Part I: lecture One: Family Ties Through History Relevant Standards Addressed through These Lessons: Standards in Historical Thinking * Standard 2 E: The scholar thinks chronologically and can read historical narratives imaginatively.

Part I: lecture One: Family Ties Through History

Relevant Standards Addressed through These Lessons:

Standards in Historical Thinking

* Standard 2 E: The scholar thinks chronologically and can read historical narratives imaginatively, taking into account what the narrative reveals of the humanity of the individuals and clusters involved;

* Standard 2 F: The scholar appreciates historical perspectives;

* Standard 3 A: The scholar engages in historical analysis and interpretation and can compare and contrast differing establishs of ideas and values from identifying likenesses and differences;

* Standard 3 F: The scholar can compare competing historical narratives.

United Slates History Standards for Grades 5-12:

* Era 4 Standard 2: by what mode the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward motion changed the lives of Americans and l toward regional tensions;

* Era 5 Standard 3: for what cause various Reconstruction plans succeeded or failed.

At the close of This Unit Students Will Be Able to:

* Identify the reasons for African American and Native American migration into Kansas after the Civil War;

* Discuss the general motivations for African American and Native American migration without of the South as a means of survival in this period;

* Identify and differentiate historical interpretations;

* Identify primary and secondary sources;

* Practice the use of library research skills;

* Practice reading, writing and critical thinking skills.

Materials from the Bulletin:

"Tracing Trails of kin on Ice: Commemorating `The Great Escape in 1861-62' of Indians and Blacks into Kansas"

Teacher Resources: If you ne to build background quickly confer the following Website, "Introduction: living bodys of African Descent in a Definable American West" at http://www.grad. cgu.edu/~ruffinh/webpage/defining.htm. It contains several short, well-documented essays upon the history of people of African coming down in the West. The teacher should be able to glean from this source a solid introductory discourse or reading to set the basis for class assign places to work and writing assignments.

Other Materials: close examiners may begin their research with the following:

Library of Congress: The African American Mosaic http://lcweb.loc.gov/exhibits/african/afam001.html

Questions for Analyzing Primary Sources http://lcweb2.loc.gov/ammem/ndlpedu/lessons/pso urces/studqstshtml

Instructional Strategy: Have the observers read the essay by Professor Willard R Johnson then ask them to break up into small clumps to consider the following questions.

1 What is Professor Willard's personal connection to the history he is chronicling in his article? with what intent does Johnson describe the relationships between, Native Americans and African Americans as being complex? What regards did both groups have onward the eve of the Civil War? In what ways were their experiences similar? In what ways were they different?

2 The teacher might have the clumps report their findings to the class, taking notes of the various views put forwarded by each group. The teacher might emphasize Johnson's connection to the adventure he is depicting, Humboldt, Kansas, and his grandmother. The teacher could propose to the students how personal historical inquiry can be a window into larger historical questions.

3 The teacher might assign the scholars the task of informally researching one aspect of their family history have relationed with an important national termination or time period. The observers could be asked to interview teachers, ministers, family members and family friends about important periods in history which had a penetrating impact on them. Some suggestions might be the Great Depression, World War II, the Korean War, the Civil Rights emotion the assassination of John F Kennedy the Vietnam War, the OPEC oil embargo, the Iranian hostage crisis, the Challenger disaster, the collapse of the Soviet Union, the swallowing eddy War, and the first bombing of the World Trade Center

4 one time the students have completed their preliminary research the teacher might assign them the task of finding brace articles from the period or result they are most interested in researching further. They would then be assigned to read those articles and carriage a formal interview with the [i]role[/i] who shared the experience.

Assessment

5 Finally the close examiner would be asked to compare the account given by the agency of the person they interviewed with the remembrances of the occurrence recorded in newspapers and history main division s The students could either report their findings to the class [i]or[/i] part of to the other oral reports, or prepare a short written assignment to address the questions pos by means of their research.

Adaptations: The teacher might also assign scholars the task of writing their confess account of the event in question utilizing their textbook the personal interview and the newspaper accounts. Like Johnson they should be encouraged to record what questions their research raises as well as what questions it search fors to answer. Have the learners consider what events in the late past might be of historic significance?