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 **

[[file: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.

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.
 * 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.** [[image:enduringvisions/KKK Book Cover.jpg width="274" height="318"]][[image:enduringvisions/KKK Book Back Cover.jpg width="254" height="322"]]


 * Lamination front image**
 * Lamination back image**

** 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. //

__**SLAVERY BY OTHER MEANS**__
// 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. //
 * Southern Black Codes (excerpts from Mississippi and South Carolina's post-Civil War Black Codes: **

__BUT THERE WAS NO PEACE: VIOLENCE IN POST-CW TENNESSEE"__
//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.//
 * Hunting Rebels: "Spetial Order No. 1" (Image and transcription): **

//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.// //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.//
 * Freedman's Bureau Act of 1865: **
 * Memphis Riots of 1866: **

// 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. //
 * Images of Violence: **

** 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.//

__**IMPEACHING THE PRESIDENT**__
// 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. // // 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". // // 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. //
 * "I am fighting traitors in the North"--Andrew Johnson takes "a swing around the circle" (1866): **
 * The Articles of Impeachment: Article XI (1868): **
 * The Dissenting Senators: 3 U.S. Senators explain wh **** y they voted to acquit President Johnson: **

__**INVESTIGATING THE KU KLUX KLAN**__
// 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. //
 * KKK Leader [ex-Confederate] General John B. Gordon's Testimony before the Congressional KKK Investigating Committee (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. //
 * The Intimidation of Black Voters: Harriet Hernandes testifies before Congressional KKK Investigating Committee (December 19, 1871): **

__Images__:
(from //Independent Monitor// (AL), September 1, 1868)





__PowerPoint__:

 * BREAK THE CODE: KKK GAME **

Spring 2014 Book Study
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).
 * Traditional Book Study, May 15, 2014, 5-7 p.m., East Tennessee History Center **

First, we will be reading //**Citizen 13660**,// 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//.