Lesson Overview
In this lesson, students will learn the history of this group of patriotic, but little-known African American soldiers that were organized in the mid-1800s, right after the Civil War. Two different divisions, the 9thand 10th Regiments of the U.S. Calvary [Calvary=Army soldiers who ride horses] came to be known by the nickname "BUFFALO SOLDIERS," and were given this name by Indians for TWO different reasons. Fascinating interviews, photos, and videos will illuminate the "picture" of this historical group which is finally receiving more recognition, honor, and credit for their heroic service to our country.
Essential Question
Who were the " BUFFALO SOLDIERS "? Students will learn why this group of soldiers had the nickname "Buffalo Soldiers", how they contributed service to the United States, and how they dealt with the difficulties of racial discrimination during their service with the U.S. Army.
Grade(s):
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
7, 8, 9, 10, 11, 12
student chromebook
teacher smartboard
brown paper bags, or 3' sheets of brown "bulletin board paper" from teacher supply room
charcoal, chalk, tempera paint,
glue sticks
scissors
small sheets [9x12" ] cardboard or poster board [to become "picture frames"]
You need to be logged in to see this lesson. Create an account now; it's quick, easy, and free!
Log In to View LessonYou need to be logged in to see this lesson. Create an account now; it's quick, easy, and free!
Log In to View LessonStandards
- USHC-3 The student will demonstrate an understanding of how regional and ideological differences led to the Civil War and an understanding of the impact of the Civil War and Reconstruction on democracy in America.
- Democracy is based on the balance between majority rule and the protection of minority rights. To understand the impact of conflicting interests on the rights of minority groups, the student will utilize the knowledge and skills set forth in the follo...
- USHC-3.5 Evaluate the varied responses of African Americans to the restrictions imposed on them in the post-Reconstruction period, including the leadership and strategies of Booker T. Washington, W. E. B. DuBois, and Ida B. Wells-Barnett.
- USHC-3.1 Evaluate the relative importance of political events and issues that divided the nation and led to civil war, including the compromises reached to maintain the balance of free and slave states, the abolitionist movement, the Dred Scott case, c...
- USHC-3.3 Analyze the effects of Reconstruction on the southern states and on the role of the federal government, including the impact of the thirteenth, fourteenth, and fifteenth amendments on opportunities for African Americans.
- USHC-3.4 Summarize the end of Reconstruction, including the role of anti–African American factions and competing national interests in undermining support for Reconstruction; the impact of the removal of federal protection for freedmen; and the i...
- USHC-3.2 Summarize the course of the Civil War and its impact on democracy, including the major turning points; the impact of the Emancipation Proclamation; the unequal treatment afforded to African American military units; the geographic, economic, an...
- Democracy is based on the balance between majority rule and the protection of minority rights. To understand the impact of conflicting interests on the rights of minority groups, the student will utilize the knowledge and skills set forth in the follo...
- 1 Literacy Skills for Social Studies
- 1.11 Explain how political, social, and economic institutions have influenced the state and nation throughout history.
- 1.1 Establish the chronological order in reconstructing a historical narrative.
- 1.7 Create maps, mental maps, and geographic models to represent spatial relationships.
- 1.8 Identify the locations of places, the conditions at places, and the connections between places.
- 1 Literacy Skills for Social Studies
- 1.1 Explain change and continuity over time and across cultures.
- 1.13 Apply economic decision making to understand how limited resources necessitate choices.
- 1.4 Evaluate multiple points of view or biases and attribute the perspectives to the influences of individual experiences, societal values, and cultural traditions.
You need to be logged in to see this lesson. Create an account now; it's quick, easy, and free!
Log In to View Lesson