactor bought his freedom. The paper first discusses general ideas for structuring the classes; it then suggests activities for each of the 20 chapters of the book and culminating activities. Activity sheets and an adaptation of Manzo's Guided Reading Procedure are included, along with a synopsis of the teacher-author's pilot testing of the book. (KC)

This paper offers a method of bringing to third-grade students an understanding of African-American contributions to the United States, the experience of slavery, and the struggle for freedom on the secretive Underground Railroad. The paper contains a list of eight primary sources to be used. Its lessons focus specifically on the skills necessary for a slave to successfully run to freedom, the inner workings of the Underground Railroad, the specialized knowledge of the runaways, and the major conductors along the line. The paper suggests 7 days as the number of class periods for the lessons. It gives a brief description of the activities, day by day, which include outside homework projects, the reading of specific stories, and student research and written recording of narratives collected. The paper also suggests extended enrichment activities. Contains 11 references. (CR)

Developed in conjunction with a graduate course and used in classrooms with all types of learners, this paper presents a 6-week unit of study on slavery based on two adolescent novels--"NIGHTJOHN" by Gary Paulson and "My Name Is not Angelica" by Scott O'Dell. After a brief introduction to the unit, the paper presents the 14 activities of the unit: discussion of what the titles of the novels might mean; reader response journals; use of dialect in the novels; research on the historical facts in the novels; response to and debate on the issue of whether students would take in fugitive slaves; main character descriptions; description of moments of conflict in the novels; extrapolation of a scene from each novel; discussion of themes in the novels such as death, life, marriage, illness, and freedom; composition of a "riddle poem" for the theme of the novels; analysis of hidden themes in slave songs; creation of diary entries from the point of view of a slave; creation of a play using the diary entries; and a field trip. Appendixes contain 10 reader response journal ideas, steps in the slavery novel research project, and the outline of the main character sketch. (RS)

Designed to be used before and after attending a storytelling performance by Dylan Pritchett, this cue sheet presents information about the performance and suggests activities that can be done with classmates, friends, or family members. The cue sheet discusses where and why people tell stories, what makes a story good for telling, what makes a good storyteller, people telling a story about themselves, storytellers from West Africa, and stories in African-American life from slavery to the 20th century. The cue sheet also presents biographical information on Dylan Pritchett, as well as activities involving predicting stories, remembering stories, exploring themes in Pritchett's stories, collecting family stories, and listening to stories. A 14-item list of resources concludes the cue sheet. (RS)

The book examines the evolving roles of children as colonial apprentices, indentured servants, slaves, and family workers in the state of New York from the colonial period to the mid-nineteenth century. Activities are suggestions only and can be adapted as needed. The chapters examine the impact of many social forces on childrens' lives and households and explore the changing concepts of "child labor." The seven chapters are entitled: (1) "Indentured Servants in the Colonial Period"; (2) "Slavery"; (3) "Apprenticeship"; (4) "Household Production in the Eighteenth Century"; (5) "From Farm to Factory"; (6) "Urban Manufacturing and Sweatshops before 1860"; and (7) "The Civil War Years." (EH)

This document presents lesson plans for instruction concerning the history and geography of the continent of Africa. Topics include: (1) "The Challenge of Teaching African History and Culture" (Robert Hamilton); (2) "A Physical Overview of Africa" (Robert Hamilton and Kim Lilly); (3) "A Cultural Overview of Africa" (Robert Hamilton and Kim Lilly); (4) "Early Christianity in Egypt and Ethiopia" (Dona J. Stewart); (5) "Islam" (Dona J. Stewart and Robert Hamilton); (6) "The Saharan Caravan Trade" (George Burson); (7) "African Diaspora" (Walter F. Urbanek); (8) "Zimbabwe" (Sylvia C. Udall); (9) "African Runaway Slave Communities: Palmares and Florida" (Linda B. Mager); (10) "Christianity in Africa: 1500 to the Present" (Robert Hamilton); and (11) "Modern Africa" (George Burson). The document also includes a list of maps, a foreword and preface, acknowledgements, and a discussion of the challenges of teaching African history and culture. The topical chapters include student readings, discussion questions, a sample test consisting of term matching, true or false questions, short answer questions, and essay questions. Each chapter also presents a listing of suggestions for further reading. (SG)

An illustrated biography for children features Lucretia Mott, one of the pioneers of the movement for womens' rights. Born in 1793, Lucretia Mott was raised a Quaker; her strong spiritual beliefs underlay her outspoken advocacy of equal rights for women and blacks, and against war. Lucretia became a leader among those who wished to abolish slavery; she was regarded as an uncommonly powerful orator. Lucretia Mott spoke and wrote on behalf of equal rights for women too, for much of her life; she was an organizer and leading speaker at the first Women's Rights Convention held in Seneca Falls, New York in 1848. A statue of Lucretia Mott, along with those of Susan B. Anthony and Elizabeth Cady Stanton, is housed today in the U.S. Capitol. A message from First Lady Rosalynn Carter precedes the biography. (DB)

This video pack is intended for parents, teachers, librarians, students, and travelers interested in learning about national parklands and how they relate to the nation's natural and cultural heritage. The video pack includes a VHS video cassette on Harpers Ferry National Historical Park, an illustrated handbook with historical information on Harpers Ferry, and a study guide linking these materials. The video in this pack, "To Do Battle in the Land," documents John Brown's 1859 attempt to end slavery in the South by attacking the United States Armory at Harpers Ferry, Virginia (now West Virginia). The 27-minute video sets the scene for the raid that intensified national debate over the slavery issue. The accompanying handbook, "John Brown's Raid," gives a detailed account of the insurrection and subsequent trial that electrified the nation and brought it closer to civil war. The 76-page handbook is profusely illustrated with historic photographs and engravings. The study guide complements both the video and the handbook and can help teachers prepare students to understand John Brown's Raid through a series of thematic lessons and activities. It can also be used to lay the groundwork for a visit to Harpers Ferry National Historical Park. (BT)

This document is a study guide for Stephen B. Oates biography of Nat Turner, "The Fires of Jubilee." The book is a practical reading vehicle for introducing Nat Turner to secondary students in grades 11 and 12. Oates divides his work into four parts, which could provide the basis for four reading assignments, although the sections are not of equal length. One suggestion would be to take approximately three to four weeks with this book while studying the antebellum period. Weekly readings from the Oates biography would allow students to keep the topic of slavery firmly within their sights while studying other aspects of the early 19th century such as politics, foreign policy, territorial expansion, and economic growth. Part one, entitled "This Infernal Spirit of Slavery," develops the background of Nat Turner and American slavery in the 1820s and 1830s. Part two, "Go Sound the Jubilee," chronicles the religious ideas of Turner and his call to lead a revolt. The longest section of the book is part three, entitled "Judgment Day," and provides a detailed account of Turner's bloody insurrection and the equally violent response of slave owners. The last section of the book deals with the legacy of Turner's revolt, and an epilogue by Oates describes his travels in 1970s Southampton County, Virginia. Study guide questions for each section of the book are provided.

In 1860, 226,000 (47 percent) of the US' 478,000 free blacks lived in free states, and thus totaled over five percent of the black population in America. Though oppressed by popular prejudice and a range of legal and institutional constraints--in 1847, blacks at a convention labeled themselves "slaves of the community"--African Americans outside the South wielded significance far beyond their meager numbers. Urban and often literate, some lived in states where they could vote while others commanded considerable wealth. More importantly, all possessed limited rights of assembly and speech. The exercise of these freedoms, however, often incited the violence of the mob because whites feared the liberating possibilities of their free life. Nevertheless, free Northern blacks, by the exercise of public speech and concrete political activism, were able to craft a tradition of protest that shook the foundations of slavery and racial prejudice. In this essay, the author considers some prominent currents in the historiography of free African Americans in the antebellum North and explains his belief that the field is at a crossroads, where many strands of scholarship, not all reconcilable, have become intertwined. Great strides have been made, but important questions have not been put to rest. As work on the antebellum North explodes, it is becoming ever more imperative for historians to offer a new and internally consistent vision of black protest and black community in the antebellum North. Materials for a lesson plan are appended. (Contains 39 notes.)

This article discusses the Bureau of Refugees, Freedmen, and Abandoned Lands (Freedmen's Bureau), which was established by the Congress on March 3, 1865, to assist former slaves in acquiring land, securing employment, legalizing marriages, and pursuing education. After the bureau's abolition through an act of Congress approved on June 10, 1872, the records of the Freedmen's Bureau became part of the holdings of the National Archives and Records Administration. These records reveal a great deal about Reconstruction, the first comprehensive government "social service" agency, and the transition of African Americans from enslavement, through emancipation, to citizenship. Here, the author features four documents that provide an engaging entry point for learning and teaching about the Freedmen's Bureau. He also presents suggested teaching activities about the Freedmen's Bureau, which correlate to the National Standards for U.S. History, Era 5, Standards 3a-3c, 4a, and 5a. (Contains 7 notes.)

Today's students are generally accustomed to seeing timelines of events, lists of names, and bulleted items, yet they lack an understanding of the complexity of historical analysis. Learning to read historical information from charts, for example, teaches students to evaluate the significance of change. Comparing related primary sources can enhance understanding of historical patterns. Having students consider changes in terms of options, choices, and consequences, helps them develop a sense of history as a process shaped by individuals and communities. This article describes three models for developing these skills in an online format: a cost of labor calculator that allows students to compare slavery and indentured servitude in colonial America; an animated graph that charts European unemployment during the Great Depression; and a dynamic analysis of photographs of a student protest in 1968. In each case, educational technology makes it possible to provide students with innovative ways to understand complex problems in history, while addressing national and state standards for the social studies.

The featured document that is the main topic of this article, Robert E. Lee's Demand for the Surrender of John Brown and his Party [at Harpers Ferry], October 18, 1859, is from the Records of the Adjutant General's Office, 1780s-1917; Record Group 94, and is in the holdings of the National Archives. As a part of "Teaching with Documents", a regular department of "Social Education", this article provides a number of teaching suggestions using the featured document. It provides a guide for document analysis with students, questions for discussion, suggestions for small group research, and a list of web sites for Cross Curricular Activity.

In this article, the authors discuss how children can learn from runaway slave advertisements. The advertisements for runaway slaves that masters placed in eighteenth- and nineteenth-century newspapers are among the documentary sources available to teachers for studying the lives of African-American slaves. Such advertisements often describe a number of characteristics: clothing, personal appearance, and bodily adornment; special trades or skills, linguistic, and ethnic or cultural origins of African-Americans. Scars from disease or punishment are mentioned. When students look at a set of these advertisements, they can detect differences in how African-Americans lived in various states and regions of the country. They might even begin to infer the thoughts and attitudes of both slave and master from these texts. The text of actual advertisements from this time period are included in the article. (Contains 14 endnotes and 3 figures.)

Presents a lesson plan that teaches students about slavery in the colonial United States. Focuses on the differences between slavery in the northern and southern parts of the country. Explains that the lesson includes and uses slave advertisements to teach about slavery. Offers additional resources. (CMK)

Presents a lesson focusing on the history of slavery. Compares two systems of slavery in North America to teach students about slavery within and outside of the United States. States that the lesson uses the "Code Noir" to help students understand the similarities and differences between the systems. (CMK)

Proven to be powerful learning tools, literature and song can spark students' interests and are resources with great potential for fostering learning. The use of literature and song in history classes can be a stand-alone instructional strategy or a supplement to more traditional means of teaching. Once students' interest and imagination have been captivated, they will be primed to learn the important lessons that history has to offer them. The authors first discuss the research behind the use of literature and song in the classroom, then provide a guide for learning about the Civil War using these techniques. (Contains 14 resources.)

Focuses on the use of economic reasoning in the social studies classroom. Presents an activity to help teachers incorporate economics into social studies. Explores how the issue of slavery can be taught by focusing on the economic importance of slavery and its impact on present-day society. (CMK)

Focuses on the use of primary sources to help students learn about children from the past. Offers resources and teaching ideas on topics such as children living during the frontier, the American Revolution, the U.S. Civil War, slavery and civil rights, and immigration. (CMK)

The cases of Henry Garnett and Moses Honner bookend the 1850s, a decade of intensifying political crisis that was deeply connected to the institution of slavery. In both court actions, which were tried in the Third Circuit Court, Eastern District, Philadelphia, Pennsylvania, the defendants were charged with being "fugitives from labor." Despite similarities in the cases, the outcomes were completely opposite. This lesson compares the Garnett and Honner cases pointing to the increasingly volatile political crisis of the 1850s arising over the issue of slavery and necessitating the enactment of the 13th, 14th, and 15th Amendments to the U.S. Constitution. The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It furnishes three primary source documents connected to the two cases. The lesson provides historical background and lists four resources. It offers instructions for implementing six diverse teaching activities, compare and contrast the cases, research on the cases, essay writing, and an extension activity. (Contains a written document analysis worksheet.) (BT)

Presents a lesson plan in which students explore the impact of industrialization on agriculture, the experience of William Ellison, a free black cotton gin mechanic, and the skills that Ellison needed. Students discuss handwritten documents, diagrams, and census information related to the cotton gin. Includes a bibliography and four handouts. (CMK)

Provides 11 primary sources that enable students to contemplate how Thomas Jefferson and his slaves produced a culture and community at Monticello (Virginia) and his other plantations. Focuses on Jefferson's relationship with his slaves, particularly addressing Sally Hemming's relationship with Jefferson, in order to study the complicated history of slavery in the United States. (CMK)

Claims drama in the classroom offers teachers an opportunity to "bring to life" the challenges and triumphs of African Americans. Describes a drama workshop based on the story of Harriet Tubman and the Underground Railroad. (NH)

This unit uses a case study of the Kingdom of the Kongo (Congo) to answer questions about the trans-Atlantic slave trade from an African perspective. The unit is appropriate for use in any study of the history of sub-Saharan Africa. Because it focuses on the African perspective of events surrounding the slave trade, it supports in-depth studies of the slave trade or slavery in general. The unit contains objectives, correlations to the National History Standards, teacher background materials, lesson plans, student resources, and a selected bibliography. The six lessons focus on working with primary source documents to understand the complexity of the slave trade, tracing events from 1488, the date of first contact between Africans of the Congo River region with the Portuguese. The unit includes a set of short historical fiction integrated into five of the six lessons. These stories recount the experiences of individuals who witnessed the encounter between Kongo and the Portuguese. Although the lessons are recommended for grades 7-11, they can be adapted for other grade levels. An 11-item bibliography concludes the unit. (BT)

Analyzes four significant court cases that span the rise of a body of jurisprudence in the United States known as civil rights law. Describes each of these cases in detail showing the profound impact they have had on the rights of all citizens and, in particular, African Americans. (CMK)

This unit deals with the struggle between proslavery and antislavery proponents which exacerbated sectional discord and culminated in secession of the southern states and the Civil War. The lessons would most appropriately be taught as a prelude to the Civil War and as a culmination of units on the heightened sectional conflict resulting from passage of the Fugitive Slave Law (1850), the Kansas-Nebraska Act (1854), "Bleeding Kansas" (1855-56), and the Dred Scott decision (1857). The lessons provide a variety of perspectives on John Brown's Harpers Ferry Raid and the ensuing historical interpretation of his character and purpose. The unit objectives are to: (1) analyze John Brown's motives and beliefs for the decision to invade Harpers Ferry and seize the federal arsenal; (2) explore how John Brown's raid at Harpers Ferry exacerbated sectional tensions and contributed to the coming of the Civil War; (3) analyze John Brown's statements following his capture at Harpers Ferry and evaluate their historical accuracy by comparing his account to the historical record; (4) interpret textual, photographic, and graphic images in their historical context; and (5) evaluate how the paintings and illustrations of John Brown have influenced the interpretation of his actions and determine whether they portray him as a martyr or devil. Teaching materials that apply to National Standards for History are provided. (Contains a 14-item annotated bibliography.) (BT)

Brief information is given on May events celebrated by Puerto Ricans: May Day; Mother's Day; World Red Cross Day; Armed Forces Day; Memorial Day; and the birthdays of Horace Mann ("Father of the Common Schools"), Harry S. Truman, Luis Llorens Torres (poet), Ralph Waldo Emerson (poet), and Patrick Henry (stateman and orator). Designed as a teacher resource, the booklet provides brief information on the contributions of 14 famous Black women to American history: Lorraine Hansberry, playwright; Florence Mills, actress; Mary Church Terrell, fighter for equal rights for women and Blacks; Billie Holiday and Sissiretta Jones, singers; Sojourner Truth and Harriet Tubman, leaders against slavery; Mary E.P. Mahoney, first professional Black nurse; Maggie L. Walker; Augusta Savage, among the first professional Black sculptors; Laura Wheeling Waring, painter; Mary McLeod Bethune, advisor to President Roosevelt in the 1930's and 1940's; Shirley Chisholm, first Black woman in Congress; and Phillis Wheatley, poet. Other famous women discussed include Felisa Rincon de Gautier (Mayoress of San Juan, 1946-1968), Lola Rodriguez de Tio (writer), Antonia Bonilla (Sister Carmelita--civic-religious leader), and Clara Barton (founder of the American Red Cross). The booklet includes a list of 29 historical May happenings, several Mother's Day poems, instructions for making 8 gifts and 3 cards for mom, a short essay on kite flying--including instructions for making an octagonal kite, and several word game and math activities. (NQA)

Designed for 7th- and 8th-grade students, this teaching unit focuses on the role that Arlington House--Custis-Lee Mansion--(owned by the Washington and Lee families) played both in architectural importance and in history. The unit serves as a vehicle for studying the various roles and cultural distinctions present in antebellum southern society and illustrates the lifestyles of southern leaders. While the unit uses Arlington House, a similar study could be made of other historic houses. Four lessons help students: (1) recognize and identify an antebellum southern plantation house, (2) determine the functions performed on a southern plantation through analysis of the form of the buildings and the estate plan, (3) understand what slavery was like and how widespread it was in the south, (4) understand the importance of the plantation houses to the south prior to the Civil War, and (5) identify some of the roles which made up the plantation household. In addition, the unit includes a mystery house description, a 19th century letter, worksheets, floor plans, maps, teacher information, instructions for marbelizing, and a 7-item bibliography. (LH)

Designed for 7th- and 8th-grade students, the teaching unit demonstrates how blacks lived during and after the Civil War in the first government-provided housing in Freedman's Village. While concerned with local Arlington, Virginia sites and history, the unit provides an illustration of the role of architecture and design on American social history as a whole. Five lessons focus on the difficulties and rewards of finding and using maps, sketches, and source materials such as 19th century newspaper articles and letters to learn more about Freedman's Village. The unit includes goals and objectives, lesson descriptions, suggested materials, pretests and posttests, worksheets, a journal packet, student directions for projects, and learning simulations. A list of resources includes a 15-item bibliography, 10 nineteenth century newspaper articles, and 42 documents from the National Archives. (LH)

This publication is a compilation of primary source materials related to issues that have occupied the attention of the American people from colonial days to the present. It is intended for use at the secondary level. A prologue contains creation stories and poems on the origins of the world and man. Documentation of the primary sources is provided. Five chapters treat specific time periods in U.S. history. The time periods covered include the European Colonization of North America, 1492-1700; Founding the New Nation, 1770-1800; Establishing the New Nation, 1800-1865; Reconstruction, Industrialism, and Imperialism, 1865-1912; and International Involvement, Social Change, and Liberation, 1912-1976. Each chapter presents a brief introduction, identifies five or six issues, and concludes with a bibliography of the sources of the primary materials. A general reading list concludes the publication. (Author/RM)

This booklet presents a set of secondary level classroom strategies for examining American history in light of the issues identified by the American Issues Forum. Emphasis is on the composite nature of American society, based on assimilation of American Indians, European and Chinese immigrants, and African slaves. A section on Indian-white relationships includes drawings about conquests and treaties made by Spanish and colonial Americans, a description from an 1868 edition of Harper's Weekly about Indian prisoners taken by Custer, recommended readings, and a list of words which illustrate Indian contributions to English language and culture. Sections on European and Chinese immigrants focus on motivations for immigration, native opposition to newcomers, and restrictive legislation. Drawings from magazines illustrate European families awaiting deportation, and Chinese merchants being harrassed by American legal restrictions. Readings portray the frustrations of immigration inspection on Ellis Island and political debates about allowing Chinese laborers into the country. Also recommended are techniques for analyzing social difficulties experienced by freed black slaves. All the materials are in field-test condition. (AV)

Designed to supplement secondary United States history courses, this resource booklet provides materials on four dramatic incidents in American history. The four events under examination include the Boston Massacre, the Denmark Vesey Slave Revolt, the Republic Steel Strike of 1937, and the Berlin Airlift of 1948. Each unit contains social background to the event, a description of the events leading to the incident, a description of what happened, a summary of important outcomes of the incident, a list of suggested student activities, related matters for consideration, and a bibliography. The related matters for consideration include additional student activities, value-oriented discussion questions, and appropriate instructional strategies on related political, economic, and social concepts inherent in the events. The unit on the Republic Steel strike may be integrated into economics or sociology courses since the strike reflects attitudes, ideas, and actions of labor, management, and government. Since the Berlin airlift unit explores the powers of the presidency in the area of foreign policy, it may be used in political science or international relations courses. (Author/DE)

One of a series of pamphlets about the American Revolution in Georgia, this document explores the role of the black population during the Revolutionary War. Designed for junior and senior high school students, it can be used as supplementary reading or a one-week unit. A teacher's guide is included. Black life in the Revolutionary era, for both slaves and free blacks, was regulated by the same laws and customs prevailing in the pre-war period. Many colonies allowed slaves to join the military efforts of both the patriot and British causes, but Georgia's government refused to arm slaves for combat services and to grant freedom for such service. Black slaves were used in non-combat roles such as defending military storehouses and repairing roads. There are several recorded instances of native free blacks serving for the patriots in Georgia and several hundred blacks from the Caribbean island of Santo Domingo served briefly at Savannah. Although the war ruined plantation life in many areas and reduced the slave population, fundamental tenets of the racial caste system remained largely intact for those blacks who stayed. The teacher's guide contains lists of behavioral objectives, discussion questions, and activities based on the text. (Author/AV)

This booklet contains selected background materials, biographical information, anecdotes, and statements documenting contributions made by blacks to American history. Objectives are to call attention to information about blacks which has been systematically excluded from United States history books and to help people understand the life, heritage, culture, and problems of Americans of African descent. Organized in chronological order, the 22 sections focus on black individuals including Dred Scott, Harriet Tubman, Sojourner Truth, Frederick Douglass, Blanche K. Bruce, George H. White, Homer Plessy, W.E.B. Du Bois, Booker T. Washington, Ralph J. Bunche, Mary McLeod Bethune, and Percy L. Julian. For each biographical example, information is presented on personal data, the historical period in which the individual lived and worked, types of difficulties overcome by the individual in question, and major contributions. Major topics throughout the biographical sketches focus on the slavery system, prejudice and discrimination, and the civil rights movement. A concluding section presents civil rights-related quotations from Martin Luther King, President John F. Kennedy, and President Lyndon B. Johnson. (DB)

The document, one in a series of four on women in American history, discusses women in the ages of expansion and reform (1820-1860). Designed to supplement U.S. history textbooks, the book is presented in six chapters. Chapter I describes the "true woman," an ideal cultivated by women writers, educators, and magazine editors. The four virtues were piety, purity, submissiveness, and domesticity. Chapter II focuses on women in the economy. The diary of Frances Kemble, mistress of a plantation in Georgia, describes the physical sufferings of her female slaves. The roles of women in the industrial revolution, professions, and organized labor are also discussed. Chapter III, "Women and the Spirit of Reform," depicts the works of Frances Wright and Dorothea Dix in slavery, criminal, and mental health reform. Pioneers in education for women are also portrayed. Chapter IV concerns women in the abolition movement. The chapter contains sections on the activities of white and free black women in the fight against slavery. Chapter V discusses the movement for women's rights in terms of Lucretia Mott, Elizabeth Cady Stanton, Susan B. Anthony, Lucy Stone, and Amelia Bloomer (who popularized the revolutionary and liberating wearing apparel for women). Chapter VI describes female editors and writers such as journalist Anne Royall, Margaret Fuller, "Godey's Lady's Book" editor Sarah Josepha Hale, Harriet Beecher Stowe, and Emily Dickinson. Questions and suggested activities are provided at the end of each chapter. (KC)