| (9) |
SS.11.4 |
POST‐CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants. |
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| (4) |
SS.11.4.a |
Between 1865 and 1900, constitutional rights were extended to African Americans. However, their ability to exercise these rights was undermined by individuals, groups, and government institutions. |
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| (1) |
SS.11.4.a.1 |
Students will examine the 13th, 14th, and 15th amendments and consider the role of Radical Republicans in Reconstruction. |
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Resources
Lessons:
- After Reconstruction Students use source materials to investigate the problems of African Americans in the South.
- What Else Was Happening During the Civil War Era? Students investigate a selection of source documents from the period.
Multi-Media:
- 13th Amendment Video about the amendment and emancipation proclamation.
Teacher Resources:
- 15th Amendment (1870) Various sources about the decision to give the vote to black males.
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| (9) |
SS.11.4 |
POST‐CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants. |
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| (4) |
SS.11.4.a |
Between 1865 and 1900, constitutional rights were extended to African Americans. However, their ability to exercise these rights was undermined by individuals, groups, and government institutions. |
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| (1) |
SS.11.4.a.2 |
Students will investigate the ways individuals, groups, and government institutions limited the rights of African Americans, including the use of Black Codes, the passage of Jim Crow laws, the Ku Klux Klan, restrictions on voting rights, and Supreme Court cases including the Civil Rights Cases (1883) and Plessy v. Ferguson (1896). |
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Resources
Lessons:
- From Jim Crow to Linda Brown Investigation of segregation, and roleplay using source documents.
- African-American Identity in the Gilded Age, 1877-1915 Investigation of source documents and empathetic activities.
Multi-Media:
- History of the KKK Video and background article.
Teacher Resources:
- Plessy v. Ferguson (1896) Source document.
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| (9) |
SS.11.4 |
POST‐CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants. |
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| (4) |
SS.11.4.a |
Between 1865 and 1900, constitutional rights were extended to African Americans. However, their ability to exercise these rights was undermined by individuals, groups, and government institutions. |
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| (1) |
SS.11.4.a.3 |
Students will examine the ways in which freedmen attempted to build independent lives including activities of the Freedmen’s Bureau, creation of educational institutions, and political participation. |
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| (9) |
SS.11.4 |
POST‐CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants. |
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| (4) |
SS.11.4.a |
Between 1865 and 1900, constitutional rights were extended to African Americans. However, their ability to exercise these rights was undermined by individuals, groups, and government institutions. |
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| (1) |
SS.11.4.a.4 |
Students will examine the impact of the election of 1876 and the compromise of 1877on African Americans. |
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| (9) |
SS.11.4 |
POST‐CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants. |
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| (1) |
SS.11.4.b |
The 14th and 15th amendments failed to address the rights of women. |
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| (1) |
SS.11.4.b.1 |
Students will examine the exclusion of women from the 14th and 15th amendments and the subsequent struggle for voting and increased property rights in the late 19th century, including the work of Susan B. Anthony. |
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Resources
Lessons:
- 19th Century Women: Struggle and Triumph Students use source documents to draw conclusions about the lives of women in the 1800's.
Multi-Media:
- Susan B. Anthony Video based upon the trial.
Teacher Resources:
- Extending Suffrage to Women Background to the link between womens suffrage and votes for African American males.
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| (9) |
SS.11.4 |
POST‐CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants. |
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| (2) |
SS.11.4.c |
Federal policies regarding westward expansion had positive effects on the national economy but negative consequences for Native Americans. |
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| (1) |
SS.11.4.c.1 |
Students will examine the economic impacts of the Homestead Act (1862) and the Pacific Railway Act (1862) on westward expansion. |
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Resources
Lessons:
- The Homestead Act of 1862 Students investigate and roleplay using source documents about Westwards expansion.
- Lewis & Clark’s Expedition Students use source documents to investigate land acquisition in the West.
- Journeys West Students analyze documents, maps and photographs in order to understand migration stories.
- Billy the Kid: Perspectives on an Outlaw Students look at evidence to analyze
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| (9) |
SS.11.4 |
POST‐CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants. |
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| (2) |
SS.11.4.c |
Federal policies regarding westward expansion had positive effects on the national economy but negative consequences for Native Americans. |
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| (1) |
SS.11.4.c.2 |
Students will examine the effect of federal policies on Native Americans on the Great Plains including reservation policies, the Dawes Act (1887), and forced acculturation efforts (Carlisle Indian School). |
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Resources
Lessons:
- American Indian Reservation Controversies Students use source documents and a problem-based approach.
- Indian Territory Students investigate historical Indian territories using maps the Dawes Act, and Will Rogers' enrollment case file.
- Sioux Treaty of 1868 Students analyze using source documents and photographs.
- Indian Boarding Schools Students use source documents and photographs to investigate the forced acculturation of American Indians.
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| (9) |
SS.11.4 |
POST‐CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants. |
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| (2) |
SS.11.4.d |
Racial and economic motives contributed to long‐standing discrimination against Mexican Americans and opposition to Chinese immigration. |
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| (1) |
SS.11.4.d.1 |
Students will analyze relevant provisions of the Treaty of Guadalupe Hidalgo as compared with the actual treatment of Mexicans and Mexican Americans in the Southwest, including California, from 1848 to 1900. |
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Resources
Lessons:
- The Treaty of Guadalupe Hidalgo Students use source documents to analyze the causes of teh Mexican war.
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| (9) |
SS.11.4 |
POST‐CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants. |
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| (2) |
SS.11.4.d |
Racial and economic motives contributed to long‐standing discrimination against Mexican Americans and opposition to Chinese immigration. |
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| (1) |
SS.11.4.d.2 |
Students will examine the contributions of Chinese to the national economy and reasons for nativist opposition to their continued immigration (Chinese Exclusion Act of 1882). |
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Resources
Lessons:
- The Chinese Boycott Case Students investigate documents and perform roleplay activities
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