A multicultural history of the United States, from 1850 to 1880, focussing on the events before, during, and after the Civil War and discussing the experiences of various ethnic groups, notably blacks, Native Americans, and Chinese immigrants, during this period.
A multicultural history of the United States, from 1850 to 1880, focussing on the events before, during, and after the Civil War and discussing the experiences of various ethnic groups, notably blacks, Native Americans, and Chinese immigrants, during this period.
A multicultural history of the United States, from 1850 to 1880, focussing on the events before, during, and after the Civil War and discussing the experiences of various ethnic groups, notably blacks, Native Americans, and Chinese immigrants, during this period.
In Indiana in the Civil War Era, 1850–1880 (vol. 3, History of Indiana Series), author Emma Lou Thornbrough deals with the era of the Civil War and Reconstruction. Thornbrough utilized scholarly writing as well as examined basic source materials, both published and unpublished, to present a balanced account of life in Indiana during the Civil War era, with attention given to political, economic, social, and cultural developments. The book includes a bibliography, notes, and index.
For classroom reading teachers and specialists, this unique resource is one of two volumes of "Reading Stories for Comprehension Success" packed with ready-to-use story lessons and activities for building students' reading, comprehension, and writing skills in grades 1 through 6. Volume I, PRIMARY LEVEL, presents 45 detailed lessons, reproducible story selections and questions, and related activities for reading grade levels 1, 2, and 3. Volume II, INTERMEDIATE LEVEL, presents 45 detailed lessons, reproducible story selections and questions, and related activities for reading grade levels 4, 5, and 6. The story lessons and activities in both volumes are designed with modifications for the learning disabled built in. They can be used with all regular and special students in any basal or whole language reading program, and help increase students' confidence, interest, and involvement in learning while growing comprehension skills. You'll find 15 story lessons at each grade level. Each story lesson is organized into the following sections: About the Story: A brief overview introduces the story's topic, e.g., "Fast-Food Computers" (Reading Level 2) or "The Mystery of St. Elmo's Fire" (Reading Level 4). Preview Words: A helpful word list introduces students to any unfamiliar vocabulary. Books to Read: Recommended books relate to the subject of the story lesson. Videos/CD's, Records & Cassettes: These additional resources will help get students hooked into the story lesson. Introductory Activities: Role-playing, card games, crafts projects, and other activities familiarize students with the topics of the story. The Story: Each factual story is designed to capture and hold children's interest and is accompanied by a reproducible full-page picture. Questions: Specially designed comprehension questions require students to think out their answer and respond with complete, written sentences. Extension Activities: Projects, plays, and a variety of other activities allow the student to experience the subject beyond the story. Each grade-level volume also includes a special introduction offering detailed suggestions for using "Reading Stories for Comprehension Success" with students of all abilities. This covers teaching strategies, reading ability guidelines, sentence writing lessons, and directions for effective use of the pre-tests, teacher lesson plans, and student data sheets. In short, "Reading Stories for Comprehension Success" gives you a single developmental program you can use with all of the regular and special students in your classroom. It provides maximum flexibility in lesson preparation and the freedom to base each lesson on your students' needs.
This entirely new edition of a famous classic has glorious new photographs—many never before seen—as well as revised and expanded text that deepens our understanding of the vital role played by African American men and women on America's early frontiers. This revised volume includes an exciting new chapter on the Civil War and the experiences of African Americans on the western frontier. Among its fascinating accounts are those explaining how thousands of enslaved people in Arkansas, Missouri and Texas successfully escaped into the neighboring Indian Territory in Oklahoma. These runaways inspired the idea eventually adopted as the Emancipation Proclamation, which freed slaves within the states that were in rebellion. Inspired by a conversation that William Loren Katz had with Langston Hughes, The Black West presents long-neglected stories of daring pioneers like Nat Love, a.k.a. Deadwood Dick; Mary Fields, a.k.a. Stagecoach Mary; Cranford Goldsby, a.k.a. Cherokee Bill—and a host of other intrepid men and women who marched into the wilderness alongside Chief Osceola, Billy the Kid, and Geronimo.
Historians have published countless studies of the American Civil War from 1861 to 1865 and the era of Reconstruction that followed those four years of brutally destructive conflict. Most of these works focus on events and developments at the national or state level, explaining and analyzing the causes of disunion, the course of the war, and the bitter disputes that arose during restoration of the Union. Much less attention has been given to studying how ordinary people experienced the years from 1861 to 1876. What did secession, civil war, emancipation, victory for the United States, and Reconstruction mean at the local level in Texas? Exactly how much change—economic, social, and political—did the era bring to the focus of the study, Harrison County: a cotton-growing, planter-dominated community with the largest slave population of any county in the state? Providing an answer to that question is the basic purpose of A Southern Community in Crisis: Harrison County, Texas, 1850–1880. First published by the Texas State Historical Association in 1983, the book is now available in paperback, with a foreword by Andrew J. Torget, one of the Lone Star State’s top young historians.