Teacher's Page
The Rationale behind this Webquest is to allow the students in my 12th Grade African American Studies class to read and comprehend primary source material, search for their own sources, as well as gain the perspective of the African Americans during the controversial Reconstruction Era of American History.
The California State Standards that are covered in this WebQuest include:
11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
11.10 Students analyze the development of federal civil rights and voting rights.
12.5 Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments.
Thank you to the following Websites for helping provide research resources for my students:
http://en.wikipedia.org/wiki/Reconstruction_Era_of_the_United_States
http://www.loc.gov/rr/program/bib/ourdocs/13thamendment.html
http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html
http://www.loc.gov/rr/program/bib/ourdocs/15thamendment.html
http://freedmensbureau.com/
http://www.history.com/topics/black-codes
http://www.history.com/topics/ku-klux-klan
http://www.pbs.org/wgbh/amex/reconstruction/40acres/sf_violence.html
http://www.pbs.org/wnet/jimcrow/stories_events_plessy.html
http://www.ourdocuments.gov/doc.php?flash=true&doc=52
http://www.ferris.edu/jimcrow/what.htm
Photo Credits:
Abraham Lincoln Cartoon
http://en.wikipedia.org/wiki/File:Lincoln_and_Johnsond.jpg
Reconstruction - 2nd Civil War
http://yesteryearsnews.wordpress.com/2012/05/26/how-a-reconstructed-organ-talks/
Freedman Bureau Cartoon
http://en.wikipedia.org/wiki/File:Freedman%27s_bureau.jpg
Reconstruction Cartoon - Liberty Tree
http://www.millikensbend.org/images-gallery/gallery/reconstruction.htm
Freedman at the Voting Booth in New Orleanshttp://en.wikipedia.org/wiki/File:FreedmenVotingInNewOrleans1867.jpeg
Page Created by Jamal Adams
Social Science Teacher at Loyola High School of Los Angeles.
Click Here to contact me.
The California State Standards that are covered in this WebQuest include:
11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
- Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
- Analyze the ideological origins of the American Revolution, the Founding Fathers’ philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.
- Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.
- Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.
11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
- Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.
- Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
- Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
- Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
- Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).
- Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.
11.10 Students analyze the development of federal civil rights and voting rights.
- Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt’s ban on racial discrimination in defense industries in 1941, and how African Americans’ service in World War II produced a stimulus for President Truman’s decision to end segregation in the armed forces in 1948.
- Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
- Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
- Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.
12.5 Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments.
- Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment.
- Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts).
- Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases.
Thank you to the following Websites for helping provide research resources for my students:
http://en.wikipedia.org/wiki/Reconstruction_Era_of_the_United_States
http://www.loc.gov/rr/program/bib/ourdocs/13thamendment.html
http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html
http://www.loc.gov/rr/program/bib/ourdocs/15thamendment.html
http://freedmensbureau.com/
http://www.history.com/topics/black-codes
http://www.history.com/topics/ku-klux-klan
http://www.pbs.org/wgbh/amex/reconstruction/40acres/sf_violence.html
http://www.pbs.org/wnet/jimcrow/stories_events_plessy.html
http://www.ourdocuments.gov/doc.php?flash=true&doc=52
http://www.ferris.edu/jimcrow/what.htm
Photo Credits:
Abraham Lincoln Cartoon
http://en.wikipedia.org/wiki/File:Lincoln_and_Johnsond.jpg
Reconstruction - 2nd Civil War
http://yesteryearsnews.wordpress.com/2012/05/26/how-a-reconstructed-organ-talks/
Freedman Bureau Cartoon
http://en.wikipedia.org/wiki/File:Freedman%27s_bureau.jpg
Reconstruction Cartoon - Liberty Tree
http://www.millikensbend.org/images-gallery/gallery/reconstruction.htm
Freedman at the Voting Booth in New Orleanshttp://en.wikipedia.org/wiki/File:FreedmenVotingInNewOrleans1867.jpeg
Page Created by Jamal Adams
Social Science Teacher at Loyola High School of Los Angeles.
Click Here to contact me.