| |
ASSET
Recommends... Reviewed
Sites Making Connections Across the Curriculum
The
following resources have been reviewed by ASSET and evaluated
for their educational content and alignment to the Arizona
Academic Standards. They include engaging activities for
learners from Thinkfinity* and other trusted sources
and they model appropriate use of technology to address
individual learning styles and needs. They provide a compliment
to the PBS Programming commemorating Black History Month.
"History
books had barely begun covering black history when the
tradition of Black History Month was started. At that
point, most representation of blacks in history books
was only in reference to the low social position they
held, with the exception of George Washington Carver.
Black History Month can also be referred to as African-American
History Month, or African Heritage Month. ...Part of the
aim of Black History Month is to expose the harms of racial
prejudice and to cultivate black self-esteem following
centuries of socio-economic oppression. It is also an
opportunity to recognize significant contributions to
society made by people with African heritage." http://en.wikipedia.org/wiki/Black_History_Month
|
| African
Americans in Science
 In
this lesson from Science NetLinks, students explore the
careers of prominent African Americans in science, mathematics,
and technology. After reading about Dr. Ben Carson, students
study online profiles of past and present African Americans
engaged in science and technology and then create posters
to show the achievements of these individuals.
 |
Arizona
Academic Standard Connection
See connection 4, 5,
6, 7, 8,
9 |
Back
to top
|
| African-American
Communities in the North Before the Civil War
In
this lesson, from EDSITEment, students tour and/or
read about some important free African-American communities
thriving in the North before the Civil War. After studying
the communities of Boston, Philadelphia, and Lancaster County,
Pennsylvania, they are able to make generalizations about
what life was like in the North for African Americans.
|
Arizona
Academic Standard Connection
See connection 1, 2,
5, 6, 7 |
Back
to top
|
| Slavery
in America: Narrative Biographies
 Site
contains an extensive biography followed by five essential
questions. This incredible story of the enslaved Muslim
prince Ibrahima Abd ar-Rhaman Jallo offers significant insight
into the complexity of the slave experience in the American
South. Contains additional background information to support
the PBS program, Prince of Slaves. Secondary resources are
also provided.
|
Arizona
Academic Standard Connection
See connection 1, 3,
5, 6, 7,
8, 10 |
Back
to top
|
| Virtual
Middle School Library
Multicultural
resources index from the Virtual Middle School Library contains
over one dozen references specifically for African American
history.
Back
to top
|
| Infoplease
Site
references resources for the study of history and timelines
in African American History, as well as contemporary issues.
Back
to top
|
|
Slavery
in America: Teacher Resources
Site
sponsored by New York Life contains historical, geographical,
biographical and literary references for units on Black
History. An image gallery and an encyclopedia are also included.
This teacher resource link contains interactive materials
and lesson plans.
Back
to top
|
| Standards
Connection
 |
Connection
1
Social Studies: Grades 7 (see
variations grades 6 & 8) |
| |
• Strand
1: American History |
|
| |
-
Concept 6: Civil War and Reconstruction |
|
| |
o
PO 4: Analyze the impact of the Civil War
on the following personal, social, and economic
aspects of American life: |
|
| |
a. |
Americans
fighting Americans |
| |
b. |
high
casualties caused by disease and the type
of warfare |
| |
c. |
widespread
destruction of American property |
| |
d. |
change
in status of freed slaves |
| |
e. |
value
of railroads and industry |
|
| |
| Back
to top |
|
|
Connection
2
Social Studies: Grades: 7 |
| |
• Strand
3: Civics/Government |
|
| |
-
Concept 3: Functions of Government - Laws
and policies are developed to govern, protect,
and promote the well-being of the people |
|
| |
o
PO 1. Analyze the significance of the following
judicial decisions: |
|
| |
a. |
Dred
Scott |
| |
b. |
Plessy
v. Ferguson |
| |
c. |
Scopes
Trial |
|
| |
o
PO 2. Identify the government’s role
in progressive reforms (e.g., women’s
suffrage, labor unions, temperance movement,
civil rights). |
|
| |
| Back
to top |
|
|
Connection
3
Social Studies: Grades: 7 |
|
| |
-
Concept 3: Macroeconomics - Macroeconomics
examines the costs and benefits of economic
choices made at a societal level and how
those choices affect overall economic well
being. (PO: all) |
|
| |
| Back
to top |
|
|
Connection
4
Science: Grades 6 - 8 |
| |
• Strand
2: History and Nature of Science |
|
| |
-
Concept 1: History of Science as a Human
Endeavor - Identify individual, cultural,
and technological contributions to scientific
knowledge. (PO: 1) |
|
| |
| Back
to top |
|
|
Connection
5
Language Arts – Reading: Grades: 6 –
8 |
| |
• Strand
1: Reading Process |
|
| |
-
Concept 1: Comprehension Strategies - Employ
strategies to comprehend text. |
|
| |
o
PO 5. Connect information and events in
text to experience and to related text and
sources. |
|
| |
o
PO 6. Apply knowledge of the organizational
structures (e.g., chronological order, cause
and effect relationships) of text to aid
comprehension. |
|
| |
o
PO 7. Use reading strategies (e.g., drawing
conclusions, determining cause and effect,
making inferences, sequencing) to comprehend
text. |
|
| |
| Back
to top |
|
|
Connection
6
Language Arts – Reading: Grades: 6 –
8 |
| |
• Strand
3: Comprehending Informational Text |
|
| |
-
Concept 1: Expository Text - Identify, analyze,
and apply knowledge of the purpose, structures,
and elements of expository text. (PO: all)
|
|
| |
| Back
to top |
|
|
Connection
7
Language Arts – Writing: Grades: 6 –
8 |
| |
• Strand
3: Writing Applications |
|
| |
-
Concept 2: Expository - Expository writing
includes non-fiction writing that describes,
explains, informs, or summarizes ideas and
content. The writing supports a thesis based
on research, observation, and/or experience.
(PO: all) |
|
| |
| Back
to top |
|
|
Connection
8
Technology |
| |
• Standard
4: Technology Communications Tools |
|
| |
-
4T-E2. Use technology tools for individual
and collaborative writing, communication
and publishing activities to create curricular
related products for audiences inside and
outside the classroom |
|
| |
o
PO 1. Plan, design and present an academic
product using technology tools (e.g., multimedia
authoring, presentation software, digital
cameras, scanners, projection devices) |
|
| |
| Back
to top |
|
|
Connection
9
Social Studies: Grades: 9-12 |
| |
• Strand
1: American History |
|
| |
-
Concept 10: Contemporary U.S. (PO: All)
|
|
| |
| Back
to top |
|
|
Connection
10
Social Studies: Grades 9-12 |
| |
• Strand
1: American History |
|
| |
-
Concept 1: Research Skills |
|
| |
o
PO 5: Evaluate primary and secondary sources
for: |
|
| |
a. |
authors’
main points |
| |
b. |
purpose
and perspective |
| |
c. |
facts
vs. opinions |
| |
d. |
different
points of view on the same historical event
(e.g., Geography Concept 6 – geographical
perspective |
|
| |
| Back
to top |
|
*
Thinkfinity is a resource provided free of charge
to all AZ K-12 public school educators under the Curriculum,
Instruction, and Professional Development link in the
IDEAL Learning Environment. For information on creating
your own IDEAL account and accessing this tool go to https://www.ideal.azed.gov |
|
|
|
