Kaitlyn+K's+Social+Studies+Concepts

Kaitlyn Kelleher's Concepts: 40 Big ideas (blue) and over 10 Individuals (red)


 * __~ Geography:__**
 * // 1.) //** **//Geological formation of NC//**: climate and land formations affect life in everyway. This objective would also help students understand theories of how NC was able to affect the growth of Native American civilizations.
 * // 2.) American Indians of the Appalachain mountains: //** Important for understanding how climate, resources, and geography affect the development of culture. Study focuses on development of language, economics, and social customs.
 * // 3.) American Indians of the Piedmont: //** Important for understanding how climate, resources, and geography affect the development of culture. Study focuases on development of language, economics, and social customs.
 * // 4.) American Indians of the Coastal Plains //**: Important for understanding how climate, resources, and geography affect the development of culture. Study focuses on development of language, economics, and social customs.


 * __~ European Colonization: making connections with American Indians__**
 * // 5.) 1st Arrival in NC: //** This will link previous study of Native American cultures. The arrival of Europeans also marks the decimation of American Indian populations, and introduces students to politics of colonization.
 * // 6.) Sir Walter Raleigh: //** Students need to know where the name of our city came from. Study of this individual builds upon political understanding of colonization.
 * // 7.) John White: //** Worked with Sir Walter Raleigh and founded the Roanoke Colony. Serves as an introduction to studying the lost Colony
 * // 8.) The Lost Colony: //**The disappearance of this colony is an ongoing mystery that always engages the curiosity of students. Students learn to consider alternate perspectives and entertain their own assumptions of what happened to these colonists.
 * // 9.) Manteo: //** An American Indian that worked with Colonists. Can introduce students to modern claims of the Lumbee tribe (possibly took in the lost colony?).


 * __~ Slavery and the New World: the relationship between economics and politics__**
 * // 10). Assess Colonial foundations on Slavery (Triangle Trade): //** This economic/political system had such a scaring effect on modern American society. It must be addressed to prepare students for interpreting bias within historical text.
 * // 11.) Settlement of NC: //** Shows a blend of geographical and economic comprehension. These two factors are necessary for understanding colonial politics.
 * // 12.) The 8 Lords Proprietors: //**Politics of colonial era. Students can understand who held power and why. This subject is necessary for understanding the rationale for a revolution.
 * // 13.) Pirates: //** Explains the full force of geography (Outerbanks), economics, and political corruption.
 * // 14.) Blackbeard/Edward Teach: //**There are a lot of stories surrounding this diabolical pirate. Students can explore how an individual can have such an effect on history. He outlines economic basis of piracy and ties to political corruption (corroborated with a Governor).


 * __~ The American Revolution: politics behind independence__**
 * // 15.) The French and Indian War: //**Explore Indian leaders, British leaders, and French leaders. How did this war set colonial America up for the American Revolution and westward expansion?
 * // 16.) Battles of the Am. Rev (specific focus on NC battles): how //** did they affect the course of the war?
 * // 17.) Politics of Eastern Carolina vs. the western part of the state: //** Explain the relocation of NC’s capital from New Burn to Wake County. Students will also benefit from studying the case of Bayard vs. Singleton (NC Supreme Court), which concerned the confiscation of loyalist lands and established the principle of judicial review.
 * // 18.) American Indian Perspectives: //** Explore how the Cherokee and other American Indian cultures regard the defeat of the British. What happened to Cherokee land after this war?
 * // 19.) The articles of Confederation: //** States held power, and there were no national court systems and voluntary funding for congress and presidential services. In exploration of NC state power, students will become familiar with the structure of NC legislative bodies and judical court system.
 * // 20.) 3/5ths Compromise (1787 draft of the US Constitution): //** Explains how Congress evaluated the existence of enslaved peoples in the states.


 * __~ Political Pre-Civil War (Antebellum (1800/20-1860): clash of political ideologies__**
 * // 21.) Federalism 1789-1800: //** 2 of the 5 governors of NC were Federalist. The Federalist Party dominated nationally – influenced a strong central government.
 * // 22.) 1800 presidential election: //** Elected Thomas Jefferson a very public figure that opposed the strong central government of the Federalists and marked their loss of power.
 * // 23.) Missouri Compromise (1803): //**a part of the ongoing debate over slavery in the territories. Students will need to know about this to understand the sequence of events leading to The Civil War.
 * // 24.) The birth of the Underground Railroad (1804): //** Highlights abolitionist sentiment 60 years prior to the Civil War. Students will discuss powerful figures such as **// Harriet Tubman //** and**// Frederick Douglas //**.
 * // 25.) The War of 1812: //** “Warhawks” and **// Benjamin Fursyth //** of NC. This man lead American troops to the Canadian boarder. **// Dolly Madison //**, who survived the 1912 burning of the White House was from Greensboro. **// Andrew Jackson //** also received substantial esteem from the Battle of New Orleans.
 * // 26.) Western Expansion & Andrew Jackson: //** How did this affect African Americans and Native Americans? Explore the Qualla Boundary, Cherokee culture, the Trail of Tears, and the creation of the Eastern Band of Cherokee.
 * // 27.) Economics & Progress: //** How did NC develop economically in comparison with other states? Internal improvements of railroads, Public Education, manufacturing, urbanization, and agriculture. Students need to know where the money came from.
 * // 28.) Political life: //** Who held power? Important for understanding women’s rights. What were the Whig and Democratic parties, and what conflicts were discussed in platforms?
 * // 29.) James K. Polk: //** A North Carolinian who was president during this time. Students will explore the effects of his policies.
 * // 30.) Free Sufferage: //** occasionally refered to as “equal” sufferage, but in reality just ended the requirement that citizens had to own 50 acres to vote for state senator.
 * // 31.) North Carolina Constitutional Convention of 1835: //**Provisions included changing the governor’s term to only 2 years, tax payers get to elect the governor, citizens no longer had to be protestant to run for General Assembly, voting rights for “non-whites” (freed African Americans and American Indians) were revoked. This convention is essential not only because it demonstrates heightened levels of discrimination, but also the system of representation in the General Assembly was changed (more power in the Piedmont).


 * __~ Antebellum Slavery and The Civil War: personal liberty and politics__**
 * // 32.) The lives of enslaved people: //** Students can explore the present assumptions of “plantation traditions/myths,” and contrast these stereotypes with what life was truly like. Lifestyles, religion and discrimination. Will discuss **// Thomas Day, John Chavis, and Harriet Jacobs. //**
 * // 33.) Western Influences - Compromise of 1850: //**Legislation that spurred debate over Slavery. When the US went to war with Mexico they won California, which didn’t want to be an enslaved state. This compromise arranged no restrictions for slavery in Utah and New Mexico and lead to a strengthened Fugitive Slave Law [note also: Kansa Nebraska Act (1854), Bloody Kansas, Dred Scott Decision (1857)].
 * // 34.) Election of 1860: //**Lincoln was elected and the South left the Union. Students will learn about presidential platforms and NC politicians.
 * // 35.) How did NC choose sides? //** Students will learn about the politics of secession and those who were either advocating or opposing it. Note the “Red Strings,” a secret society who wore red strings to be identified and worked to bring NC back into the Union. Students will also explore the implications of the Emancipation Proclimation.
 * // 36.) Battles and NC dissatisfaction of the war effort: //** Students will understand the implications of battlefield losses and casualties. Shortages and Conscription also influenced anti-Confederate sentimite in NC (discuss the Massacre of Shelton Laurell and Martial Law).
 * // 37.) Anaconda Plan: //** Students will explore the NC Battle of Fort Fisher (Wilmington –one of the final battles). Will discuss the Anaconda Strategy - **// Sherman & Grant //** vs. Johnston’s divided forces. **// General Lee and Johnston //** were divided by Union forces.


 * __~ Reconstruction (1863-1877): political and social concerns__**
 * // 38.) Lincoln’s 10% plan & assassination: //** Students will compare lincoln’s plan with his replacement – **// Andrew Johnson //**. Rights of previously enslaved African Americans were not protected; therefore, Jim Crow Laws arose from the dust of the Civil War.
 * // 39.) Political Corruption in NC: //** Rise of the Klu Klux Klan. Students must learn that this political, economic, and social climate was saturated with fear.


 * __~ Industrialization: an era of economic and social change in NC (1870s-1900)__**
 * // 40.) Manufacturing installations in NC: //** Business included Tobacco, Textiles, Furniture, and Railroads. Students will learn about successful businesses and monopolies.
 * // 41.) Urbanization and Segregation: //** Large cities were born along along with poor safety regulations in factories, and continued discrimination of African Americans, American Indians, and etc.
 * // 42.) Plessy vs. Ferguson (1896): //** The Supreme Court made segregation legal. Students will explore the implication of this case and grassroots movements for civil rights.


 * __~World War I: social contributions fuel politics__**
 * // 43.) The United States declares war (1917): //** Students discuss the sinking of the Lusitania, and implications of the US entering WWI. Students will study popular advertisements and explore the effects of contributions given by African Americans, American Indians, and many other ethnic groups.


 * __~ The Great Depression (Begins 1929): laws of economics and politics must work together__**
 * // 44.) Stock Market Crash of 1929: //** Students will learn to interpret how everyone lost their money (economic laws). What factors contributed to such a great state of desperation, and how can we relate what happened then with the most recent recession?
 * // 45.) F.D.R and the New Deal: //** Students will explore the election and policies of Franklin D. Roosevelt. In what ways was the New Deal successful, and in what was was it deficient?
 * // 46.) Prohibition: //**Students will explore the movement of Prohibition. What were its social implications regarding the rise of Organized Crime?


 * __~ World War II: the United States asserts it’s status as a world power__**
 * // 47.) Military Developments and strategy: //**Students will discover the invention of new military technology and the strategies of trench warfare. A lot of soldiers were young college students. Drafting in the Carolinas will also be discussed.
 * // 48.) The Holocaust: //** This topic is not strictly NC history, but a lot of survivors do happen to live in the Carolinas. The Holocaust illustrates the horrors of war and the topic is unfortunately neglected.
 * __~ The Civil Rights Movement: gains national attention__**
 * // 49.) Segregation of WWII: //**Students will explore the paradox faced by African American veterans. They fought for their country’s freedom, yet they were treated like second-class citizens.
 * // 50.) Civil Rights Leaders: //**Students will learn about the conflicting ideologies of civil rights leaders, such as; Ella Baker, Bob Moses, SNCC, Martin Luther King Jr., and Malcolm X.
 * // 51.) Emmett Till (1955) //** : The brutal murder of this young man visiting relatives in Mississippi attracted enormous media attention. The case revealed that juries were all white and guilty of partiality.

TO BE CONTINUED...


 * __~The Vietnam War & Birth of the Counterculture:__**


 * __~Women’s Rights:__**


 * __~The Rise of Modern Economic Superpowers:__**


 * __~The War On Terror:__**


 * __~The Modern Environment: natural disasters and the green movement__**


 * __~ The Economic Recession of 2008: causes and debates over solutions__**


 * __~ Election of 2008:__**


 * __~Current issues of American Indians in North Carolina__**