SOL+4+Reshaping+the+Nation

= **Reshaping the Nation and the Emergence of Modern** **America****: 1877 to the Early 1900s** = USII.4 The student will demonstrate knowledge of how life changed after the Civil War by a) identifying the reasons for westward expansion, including its impact on American Indians; b) explaining the reasons for the increase in immigration, growth of cities, new inventions, and challenges arising from this expansion; c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans and other groups in the post-Reconstruction South; d) explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms; e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.




 * __Narrative of Lesson for SOL USII.4a, 4b, 4d, 4e__:**

21st Century Skill: Creativity and Innovation; Productivity and Accountability; Collaboration and Communication.

Technology used: Wikispace, Internet, Delicious, Google.docs, Google Reader

Lesson Outline:

Students should be assigned to groups of 4-6.

Each group will be required to research information on the Internet, possibly even Google Reader, about the following topics,:
 * Reasons for westward expansion
 * Reasons for the increase in immigration, growth of cities, new inventions, and challenges arising from this expansion
 * Explanations on the impact of new inventions, the rise of big business, the growth of industry life and life on American farms
 * Describe the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.

Students must __organize themselves__ to produce a Group - Wikipage with multiple pages clearly explaining these topics. Teacher will review History of Wikipage to ensure that everyone has done their fair share. Pictures are required.

Students should use Delicious (bookmarking system) to share websites with each other. Students must also share with the teacher.

Students should begin by creating a group document in Google.docs. They can each add their sections and then comment on other sections. Must be shared with the teacher too.

Once the final document is complete, each student can post their section to the Group’s wikipage.




 * __Narrative of Lesson for SOL USII.4c__:**

21st Century Skill: Critical Thinking and Problem Solving; Initiative and Self-Direction; Collaboration a nd Communication.

Technology used: Moodle or Facebook Group, Google.docs, PowerPoint

Lesson Outline:

Teacher will present background information on “Jim Crow” laws, racial segregation and other constraints faced during the post-reconstruction period – use PowerPoint for this presentation.

Have the students read short passages from African American leaders W.E. B. Du Bois and Booker T. Washington – “African Americans after Slavery” (Digital History, [] ).

Teacher should set up a discussion board in Moodle or Facebook Group for students to discuss racial segregation and increased violence against African Americans after Reconstruction based on these readings.

Assign groups of 4-5 students and have them collaboratively develop a Vee Heuristic in Google.docs that focuses on the questions: How did Booker T. Washington and W. E. B. Du Bois differ in their perspectives of how African Americans should attempt to gain equal rights.

Sample of Vee Heuristic:

Click here to see sample -

Students should place W.E.B. Du Bois at Position #1 and Booker T. Washington at Position #2. They then list the main points of each leader’s position on the focus question.

Groups should present their Vee-Heuristic to the class for further discussion.

Virginia Department of Education, 2004.
 * Source: Teacher’s Aid: Focus on American Slavery, United States History: 1877 to Present