This lesson is geared towards middle school students; the time period covered is Black America
during the 20th century with the design of understanding who these famous African American
people were and what they might have to say about the state of Black Americans in Wisconsin
based on their lived experiences.

This primary source is the speech given by Francis Willard, President of the World's Women's Temperance Union, at the organization's 20th annual convention. In it, she details women's roles in the Temperance Movement and how the Temperance Movement intersected with other social movements.

5th Grade Historical Literacy Curriculum outlines the content of social-studies integrated units taught within the readers' and writers' workshop framework and taught daily for 90 minutes. Each six week unit contains standards, teaching points, vocabulary, and assessments. Readers' and writers' workshop naturally differentiates for all learners. By June of 2020, each unit will have a slide deck associated with it that contains the teaching points, integrated grammar work, vocabulary, and strategies for partner practice. Our district places careful emphasis on vocabulary, as we have a high percentage of English Language Learners.

Overview: 7th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.

Standards reflect CCSS ELA, Reading, and Social Studies Standards.

8th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion. Standards reflect CCSS ELA, Reading, and Social Studies Standards for History.

Children benefit from seeing and talking to individuals from different ethnic and racial backgrounds.  This list of volunteer guest speakers supports an individual teacher or school in their efforts to showcase  African-Americans, young and old,  in WI . The guest speakers list have a variety of different backgrounds and represent a multitude of professions.  School personnel should contact the Education Committee guest speaker liaison, Gerald Sternberg, to obtain information on how best to contact the volunteer guest speaker and topics of interest.< geraldsternberg2@gmail.com> 

Sample curricula across K-12, syllabi, lesson plans and experiential learning activities can assist educators in augmenting their current curriculum content and student learning experiences.  These resources promote and support the teaching of American history through a lens that includes the significant contributions and experiences of African-Americans. Material is organized by grade level to match the conceptual, social-emotional and development needs of students.  In some cases, downloadable materials are available.  A variety of field trips in support of experiential learning  involving historical sites across the state are listed. Contact information for arranging a visit is provided. 

Visual history and visual media can have a profound impact on students’ understanding of our country’s history, events and its people. These resources were carefully selected based on their ability to inform and assist students in understanding historical facts and the intersectionality of race,  culture, economics and more.  The paucity of written resources related to the African-American experience makes the visual medium even more important to integrate into classroom instruction.  A recommended film library with a synopsis of the films is provided in Appendix A.  Teachers can access films on-line through a streaming service.  Specific scenes or an entire movie can be used to underscore key points and/or stimulate analytical activities

Video collection of Park rangers discussing the events of the Battles of Lexington and Concord. The unit includes student activities.

In this lesson, students will learn about the Los Angeles Chinese Massacre of 1871, and identify the causes by examining the attitudes and policies of the time. They will learn about and analyze other massacres that have occurred in the United States in order to gain a better and more nuanced understanding of how and why these acts of violence occur. Lastly, students will research the process for reparations and consider how to address and rectify the harm of such injustices.

Content Warning:
This lesson includes discussion of and materials discussing or depicting xenophobia, Sinophobia, and racial violence, including lynchings. Please let students know that this lesson will cover these topics and approach discussions with care.
Teaching these topics and having these discussions can be difficult. Here are two resources that may be helpful for planning and facilitating lessons and activities on difficult topics: Strategies for Facilitating Conversations About Race and Racism in the Classroom [run time: 00:04:59] and Let’s Talk! | Discussing Race, Racism and Other Difficult Topics with Students [24 pages].

From the Asian American Education Project

Students will read an article online about the first four presidents. The online article provides scaffolds for vocabulary and reading. Students can use the online quiz to check for understanding. Students will then perform a close reading of the article following six text dependent questions. The lesson describes the activities along with the language to use for each of the questions.

Using primary sources related to the official proclamation of Columbus Day as a holiday at the national level, this activity asks students to analyze the documents (official proclamation and a newspaper advertisement) to determine why President Harrison chose to declare it as a holiday. Accessing the lesson/document does require setting up free account.

The National Park Service has created a K-12 curriculum that focuses on scaffolded lessons that focus on Martin Luther King’s advocacy, the March on Washington and other leaders of the Civil Rights movement.

Website with different lessons focusing on:
1.Analyze primary and secondary sources representing conflicting points of view to determine the proper role of government regarding the rights of individuals.
2.Analyze primary and secondary sources representing conflicting points of view to determine the Constitutionality of an issue.
3.Assess the short and long-term consequences of decisions made during the writing of the U.S. Constitution and the Bill of Rights.
4.Compare the components of the U.S. Constitution and Bill of Rights with the Constitutions of other nations.
5.Evaluate contemporary and personal connections to the U.S. Constitution and the Bill of Rights.
6.Compose a reflection and assessment of the significance of Constitution Day and the U.S. Constitution.

A collection of lessons and resources for educators to teach about the Holocaust effectively and interactively.

In this lesson, students will explore the travels and discoveries of the Vikings. After viewing a short video about the Eric the Red and Leif Ericson, students will analyze a painting that depicts a Viking ship at sea and then read an Icelandic saga written about the early Norse people. The lesson will conclude with students researching the impact the Vikings had on the region of their choice and completing a report or presentation.

Following World War II, the international community declared ‘never again’ would we allow atrocities targeted against a group of people. They worked together to define genocide and agreed to intervene and stop any future such atrocities. In this lesson students research a case study and discuss with other groups which events qualify as genocide and decide what the appropriate international response should be.

This collection of essays includes the biographies of many different people from different backgrounds who made major contributions to Wisconsin History. Each grade-level essay below is designed for a single class period. When reading, students should consider the following questions:

Who (or what) are the main subjects and where did they live (or originate)?
How did they respond to the challenges they faced?
What role do each play in our shared story?
How have their actions or stories affected present-day Wisconsin? How have they affected your life?

Field trips offer opportunities to explore our exhibitions that address the history of the Holocaust, genocide, human and civil rights, as well as local and global social justice issues.

Student Leadership Days (SLD) offer opportunities to share the universal lessons of the Holocaust and are integral to the Museum’s ability to connect directly with students who are ready to take on a positive leadership role in their communities. The SLD program engages students in a variety of age-appropriate activities that inspire them to build leadership skills, explore their roles as citizens, and develop a deeper awareness and understanding of the Holocaust, genocide, and other human rights issues.

In a full-day session that includes guest speakers, group activities, presentations and discussions about perspectives other than their own, SLD offers participants an opportunity to engage with diverse peers, increasing their self-efficacy, and potential for learning. Participants return to their communities equipped to promote greater acceptance and understanding. Students leave with increased knowledge and tools and resources to stand up against injustice and bigotry.