Welcome to ASE SS 02:Modern U.S. History

Steve Schmidtschmidtsj@appstate.edu

abspd@appstate.edu

Today’s Quote“American history is longer, larger, more various, more beautiful, and more terrible than anything anyone has ever said about it.”

- James Baldwin

You Can Write on the Packet! You can find everything from this workshop at: abspd.appstate.edu Look under: Teaching Resources, Adult Secondary Resources, Social Studies, ASE SS 02: Modern U.S. History.

Workshop Schedule8:30 - 10:00 Edith Wilson, the First Woman President? Analyzing Evidence

10:00 – 10:15 Break

10:15 – 11:45 Seeing History from Different Viewpoints:The Berlin Airlift

11:45 – 12:45 Lunch

12:45 – 2:00 Right to VotePicturing History

2:00 – 2:15 Break

2:15 – 4:00 Thinglink

Workshop Goals Explain how to use activity to study U.S. History content from 1877 to the present

Describe methods of how to teach students to analyze historical evidence to draw conclusions

Discuss how to use multi-media resources and stories to make history come alive

Understand and apply the College and Career Readiness standards for historical literacy and the North Carolina Essential Standards

This course is funded by:

Berlin Airlift: Same Event, Different ViewsThis lesson focuses on how to help students compare treatments of the same social studies topic in various primary and secondary sources, noting discrepancies between and among the sources. We will show how being a fan of different sports teams’ shapes our reaction to a game. Then we will transfer the skill to show how people view events differently depending on who they are in history.

Materials Needed:

YouTube video: Music City Miracle HD found at: https://www.youtube.com/watch?v=FCJFmL4oxPE

YouTube video: American Experience The Berlin Airlift found at:https :// www.youtube.com/watch?v=8jy3TKF4wSg

Berlin Airlift Documents

Berlin Airlift Graphic Organizer

Directions:

1. Divide students into two groups, one who supports the team in blue (Tennessee Titans) and one who supports the team in white (Buffalo Bills). Play the Music City Miracle HD video and ask:

How would a Buffalo Bills (white team) fan react to this play?

How would a Tennessee Titans (blue team) fan react to this play?

How does being a fan of a certain team affect how one views a certain play?

2. Mention to students: “In the same way, people view historical events differently depending on their relationship to it. We will look at Berlin Airlift using a variety of sources. Think how you might feel if you represented the United States, the Soviet Union, or lived in Berlin.”

3. To gain some background, play the American Experience The Berlin Airlift video from the 1:22 to 9:13 mark. Explain that the Airlift was one of the first events of the Cold War, the war of words and ideas between the United States and its allies and the Soviet Union and its allies. Discuss how the Soviet Union (Russia) had been invaded several times in history and wanted to keep a buffer zone of friendly countries around them to prevent a future attack. Mention how the United States wished to revive the economies of western European countries to provide a market for U.S. manufactured goods and to prevent them from becoming communist like the Soviet Union and its allies.

4. Give students the Berlin Airlift graphic organizer and document package. Model how to fill out the graphic organizer by doing the first two documents together.

5. Have students work in pairs or groups to fill out the organizer on the other documents and pictures.

6. Debrief the activity by having students share their responses from the graphic organizer. Discuss some current events and have students look at the event from the point of view of different participants.

7. Discuss other questions such as:

How would a resident of Berlin have felt during the airlift? Why?

What might have happened if the United States had not done the Berlin Airlift? Why?

Script for History of Voting Rights Activity (ABE Version)Read aloud all text in bold.

We are going to walk through a timeline of voting rights in the United States, to look at when different groups gained or lost the right to vote. I am giving everyone a card with an “identity” written on it. That’s the group you represent for this activity.

[wait while everyone gets a card.]

To start, we need everyone to gather under the “Can’t Vote” sign.[wait until the group gathers]

I am going to read different dates, and I’m going to ask the group to decide who had the right to vote at that point. Anyone with the right to vote should move over to the “Can Vote” sign.Does anyone have any questions before we start?

[wait for any questions.]

From 1600-1776, the colonies were ruled by Great Britain; the British Parliament could veto decisions made by colonists. No one really had the right to vote. Colonists argued that they shouldn’t have to pay taxes if they didn’t have a say in how the money was spent: “No taxation without representation.” On July 4th, 1776, colonists declared independence from Britain, and the Revolutionary War began. At the very beginning of this country, who could vote?

[wait for the group to guess]

Only white men (21 or older) who owned land – the “landed gentry” – could vote.[wait while the white male, wealthy property owner moves to “Can Vote”]

In 1789, George Washington was elected the first President of the United States. Who could vote?[wait for the group to guess]

Only White men (21 or older) who owned land could vote. The Constitution left it up to each state to decide who could vote. In some states, men had to pass religious tests in order to vote.

[no one moves]

During westward expansion, many new states and territories used voting as an incentive to attract immigrant settlers. Immigrants had to live in the state or territory for 6 months to 1 year before they were allowed to vote.

[wait for immigrant men to move to “Can Vote”]

By 1860, most states allowed white men who didn’t own property to vote.[wait for Poor White male, cannot read or write and Convicted Felon, white male, in prison to move to “Can Vote”]

Before the Civil War, western territories were often forced to disenfranchise their non-citizen populations in order to gain statehood, as southern states felt that non-citizens were too likely to oppose slavery. Non-citizens begin losing their right to vote.

[wait for immigrant men to move back to “Cannot Vote”]

In 1865, the Civil War ended. Slavery was outlawed. In 1870, the 15th Amendment Constitution gave men of all races the right to vote.

[wait for African American male to move to “Can Vote”]

But, in the 1870s and 1880s, southern states introduced racist laws that kept African Americans from voting. For example, voters had to pass a very difficult literacy test in order to vote, unless their grandfathers had had the right to vote. So, while the Constitution gave African American men the right to vote, many states took the right away.

[wait while African American male moves back to “Cannot Vote”]

In 1899, after poor people had become politically active and gained political power, many states introduced poll taxes — a fee you had to pay when you went to vote — to keep poor people from voting. Men who could not pay the poll tax could not vote. Convicted felons and ex-felons were also prevented from voting in some states.

[wait while Poor White male, cannot read or write, Convicted Felon, white male, in prison moves back to “Cannot Vote”]

In 1920, after many decades of protesting, women won the right to vote through the 19th Amendment to the Constitution.

[wait while wealthy white female, Poor white female, African American female, and Native American female move to “Can Vote”]

The Constitution gave all women the right to vote, but some women still couldn’t vote because of the other barriers. Women who can’t pay the poll tax, can’t pass the “literacy test”, or aren’t legal citizens cannot vote.

[wait while Poor white female, African American female, and Native American female move back to “Cannot Vote”]

In 1924, the United States declared that Native Americans were now U.S. citizens. Native Americans could now vote. (NOTE: Native Americans were given the right to vote in 1887 if they renounced their tribal affiliation. Also, states were allowed to decide if they would indeed allow Native Americans to vote. Many did not. Some Native Americans did not have the right to vote until 1957.)

[wait for Native Americans to move to “Can Vote”]

In 1964-1965, The Civil Rights movement brought attention to the rights of African Americans and poor people, including the right to vote. The 24th Amendment to the Constitution outlawed poll taxes for federal elections. The Voting Rights Act banned all tests or other obstacles to keep African Americans or other minorities from voting. Men and women (21 or older) of all races and economic levels could vote.

[these people move to “Can Vote”: Poor white male, unable to read or write; Poor White female; African American male; African American female]

Young people protesting the Vietnam War argued that if they could be drafted to fight and die for their country, they should have the right to vote. In 1971, the 26th Amendment gave 18-year-olds the right to vote.

[wait while the 18 year old male moves to “Can Vote”]

In recent years, more and more states are passing voter identification laws. In 2016, 31 states require voters to have some kind of identification with 15 of those states requiring voters to have a photo ID. What does this mean for voters? Will some have to move back to the “Can’t Vote” side of the room?

Also, convicted felons and ex-felons cannot vote in some states. Non-citizens — even those who pay taxes — cannot vote.

[wait while people decide who should move] Modified from The Change Agent

ThinglinkA great way to incorporate technology in the classroom while helping students learn history is to use a tool like ThingLink. ThingLink is a free platform that can be used to take an historical image and make it interactive. Students can add information, website links, and videos to make an image come alive. For example, the ThingLink below is an image about the Battle of Lexington where I added links to videos and other websites so learners can gain more information about this event.

To sign up:1. Go to www.thinglink.com2. Click on get started3. Select the free plan4. Fill out registration info and click on Sign Up for Free!

To get started:1. Click on create (plus sign in upper right corner)

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2. Click on Web

3. Open a different tab and find a picture

4. Right click on picture and select copy image address

5. Paste address in the box and select Tag This Media

6. Click on the picture or choose Edit to add information

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Are You Familiar with the Content Standards?The content we will examine today comes from The North Carolina Community College System College and Career Readiness Adult Secondary Education Content Standards. These standards may be found at: abspd.appstate.edu Teaching Resources, Evidence Based Instructional Resources, Applying Content Standards: GPS for Success.

Historical Humor

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Integrating Information from Different Sources Women’s Suffrage Before 1920

“The Awakening” Political Cartoon – February 1915

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Women’s Suffrage: East vs. West

East coast women existed in a more formalized society. Most women did not work, and most were forced by either social norms or their own families to exist in a subservient position to their husbands. The vast majority of these women were passive toward the idea of women’s suffrage. They may have supported the idea internally, but the actual number who spoke up about it was fairly small. It was a social no-no.

Things were different out west. Pioneer women often worked alongside their husbands on the farm or establishing new businesses and were often seen as equal partners in the relationship. They were far more likely to speak up when wronged, and it wasn't uncommon for them to own property in their own names. In that kind of environment, it was much harder for men to argue that women were somehow inferior, and a much larger percentage of men were open to the idea of giving their "partners" the same legal rights they had.

What are the main points each piece of information is showing?

Woman Suffrage Before 1920

Women’s Suffrage: East vs. West

“The Awakening” Political Cartoon

Integrating Information from Different Sources ActivitiesOne challenging task for our students is how to take information presented in different forms, decide what is important, and use that information in answering questions. Here are several techniques we can use to help students:

Think AloudsWith a think aloud, an instructor models what is going through their mind as they do a certain task. We can show students the strategies we use as we tackle understanding different types of data.

Jigsaw Learning Divide the class into small groups. First create expert groups. These groups focus on just one piece of data (chart, graph, or map) and study it until they become an expert. Then create a mixed group where experts on each piece of data share their findings.

Interviews Have students become experts on one piece of data. Have other students interview them about that piece of data so everyone will understand it

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ResourcesHistorical Scene Investigation

Google: Historical scene investigation This website builds students’ critical thinking skills while helping them learn how to tackle understanding primary source documents. It helps students with argument writing as they learn how to back their arguments with evidence from the text. Cases covered include Jamestown Starving Time, Antonio: A Slave, and Dropping the Atomic Bomb.

Teachinghistory.org

This website has outstanding resources for teaching history including teaching materials, history content, and best teaching practices.

Other Resources from Your Colleagues

Research BaseBransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (1999). How people learn: brain, mind, experience, and school. Washington, DC: National Academy Press.

Conley, D. T. (2007). Redefining college readiness. Eugene, OR: Educational Policy Improvement Center.

Ogle, D., Klemp, R., & McBride, B. (2007). Building literacy in social studies: strategies for improving comprehension and critical thinking. Alexandria VA: Association for Supervision and Curriculum Development.

Schmidt, L. (2007). Social studies that sticks: how to bring content and concepts to life. Portsmouth, NH: Heinemann.

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