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We the People Programs Lesson Plan
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
High School
Lesson Purpose: The lesson uses They Called Themselves the K.K.K.: The Birth of an American Terrorist Group by Susan Campbell Bartoletti to support an understanding of how terrorism develops and exercises influence. Expectations / Goal
• Students will understand the circumstances that allowed the Ku Klux Klan to develop and flourish in the United States.
• Students will explore federal versus state enforcement of laws. • Students will compare and contrast the KKK as a terrorist group with terrorist organizations
that exist today. Book Summary: Documents the history and origin of the Ku Klux Klan from its modest beginning in Pulaski, Tennessee to a major regional organization that exercised significant influence. The text provides personal accounts, congressional documents, diaries, a civil rights timeline, and more.
Essential Questions:
• What issues and problems did freed slaves face after the Civil War and during Reconstruction? • What circumstances led to the rise of the Ku Klux Klan in the south after the Civil War? • How do the 13th, 14th, and 15th Amendments to the United States Constitution relate to the rise
of the Klu Klux Klan in America? • Why do you think the author refers to the Ku Klux Klan as a terrorist group in the title of her
book? • How did the United States government respond to the rise of the Ku Klux Klan and how does
this response relate to modern America’s response to terrorism today? Teachers Note: Before the lesson the teacher should read They Called Themselves the K.K.K.: The Birth of an American Terrorist Group to: ✓ Become familiar with the text, ✓ Choose vocabulary words to be examined, ✓ Determine background knowledge required to fully understand the information, ✓ Develop questions for discussion
• Contact your school librarian or visit your public library to borrow multiple copies of They Called Themselves the K.K.K.: The Birth of an American Terrorist Group by Susan Campbell Bartoletti . Your school or public librarian can obtain multiple copies through interlibrary loan.
• Use a graphic organizer such as a KWL chart to determine student knowledge of the Ku Klux Klan. This tool can also be used to assess what students would like to learn about the topic.
Reading:
• Three Levels of Questioning will be used as a strategy to support comprehension, as a tool for classroom discussion, small group activities, and formal and informal evaluation. (See the Center for Civic Education Literacy Links, Literacy Strategies website for information on Three
Levels of Questioning) http://literacylinks.civiced.org/search_results.php?material=strategy. A lesson on the strategy should be taught before beginning the reading.
• All students will read and discuss chapters 1 & 2 of They Called Themselves the K.K.K.: The Birth of an American Terrorist Group by Susan Campbell Bartoletti . This can be done as a whole class activity or with the class divided into smaller groups depending on the number of copies available. Students will use the Three Levels of Questioning to discuss these chapters.
• Chapters 3-‐9 will be divided among small groups and students will again use the questioning strategy to develop questions for discussion and to prepare a report on their assigned chapter to the whole class, Each chapter has a unique quote for a title and should be included in reporting and discussion.
• The Epilogue “It Tuck a Long Time” should be read and discussed as a whole class activity. • The Bibliography and Source Notes beginning on page 162 should also be read and discussed as
a whole class. It contains personal reflections of the author when she attended a weekend Klan Congress as a part of her research for the book.
• Suggested discussion questions for They Called Themselves the K.K.K.: The Birth of an American Terrorist Group could include:
1. What does the phrase “Bottom Rail Top” mean and how does it describe the social structure of the south before the Civil War.
2. What were the “Black Codes” and how did they affect the lives of freed slaves? 3. How did the name “Ku Klux Klan” originate and what is its meaning? 4. What did the Ku Klux Klan white costumes represent? 5. Why did the Ku Klux Klan feel threatened when freed slave men were given the
right to vote? 6. What was the cause of the political battle between Congress and President
Andrew Johnson? 7. How did the Freedman’s Bureau attempt to make a difference in the lives of the
freed slaves? 8. Why were Southern landowners opposed to public schools for Black children? 9. What role did Black schools and churches play in establishing social reforms in
the south after the Civil War? 10. What circumstances led to the passage of the Ku Klux Klan Act of 1871. 11. What changes needed to happen at the Federal government level in order to
begin the Ku Klux Klan trials? Social Studies
• Unit 3 Lessons 16-‐20 of We the People: the Citizen and the Constitution, Level 3 should be read or reviewed to provide background knowledge for the lesson plan on important issues such as the role political parties played in southern reconstruction after the civil war; the influence of the civil war and reconstruction on changes to the United States Constitution; the significance of the “due process of law” clause of the 14th Amendment; the importance of “equal protection of the laws” in the 14th Amendment; the success and failure of the 15th Amendment to the United States Constitution on voting rights for African American men. Review and discussion of the unit lessons should also include the influence of the Ku Klux Klan on important issues.
• Unit 5 of We the People: the Citizen and the Constitution, Level 3 addresses the rights protected by the Bill of Rights. The lessons in this unit are key to understanding the impact that the Ku Klux Klan had on freed slaves after the civil war and the civil rights movement in the 20th century. As the lessons in Unit 5 are discussed students should make connections to what they read in They Called Themselves the K.K.K.: The Birth of an American Terrorist Group. Students should be able to take and defend a position on tbe impact the Ku Klux Klan had on the individual rights of freed slaves and African Americans as outlined in the Bill of Rights.
Writing: • Students use photo analysis as a prompt for writing. • Students use the district-‐wide writing process to complete the activity.
• Students select one of the photographs attached to the end of the lesson plan and analyze it using the Photographic Analysis Guide found at the end of the lesson plan. Students could also select a photography from the book or from the Internet.
• Students should study the photograph for a minimum of 2 minutes. Students form an overall impression first and then examine the photograph for details. Suggest that students divide the photograph into 4 sections and study each area to see what additional details they notice.
• Remind students that good writers think about what they want to write before beginning. • Students write about what they have observed in the photograph and then write from the point
of view of one of the people in the image or someone standing on the sidelines. What is the character thinking and feeling? What events happened before the picture was taken. Students could put themselves into the image and describe what they would be thinking and feeling.
• Students partner with a classmate to read, edit, and revise their writing.
Research: • Students should conduct research to prepare for classroom discussion related to how the
United States government responded to acts of terrorism conducted by the Ku Klux Klan following the Civil War and how the government responds to acts of terrorism in modern day America. Part of the discussion could include how we define “terrorism” today and whether it is different from the era discussed in They Called Themselves the K.K.K.: The Birth of an American Terrorist Group.
• Students should use a variety of sources during their research such as books, encyclopedias, online databases, and Internet websites. Remind students to maintain a bibliography of their sources. Ask your school librarian to collaborate on the research and conduct a lesson on how to find accurate and valid information on the Internet. This is a topic where students are likely to find controversial and unreliable websites.
• Research topics might include anti-‐terrorism legislation, types of terrorist groups (religious, ethnic, environmental, anti-‐abortion), terrorist tactics, cyber terrorism, gang related activities, etc.
• Suggested sources: o The Roots of Terrorism Series published by Chelsea House, ©2006 o http://en.wikipedia.org/wiki/List_of_designated_terrorist_organizations o http://terrorism.about.com/od/groupsleader1/Terrorist_Groups_Leaders.htm o http://www.tolerance.org/activity/resurgence-hate o http://channel.nationalgeographic.com/series/inside/3954/Overview?#tab-
Videos/05945_00 (2 minute video clip on KKK: Inside American Terror) Evaluation:
• Sample Writing Rubric: http://www.readwritethink.org/files/resources/lesson_images/lesson261/ sample.pdf
• Teacher observation of student responses during classroom discussions.
Materials Needed: • Multiple copies of They Called Themselves the K.K.K.: The Birth of an American Terrorist
Group by Susan Campbell Bartoletti • Classroom set of We The People: the Citizen and the Constitution Level 3 • Access to computers and Internet • Access to Library Media Center for research • Classroom set of Photo Analysis Guide activity sheet • Copies of photographs found attached to this lesson plan
Lesson Plan Developed by: Barbara Ashby, MLS We the People Programs Rhode Island Mike Trofi, State Coordinator www.civiced-ri.org
Photograph Analysis Guide
Observation Knowledge Interpretation What do you see in the photograph?
• Describe the people and objects that you see.
• What is the setting?
What background information do you have about this period or event?
• Do you need to gather additional information before writing?
What can you conclude from what you see?
• What thought, ideas, and conclusions do you want to include in your writing?
Adapted from “Teaching With Primary Sources Lesson Plan”. <http://aam.waynesburg.edu/ TPS_LessonPlans/Dillow/index.doc>
The following standards and expectations are supported by this lesson plan. Rhode Island Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals. C&G 1 (9-12) –1: Students demonstrate an understanding of origins, forms, and purposes of government by…
• describing or explaining competing ideas about the purposes and functions of politics and government
• explaining how a political ideology is reflected in the form and structure of a government (e.g., Democracy – Democratic republic)
• distinguishing between the rule of law and the “rule of men” C&G 1 (9-12) –2: Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed, by…
• identifying how actions of a government affect relationships involving the individual, society and the government (e.g., Homeland Security)
• explaining how political authority is obtained and legitimized C&G 2: The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches. C&G 2 (9-12) –1: Students demonstrate an understanding of United States government (local, state, national) by…
• evaluating, taking, and defending positions on a current issue regarding the judicial protection of individual or state rights via judicial review
• analyzing the basic structures of government in the U.S. (e.g., national, state, local; branches of federal government) through researching a current or historical issue or event
• identifying and describing ways in which people gain or fail to gain access to the institutions of the U.S. government (local, state, national) or other political institutions (e.g., access to the U.S. political process)
• critically examining the principles, traditions, and precedents of American constitutional government
C&G 2 (9-12) –2: Students demonstrate an understanding of the democratic values and principles underlying the US government by…
• interpreting and analyzing the sources of the U.S. democratic tradition in the Declaration of Independence, U.S. Constitution, and other documents
• analyzing the inherent challenges involved in balancing majority rule and minority rights • identifying and giving examples of the discrepancies between democratic ideals and the
realities of American social and political life (e.g., equal protection under the law and the reality of discrimination)
• discussing different historical understandings/ perspectives of democracy C&G 3: In a democratic society all people have certain rights and responsibilities. C&G 3 (9-12) –1: Students demonstrate an understanding of citizens’ rights and responsibilities by…
• comparing and contrasting different perspective on provisions found in the Bill of Rights (e.g., flag burning and the first Amendment)
• comparing and contrasting human rights provided for in various seminal documents or materials (e.g., Declaration of the Rights of Man, Universal Declaration of Rights, International Convention on the Rights of the Child, and other international documents)
• evaluating, taking, and defending positions regarding the personal and civic responsibilities of individuals
• analyzing the scope and limits of personal, cultural, economic, or political rights (e.g., freedom of expression vs. school dress codes, speaking one’s native language vs. English-‐only legislation; living wage vs. minimum wage; civil liberties vs. national security)
C&G 3 (9-12) –2: Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by…
• identifying a policy at the school, local, state, national, or international level and describing how it affects individual rights
• accessing the political system (e.g., letter writing, researching an issue and communicating it to the public, organizing, petitioning, boycotting/buycotting)
C&G 4: People engage in political processes in a variety of ways. C&G 4 (9-12) –1: Students demonstrate an understanding of political systems and political processes by…
• interacting with, analyzing, and evaluating political institutions and political parties in an authentic context (using local, national, or international issues/events that are personally meaningful)
• analyzing and interpreting sources (print and non-‐print discourse/media), by distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across sources
• analyzing multiple perspectives on an historical or current controversial issue (e.g., immigration, environmental policy, escalation of the war in Vietnam, Brown v. Board of Education)
HP 3: The study of history helps us understand the present and shape the future. HP 3 (9-12) – 1: Students demonstrate an understanding of how the past frames the present by…
• gathering evidence of circumstances and factors contributing to contemporary problems (e.g., civil rights movement, sexual revolution)
Common Core State Standards Initiative English Language Arts Standards » Reading: Informational Text » Grade 9-10 Key Ideas and Details
• RI.9-‐10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RI.9-‐10.2. Determine a central idea of a text and analyze 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.
• RI.9-‐10.3. 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.
Craft and Structure • RI.9-‐10.4. Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
• RI.9-‐10.5. 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).
• RI.9-‐10.6. 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.
Integration of Knowledge and Ideas • RI.9-‐10.7. 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. • RI.9-‐10.8. 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.
• RI.9-‐10.9. 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.
English Language Arts Standards » Writing » Grade 9-10 Text Types and Purposes
• W.9-‐10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
o Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
o Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
o Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
o Provide a concluding statement or section that follows from and supports the argument presented.
• W.9-‐10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
o Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
o Develop the topic with well-‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
o Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
o Use precise language and domain-‐specific vocabulary to manage the complexity of the topic.
o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
o Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Text Types and Purposes (continued) • W.9-‐10.3. Write narratives to develop real or imagined experiences or events using effective
technique, well-‐chosen details, and well-‐structured event sequences. o Engage and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
o Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
o Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
o Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
o Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing • W.9-‐10.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-‐specific expectations for writing types are defined in standards 1–3 above.)
• W.9-‐10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
• W.9-‐10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge • W.9-‐10.7. Conduct short as well as more sustained research projects to answer a question
(including a self-‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
• W.9-‐10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
• W.9-‐10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
o Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
o Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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”).
English Language Arts Standards » Speaking & Listening » Grade 9-10 Comprehension and Collaboration
• SL.9-‐10.1. Initiate and participate effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
o Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-‐reasoned exchange of ideas.
o Work with peers to set rules for collegial discussions and decision-‐making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
o Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
o Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
• SL.9-‐10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
• SL.9-‐10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas • SL.9-‐10.4. Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
• SL.9-‐10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
• SL.9-‐10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
English Language Arts Standards » History/Social Studies » Grades 9-10 Key Ideas and Details
• RH.9-‐10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
• RH.9-‐10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
• RH.9-‐10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure • RH.9-‐10.4. Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social science. • RH.9-‐10.5. Analyze how a text uses structure to emphasize key points or advance an
explanation or analysis. • RH.9-‐10.6. Compare the point of view of two or more authors for how they treat the same or
similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas
• RH.9-‐10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
• RH.9-‐10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
• RH.9-‐10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.