Influential People 1860-1920 Teacher Resources
Find Influential People 1860 1920 educational ideas and activities
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Students research famous African-Americans using an online resource. They complete a three-way matching activity.
Third graders investigate famous women. For this famous women lesson, 3rd graders read books and view photographs of famous women. Students discuss the roles of women and study facts about their lives. Students recieve pictures of women with their information attached. Students view the photo and quiz themselves on the facts.
Famous people who have overcome obstacles are the focus of this language arts and social studies lesson. Pupils are introduced to the concept that they have the ability to overcome obstacles in life. They read selections embedded in the plan about people who have overcome obstacles, then fill out graphic organizers which are also included in the plan. An excellent lesson!
Students research a not-so-famous person and write a report about that person. They conduct interviews in order to find out information about their chosen person. Students share what they learned about the person with the class.
Third graders review American historical figures. In this historical perspectives lesson, 3rd graders play a game that requires them to recall famous Americans and events where they utilize primary sources available from the Library of Congress.
Students are introduced to various time periods in history in which African Americans wrote songs and poetry to cope. In groups, they travel between different stations to listen or read poems and music from the Civil War period, Civil Rights Movement, etc. For each poem or music, they answer discussion questions and write their own poem appropriate for the time period.
Pupils analyze a variety of primary source materials related to lynching (news articles, letters written to or written by prominent Americans, pamphlets, broadsides, etc.) in order to assess the effectiveness of the anti-lynching campaign spearheaded by African-Americans. This resource focuses on Billie Holiday's signature song, "Strange Fruit," a protest song Lewis Allen (Abel Meeropol) wrote in 1938 about the ongoing and intransigent problem of lynching in the American South.
Students explore African American history by researching the Jim Crow laws. In this Civil Rights lesson plan, students define the Jim Crow laws, the reasons they were put into place, and how they were ultimately defeated. Students write a paper about the volatile era between 1870 and 1960 and paint an image that reflects a political message about the unjust laws.
Seventh graders become familiar with historical trends by studying the period from 1880-1948. In this After Reconstruction lesson, 7th graders participate in a research project and emcee a panel discuss similar to Meet the Press. Students locate events in African American history highlighting problems of African Americans.
Was nonviolent resistance the best means of securing civil rights for black Americans in the 1960s? In this highly engaging and informative lesson, your young historians will closely analyze several key documents from the civil rights movement, including criticisms of Martin Luther King, Jr.'s political demonstrations in Birmingham. They will also listen to an excerpt from King's renowned "I Have a Dream" speech, and evaluate the pros and cons of nonviolent protest and civil disobedience in a class debate.
Young scholars identify famous people and events of the Civil War era, identify hardships Tubman encountered by giving an explanation of what they would do in a similar situation, and explain in writing, 3 historical facts about Harriet Tubman.
Students examine the context of a speech delivered by Barack Obama. In this African-American history lesson, students discuss the 15th Amendment and the American Civil Rights Movement prior to analyzing Barack Obama's speech "A More Perfect Union." Students compose essays that note how African-Americans have made contributions to the United States.
For this facts about America worksheet, students complete a 14 question multiple choice on-line interactive quiz about the U.S.A. Included are historical facts, famous people, and landmarks.
Students calculate how much coal they use based on their electric power usage. For this environmental science lesson, students trace the history of coal mining in US. They write a letter to USPS to encourage them to create coal mining stamps.
Students examine the contributions of African Americans in New Haven, Connecticut in the 19th and 20th centuries. After being introduced to new vocabulary, they review the elements of autobiographies and read excerpts of African American authors. To end the instructional activity they wrwite their own autobiography and interview a parent to gather more about their family history.
Students examine the time period of the Harlem Renaissance. In groups, they compare and contrast the type of art before and after the movement along with the state of society at the time. After reading a book on the topic of their choice, they answer comprehension questions and research a topic using the internet for their final project.
Fifth graders examine the role of African-Americans in New Haven, Connecticut. Using two maps, they compare and contrast the differences in the town from the past to today. In groups, they use the internet to research the contributions of various individuals on the town and share their information with the class to end the lesson plan.
Students analyze the reasons African-Americans settled in the area to be known as Nebraska. Using primary source documents, they read about the challenges they faced and compare their growth and distribution of African-Americas in the 19th and 20th century. They discuss the feelings they get from photographs of the time period as well.
Young scholars investigate the African American culture in the 1920's and the Harlem Renaissance. They read and analyze poems written by poets of the Harlem Renaissance, listen to jazz music and identify the characteristics of the music, and answer a discussion question.
Students explore women's history through films and filmaking. They explore various websites, conduct research on a famous woman, and in small groups write and produce a screenplay based on an autobiographical narrative.