S t u d e n t
H an d o u t
A
Dance Steps to the Cotillion
Group 2
Group 3
1 Asking to dance
1 Leading out
1 Hornpipe
2 Leading out
2 Down the middle
2 Right and left
3 Hands four round
3 Right and left
3 Cross hands
© Teachers’ Curriculum Institute
A Growing Sense of Nationhood 1
Adapted from Vera Brodsky Lawrence, Music for Patriots, Politicians, and Presidents.
Group 1
S t u d e n t
H an d o u t
Group 4
A
Group 5
Group 6
1 Asking to dance
1 Down the middle
1 Hornpipe
2 Leading out
2 Pousette
2 Cross hands
3 Right and left
3 Hands four round
3 Tête-à-tête
© Teachers’ Curriculum Institute
A Growing Sense of Nationhood 2
S t u d e n t
H an d o u t
Group 7
A
Group 8
Group 9
1 Down the middle
1 Leading out
1 Leading out
2 Right and left
2 Hands four round
2 Right and left
3 Fainting
3 Cross hands
3 Fainting
© Teachers’ Curriculum Institute
A Growing Sense of Nationhood 3
S t u d e n t
H an d o u t
B
Excerpts from Literature of the 1800s
Excerpt A
Excerpt B
We came from the place where the sun
is hid at night, over great plains where
the buffaloes live, until we reached the
big river. There we fought the Alligewi,
till the ground was red with their blood.
From the banks of the big river to the
shores of the salt lake, there was none to
meet us. The Maquas followed at a distance. We said the country should be ours
from the place where the water runs up no
longer, on this stream, to a river twenty
suns’ journey toward the summer . . .
We drove the Maquas into the woods
with the bears. They only tasted salt at
the licks; they drew no fish from the great
lake: we threw them the bones.
We were out two weeks, and in that time
killed fifteen bears. Having now supplied
my friend with plenty of meat, I engaged
occasionally again with my hands in our
boat building and getting staves. But I at
length couldn’t stand it any longer without another hunt. So I concluded to take
my little son, and cross over the lake, and
take a hunt there. We got over, and that
evening turned out and killed three bears,
in little or no time. The next morning we
drove up four forks, and made a sort of
scaffold, on which we salted up our meat,
so as to have it out of the reach of the
wolves, for as soon as we would leave our
camp, they would take possession.
Excerpt C
It was one by the village clock,
When he galloped into Lexington.
He saw the gilded weathercock
Swim in the moonlight as he passed,
And the meeting-house windows, black
and bare,
Gaze at him with a spectral glare,
As if they already stood aghast
At the bloody work they would look upon.
It was two by the village clock,
When he came to the bridge in Concord town.
He heard the bleating of the flock,
And the twitter of birds among the trees,
And felt the breath of the morning breeze
Blowing over the meadow brown.
And one was safe and asleep in his bed
Who at the bridge would be first to fall,
Who that day would be lying dead,
Pierced by a British musket ball.
© Teachers’ Curriculum Institute
Excerpt D
It was toward evening that Ichabod arrived at the castle of the Heer Van Tassel,
which he found thronged with the pride
and flower of the adjacent country. Old
farmers, a spare leathern-faced race, in
homespun coats and breeches, blue stockings, huge shoes, and magnificent pewter
buckles. Their brisk, withered little dames,
in close crimped caps, long waisted shortgowns, homespun petticoats, with scissors
and pin-cushions, and gay calico pockets
hanging on the outside . . .
And now the sound of the music from
the common room, or hall, summoned to
the dance . . .
Ichabod prided himself upon his dancing
as much as upon his vocal powers. Not a
limb, not a fibre about him was idle.
A Growing Sense of Nationhood 4
S t u d e n t
H an d o u t
C
Creating a Chapter of a Book
Suppose you are Alexis de Tocqueville, the 25-year-old Frenchman who traveled the United
States from 1831 to 1832. During your visit, you created the first draft of a book about U.S.
politics and culture.
You are about to return to France when you realize you have lost a chapter of your manuscript.
You are thankful you still have your field notes.
Re-create your lost chapter on Americans’ growing national identity. The chapter should be
written from the perspective of a European and answer this question: What did it mean to be
an American in the early 1800s? Use your Reading Notes and book to help you.
Your chapter should be five pages long and have these elements:
1. An introductory page with a title, introductory paragraph, and visual.
• The introductory paragraph must contain a thesis that directly answers this question:
What did it mean to be an American in the early 1800s?
• Use one of these theses, or create one of your own: Being an American means having
tremendous pride in one’s country. Being an American means having a sense of
individualism. Being an American means promoting national unity.
2. Three pages with paragraphs that support your thesis, and accompanying visuals.
• Each page should have at least one paragraph and one visual.
• Paragraphs should explore one or more of these topics: politics, art, music, or literature.
• Each paragraph should have a topic sentence and examples that support your thesis.
For example, you might explain how Davy Crockett’s work reflected Americans’ sense
of individualism. Or you might explain how Henry Clay’s American System attempted
to unify the country.
• Each paragraph should have at least one visual.
3. A final page with a conclusion where you summarize your thesis. Your conclusion
should be at least one paragraph long and include a restatement of your thesis and a brief
summary of the examples you used to support it.
© Teachers’ Curriculum Institute
A Growing Sense of Nationhood 5