Lessons

U.S. History I

Topic: Remembering Dr. ML King, Jr. and Understanding Non-Violence

SS.912.H.4

Essential Concept and/or Skill: Understand the role of individuals and groups within a society as
promoters of change or the status quo.

Understand the significance of important people, their work, and their

ideas in the areas of political and intellectual leadership, inventions, discoveries,
and the arts.

Understand the role the values of specific people in history played in

influencing history.

Understand the significant religious, philosophical, and social movements

and their impacts on society and social reform.

Vocabulary

1. Non-cooperation
2. Non-violence
3. Ahimsa
4. Ashram
5. Fasting
6. Social protest
7. Protest movement
8. Civil Rights
9. Bus Boycott
10. Sit-Ins
11. Freedom Rides
12. March on Washington August,1963 (I have a dream)
13. Freedom Schools
14. Jim Crow

I. Lecture and discussion on the central components of non-violent non-

cooperation, Gandhis Indian Nationalism and the lessons of non-violence.
 II. Discussion Questions (Group discussion on a, b, and c, then full class
discussion on d)

a. What do you know about Dr. King and the Civil Rights Movement?
b. Why do you think Dr. King chose to use non-violence to bring about social
change?
c. What progress can be assigned to the Civil Rights Movement?
Full Group
d. What are the greatest issues of race facing Americans today?

Topic: The Nez Perce Story and the Gentrification of America today

Essential Question: How could understanding the struggles of cultural groups in

American history help us make better decisions today?

SS.912.H.3 Essential Concept and/or Skill: Understand the role of culture and cultural diffusion
on the development and maintenance of societies.

Understand cultural factors that have promoted political conflict.

SS.912.H.5

Essential Concept and/or Skill: Understand the effect of economic needs and wants on individual
and group decisions.

Understand how economic issues have influenced society in the past.

Understand that choices made by individuals, firms, or government

officials often have unintended consequences that can offset the initial effects of
the decision.

Vocabulary

1. Nez Perce
2. Wallowa Valley
3. Reservation
4. Treaty
5. Eminent Domain
6. Gentrification
7. Urban Renewal
 8. Cultural conflict

-Discussion of the history of the Nez Perce and the conflict between the U.S. in
1877

-Individual Readings (Google Classroom) (I. Nez Perce Summary and II.
Gentrification Article)

-Individual Research Activity

After reading the summary and the article, find a modern example of conflict over
gentrification or eminent domain.

Students will

a. Find one story of gentrification that you think is very similar to the removal of the Nez
Perce.
b. Make a list of reason you think these stories are similar. Specific details must appear in
your list! (Who, where, when, why, what)
c. Share your story with the rest of the class in large group discussion.

LargeGroupSummaryDiscussionQuestions(FullClass)

1. Whydoesthisconflictstillexisttoday?
2. Whoorwhatistoblameforthisongoingstruggle?
3. Howmightwesolvetheseconflicts?
4. Canthisbesolved?

Assignment:ParagraphEssay(Introductionparagraphonly)

Youareinchargeofafederalprogramthatwillbuild200,000ofnewhomesforAmericansinthree
hundredcommunitiesacrosstheUnitedStates.Itwillcausetherelocationof350,000people.Using
Americanhistoryassupportforyourreasoning,whatwouldyousaytotherelocatedpeopletoconvince
themthebuildingprogramisagoodthingforAmerica?

Topic: The final destruction of the Oglala people at Wounded Knee (Shattering the Circle)

Question: How should societies handle (reconcile, come-to-grips-with) events in history like
Wounded Knee?
 SS.912.H.3

Essential Concept and/or Skill: Understand the role of culture and cultural diffusion on the
development and maintenance of societies.

Understand the ways groups, societies, and cultures have addressed

human needs and concerns in the past.

Understand cultural factors that have promoted political conflict.

Vocabulary

1. Genocide
2. Bureau of Indian Affairs
3. Agency
4. Tribal Leaders (Chiefs)
5. Tribal Council
6. Wounded Knee
7. Pine Ridge
8. Ghost Dance
9. Wovoka
10. Big Foot

-Discussion of the events leading up to Wounded Knee December 1890 and the last great Indian
massacre, destruction of Native American religion, and the closing of the frontier. (Reading and
maps at link below).

http://www.ndstudies.org/resources/IndianStudies/standingrock/historical_gs_reservation.html

-Ghost Dance Clip (4 minutes)

https://www.youtube.com/watch?v=7PQj-NHp83A

-Massacre Clips (17 minutes)

https://www.youtube.com/watch?v=0EdRT56WK7Q
 Partner Activity

-Partner read/research the following attachment and accumulate information (details) about the
struggle between the U.S. government, the pipeline and the Native Americans.

- https://blog.education.nationalgeographic.com/2016/09/05/dakota-access-pipeline-what-you-
need-to-know/

Historical Comparison (Partners be ready to explain your answers in a three slide PowerPoint)

1. How does the story of the Oglala relate to the struggles over the DAPL today?

2. Are we doing it again? (Unfair treatment of the Native American people)

3. How could we solve this problem?

Present your arguments in class.

U.S. History II

Topic: Remembering Dr. ML King, Jr. and Understanding Non-Violence

SS.912.H.4

Essential Concept and/or Skill: Understand the role of individuals and groups within a society as
promoters of change or the status quo.

Understand the significance of important people, their work, and their

ideas in the areas of political and intellectual leadership, inventions, discoveries,
and the arts.

Understand the role the values of specific people in history played in

influencing history.

Understand the significant religious, philosophical, and social movements

and their impacts on society and social reform.

Vocabulary
 15. Non-cooperation
16. Non-violence
17. Ahimsa
18. Ashram
19. Fasting
20. Social protest
21. Protest movement
22. Civil Rights
23. Bus Boycott
24. Sit-Ins
25. Freedom Rides
26. March on Washington August,1963 (I have a dream)
27. Freedom Schools
28. Jim Crow

I. Lecture and discussion on the central components of non-violent non-

cooperation, Gandhis Indian Nationalism and the lessons of non-violence.

II. Discussion Questions (Group discussion on a, b, and c, then full class

discussion on d)

e. What do you know about Dr. King and the Civil Rights Movement?
f. Why do you think Dr. King chose to use non-violence to bring about social
change?
g. What progress can be assigned to the Civil Rights Movement?
Full Group
h. What are the greatest issues of race facing Americans today?

Essential Question: Do the actions of courage and strength shape history?

-Lecture/Discussion on individuals who helped Jews and other victims

of the Nazi crimes and the Holocaust

(Connect the ML King activities to the topic question)

-Student Read
http://www.nytimes.com/2010/01/12/world/europe/12gies.html?
scrlybrkr=27126be9#
-Student Activity: In a Pages Document...
1. Research and find three people who have done very brave deeds like Ms.
Gies.
Answer the following questions using your research...
2. What are the common characteristics of the people you found?
3. Are there characters in fiction or history that you see similar characteristics
found in your people? What are they? Give examples.
4. What is the value of studying these people and their stories?

Classroom Share
-Students will present (in discussion) the achievements and heroic deeds of the
individuals found in their research.

Topic: The Origin of the Cold War (1945-1990)

-Discussion of the philosophical reasons for tensions between the U.S.
and the USSR after WWII.

Vocabulary
1. Spheres of Influence
2. NATO
3. Warsaw Pact
4. Cold War
5. Communism
6. Socialism
7. Capitalism
8. Mutually Assured Destruction
9. Animal Farm
10. Orwellian

Student Read:
Socialism:
Socialism is a concept that individuals should not have ownership of land, capital
(money), or industry, but rather the whole community collectively owns and
controls property, goods, and production. Ideally, in this system all share equally
in work and the fruits of their labor. Ideally this is a Christian version of help the
poor and needy, sharing equally, but in the real world this can cause some
problems, as we will see later.
Capitalism:
Under Capitalism, individuals own and control land, capital, and production of
industry. Individuals are free to purchase and own their own homes, cars,
furniture, and other goods such as TV, radios, computers, boats, or any thing else
you might want. You have total freedom to live where you want and what type of
job field you want to pursue. If you have an idea for a new business or invention,
you are free to pursue this without government interference. Under this system
you have the maximum number of choices in life. This is the 'pursuit of
happiness' from the Declaration of Independence.

Communism:
Communism is a similar concept, in that ownership of land, capital and industry
cannot be owned or controlled by the individual. However, under Communism the
control of these things is not by a local community but by the State Government.
Under this system the government has total control of everything produced and
control what is made, and who will receive the goods and services produced.
Under this system you are not allowed to own your own home, your own car, your
own furniture, or even the food you eat. The State decides what you can use and
where you will work. You have few if any rights.

Full Class Discussion Questions:

a. After WWII ended, the USSR occupied Eastern Europe. The U.S. and the
allies occupied Western Europe. Why did the two sides NOT get along?

b. Is being communist or socialist a bad thing? Why or why not?

c. Might some of the eastern European nations have been better off being
communist after WWII? Explain.

Student Group Activity (Teams of five)

Should the following things be nationalized (for the public good)?
a. Energy
b. Water
c. WiFi
d. Living Wage
e. Health Insurance
 f. College Education
g. Required Military Service
h. Public Transportation
i. Telephone communication

Discussion Questions
1. Who (groups) would be in favor of each being nationalized and why?
2. Who (groups) would be against each being nationalized and why?
3. Which group do you identify with most? Why?

-Discussion of group decisions in full class discussion.

Film: Animal Farm

Question: Identify an example in real life where the animals depicted in the film
are like a situation you know or you have experienced in your life.

Student Activity: Create a comic strip of five cells that tell a story of the struggle of
the poor in America. Use pictures (images) to tell a story of rich oppressing the
poor.

Video: (8 minutes)

https://www.youtube.com/watch?v=9FFfbSWbLWw

Sample:

Desktop Comic Strip (Poor vs. Rich)

Requirements: Using an 8.5 X 11 paper, create a multiple cell comic strip about
the struggle of the poor in a capitalist economic system.

-Peer Review: Present within a group (five per group).