Facing History And Ourselves Is An International-Books Pdf

Facing History and Ourselves is an international
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Facing History and Ourselves is an international educational and professional. development organization whose mission is to engage students of diverse backgrounds. in an examination of racism prejudice and antisemitism in order to promote the. development of a more humane and informed citizenry By studying the historical. development of the Holocaust and other examples of genocide students make the. essential connection between history and the moral choices they confront in their own. lives For more information about Facing History and Ourselves please visit our website. at www facinghistory org, Copyright 2015 by Facing History and Ourselves National Foundation Inc All rights. Facing History and Ourselves is a trademark registered in the US Patent Trademark. The photograph used in the background of, our front cover depicts the African American. and Radical Republican members of the South, Carolina legislature in the 1870s South Carolina. had the first state legislature with a black, majority This photo was created by opponents. of Radical Reconstruction and intended to scare, the white population See Lesson 8 Interracial.
Democracy for suggestions about how to use this, image in the classroom. Photo credit Library of Congress 1876, ISBN 978 1 940457 10 9. Acknowledgments, Primary writer Daniel Sigward, This publication was made possible by the support of the Richard and Susan Smith. Family Foundation, Developing this guide was a collaborative effort that required the input and expertise of. a variety of people Many Facing History and Ourselves staff members made invaluable. contributions The guidance of Adam Strom was essential from start to finish Jeremy. Nesoff played a critical role through his partnership with Dan Sigward and along with. Denny Conklin and Jocelyn Stanton helped to shape the curriculum by providing. feedback on numerous drafts Margot Stern Strom Marc Skvirsky and Marty Sleeper. served as a thoughtful editorial team Anika Bachhuber Brooke Harvey and Samantha. Landry kept the writing and production process moving forward Catherine O Keefe. and Ariel Perry attended to countless details and transformed the manuscript into. this beautiful and polished publication Erin Kernen carefully managed to secure all. license contracts Rob Tokanel Alexia Prichard Wilkie Cook and Liz Kelleher creatively. adapted and extended this resource as they developed the companion videos and. We also benefited greatly from the experience and advice of the ninth grade history. teachers in the Boston Public Schools under the leadership of Robert Chisholm and. James Liou who piloted two versions of this curriculum in successive years Additional. feedback from Facing History staff members and teachers who conducted pilots in. Cleveland Memphis Denver and San Francisco helped us fine tune the curriculum. before final publication, Finally we are grateful to have received guidance and feedback from distinguished.
historians and experts in history education We owe special thanks to Eric Foner Chad. Williams Steven Cohen Chandra Manning and Heather Cox Richardson. Acknowledgments iii, Table of Contents, Acknowledgments iii. Introduction The Fragility of Democracy vii, Teaching This Unit viii. Addressing Dehumanizing Language from History xiv, Section 1 The Individual and Society 1. LESSON 1 The Power of Names 2, Introducing the Writing Prompts 15. Section 2 We and They 19, LESSON 2 Differences That Matter 20.
LESSON 3 Defining Freedom 35, CLOSE READING A Letter from Jourdon Anderson A Freedman Writes His. Former Master 49, Connecting to the Writing Prompt 57. Section 3 Healing and Justice After War 59, LESSON 4 The Devastation of War 60. CLOSE READING B Speech by President Lincoln Second Inaugural Address 72. LESSON 5 Healing and Justice 84, LESSON 6 The Union as It Was 97. Connecting to the Writing Prompt 110, Section 4 Radical Reconstruction and Interracial Democracy 111.
LESSON 7 Radical Reconstruction and the Birth of Civil Rights 112. LESSON 8 Interracial Democracy 125, LESSON 9 Equality for All 140. CLOSE READING C Speech by Susan B Anthony Is It a Crime for Women. to Vote 154, Connecting to the Writing Prompt 166, Section 5 Backlash and the Fragility of Democracy 167. LESSON 10 Backlash and the Ku Klux Klan 168, LESSON 11 Shifting Public Opinion 185. LESSON 12 Reflections of Race in Nineteenth Century Media 197. Connecting to the Writing Prompt 207, LESSON 13 Violence Race and Redemption 208. CLOSE READING D Speech by Senator Charles Hays Reaffirming the Rights. of African Americans 243, LESSON 14 The Coming of Segregation 255.
Connecting to the Writing Prompt 262, Table of Contents v. Section 6 Memory and Legacy 263, LESSON 15 The Power of Myth and the Purpose of History 264. CLOSE READING E Excerpt from The Propaganda of History. by W E B Du Bois 274, LESSON 16 The Unfinished Revolution 286. Connecting to the Writing Prompt 297, Appendix 299. Fostering a Reflective Classroom 300, Journals in a Facing History Classroom 302.
vi Table of Contents, INTRODUCTION The Fragility of Democracy. by Marty Sleeper Associate Executive Director Facing History and Ourselves. In Facing History and Ourselves classrooms students learn that democracy among the. most fragile of human enterprises is always a work in progress and can only remain. vital through the active thoughtful and responsible participation of its citizens Its. ideals of freedom equality and justice require constant vigilance and sustenance Those. moments in history when these ideals were assaulted and democracy was put at risk if. not destroyed need close and rigorous examination in the school curriculum This unit. provides teachers and students with opportunities to look closely at one such moment. in American history the era of Reconstruction after the Civil War. The core Facing History resource Facing History and Ourselves Holocaust and Human. Behavior explores the failure of democracy in Germany in the 1920s and 1930s. when such institutions as law education and civil legislation collapsed in the face. of deep seated prejudice hatred and violence While Facing History rejects simple. comparisons in history the parallels between the Weimar Republic in Germany and. the Reconstruction era in America are striking in their illumination of the fragility of. democracy as both a means of governance and a set of societal ideals The question of. how a society heals and rebuilds after extraordinary division and trauma when the. ideals and values of democracy may be most vulnerable can be explored in histories. addressed by other Facing History resources as well such as the history of South Africa. after apartheid the struggles in Cambodia Bosnia or Rwanda after genocides and. the writing of the Universal Declaration of Human Rights after World War II But this. unit on Reconstruction in America reveals how memory and history are themselves. vulnerable and can be used by leaders in later generations to unleash racial hatred. justify discrimination and deny liberty and equality to racial or religious minorities. New scholarship and perspectives on the past must constantly be brought to bear. on how we understand the present Examining the era of Reconstruction is a prime. example Few would deny that this history has been poorly and insufficiently taught. Its dilemmas deserve the close and rigorous attention that this unit offers Moreover. themes of identity membership individual and group choice responsibility and. denial all components of human behavior that Facing History uses as a conceptual. framework and vocabulary to help students enter into the past permeate the era of. Reconstruction and their elaboration in this unit will assist students in understanding. Reconstruction s legacy today Exploring this history in all its complexity offers young. people a critical opportunity to exercise their capacity for emotional growth and ethical. judgment as they connect its lessons to the issues and the choices faced in their own. world and the world of the future, INTRODUCTION vii. Teaching This Unit, This curriculum is designed to guide you and your students through a Facing History. and Ourselves unit about the Reconstruction era of American history In this unit. students will investigate the challenges of creating a just democracy in a time of deep. division The resources included here have been selected and sequenced in order to. deepen students ethical and moral reasoning challenge their critical thinking and. literacy skills and engage them in a rigorous study of history. This unit unfolds over 16 lessons sequenced according to the scope and sequence that. shapes every Facing History and Ourselves course of study Students begin with an. examination of the relationship between the individual and society reflect on the way. that humans divide themselves into in groups and out groups throughout history. dive deep into a case study on the history of Reconstruction and then explore the way. that history is remembered and the impact of its various legacies in contemporary. society Each lesson includes essential questions pedagogical rationales historical. overviews resources to use in your classroom documents images videos websites. etc and activity suggestions, FOSTERING A REFLECTIVE CLASSROOM. While this curriculum offers a wealth of resources to support a deep exploration of. the Reconstruction era it is missing a crucial ingredient in any Facing History unit. the unique voices of your students and you the teacher We cannot predict how the. particular students in your classroom will respond to the ideas history resources and. activities that comprise this course We trust and respect your ability to make wise. choices based on careful attention to your students questions and ideas The roles of. the teacher in a successful Facing History classroom are both numerous and essential. It will be your job not only to listen but also at times to be directive It will be your. job to carefully guide class discussions providing accurate answers to clarify points. of confusion and enforcing rules and guidelines to safeguard a reflective respectful. learning environment, We believe that two ways in which you can create a strong foundation for a reflective.
classroom are through the use of student journals and classroom contracts Journals. help students develop their voices and clarify their ideas as they keep a record of their. thinking and learning throughout the unit Engaging students in the process of creating. a classroom contract demonstrates to them that both the teacher and their classmates. will respect their voices Even if you already incorporate both of these elements. into your instruction we encourage you to review the appendix sections Fostering. a Reflective Classroom and Journals in a Facing History Classroom for detailed. suggestions for guiding and honoring the voices of your students. viii INTRODUCTION, USING THESE MATERIALS, The following overview outlines the organization of these materials. The lessons in this unit are grouped into six sections These sections follow the Facing. History and Ourselves scope and sequence and they provide logical thematic divisions. for the historical content, Every section in this unit contains one or more lessons Lessons are divided into the. following components, ESSENTIAL QUESTIONS, Each lesson begins with one or more essential questions These questions are designed. to provide a framework for the lesson by probing the big ideas and important themes. that arise from the historical content of the lesson Our essential questions do not. specifically or explicitly probe the historical content of the lesson and we do not expect. that students will fully answer them by the end of the lesson or the unit as a whole. According to Grant Wiggins an essential question, causes genuine and relevant inquiry into the big ideas and core content. provokes deep thought lively discussion sustained inquiry and new. understanding as well as more questions, requires students to consider alternatives weigh evidence support their ideas and.
justify their answers, stimulates vital ongoing rethinking of big ideas assumptions and prior lessons. sparks meaningful connections with prior learning and personal experiences and. naturally recurs creating opportunities for transfer to other situations and. subjects 1, TRANSITION, This short paragraph will help orient you as to how this lesson fits into the unit s. sequence of themes and topics The language included here can help you introduce. the lesson to the class explaining how it relates to lessons that the class has already. completed as well as those that will follow, The rationale for each lesson is designed to answer the following questions. What do we hope students will learn in this lesson. 1 Grant Wiggins What Is an Essential Question from Big Ideas e journal Nov 15 2007. http www authenticeducation org ae bigideas article lasso artid 53 accessed Jan 23 2014. INTRODUCTION ix, Why is this material important, What additional background knowledge do you the teacher need to understand in. order to teach this lesson effectively and answer questions that might arise from. We encourage you to read the rationale for each section carefully in order to glean. important information and guidance about how to frame central ideas an. We owe special thanks to Eric Foner Chad Williams Steven Cohen Chandra Manning and Heather Cox Richardson In Facing History and Ourselves classrooms students learn that democracy among the most fragile of human enterprises is always a work in progress and can only remain vital through the active thoughtful and responsible participation of its citizens Its ideals of freedom

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