The purpose of this page is to guide you to resources in which you can find information about Americans from history. You will choose a historical person (from the list below) to learn more about why they were important and how they impacted history.
Georgia Performance Standards
SS5H1 The student will explain the causes, major events, and consequences of the Civil War.
b. Discuss how the issues of states' rights and slavery increased tensions between the North and South.
c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House.
d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas "Stonewall" Jackson.
e. Describe the effects of war on the North and South.
SS5H2 The student will analyze the effects of Reconstruction on American life.
a. Describe the purpose of the 13th, 14th, and 15th Amendments.
b. Explain the work of the Freedmen’s Bureau.
c. Explain how slavery was replaced by sharecropping and how African- Americans were prevented from exercising their newly won rights; include a discussion of Jim Crow laws and customs.
History Content Descriptors
Associated Concepts, Skills, and Abilities
• Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas "Stonewall" Jackson
• Describe the effects of war on the North and South
• Describe the purpose of the 13th, 14th, and 15th amendments
• Explain the work of the Freedmen's Bureau
• Explain how slavery was replaced by sharecropping and how African Americans were prevented from exercising their newly won rights; include a discussion of Jim Crow laws and customs
ELA Standards Associated with Domain
ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements).
ELA5W2 The student demonstrates competence in a variety of genres.Critical Component: The student produces informational writing (e.g., report, procedures, correspondence) that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.
b. Develops a controlling idea that conveys a perspective on a subject.
c. Creates an organizing structure appropriate to a specific purpose, audience, and context.
d. Includes appropriate facts and details.
e. Excludes extraneous details and inappropriate information.
f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote.
g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.
h. Provides a sense of closure to the writing.
i. Lifts the level of language using appropriate strategies including word choice.
ELA5W3 The student uses research and technology to support writing. The student
a. Acknowledges information from sources.
b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant information.
c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing.
d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/numerical order) to obtain and organize information and thoughts.
e. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).
f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell check).
g. Uses a thesaurus to identify alternative word choices and meanings.
ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.
c. Edits to correct errors in spelling, punctuation, etc.
ELA Content Descriptors
Associated Concepts, Skills, and Abilities
• Analyze the organizational structure of a paragraph by determining the most appropriate pattern for a writing purpose, such as:
* chronological order (sequence of events)
* cause and effect
* similarity and difference (compare and contrast)
* posing and answering a question (question and answer)
* narrative
• Apply knowledge of appropriate transition elements between paragraphs, passages, and ideas
• Analyze a paragraph and determine the main idea
• Evaluate and determine relevant details and arguments
• Evaluate and determine extraneous and inappropriate details
• Determine appropriate topic sentences and supporting sentences/details
• Distinguish between appropriate and inappropriate closing sentences
• Reorganize sentences in a paragraph to achieve clarity
• Evaluate and determine the best replacement for a word to increase clarity by using a thesaurus
• Analyze dictionary entries to determine the appropriateness of a specific word
• Demonstrate knowledge of research by analyzing reference sources used to support writing, such as:
Internet - GALILEO databases and encyclopedias
magazines - specific focus (Sports Illustrated, Time, Georgia Magazine
encyclopedia - several sets to explore
newspaper - current events (or history - i.e. Newnan paper WWII Veterans series)
almanac - explore for quick facts
key words - help you look up information more efficiently
atlas -Use information from maps to help us learn more about a country or region.
book parts -table of contents, glossary, index
The American Association of School Librarians (AASL)
Standards for the 21st Century Learner.
The standards relating to this lesson include:
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
1.3.2 Seek divergent perspectives during information gathering and assessment.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when it is needed.
2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.2.4 Demonstrate personal productivity by completing products to express learning.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
4.1.4 Seek information for personal learning in a variety of formats and genres.
Famous People
You will need to add informationTo find information about your topic, you may go to GALILEO. Go to GALILEO and click on the encyclopedia link and then type in your subject!
Clara Barton
Fact Hound
Harvard
National Park Service
Red Cross Museum
Places Where Women Made History
Utilitarian Universalist Association
Clara Barton Birthplace Museum
Women in History
Photos
Frederick Douglass
Fact Hound
Free Audio Book - The Life of Frederick Douglass written by Frederick Douglass
A Biography of Frederick Douglass by Sandra Thomas
PBS Biography
Library of Congress
National Historic Site
Frederick Douglass.org
National Park Service
Ulysses S. Grant
Grant Homepage
American Civil War
White House Biography
Library of Congress
Photos
Abraham Lincoln
SW Civil War
Illinois Historic Preservation Agency
Survey
The Gettysburg Address
William Tecumseh Sherman
SW Civil War
Army History
Encarta
NY Times Obituary
Find a Grave.com
WikiQuotes
Letter Sherman Wrote
North Georgia
Civil War.com
TimeLine
PBS
Sojourner Truth
PowerKids
Women in History
TimeLine
New Platz.edu
Black History Month
Ain't I A Woman
The Underground Railroad - Take a Journey
Harriet Tubman
Wikipedia
America's Stories
Harriet Tubman and the Underground Railroad
Harriet Tubman Biography
Scholastic WebQuest
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