Teacher Resources

National Council for the Social Studies
Content Standards

Standard III: People Places and Environments
Social studies programs should include experiences that provide for the study of people, places, and environments.
Standard IV: Individual Identity and Development
Social studies programs should include experiences that provide for the study of individual development and identity .Standard V: Individuals, Groups, and Institutions
Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

AASL Standards for the 21st-Century Learner

Learners use skills, resources and tools to:

Inquire, think critically, and gain knowledge.
Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
Share knowledge and participate ethically and productively as members of our democratic society.
Pursue Personal and aesthetic growth.

National Technology Education
Standards for Students
(International Society for
Technology in Education)

Indicator 3: Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
Indicator 4: Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
Indicator 5: Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
Indicator 6: Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
Indicator 7: Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
Indicator 10: Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

enGauge 21st Century Skills
(North Central Regional
Educational Laboratory)

Information Literacy: The ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; and accomplish these functions using technology, communication networks, and electronic resources.
Multicultural Literacy: The ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one's own culture and the cultures of others.
Global Awareness: The recognition and understanding of interrelationships among international organizations, nation-states, public and private economic entities, sociocultural groups, and individuals across the globe.

Last update: November 2010, by Michael Morgan
Created by: Helen Hall Dance, Baltimore County Public Schools

BCPS Research Module, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved.
This Research Module may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. The Baltimore County Public schools does not guarantee the accuracy or quality of information located on telecommunications networks. We have made every reasonable attempt to ensure that our school system's web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the BCPS Telecommunications Policy. The linked sites are not under the control of the Baltimore County Public Schools; therefore, BCPS is not responsible for the contents of any linked site, links within the site, or any revisions to such sites. Links from BCPS Copyright © 2005 Baltimore County Public Schools, Towson, MD 21204, all rights reserved. Images courtesy of Library of Congress, American Memory and used for educational purposes only in compliance with their terms of use. Documents and related graphics may be duplicated for educational, non-profit school use only. All other uses, transmissions and duplications are prohibited unless permission is granted expressly.
Contact Margaret-Ann Howie, Esq. 410-887-2646

Grade Level/Content Area/Unit	Grade 8 Social Studies Transforming the Nation: Reconstruction
Focus: Enduring Understanding or Essential Question	How successful were Reconstruction policies in helping ex-slaves become politically, socially, and economically part of a free society?
MSDE Voluntary State Curriculum: U.S. History Content Standards/ Core Learning Goals	Standard 1.0 History: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States. Students will use historical thinking skills to understand how individuals and events have changed society over time. Indicator 11: Analyze political, economic and social goals of Reconstruction from 1865 to 1877 Objectives: a. Explain the goals and policies of the various Reconstruction plans b. Explain how the 13th, 14th, and 15th Amendments addressed the issue of civil rights through abolition, the granting of citizenship and the right to vote. d. Evaluate the effects of the Freedman’s Bureau
National Council for the Social Studies Content Standards	Standard III: People Places and Environments Social studies programs should include experiences that provide for the study of people, places, and environments. Standard IV: Individual Identity and Development Social studies programs should include experiences that provide for the study of individual development and identity .Standard V: Individuals, Groups, and Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
AASL Standards for the 21st-Century Learner	Learners use skills, resources and tools to: Inquire, think critically, and gain knowledge. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Share knowledge and participate ethically and productively as members of our democratic society. Pursue Personal and aesthetic growth.
National Technology Education Standards for Students (International Society for Technology in Education)	Indicator 3: Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. Indicator 4: Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. Indicator 5: Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. Indicator 6: Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Indicator 7: Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. Indicator 10: Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
enGauge 21st Century Skills (North Central Regional Educational Laboratory)	Information Literacy: The ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; and accomplish these functions using technology, communication networks, and electronic resources. Multicultural Literacy: The ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one's own culture and the cultures of others. Global Awareness: The recognition and understanding of interrelationships among international organizations, nation-states, public and private economic entities, sociocultural groups, and individuals across the globe.
Last update: November 2010, by Michael Morgan Created by: Helen Hall Dance, Baltimore County Public Schools BCPS Research Module, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. This Research Module may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. The Baltimore County Public schools does not guarantee the accuracy or quality of information located on telecommunications networks. We have made every reasonable attempt to ensure that our school system's web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the BCPS Telecommunications Policy. The linked sites are not under the control of the Baltimore County Public Schools; therefore, BCPS is not responsible for the contents of any linked site, links within the site, or any revisions to such sites. Links from BCPS Copyright © 2005 Baltimore County Public Schools, Towson, MD 21204, all rights reserved. Images courtesy of Library of Congress, American Memory and used for educational purposes only in compliance with their terms of use. Documents and related graphics may be duplicated for educational, non-profit school use only. All other uses, transmissions and duplications are prohibited unless permission is granted expressly. Contact Margaret-Ann Howie, Esq. 410-887-2646

How Successful Was Reconstruction? Teacher Resources

How Successful Was Reconstruction?

Teacher Resources