They Called Themselves the KKK: The Birth of an American Terrorist Group

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They Called Themselves the KKK: The Birth of an American Terrorist Group

Description:

In this lesson, students examine the circumstances that allowed the Ku Klux Klan to develop and flourish in the United States. Students will also understand how terrorism develops and exercises its influence.

Education Levels:

9, 10, 11, 12

Subject:

United States History, United States Government, Writing (composition), Vocabulary, Reading, Process Skills

Resource Type:

Lesson plan

Medium:

PDF

Fee Status:

Free

Beneficiary:

Students

Online provider:

Civic Education - Rhode Island

Show more properties

Keywords:

Ku Klux Klan, Terrorism, Hate groups, Racism, Civil rights, Slavery

Mediator:

Secondary school teachers

Publisher:

We the People Programs Rhode Island

Contributor:

Barbara Ashby, Mike Trofi

Is Part Of:

http://www.civiced-ri.org

Language:

English

General

Essential Resources:

Copies of "They Called Themselves the K.K.K.: The Birth of an American Terrorist Group" by Susan Campbell Bartoletti; "We the People: the Citizen and the Constitution," or other US history text; Computers with Internet access; Access to school library for research

Subjects/Topics

P21 Subject:

Language Arts, History

Instructional Methods

Assessment Method:

Authentic assessment

Learning Outcomes:

Learning Outcomes:

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Literature

Key Ideas and Details

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Literature

Key Ideas and Details

2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Informational Text

Key Ideas and Details

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Literature

Craft and Structure

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Informational Text

Craft and Structure

Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Informational Text

Craft and Structure

Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Informational Text

Integration of Knowledge and Ideas

Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Informational Text

Integration of Knowledge and Ideas

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Informational Text

Integration of Knowledge and Ideas

Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

Broad Correlation

Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/Rhode Island History (2008)

GSEs for Civics & Government Strand

C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals.

Students demonstrate an understanding of origins, forms, and purposes of government by…

a. describing or explaining competing ideas about the purposes and functions of politics and government

Broad Correlation

Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/Rhode Island History (2008)

GSEs for Civics & Government Strand

C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals.

Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by…

a. identifying how actions of a government affect relationships involving the individual, society and the government (e.g., Homeland Security)

Broad Correlation

Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/Rhode Island History (2008)

GSEs for Civics & Government Strand

C&G 2: The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches.

Students demonstrate an understanding of United States government (local, state, national) by…

a. evaluating, taking, and defending positions on a current issue regarding the judicial protection of individual or state rights via judicial review

This data provided by the Achievement Standards Network

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