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Children's & Young Adult Literature Bibliographies
4th & 8th
The Birth of the Republic, 1760-1789 (Oct. 25)
Tennessee & the New Nation, 1790-1815 (Jan. 30)
Tennessee's Civil War and Reconstruction (Sept. 17)
Between the WW's, TVA & the Manhattan Project [meet at AMSE, Oak Ridge] (Feb. 11)
TVA & the Manhattan Project [meet at AMSE, Oak Ridge] (Nov. 8)
From Camelot to Watergate (Apr. 1)
Era 1: Three Worlds Meet
The Worlds of Christopher Columbus
The Columbian Exchange and Beyond
Era 2: Colonization and Settlement
Moving On: Why Enter a "New World"?
So Where is the Mystic River Anyway?
Freedom and Slavery in Late Colonial America
Era 4: Expansion and Reform
"Go West, Young Man"
Technology's Reach: From Cotton Fields to Textile Mills
The 1850s: America's Contentious Decade
Era 5: Civil War and Reconstruction
A Fire Bell in the Night . . . The Causes of the Civil War
The American Civil War
Let Us Have Peace . . . the Era of Reconstruction
Era 6: The Development of the Industrial United States
Naming an Era
Tectonic Shifts for an Industrializing Nation
A Study in Contrasts
Era 7: The Emergence of Modern America, Era 8: The Great Depression and World War II, Era 9: Postwar United States, Era 10: Contemporary United States
Women's Suffrage and the Progressive Era
Years of Dust, Death, and Disruption: Searching for a New Deal for America
No Easy Walk: The Epic American Journey for Civil Rights
Keynote Address - American Art
Keynote Address - Films
Keynote Address - Technology
Book Studies-Year Four (2013-2014)
2011 Two Day June Institute
Fall 2011 Book Study
Summer 2012 Field Study: Boston/ NYC
Book Study- Year Three
DC Summer 2013 Trip
Teacher PD Hours
Anderson County - Year One
Sevier County - Year One
Union County - Year One
Anderson County - Year Two
Sevier County - Year Two
Union County - Year Two
Anderson County- Year Three
Sevier County- Year Three
Union County- Year Three
Anderson County- Year Four
Year 4 Book Studies
Welcome to the Wiki page for the Book Studies for Year 4!
The purpose of this wiki page is to allow those who read the books and attended the sessions the opportunity to pool resources and ideas gleaned from the book studies. Feel free to post lesson plans, project ideas, or other ways that you have integrated the material or methods learned from the book studies into your classroom. What worked, or did not work? What materials have you discovered were most helpful? Or least helpful? What material (photos, documents, videos, etc) do you wish you had more of? And who has found some to recommend?
If you have never used a wiki before, do not worry. Many have not! Just click on the icon above that says "EDIT" to begin adding your contributions to this project. Do not forget that creating a classroom project based on these institutes, and being observed during the project, can all count towards the completion of your Professional Development Plan (PDP).
Fall 2013 Book Study
Application Book Study, December 10, 2013, 5-7 p.m., East Tennessee History Center
Ku Klux Klan Graphic Organizer:
They Called Themselves the KKK Graphic Organizer.doc
Please fill out the graphic organizer as you read the book. We will be using the graphic organizer during the book study. Blank copies of the graphic organizer will be available at the book study if you would like to fill out a new copy during discussion of the Ku Klux Klan.
This Fall, the book chosen for the Application Book Study is Newberry Honor and Sibert Medal-winning author Susan Campbell Bartoletti's,
They Called Themselves the K.K.K.: The Birth of an American Terrorist Group
. The book, which focuses on the the rise of the Ku Klux Klan primarily during Reconstruction, is a new standard that appears in the 5th & 8th grade curriculum. Many of the topics addressed in this book are relevant to additional 5th and 8th grade standards as well as one of the new standards for 11th grade. Given that the TN Reconstruction content session was cut from the Sept. 17 workshop, there will be a content session integrated into the Application Book Study in which we will discuss Reconstruction, both nationally and in Tennessee, to touch on the 5th/8th grade standards that we did not address.
The Fall Application Book Study session is scheduled for Tuesday, December 10, 2013 and will be held at the East Tennessee History Center from 5-7 p.m.
In addition to several startling KKK and TN Reconstruction primary sources that will be available at the book study session,
all participants will receive a 11x17 Tennessee KKK lamination with related primary sources
on the back.
Lamination front image
Lamination back image
Book Study Materials
Jourdon Anderson writes his "Old Master" Colonel P.H. Anderson (August, 7, 1865):
The abolishment of slavery brought with it both dramatically improved standards of living and a newfound sense of pride and self respect for many of the freed blacks who moved north. This correspondence demonstrates the way in which former slaves such as Jourdon Anderson, now earning their own wages and sending their children to school, began to place themselves on equal footing with their former masters.
A PATERNALISTIC SLAVEMASTER?: A KNOX COUNTY, TN FREEDMEN'S WILL (ex-slave) (August 3, 1868):
SLAVERY BY OTHER MEANS
Southern Black Codes (excerpts from Mississippi and South Carolina's post-Civil War Black Codes:
The end of the Civil War marked the end of slavery for 4 million black Southerners. But the war also left them landless and with little money to support themselves. White Southerners, seeking to control the freed people, devised special state law codes. Many Northerners saw these codes as blatant attempts to restore slavery.
The Southern Black Codes.doc
BUT THERE WAS NO PEACE: VIOLENCE IN POST-CW TENNESSEE"
Hunting Rebels: "Spetial Order No. 1" (Image and transcription):
Following the end of the Civil War, Unionists dominated East Tennessee and resentment toward former Confederates ran hot. An anonymous proclamation found near New Market, TN warns Confederates and sympathizers that they will be hunted down if they do not quickly vacate the area.
Spetial Order No. 1.doc
RECONSTRUCTION AND ITS CONSEQUENCES
Freedman's Bureau Act of 1865:
Passed during the final weeks of the Lincoln administration, the Freedmen's Bureau Act established a bureau under the jurisdiction of the War Department which was tasked with aiding the transition of former slaves into everyday citizen life. The bureau was authorized to redistribute abandoned or federally acquired land in Southern states to former slaves, and encouraged the development of schools and other institutions among communities of freed blacks.
5.3 Freedmen's Bureau Act 1865.doc
Memphis Riots of 1866:
Following an altercation between a group of white policemen and black former Union soldiers, one of the most violent race riots in United States history occurred between May 1-3 of 1866. White mobs ransacked black neighborhoods. Nearly 50 people were killed (46 blacks and 2 whites), 75 were injured, and over 100 buildings were burned. Following the riots a federal investigation was launched by the Freedmen's Bureau and Joint Congressional Committee.
5.3 Memphis Riots Affidavits.doc
Images of Violence:
As resentment and violence toward free blacks in the South grew during the Reconstruction period, newspapers and political cartoonists attempted to convey the violence and mounting persecution faced by Southern blacks through often shocking images.
5.3 Reconstruction Images.doc
CONTRASTING VIEWS OF RECONSTRUCTION
Presidential vs. Congressional Reconstruction:
Though victorious in war, the Republican-dominated United States government was deeply divided on how best to approach the task of rebuilding and reintegrating the former Confederate states. President Andrew Johnson and the three broad factions which composed the Republican Party had significant differences of opinion in how best to handle issues ranging from black suffrage and civil rights to military occupation of the South.
CONTRASTING VIEWS OF RECONSTRUCTION.doc
IMPEACHING THE PRESIDENT
"I am fighting traitors in the North"--Andrew Johnson takes "a swing around the circle" (1866):
At odds with the Radical Republican faction in Congress, President Johnson embarked on a speaking tour intended to build support for candidates favorable to him in the upcoming midterm elections. Instead, his vitriolic speech destroyed his support among voters and resulted in a veto-proof Republican majority.
The Articles of Impeachment: Article XI (1868):
Following President Johnson's noncompliance with the Tenure of Office Act in 1867, designed primarily to protect Secretary of War Edwin M. Stanton, a Radical Republican, from being dismissed by Johnson, Congress drew up 11 articles of impeachment accusing the president of "high crimes and misdemeanors".
The Dissenting Senators: 3 U.S. Senators explain wh
y they voted to acquit President Johnson:
Following the trial of President Andrew Johnson, several Republican Senators, believing Johnson to have broken no laws and being unwilling to impeach the President of the United States for purely political reasons, broke ranks with their party and voted to acquit the president, ultimately leading to a narrow acquittal.
INVESTIGATING THE KU KLUX KLAN
KKK Leader [ex-Confederate] General John B. Gordon's Testimony before the Congressional KKK Investigating Committee (1871):
In the face of the Ku Klux Klan's growing notoriety, members and proponents defended the organization by describing it in innocuous terms and claiming it to be a peace keeping organization dedicated to the defense of Southern communities from the supposed vengeful retaliation of freed blacks.
TESTIMONY BEFORE THE CONGRESSIONAL KKK INVESTIGATING COMMITTEE GENERAL JOHN B.doc
The Intimidation of Black Voters: Harriet Hernandes testifies before Congressional KKK Investigating Committee (December 19, 1871):
In the wake of black suffrage and the loyalty black voters showed to the Radical Republicans, members of the KKK frequently took to harassing blacks in their homes at night in order to discourage them from voting, which often involved rape and other forms of physical violence perpetrated against black women. Harriet Hernandez recounts one such event in her testimony.
Harriet Hernandez, Intimidation of Black Voters.doc
(AL), September 1, 1868)
BREAK THE CODE: KKK GAME
Ku Klux Klan Game.pptx
Spring 2014 Book Study
Traditional Book Study, May 15, 2014, 5-7 p.m., East Tennessee History Center
This upcoming Spring, the books chosen for the Traditional Book Study are 2 non-traditional books that focus on the Japanese Internment during World War II (a standard in both the recently approved 5th and 11th grade curriculum).
First, we will be reading
a graphic novel/comic book account of Mine Okubo's time as one of 110,000 people of Japanese descent--nearly two-thirds of them American citizens--who were rounded up into "protective custody" shortly after Pearl Harbor. Our second book is Eric L. Muller (editor) and Bill Manbo's (photographer),
Colors of Confinement: Rare Kodachrome Photographs of Japanese American Incarceration in World War II
. This stunning hardcover reveals a whole new perspective to Japanese Internment, through the lens of color photography (see two images from the book below).
The Spring Traditional Book Study session is scheduled for Thursday, May 15, 2014 and will be held at the East Tennessee History Center from 5-7 p.m.
[If interested in participating in this Traditional Book Study, please let William know and copies of the books will be ordered.]
From Eric L. Muller (editor) and Bill Manbo's (photographer),
Colors of Confinement: Rare Kodachrome Photographs of Japanese American Incarceration in World War II
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