Field Test Edition
2008-09
A Nation Grows
Grade 7: Unit 4
Lewis and Clark on the Lower Columbia
painted by Charles Marion Russell in 1905
Office of Curriculum and
Professional Development
Department of Social Studies
Field Test Edition
2008-09
Field Test Edition
2008-09
NYC Department of Education
Department of Social Studies
Unit of Study
Joel I. Klein
Chancellor
Marcia V. Lyles, Ed.D.
Deputy Chancellor for
Teaching and Learning
Sabrina Hope King, Ed.D.
Chief Academic Officer
Office of Curriculum and Professional Development
Anna Commitante
Director of English Language Arts, Social Studies and Gifted & Talented
Norah Lovett
Frances Corvasce Macko, Ph.D.
Instructional Specialists
52 Chambers Street
New York, New York 10007
Tel • 212-374-5165
Field Test Edition
2008-09
Department of Social Studies
Social Studies is the integrated study of history, geography, economics, government and civics.
More importantly it is the study of humanity, of people and events that individually and collectively
have affected the world. A strong and effective Social Studies program helps students make sense
of the world in which they live, it allows them to make connections between major ideas and their
own lives, and it helps them see themselves as members of the world community. It offers students
the knowledge and skills necessary to become active and informed participants on a local, national
and global level.
Social Studies must also help students understand, respect and appreciate the commonalities and
differences that give the U.S character and identity. The complexities of history can only be fully
understood within an appreciation and analysis of diversity, multiple perspectives,
interconnectedness, interdependence, context and enduring themes.
This unit of study has been developed with and for classroom teachers. The activities and lesson
plans provided in this unit guide should be used flexibly and we encourage teachers to adapt and
customize them to meet students’ needs.
Contributing Educators
Debra E. Anello
IS 25Q
Andrew Chesler
IS 145Q
Evan Lipton
Bay Academy
Christine Sugrue
Department of Social Studies
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2008-09
A NATION GROWS
I. The Planning Framework
TABLE OF CONTENTS
1
How This Unit Was Developed
3
Teacher Background: A Nation Grows
5
Brainstorm Web
8
Essential Question
9
Sample Daily Planner
10
Learning and Performance Standards
23
Social Studies Scope and Sequence
26
II. Principles Guiding Quality Social Studies Instruction
27
Principles of Quality Social Studies Instruction
28
Inquiry in the Social Studies Classroom
29
Social Studies Skills
30
New Research on Content Literacy and Academic Vocabulary
31
Social Studies Content Area Reading Strategies
32
Diversity and Multiple Perspectives: An Essential Component
35
Reading as a Historian
37
How to Develop Concept Understanding
40
Interdisciplinary Models: Literacy and Social Studies as Natural Partners
42
III. Teaching Strategies
45
Social Studies Case Study
47
Text Structures Found in Social Studies Texts
48
Encouraging Accountable Talk
51
Project-Based Learning
52
Successful Strategies for Implementing Document-Based Questions
53
Assessing Student Understanding
57
Multiple Intelligences
59
Bloom’s Taxonomy
60
Maximizing Field Trip Potential
61
IV. Sample Lessons, Materials and Resources
63
Trade Book Text Sets
65
Engaging the Student/Launching the Unit
67
Academic Vocabulary
69
Lessons Plans
70
Putting it Together
161
Field Trips for A Nation Grows
162
V. Additional Resources
163
Templates
165
Bibliography
179
Professional Resources
184
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I.
The Planning Framework
A Nation Grows
Covered wagon
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HOW THIS UNIT WAS DEVELOPED
•
This unit is the fourth unit of the Grade 7 scope and sequence. The unit was developed
by a team of DOE staff and teachers. The first step was a brainstorming session and
the results were charted in a “web.” While brainstorming elicited an extensive list of
interdisciplinary connections, the team chose to focus on those ideas that are most
central and relevant to the topic and goals for the unit.
•
After the brainstorm web was refined to include the most essential components, the
Essential Question and Focus or Guiding Questions were developed. An essential
question can be defined as a question that asks students to think beyond the literal. An
essential question is multi-faceted and is open to discussion and interpretation. The
essential question for this unit of study on A Nation Grows is “What were the causes
and effects of national growth?”
•
Focus Questions or Guiding Questions were developed before beginning the unit of
study. We thought about the goals and objectives for students when formulating the
Focus or Guiding Questions. For example, one of the goals of the unit is to promote
student awareness of the impact of westward expansion on the growing nation.
Therefore, one of the focus questions is, “What challenges and opportunities were
created by the nation’s rapid expansion?”
•
Student outcomes were determined by thinking about what students are expected to
know and be able to do by the end of the unit. The processes for that learning (how the
learning would occur) and the desired student affective understandings were also
considered.
•
Various types of assessments are included to meet the needs of all learners.
•
Lessons and activities are included, as well as ideas for launching the unit that
introduce, build and engage students with content knowledge, concept, or skill that
address the focus questions in some way. A final section with ideas for culminating
activities helps students to understand the significance of the new material studied.
•
Ideas for extension activities are included with lessons so students can deepen their
understanding through inquiry and application, analysis, and synthesis of knowledge,
concept, and skill to address the specific skills that students should acquire.
•
A variety of activities for independent or small group investigations are suggested that
allow students to create, share, or extend knowledge while capitalizing on student
interests that will allow for independent interest-based inquiries.
•
We have included guidelines on the use of text sets which are central to this unit.
•
Current research on the importance of content area literacy, the development of
academic vocabulary, and culturally relevant pedagogy is included.
•
A bibliography of appropriate, multi-dimensional and varied resources is provided.
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•
A rationale for the value of field trips and a list of possible field trips to relevant
cultural institutions, art museums and community -based organizations is included.
•
A suggested culminating activity that validates and honors student learning and
projects is described.
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TEACHER BACKGROUND
A NATION GROWS
“Go West, young man.” –Horace Greeley
Teaching students about the period when the United States grew into the nation it is today
is an exciting and challenging task. This is the time when America establishes itself as an
independent nation, demonstrating its new model of government but also facing the
challenges of tremendous and rapid growth. The challenges and changes were geographic,
economic, social and political. During this time, the United States more than doubled in
size. Advances in technology and the Industrial Revolution led to great economic change.
Politically, more and more people who did not have access to freedom and equality began to
demand it.
Thomas Jefferson, an advocate of strict interpretation of the Constitution, faced many
decisions for which there was no clear guidance in the founding document. As president he
tested the boundaries of the Constitution which did not address the acquisition of land,
such as with the Louisiana Purchase.
Jefferson also sent Meriwether Lewis and William Clark on an expedition to explore the
new territory and determine its significance for the nation. Lewis and Clark spent three
years documenting the natural wonders, and meeting the indigenous populations of the
territory. While their exploration did not lead to the discovery of an all water-route to the
Pacific, many other discoveries were made.
Soon after the journey of Lewis and Clark, the country’s independence was again
threatened by Great Britain in the War of 1812. The United States, angered by both British
interference in U.S. trade with France, and the impressments, or forced recruitment of
American sailors into the Royal Navy, declared war. America was victorious in what is
sometimes known as the “second” war for independence. This final stand for independence
also inspired the anthem that still represents our nation today, The Star-Spangled Banner.
After the War of 1812, the country began to look inward as President James Monroe
reaffirmed George Washington’s foreign policy of isolation. He stated the need for a clear
break between the Old World of Europe and the New World in the Western Hemisphere. In
what later became known as the Monroe Doctrine, foreign policy precedents were
established that still resound.
In keeping with looking inward, new opportunities for an early push westward were made
possible by the completion of the Erie Canal. An engineering feat for its day, the Erie
Canal greatly increased trade by providing an all-water route from New York City via the
Hudson to the Allegheny Mountains, the “frontier” at that time. In addition to increased
trade, the Erie Canal allowed for the migration of many people to that early frontier.
Another great change at this time was in the presidency of Andrew Jackson. Not a member
of the aristocracy, Jackson sought to represent the “common man.” He believed in both a
strong federal government and a strong executive. His actions expanded the powers of the
presidency and his approach to governing became known as “Jacksonian Democracy.” He
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used the power granted him under the Constitution and discovered that the veto was
an effective tool to shape policy.
Additionally many of his policies supported Manifest Destiny, the belief that the United
States was destined to expand across the North American continent, from the Atlantic
seaboard to the Pacific Ocean. In 1830, just a year after taking office, Jackson pushed a
new piece of legislation called the "Indian Removal Act" through both houses of Congress. It
gave the president power to negotiate removal treaties with Indian tribes living east of the
Mississippi. By 1837, the Jackson administration had removed 46,000 Native American
people from their land east of the Mississippi, and led the way for settlement.
Acquisition and expansion continued with the annexation of Texas after its secession from
Mexico. Tension between Mexico and the United States resulted in the Mexican-American
War. The Treaty of Guadalupe Hidalgo ended the war with the addition of what would later
become New Mexico, Arizona, California, western Colorado, Utah, Texas and Nevada. Still
later, the Gadsden Purchase resulted in the acquisition of what are now southern New
Mexico and southern Arizona.
The enormous growth of the country was marked by many positive and negative results.
Pioneers, with dreams of fortune, headed west in the face of great hardships. They walked
thousands of miles alongside their covered wagons hoping for greater religious freedom, a
better life as a landowner, or a great fortune in gold. Though few fortunes were made from
the actual gold, populations grew and many pioneers found other economic opportunities.
In 1862, The Homestead Act provided a fresh reason to travel westward with the promise of
free land.
The Native Americans, who already inhabited that land were not considered and were often
subjected to unfair and brutal treatment by the government and those moving west in
search of land and opportunity. Treaties were signed and not honored. Government policies
resulted in forced relocation to inhospitable, barren reservations. A particularly devastating
exodus was the removal of the Cherokee from their land, known as the Trail of Tears.
Native Americans were not the only group without access to the rights guaranteed “to all”
by the Constitution. African-Americans and women continued to be denied the rights
promised to men in the Declaration of Independence. At the Seneca Falls convention in
New York, women’s rights leaders drafted the Declaration of Sentiments, which stated, “We
hold these truths to be self-evident: that all men and women were created equal.”
Reformers began to organize and demand equal rights for all Americans. They supported
changes such as the right to vote for women and the abolition of slavery.
Meanwhile, technological advances brought other changes to the United States.
Communication improved with Samuel Morse’s invention of the telegraph. The steamboat
and later the railroad, allowed for better transportation and movement of people and goods.
Advancements in manufacturing and industry led to the growth of factories and
subsequently, cities. Although the growth in industry also resulted in the unfair treatment
of the many people who labored for those industries, it also provided new opportunities.
Soon the new cities and a full-blown Industrial Revolution would bring an influx of
immigrants to the nation. These immigrants would provide the manpower for America’s
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growth as an industrial nation. They would lay the tracks for the transcontinental railroad.
When the Golden Spike Ceremony joined east to west in 1869, Manifest Destiny was
achieved, both geographically and symbolically.
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BRAINSTORM WEB
Math
•
Determine the percentage by
which the United States
increased in size during the 19th
century.
Compare population density of
cities at the beginning of the 19th
century and at the end of the
century.
Chart the shift in population
westward as the nation
expanded.
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•
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•
•
•
Analyze the allegorical
representation in American
Progress by John Gast.
Create a poster depicting life on
the frontier.
Listen to songs from the 19th
century such as Clementine and
Oh Susanna.
•
•
•
Read Gary Paulsen’s Call Me
Francis Tucket.
Read Narcissa Whitman’s diary
excerpts and write a letter from the
perspective of a pioneer to a family
member or friend in the east.
Explore the poetry of Walt
Whitman.
Read Mark Twain’s short story,
“The Notorious Jumping Frog of
Calaveras County.
•
What were the causes
and effects of national
growth?
•
•
Field trips
The Arts
•
Examine the technology used in
the building of the Erie Canal.
Consider the advantages of
interchangeable parts and
assembly lines.
Explore the technology timeline at
http://www.pbs.org/wgbh/amex/tel
ephone/timeline/f_timeline.html
Literacy
Examine the pros and cons of the
Louisiana Purchase.
Research Lewis and Clark’s expedition
westward.
Create a model of a western
homestead.
Create an advertisement encouraging
westward expansion.
Write a journal entry from the
perspective of a new immigrant.
Analyze primary sources from the
Mexican-American War.
•
•
Research inventions such as the
telegraph and the cotton gin.
Explore natural discoveries
made by Lewis and Clark.
Compare and contrast the
availability of natural resources
then and now.
Research Native American
remedies.
Social Studies
•
Technology
Science
•
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•
Walt Whitman birthplace,
Huntington, NY
Fulton Ferry Landing
Museum of the American Indian
Museum of the City of New York
Brooklyn Museum
Projects
•
•
•
•
Create a model museum exhibit
relating to the Gold Rush.
Compile a scrapbook of
historical newspaper clippings.
Compose an ongoing journal
reflecting life in the West.
Perform a skit based on life on
the frontier.
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ESSENTIAL QUESTION
What were the causes and effects of national growth?
Content/Academic Vocabulary (sample)
precedent
suffrage
neutral impressment sedition
spoils system
abolitionist
Manifest Destiny
annex
cede
expedition
forty-niner
frontier
land grants
Focus Questions
•
•
•
•
•
What was the United States’ foreign policy during the 1800’s?
How did the nation grow geographically and economically?
What challenges and opportunities were created by the nation’s rapid expansion?
How did national policies influence the growth of the nation?
How were people’s lives affected by the nation’s growth?
Student Outcomes
Think about what you want the student to know and be able to do by the end of this unit.
Content, Process and Skills
Read and understand journals of the Lewis and Clark Expedition.
Create a newspaper describing important events of the journey.
Study the Homestead Act and other factors that motivated
families to leave their homes and move west.
Write a persuasive essay encouraging families to move west.
Recognize the hardships faced along the Oregon Trail.
Examine the role the Gold Rush had on the Native Americans and
the Settlers.
Study how the railroad changed life for Native Americans
Create an ad to draw people west to see sights and find gold.
Refine questions to gather different types of information
Seek information from diverse sources to get balanced view
Use information to create original and creative products
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SAMPLE DAILY PLANNER
DAY
Social Studies
Focus Question
How did the nation grow geographically
and economically?
Content Understandings
Geographic Growth
The Louisiana Purchase
-Reasons for purchase from France
-Lewis and Clark catalog the newly
acquired territory
Introduce A Growing Nation Journal
project
Geographic Growth
The Louisiana Purchase
-Reasons for purchase from France
-Lewis and Clark catalog the newly
acquired territory
Lewis and Clark: An expedition to the
Pacific Ocean sample lesson
• Respond to Lewis and Clark journals.
• Write about the most challenging
aspects of the expedition from the
point-of-view of a member of the
expedition.
Consult The New Nation
http://www.pbs.org/lewisandclark/index.ht
ml
http://www.lewisandclark200.org/index.ph
p?cID
1.
How did the nation grow geographically
and economically?
2.
What learning experiences will answer the
focus question?
Jefferson’s Decision: The Louisiana
Purchase sample lesson
• Prepare persuasive presentations
for or against the Louisiana
Purchase
Consult We The People – The Louisiana
Purchase, Expansion of America – The
Louisiana Purchase, The New Nation,
Constitution: Translated for Kids
http://www.archives.gov/exhibits/american
_originals_iv/sections/louisiana_purchase_
treaty.html#
http://www.nps.gov/archive/jeff/lewisclark2
/circa1804/heritage/louisianapurchase/loui
sianapurchase.htm
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Geographic Growth
The Louisiana Purchase
-Reasons for purchase from France
-Lewis and Clark catalog the newly
acquired territory
•
How did the nation grow geographically
and economically?
Treaties with Native American peoples
•
•
What was the United States’ foreign policy
during the 1800’s?
National Growth
The War of 1812
-Conflict between Britain and France
-Challenge to national stability
-Impressment of sailors
-Second war for independence
The War of 1812 sample lesson
• Examine documents relating to the
War of 1812.
• Using the primary source analysis
page, analyze the primary sources
documents.
Consult Washington is Burning The War
of 1812, Soldiers of the War of 1812,
Battles of the War of 1812, Expanding the
Nation, Liberty For All 1800 – 1860
http://home.earthlink.net/~gfeldmeth/char
t.1812.html
http://americanhistory.si.edu/starspangled
banner/default.aspx
http://memory.loc.gov/learn/lessons/psourc
es/studqsts.html
How did the nation grow geographically
and economically?
4.
5.
•
Analyze Lewis and Clark: A Poem by
Rosemary and Stephen Vincent Benet
on p. 180 of A New Nation.
Draft poems reflecting historical
events.
Research the life of Tecumseh.
Choose and defend a position,
Tecumseh: American Legend or
American Enemy.
Consult The New Nation,
http://www.ohiohistorycentral.org/entry.ph
p?rec=373
http://www.jmu.edu/madison/center/main_
pages/madison_archives/era/native/tecums
eh/tecumseh.htm
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What was the United States’ foreign policy
during the 1800’s?
National Growth
The War of 1812
-Conflict between Britain and France
-Challenge to national stability
-Impressment of sailors
-Second war for independence
Analyze if the War of 1812 was the Second
War for American Independence.
Consult The New Nation,
http://score.rims.k12.ca.us/activity/second_
war_independence/
http://www.archives.gov/research/military/
war-of-1812.html
http://www.socialstudiesforkids.com/article
s/ushistory/thewarof18121.htm
What was the United States’ foreign policy
during the 1800’s?
The Monroe Doctrine.
-Limits on European colonization
-US political and economic interest
The Monroe Doctrine sample lesson
• Analyze how foreign policy changed
under The Monroe Doctrine.
• Create a political cartoon or an
editorial about the U.S.’ foreign policy
in the 1800s.
Consult The New Nation
http://avalon.law.yale.edu/19th_century/m
onroe.asp
http://popartmachine.com/item/pop_art/LO
C+1101620
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What was the United States’ foreign policy
during the 1800’s?
The Mexican War
-US acquisition of territory
-Annexation of Texas
-Treaty of Guadalupe Hidalgo
Chart the causes and effects of the
Mexican-American War.
• Study the contested territory on a map.
• Work in small groups to summarize
the events of key battles.
• Discuss the contributions of key people
such as Miguel Hidalgo, Santa Anna,
Sam Houston, Henry Clay, President
James Polk and Gen. Zachary Taylor.
• Analyze the impact of the Treaty of
Guadalupe Hidalgo.
Consult America’s Manifest Destiny, The
Mexican-American War, The Mexican War,
1846-1848
What was the United States’ foreign policy
during the 1800’s?
The Mexican War
-US acquisition of territory
-Annexation of Texas
-Treaty of Guadalupe Hidalgo
The Mexican War through political
cartoons sample lesson
• Analyze political cartoons about the
Mexican-American War.
Consult
http://www.pbs.org/kera/usmexicanwar/ind
ex_flash.html
What challenges and opportunities were
created by the nation’s rapid expansion?
The Women’s Rights Movement
-Seneca Falls Convention
-The Declaration of Sentiments
-Key figures
Early Leaders in the Fight for Women’s
Rights sample lesson
• Prepare a speech introducing one of
the leaders of the Seneca Falls
Convention.
Consult Great Women of the Suffrage
Movement
http://www.npg.si.edu/col/seneca/senfalls1.
htm
http://www.npg.si.edu/cexh/nwomen/stanto
n.htm
8.
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10.
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http://civilwar.si.edu/slavery_mott1.html
http://www.npg.si.edu/cexh/nwomen/antho
ny.htm
http://www.loc.gov/exhibits/treasures/trr04
0.html
The Women’s Rights Movement
-Seneca Falls Convention
-The Declaration of Sentiments
-Key figures
Compare the Declaration of
Sentiments to the Declaration of
Independence at
www.library.csi.cuny.edu/dept/history/l
avender/2decs.html
• Examine Elizabeth Cady Stanton’s
scrapbook at
http://www.loc.gov/exhibits/treasures/trr040.
html
• Create a timeline of women’s rights in
the 1800s.
Consult Great Women of the Suffrage
Movement
What challenges and opportunities were
created by the nation’s rapid expansion?
Economic Growth
-The Erie Canal
-Increase in US trade opportunities
-Effect on New York State
-The Great Lakes connect to the Atlantic
Ocean
The Songs of the Erie Canal sample lesson
• Listen to an Erie Canal song and
analyze its lyrics. Students can play
songs at
http://www.epodunk.com/routes/eriecanal/index.html# on the Erie Canal
Tour.
• Discuss how the Erie Canal led to
increased trade opportunities.
• Create a poster reflecting the imagery
in the song, and the history of the Erie
Canal.
11.
12.
•
What challenges and opportunities were
created by the nation’s rapid expansion?
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What challenges and opportunities were
created by the nation’s rapid expansion?
Economic Growth
-The Erie Canal
-Increase in US trade opportunities
-Effect on New York State
-The Great Lakes connect to the Atlantic
Ocean
Research the technological advancements
of the steamboat and its role in
transportation.
• Imagine Robert Fulton has hired you
to persuade businesses to use the
steamboat for transporting goods.
Pitch the steamboat as an opportunity
for economic growth in New York in
conjunction with the Erie Canal.
Consult The New Nation
http://www.pbs.org/wgbh/theymadeameric
a/whomade/fulton_hi.html
How did national policies influence the
growth of the nation?
Andrew Jackson’s Presidency
-Controversy over national growth
-National debt is repaid
-Opposition to the National Bank
-Spoils system
-Trail of Tears
Jacksonian Democracy sample lesson
• Examine the political cartoon of “King
Andrew” and discuss questions.
• Chart the core concepts of Jacksonian
Democracy.
Consult The New Nation
http://www.whitehouse.gov/history/preside
nts/aj7.html
How did national policies influence the
growth of the nation?
-Trail of Tears
Trail of Tears sample lesson
• Research the Trail of Tears and create
a journal entry from the perspective of
a Native American forced to relocate.
Consult The American Adventure: The
Trail of Tears, Cornerstones of freedom:
The Trail of Tears, The New Nation
http://www.anpa.ualr.edu/digital_library/i
ndianvoices/family_stories/family_stories.
htm
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How did national policies influence the
growth of the nation?
16.
How did the nation grow geographically
and economically?
How did national policies influence the
growth of the nation?
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Land purchased by United States
-1819 Purchase of Florida
-1853 Gadsden Purchase from Mexico
-1867 Purchase of Alaska
•
Land purchased by United States
-1819 Purchase of Florida
-1853 Gadsden Purchase from Mexico
-1867 Purchase of Alaska
Work in groups to explore the purchase of
Florida, the Gadsden’s Purchase or the
purchase of Alaska.
Chart key figures, economic costs and
benefits of the purchase, human impact,
and any unforeseen outcomes.
Consult
http://www.state.gov/r/pa/ho/time/gp/17662
.htm,
http://www.americaslibrary.gov/jb/recon/jb
_recon_alaska_1.html,
http://www.loc.gov/rr/program/bib/ourdocs/
Alaska.html,
http://www.sonofthesouth.net/texas/florida
.htm,
http://www.state.gov/r/pa/ho/time/jd/16320
.htm, http://www.gadsdenpurchase.com/,
http://www.state.gov/r/pa/ho/time/dwe/877
21.htm,
http://www.americaslibrary.gov/cgibin/page.cgi/jb/reform/gadsden_1
Create a map of the United States
reflecting land acquisitions of the 19th
century.
• Identify geographic, economic and
political reasons why the U.S. would
have wanted to make these
acquisitions.
Consult
http://www.nationalatlas.gov/articles/histo
ry/a_expansion.html
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How were people’s lives affected by the
nation’s growth?
18.
How did national policies influence the
growth of the nation?
Economic opportunity in the west
-Gold Rush
-Unsettled territories
The 1862 Homestead Act
-Land distribution
Manifest Destiny sample lesson
• Examine the beliefs of Manifest
Destiny and its role in Westward
Expansion.
• Analyze John Gast’s American
Progress.
What challenges and opportunities were
created by the nation’s rapid expansion?
Economic opportunity in the west
-Gold Rush
-Unsettled territories
Create a comic book style depiction about
life on the Oregon Trail.
Consult Westward Ho! The Story of the
Pioneers, Wild West,
http://www.isu.edu/~trinmich/Oregontrail.
html
What challenges and opportunities were
created by the nation’s rapid expansion?
Economic opportunity in the west
-Gold Rush
-Unsettled territories
Design and create an advertisement for a
product that would have improved the
quality of life on the Oregon Trail.
Consult Westward Ho! The Story of the
Pioneers, Wild West,
http://www.isu.edu/~trinmich/Oregontrail.
html
What challenges and opportunities were
created by the nation’s rapid expansion?
Economic opportunity in the west
-Gold Rush
-Unsettled territories
The Gold Rush sample lesson
• Identify the factors that led to the Gold
Rush.
Consult The California Gold Rush, Liberty
for All, Expanding and Preserving the
Union: Pioneer Trails, California Ranchos
http://www.sfmuseum.net/
http://www.isu.edu/~trinmich/allabout.ht
ml
http://www.museumca.org/goldrush/silver.
html
19.
20.
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What challenges and opportunities were
created by the nation’s rapid expansion?
Economic opportunity in the west
-Gold Rush
-Unsettled territories
The Gold Rush sample lesson continued
• Research and present the opportunities
and challenges the Gold Rush
presented for the nation.
How did national policies influence the
growth of the nation?
The 1862 Homestead Act.
-Land distribution
The Homestead Act: Opportunities in the
West sample lesson
• Complete jigsaw activity on the
Homestead Act.
• Determine the pros and cons of
journeying west.
• Identify the opportunities and pitfalls
of becoming Homesteaders.
Consult Who settled the West?, Pioneer Life
in the American West, Pioneer Trails,
Westward Ho! The Story of the Pioneers,
Wild West
http://www.americaslibrary.gov/cgibin/page.cgi/jb/civil/homested_1
http://www.ourdocuments.gov/doc.php?flas
h=true&doc=31
http://www.pbs.org/wnet/frontierhouse/fro
ntierlife/essay1.html
How did national policies influence the
growth of the nation?
The 1862 Homestead Act
-Land distribution
Life in the West
• Assume the identity of someone who
traveled to live in the West. Research
what life would have been like for the
person.
• Write a skit incorporating all of the
“characters” that you might have come
across in a pioneer town. Include a
sidebar with historically accurate
details.
23.
24.
How were people’s lives affected by the
nation’s growth?
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Consult African Americans in the Old
West, Daily Life in a Covered Wagon,
Going to School in Pioneer Times,
Outrageous Women of the American
Frontier, Pioneer Life in the American
West
How did national policies influence the
growth of the nation?
Treaties with Native American peoples
Native American Treaties
• Examine treaties the US government
made with Native Americans. Identify
the gains and losses for each group and
compare the outcomes.
• Explore the current status of the
treaties.
Consult The American Adventure: The
Trail of Tears, Cornerstones of Freedom:
The Trail of Tears, Native Americans and
the New American Government; Treaties
and Promises ,
http://avalon.law.yale.edu/subject_menus/
ntreaty.asp
How did national policies influence the
growth of the nation?
Economic opportunity in the west
-Gold Rush
-Unsettled territories
Explore the role of African-Americans in
the U.S. westward expansion.
• Identify why moving or escaping to the
West presented opportunities for some
African-Americans.
• Work in small groups to research about
African-Americans who worked the
railroads, homesteads, farmed or
became cowboys or Buffalo Soldiers.
25.
26.
The 1862 Homestead Act
-Land distribution
Consult African-Americans in the Old
West, Wild West, Who Settled the West
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How did national policies influence the
growth of the nation?
27.
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Land purchased by United States
-1819 Purchase of Florida
-1853 Gadsden Purchase from Mexico
-1867 Purchase of Alaska
Economic opportunity in the west
-Gold Rush
-Unsettled territories
The 1862 Homestead Act
-Land distribution
How did national policies influence the
growth of the nation?
The Industrial Revolution
-Railroad
28.
How did national policies influence the
growth of the nation?
29.
The rise of urban cities
-Economic development in various
regions
The rise of urban cities
-Economic development in various
regions
•
Create a scrapbook of newspaper
articles from the Brooklyn Daily Eagle
archives on topics relating to
expansion, such as the Gold Rush and
the 1862 Homestead Act.
• Synthesize the common arguments
both in favor and against expansion.
Consult
http://eagle.brooklynpubliclibrary.org/Defa
ult/Skins/BEagle/Client.asp?Skin=BEagle
&AW=1228743360156&AppName=2
•
Identify the positive and negative
impact of the Transcontinental
Railroad.
• Create either an advertisement for the
railroad or a broadside admonishing its
construction.
• Analyze images of the Golden Spike
Ceremony.
Consult Ten Mile Day and the Building of
the Transcontinental Railroad, Life in the
Old West: The Railroad, Seeds of Change
in American history, Building the
Transcontinental Railroad
Compare population density of cities at the
beginning of the 19th century and at the
end of the century.
• Use Census Bureau data to identify
and graph patterns in growth.
http://www.census.gov/dmd/www/maps
_1790to2000.html
• Discuss what factors may have
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influenced the growth of cities.
How did national policies influence the
growth of the nation?
How were people’s lives affected by the
30. nation’s growth?
How were people’s lives affected by the
nation’s growth?
Immigration sample lesson
• Explore an interactive timeline on
immigration.
• Research and complete a graphic
organizer.
Consult The New Nation
http://www.ellisislandrecords.org/immexp/
wseix_5_2.asp?
http://pbskids.org/bigapplehistory/immigra
tion/topic1.html
The rise of urban cities
-Economic development in various
regions
Lowell Mill Girls
• Read accounts about working in the
Lowell cotton mills.
The Industrial Revolution
-Roots in England
-Cotton gin
-Technology
-Economic expansion of the United
States
31.
32.
Immigration
-People arrive from Europe and Asia
-Major source of labor
-Economic and social challenges
How were people’s lives affected by the
nation’s growth?
The Industrial Revolution
-Roots in England
-Cotton gin
-Railroad
•
•
Share details about working in a mill or
living in a mill town.
Develop a Lowell Cotton Mills
Employee Bill of Rights
Consult
http://nhs.needham.k12.ma.us/cur/baker_0
0/baker_1800_soc/baker_ko_ca_mo_p4/low
ell__a_case_study.htm
http://www.fordham.edu/halsall/mod/robin
son-lowell.html
http://www.nps.gov/history/nr/twhp/wwwl
ps/lessons/21boott/21boott.htm
Inventions of the early Industrial
Revolution sample lesson
• Create a ‘biography’ of an invention
from the 19th century.
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How were people’s lives affected by the
nation’s growth?
2008-09
-Telegraph
-Technology
-Economic expansion of the United
States
Consult The New Nation
http://www.pbs.org/wgbh/amex/telephone/t
imeline/f_timeline.html
http://www.nationalarchives.gov.uk/events
/calendar/inventions.htm
http://historyworld.org/Industrial%20Intro.htm
The rise of urban cities
-Economic development in various
regions
Social Reforms of the 19th Century sample
lesson
• Research the impact of social
movements in the 1800s.
Consult Going to School in Pioneer Times
http://teacher.scholastic.com/activities/suff
rage
http://www.historynow.org/03_2006/index.
html
http://rmc.library.cornell.edu/abolitionism
Immigration
-People arrive from Europe and Asia
-Major source of labor
-Economic and social challenges
33.
The Industrial Revolution
http://memory.loc.gov/ammem/aaohtml
/exhibit/aopart3.html
34.
What were the causes and effects of
national growth?
Geographic Growth
National Growth
The Women’s Rights Movement
Economic Growth
The Growing Nation Journal project
Compile and edit journal entries.
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LEARNING AND PERFORMANCE STANDARDS CORRELATED
TO: A NATION GROWS
New York State Social Studies Learning Standards and
Key Ideas
History of the United States and New York State
Key Idea 1.1: The study of New York State and United States
history requires an analysis of the development of American
culture, its diversity and multicultural context, and the ways
people are unified by many values, practices, and traditions.
Representative Social Studies Performance Indicators
1.1a explore the meaning of American culture by identifying the
key ideas, beliefs, and patterns of behaviors, and traditions that
help define it and unite all Americans.
Key Idea 1.2: Important ideas, social and cultural values, beliefs, 1.2c: Understand the relationship between the relative importance
and traditions from New York State and United States history of United States domestic and foreign policies over time.
illustrate the connections and interactions of people and events
across time and from a variety of perspectives.
Key Idea 1.3: The study about the major social, political, economic,
cultural, and religious developments in New York State and
United States history involves learning about the important roles
and contributions of individuals and groups.
1.3c: Describe how ordinary people and famous historic figures in
the local community, state, and the United States have advanced
the fundamental democratic values, beliefs and traditions
expressed in the Declaration of Independence, the New York State
and United States Constitutions, the Bill of Rights, and other
important historic documents.
Key Idea 1.4: The skills of historical analysis include the ability to:
explain the significance of historical evidence, weigh the
importance, reliability, and validity of evidence, understand the
concept of multiple causation, and understand the importance of
changing and competing interpretations of different historical
developments.
1.4b: Understand how different experiences, beliefs, values,
traditions, and motives cause individuals and groups to interpret
historic events and issues from different perspectives.
1.4d: Describe historic events through the eyes and experiences of
those who were there.
World History
Key Idea 2.3: The study of the major social, political, cultural, and 2.3b: Interpret and analyze documents and artifacts related to
religious developments in world history involves learning about significant developments and events in world history.
the important roles and contributions of individuals and groups.
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Geography
Key Idea 3.1: Geography can be divided into six essential
elements, which can be used to analyze important historic,
geographic, economic, and environmental questions and issues.
These six elements include: the world in spatial terms, places and
regions, physical settings (including natural resources), human
systems, environment and society, and the use of geography.
2008-09
3.1a: Map information about people, places, and environments.
3.1c: Investigate why people and places are located where they are
located and what patterns can be perceived in these locations.
3.1d: Describe the relationships between people and environments
and the connections between people and places.
Key Idea 3.2: Geography requires the development and application 3.2d: Interpret geographic information by synthesizing data and
of the skills of asking and answering geographic questions; developing conclusions and generalizations about geographic
analyzing theories of geography; and acquiring, organizing, and issues and problems.
analyzing geographic information.
Economics
Key Idea 4.1: The study of economics requires an understanding of 4.1a: Explain how societies and nations attempt to satisfy their
major economic concepts and systems, the principles of economic basic needs and wants by utilizing scarce capital, natural, and
decision making, and the interdependence of economies and human resources.
economic systems throughout the world.
4.1c: Understand how scarcity requires people and nations to
make choices which involve costs and future considerations
Civics, Citizenship and Government
Key Idea 5.1: The study of civics, citizenship and government
involves learning about political systems, the purposes of
government and civic life, and the differing assumptions held by
people across time and place regarding power, authority,
governance and law.
5.1a: Analyze how the values of a nation affect the guarantee of
human rights and make provisions for human needs.
5.1b: Consider the nature and evolution of constitutional
democracies.
Key Idea 5.3: Central to civics is an understanding of the roles of 5.3a: Explain what citizenship means in a democratic society, how
the citizen within American constitutional democracy and the citizenship is defined in the Constitution and other laws of the
scope of a citizen’s rights and responsibilities.
land, and how the definition of citizenship has changed in the
United States and New York over time.
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Sample list of strategies that Social Studies and ELA have in common.
Check all that apply and add new strategies below
□
□
□
□
□
Present information clearly in a variety of oral, written, and project-based forms that may include summaries, brief reports,
primary documents, illustrations, posters, charts, points of view, persuasive essays, oral and written presentations.
Use details, examples, anecdotes, or personal experiences to clarify and support your point of view.
Use the process of pre-writing, drafting, revising, and proofreading (the “writing process”) to produce well constructed informational
texts.
Observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph
structures appropriate to written forms.
Express opinions (in such forms as oral and written reviews, letters to the editor, essays, or persuasive speeches) about events,
books, issues, and experiences, supporting their opinions with some evidence.
□
Present arguments for certain views or actions with reference to specific criteria that support the argument; work to understand
multiple perspectives.
□
Use effective and descriptive vocabulary; follow the rules of grammar and usage; read and discuss published letters, diaries and
journals.
□
Gather and interpret information from reference books, magazines, textbooks, web sites, electronic bulletin boards, audio and media
presentations, oral interviews, and from such sources as charts, graphs, maps, and diagrams.
□
□
□
Select information appropriate to the purpose of the investigation and relate ideas from one text to another; gather information
from multiple sources.
Select and use strategies that have been taught for note-taking, organizing, and categorizing information.
Support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns.
Add your own strategies:
U
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NYCDOE SOCIAL STUDIES SCOPE AND SEQUENCE
Grade
K
First
Units of Study
School and School
Community
Self and Others
Families, Now and Long
Ago
New York City Over
Time
Families are Important
Second
Our Community’s
Geography
Third
Introduction to World Geography and World
Communities
Fourth
Fifth
Sixth
Seventh
Eighth
Native
Americans:
First
Inhabitants of
NYS
Three Worlds
Meet
Geography and
Early Peoples of
the Western
Hemisphere
Geography and
Early Peoples of
the Eastern
Hemisphere
Early Encounters:
Native Americans
and Explorers
An Industrial
Society
Families
The Neighborhood
Families in
The Community
Communities
Urban, Suburban and
Rights, Rules and
Rural Communities
Responsibilities
Case Study of a Community in Africa, Asia, South
America, The Caribbean, Middle East, Europe,
Southeast Asia, or Australia
Teacher should select 3-6 world communities to study that
reflect diverse regions of the world
Colonial and
Revolutionary
Periods
Growth and
Expansion
The New
Nation
Local and State
Government
The United States
Latin America
Canada
Western
Hemisphere Today
Middle East
Africa
Asia
Europe
Colonial America
and the American
Revolution
A New Nation
America Grows
Civil War and
Reconstruction
The
Progressive
Movement
The United
States as an
Expansionist
Nation
The United
States between
Wars
The United
States Assumes
Worldwide
Responsibilities
From World
War II to the
Present: The
Changing
Nature of the
American
People
Ninth
Ancient WorldCivilizations & Religions
Expanding Zones of
Exchange and
Encounter
Global Interactions
(1200-1650)
The First Global Age
(1450-1770)
Tenth
An Age of Revolution
(1750-1914)
Crisis and Achievement
Including World Wars
(1900-1945)
The 20th Century Since
1945
Global Connections and
Interactions
Eleventh
Twelfth
Forming a Union
Civil War and
Reconstruction
Industrialization,
Urbanization and
the Progressive
Movement
Economics and Economic Decision Making
Prosperity and
Depression: At
Home and Abroad
(1917-1940)
Triumphs and
Challenges in
American
Democracy (1950present)
Participation in Government
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II.
Principles Guiding the
Development of this Unit
Covered wagon
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PRINCIPLES OF QUALITY SOCIAL STUDIES INSTRUCTION
Quality social studies instruction must:
cultivate civic responsibility and awareness so that students
become active and informed participants of a democratic
society.
expose students to the diversity of multiple perspectives through
the use of historically accurate and culturally relevant and
sensitive materials.
integrate the study of content and concepts with the appropriate
skills and vocabulary both within and across content areas.
nurture inquiry and critical thinking that enables students to
make connections between major ideas and their own lives.
immerse students in the investigation of the enduring themes that
have captivated historians in their study of humanity, people
and events that individually and collectively have shaped
our world.
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INQUIRY IN THE SOCIAL STUDIES CLASSROOM
Knowledge does not easily pass from one source to another. We cannot “make” students
understand. Students learn best when they look for and discover answers to their own
questions; when they make their own connections and when inquiry is at the heart of
learning.
Teacher’s Role
The teacher is a mediator and facilitator for student learning. S/he may present a problem
or question to students and ask questions such as: What can we find out about this topic?
Why is it important? What impact has it had and why? What else do you need to know?
S/he helps students think through strategies for investigations and ways to successfully
monitor their own behavior. The teacher also helps students reflect on their work and
processes.
Scaffold the Learning
Throughout a learning experience, the teacher must scaffold the learning for students.
Mini-lessons are planned around student needs to help move them towards successful
completion of a task or understanding of a concept. You cannot expect students to write a
research report if you have not supported them with note-taking skills and strategies.
Breaking tasks into manageable sub-skills (while keeping the context real and meaningful)
also helps students experience success.
Students’ Role
Students should be active participants in their learning. They must take responsibility for
their learning, ask questions for themselves, take initiative and assess their own learning.
They must demonstrate independence (from the teacher) and dependence on others (in
group projects) when and where appropriate.
Assessment
Assessment is a tool for instruction. It should reflect what students know, not just what
they don’t know. Teachers need to utilize more than one method of assessment to
determine what students know or have learned. Assessment measures can be formal and
informal; tasks can be chosen by students and by teachers; speaking, writing, and other
types of demonstrations of learning can be employed.
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SOCIAL STUDIES SKILLS
Comprehension Skills
• making connections
• comparing and contrasting ideas
• identifying cause and effect
• drawing inferences and making conclusions
• paraphrasing; evaluating content
• distinguishing fact and opinion
• finding and solving multiple-step problems
• decision making
• handling/understanding different interpretations
Research and Writing Skills
• getting information; using various note-taking strategies
• organizing information
• identifying and using primary and secondary sources
• reading and understanding textbooks; looking for patterns
• interpreting information
• applying, analyzing and synthesizing information
• supporting a position with relevant facts and documents
• understanding importance
• creating a bibliography and webography
Interpersonal and Group Relation Skills
• defining terms; identifying basic assumptions
• identifying values conflicts
• recognizing and avoiding stereotypes
• recognizing different points of view; developing empathy and understanding
• participating in group planning and discussion
• cooperating to accomplish goals
• assuming responsibility for carrying out tasks
Sequencing and Chronology Skills
• using the vocabulary of time and chronology
• placing events in chronological order
• sequencing major events on a timeline; reading timelines
• creating timelines; researching time and chronology
• understanding the concepts of time, continuity, and change
• using sequence and order to plan and accomplish tasks
Map and Globe Skills
• reading maps, legends, symbols, and scales
• using a compass rose, grids, time zones; using mapping tools
• comparing maps and making inferences; understanding distance
• interpreting and analyzing different kinds of maps; creating maps
Graph and Image
• decoding images (graphs, cartoons, paintings, photographs)
• interpreting charts and graphs
Analysis Skills
• interpreting graphs and other images
• drawing conclusions and making predictions
• creating self-directed projects and participating in exhibitions
• presenting a persuasive argument
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NEW RESEARCH ON CONTENT LITERACY AND ACADEMIC VOCABULARY
Reading and writing in the content areas require our students to have high-level literacy
skills such as the capacity to make inferences from texts, synthesize information from a
variety of sources, follow complex directions, question authenticity and understand contentspecific and technical vocabulary.
Every academic discipline (like Social Studies or History) has its own set of literacy
demands: the structures, organization and discourse that define the discipline. Students
will not learn to read and write well in social studies unless they understand these
demands. They need to be taught the specific demands of the discipline and to spend a
significant amount of time reading, writing, and discussing with their peers and their
teachers.
To truly have access to the language of an academic discipline means students need to
become familiar with that discipline’s essence of communication. We do not read a novel, a
math text or social studies text in the same way or with the same purposes. In Social
Studies we often deal with the events, ideas and individuals that have historical
significance. An example would be how Social Studies require the reader to consider
context in the following way:
To understand a primary source, we need to consider the creator of the document, the era in
which it was created and for what purpose.
The role of knowledge and domain-specific vocabulary in reading comprehension has been
well-researched, and we understand that students need opportunities to learn not only
subject area concepts, but vocabulary also in order to have the ability to read the broad
range of text types they are exposed to in reading social studies.
New research has shown that one factor in particular—academic vocabulary—is one of
the strongest indicators of how well students will learn subject area content when they
come to school. Teaching the specific terms of social studies in a specific way is one of the
strongest actions a teacher can take to ensure that students have the academic background
knowledge they need to understand the social studies content they will encounter in school.
For more information:
Alliance for Excellent Education
Literacy Instruction in the Content Areas June 2007
Vacca and Vacca
Content Area Reading. Literacy and Learning Across the
Curriculum
Robert Marzano
& Debra Pickering
Building Academic Vocabulary
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SOCIAL STUDIES CONTENT AREA READING STRATEGIES
Content area literacy requires students to use language strategies to construct meaning
from text. Specific reading strategies support students as they interact with text and
retrieve, organize and interpret information.
Use Bloom's Taxonomy. From least to most complex, the competencies/thinking skills are
knowledge, comprehension, application, analysis, synthesis, and evaluation. The taxonomy
is useful when designing questions or student activities/projects.
Use "academic" vocabulary. An understanding of the academic language connected to a
discipline is an important component of content comprehension. Students need this
knowledge to function successfully. Short identified four types of vocabulary that social
studies students regularly encounter: terms associated with instructional, or directional,
tools ("north," "below,"); concrete terms ("Stamp Act"); conceptual terms ("democracy,"
"taxation"); and functional terms (such as a request to accurately "sequence" a group of
events). According to Short, students should not only be made aware of these categories,
they should be encouraged to employ examples from each type of vocabulary in classroom
discussions.
Be aware of what SS texts demand of the reader. It is important to be cognizant of
the specific demands that any given text will make on a reader. These demands can be to
determine main ideas; locate and interpret significant details; understand sequences of
events; make comparisons; comprehend cause-effect relationships; determine the meaning
of context-dependent words, phrases and statements; make generalizations; and analyze
the author's voice and method.
Anticipate the main idea. Prior to beginning a reading assignment, ask students to skim
the text and then think about what they anticipate the author's main idea or message to be.
Encourage them to consider clues such as the text’s title, paragraph headings, repetition of
a particular name or term, and any related terms that might indicate the writer's focus.
Review students' predictions, and plan to review again in the post-reading activities.
Students can be made aware of which skim-reading clues proved helpful and which did not.
Make connections. Before reading it is helpful for students to ask themselves "What do I
think I know about this topic?" Starting with the feeling of familiarity and context tends to
make students more interested—and interactive—readers. Surveying what students think
they already know about a topic may also have the benefit of exposing misunderstandings
and biases.
Preview vocabulary. Give students a chance to preview a text’s critical "academic terms."
To preview academic vocabulary, you might utilize a Wordsplash followed by student
discussion and then post words on the word wall.
Focus on questions. The best questions are those that students raise about the assigned
topic. Students’ own curiosity will encourage attentive reading. You can also prepare
questions—a reading outline that is tailored to the reading material for less-skilled readers.
These guides can be either content-oriented or skill oriented, but they will focus the reader.
More advanced readers can find and paraphrase the main idea of a particular paragraph or
text.
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During Reading
During-reading strategies help students monitor their comprehension as they read. These
should be directly related to the type of text with which students are interacting.
Encourage a critical lens. Encourage students to discover the voice behind any printed
material. Whether a textbook, an article, a primary document or eyewitness account, all
texts are written by someone. Help students identify the publisher of the source or the
writer to determine why the text was written, the audience for whom it was intended, and
the purpose of the text. Aid students in making inferences as to the writer's target
audience. This type of critical lens will help students develop critical reading skills and to
recognize and select the best types of source for various research projects.
Identify the author's style. Some writers begin with an anecdote, then explain how it
does (or does not) illustrate their topic. Others set the scene for re-visiting an historic event,
then focus on its chronology. Journalists often compress key information within the opening
paragraph, and then follow up with more details and/or with comments by experts. Invite
students to speculate on what effect each approach might have on various audiences.
Challenge students to try these styles in their own writing and reports.
Look for the Five W's. When working with newspaper articles have students identify the
Who, What, Where, When and Why of any major event reported by the writer.
Note comparisons/contrasts. Point out that writers use statements of contrast and
comparison to signal that a comparison or contrast has been made and that it is significant.
Recognize cause-effect arguments. When historians, politicians, and economists explain
causal relationships within their fields of expertise, they tend to use qualifying terms. Have
students develop a list of the vocabulary that such writers use when making cause-effect
arguments ("as one result," "partly on account of," "helps to explain why," etc.). Because of
this need for qualification, you are framing questions in a specific way will allow students
to sum up a cause-effect argument, without actually endorsing it. Example: "How does the
author explain the causes of globalization?" But not: "What were the causes of
globalization?"
Interpret sequence wisely. Related events that follow one another may be elements of a
cause-effect relationship or they may not. When an author "chains" events using terms like
“and then.... and then.... next.... finally....” remind students to look for additional verbal
clues before deciding that this sequence of events demonstrates a true cause-effect
relationship.
Post-Reading Review
Post-reading strategies help students review and synthesize what they've read:
Graphic organizers. Students may often need assistance to grasp an author's basic
argument or message.
Graphic organizers—flowcharts, outlines, and other twodimensional figures—can be very helpful.
Paraphrase. After students complete a reading assignment, ask them to paraphrase, in
writing, or orally using three to five sentences. Review these summaries being sure to
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include references to: the topic, the author's main idea, the most critical detail(s), and any
key terms that give the argument its unique quality.
Time order and importance. When an author's argument depends upon a cluster of
linked reasons and/or a series of logical points, readers can list the author's key points, and
rank them in order of importance. When knowing the chronology of events in a particular
text is important, students can list the 5 to 10 time-related events cited by the author.
True or false? Give students a list of 10 statements (true and false statements) related to
the content of the text. Ask them to decide whether each statement is true or false,
according to the author. Ask students to cite the particular part of the text on which they
base their answer. This can also be adapted to help students discriminate between fact and
opinion. Encourage students to preface their statements with the phrase, “according to the
author.”
Key issues. After reading is a good time to encourage students to analyze and evaluate the
author's argument on a theme or presentation of an issue in the social studies topic being
studied. Students need time and guidance in order to evaluate an author's argument. This
evaluation can spur additional reading and research as students will want to track down
and read other sources/authors on the same topic.
Making meaning. Becoming a critical reader and thinker involves acquiring a number of
skills and strategies. What, can teachers do to help students comprehend the literal
meaning and also read as an expert historian? One way to begin is with a Scavenger Hunt.
The questions below offer some examples to guide students through a scavenger hunt of
their social studies texts:
1. How many chapters/sections are in your text?
2. How is the book organized?
3. What type of information is placed at the beginning of the book, and why is this
important?
4. What types of strategies or skills might a reader need to successfully read the
books/texts?
5. While textbook chapters contain special features, trade books may not have the
same features. What special features can you find in the book collections? Why
might these features be important to your understanding the contents of the book?
6. How will the questions above help you better read the texts? Why?
Doty, Cameron, and Barton’s (2003) research states that, “teaching reading in social studies
is not so much about teaching students basic reading skills as it is about teaching students
how to use reading as a tool for thinking and learning.”
Adapted from Reading Skills in the Social Studies, www.learningenrichment.org/reading.html
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DIVERSITY AND MULTIPLE PERSPECTIVES: AN ESSENTIAL COMPONENT
Educators who are passionate about teaching history realize the importance of including
multiple perspectives. The National Council for Social Studies (NCSS) and the New York
State Department of Education stress the importance of the inclusion of multiple
perspectives when teaching history. Research also shows us that comparing, contrasting,
analyzing, and evaluating multiple perspectives helps all students become critical thinkers
engaged in the learning process (Banks, 2000; Banks & Banks, 2004).
With all the demands and time constraints associated with content teaching it is easy to
neglect some aspects, but the inclusion of multiple perspectives during the planning of
curriculum and instructional experiences in social studies is very important and must be a
core component of good social studies teaching and learning.
Examining history through multiple perspectives will increase students' ability to analyze
and think critically. Looking at events and problems from different angles or perspectives
engages students deeply as it provides them with a skill that is essential in a democratic
society as diverse and complex as our own.
Teachers can help students develop multiple perspectives cultural sensitivity by modeling
critical thinking skills and by using culturally diverse materials. Exposing students to
multiple sources of information will cultivate an understanding and appreciation of diverse
perspectives. Students will be exposed to learning that will require them to develop insight
and awareness of the many perspectives involved in history making and analysis,
important critical thinking skills to deal with conflicting pieces of information, the ability to
detect and analyze bias, and an awareness of stereotyping. They will also experience first
hand how new information can shape previously held beliefs and conclusions.
Using quality trade books that reflect a variety of views and perspectives on the same topics
or events can help students develop historical empathy (Kohlmeier, 2005). All citizens of a
democratic society who can display historical empathy are able to recognize and consider
multiple perspectives, can distinguish significant from insignificant information and can
critically evaluate the validity and merit of various sources of information.
When teaching topics in social studies, instead of relying on one definition or accepted
sequence of events, encourage students to explore a broad range of understandings by
asking important questions such as:
From whose perspective is this account given?
Could there be other perspectives or interpretations? Why might this be so?
Whose voices are heard? Whose voices are omitted?
What evidence is provided? How can we judge the quality of the evidence?
How are specific groups or individuals portrayed in this account? Why might this be so?
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Why are there different versions of events and what impact does this have on our ideas of
“truth” and historical accuracy?
Our goal in social studies is primarily to nurture democratic thinking and civic
engagement; we can achieve this goal if we provide our students with the authentic voices
of many peoples and the opportunity to explore alternate ways of perceiving the world.
“Powerful social studies teaching helps students develop social understanding and civic
efficacy.… Civic efficacy—the readiness and willingness to assume citizenship
responsibilities—is rooted in social studies knowledge and skills, along with related values
(such as concern for the common good) and attitudes (such as an orientation toward
participation in civic affairs). The nation depends on a well-informed and civic-minded
citizenry to sustain its democratic traditions, especially now as it adjusts to its own
heterogeneous society and its shifting roles in an increasingly interdependent and changing
world.” from NCSS.
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READING AS A HISTORIAN
Good social studies teachers are changing the focus of teaching history from a set of known
facts to a process of investigation, modeled on how actual historians work. Students can
learn that history is open to interpretation. Students can be taught to approach history like
historians who analyze multiple primary and secondary sources and artifacts related to a
single event, thereby questioning earlier conclusions drawn from them.
Using multiple documents poses challenges for readers, however. Some students may be
unable to use the organizational patterns of historical texts with adequate comprehension.
Textbooks are mostly narrative, using a combination of structures: chronological,
sequential, and cause-and-effect (Britt et al., 1994). Primary and secondary sources, on the
other hand, may have very different structures and purposes. These documents are often
created in other formats, such as propaganda leaflets, political notices, essays, memoirs,
journals, or cartoons. These texts may not have main ideas explicitly stated, and the
relationships between ideas may not be clearly expressed.
The writer's purpose can also influence the organizational structure of a document. For
example, a propaganda leaflet may use a compare/contrast structure to illustrate opposing
viewpoints. Primary and secondary sources may vary from the sequential narrative form
that students see in textbooks to using structures such as problem/solution, main idea with
supporting details, or compare/contrast.
If students do not recognize a text's structure, their comprehension will be compromised.
Reading researchers have shown that successful learners use text structures, or “frames,”
to guide their learning (Armbruster & Anderson, 1984; Buehl, 2001; Jones, Palincsar, Ogle,
& Carr, 1987). Students who understand basic text structures and graphically depict the
relationships among ideas improve both comprehension and recall (Armbruster &
Anderson, 1984; RAND Reading Study Group, 2003). For example, a fluent reader who
recognizes a problem stated in a text will begin looking for a solution.
The use of a variety of documents, rather than one book, requires additional cognitive skills
of the reader. Thus, students need to be aware of the source information provided with the
documents, in addition to their context. Also, rather than unquestioningly accepting facts,
as students often do with textbooks, readers of multiple documents may face different
interpretations of the same event based on contradictory evidence. The documents
themselves can have varying degrees of reference; for example, a secondary source may
refer to a primary source. Therefore, a student must be able to mentally organize a large
amount of disparate and conflicting information and make literal sense out of it.
Sam Wineburg (2001) notes that true historians comprehend a subtext on the literal,
inferred, and critical levels. These subtexts include what the writer is saying literally but
also any possible biases and unconscious assumptions the writer has about the world.
Historians “try to reconstruct authors' purposes, intentions, and goals” as well as
understand authors' “assumptions, world view, and beliefs” (pp. 65–66). Wineburg calls
readers who believe exactly what they read “mock” readers while “actual” readers take a
critical and skeptical stance toward the text.
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Judy Lightfoot has constructed the following chart (based on Wineburg’s work at Stanford)
detailing the characteristics of an expert reader of history versus those of a novice reader.
HOW EXPERTS AND NOVICES TEND TO READ HISTORICAL TEXTS
Experts . . .
Novices . . .
Seek to discover context and know
content.
Seek only to know content.
Ask what the text does (purpose).
Ask what the text says (“facts”).
Understand the subtexts of the writer's
language.
Understand the literal meanings of
the writer's language.
See any text as a construction of a vision
of the world.
See texts as a description of the
world.
See texts as made by persons with a view
of events.
See texts as accounts of what really
happened.
Consider textbooks less trustworthy than
other kinds of documents.
Consider textbooks very trustworthy
sources.
Assume bias in texts.
Assume neutrality, objectivity in
texts.
Consider word choice (connotation,
denotation) and tone.
Ignore word choice and tone.
Read slowly, simulating a social
exchange between two readers, “actual”
and “mock.”
Read to gather lots of information.
Resurrect texts, like a magician.
Process texts, like a computer.
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Compare texts to judge different,
perhaps divergent accounts of the same
event or topic.
Learn the “right answer.”
Get interested in contradictions,
ambiguity.
Resolve or ignore contradictions,
ambiguity.
Check sources of document.
Read the document only.
Read like witnesses to living, evolving
events.
Read like seekers of solid facts.
Read like lawyers making a case.
Read like jurors listening to a case
someone made.
Acknowledge uncertainty and complexity
in the reading with qualifiers and
concessions.
Communicate “the truth” of the
reading, sounding as certain as
possible.
Source: From Judy Lightfoot, “Outline of Sam Wineburg's Central Arguments in
‘On the Reading of Historical Texts.’” Available:
http://home.earthlink.net/~judylightfoot/Wineburg.html. Based on “On the
Reading of Historical Texts: Notes on the Breach Between School and Academy,”
by Samuel Wineburg, American Educational Research Journal, Fall 1991,
pp. 495–519.
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HOW TO DEVELOP CONCEPT UNDERSTANDING
Concept development is a strategy to help students move from facts to concepts to
generalizations. Concepts are the basic tools of thinking and inquiry in social studies.
Unless students understand what a concept is they will be unable to understand and
categorize facts and move toward generalizations.
Concepts are the categories we use to cluster information. Concepts organize specific
information under one label. They are the links between facts and generalizations. To
understand a generalization, students first must understand its component concepts.
For example, in order to understand the generalization, “People in communities are
interdependent,” students must know the meaning of the two concepts of community
and interdependence.
Concepts can be grouped into two general types: concrete and defined. Concrete concepts
are those that students can see (e.g., river, mountain, clothing, shelter, family,
government, etc.). Concrete concepts have properties or attributes that students can
observe. Defined concepts are concepts that are abstract and not directly observable
(e.g., democracy, region, citizenship, reform, revolution, justice, nationalism, capitalism,
etc.). Since defined concepts have meanings that are not readily observed, their
definitions are built through a comparison of several examples.
The teaching of defined concepts is more difficult and requires a series of learning
Research in the
experiences that help develop the meaning of abstract concepts.
teaching of concepts has identified the following steps that teachers can use in order to
teach concepts effectively.
•
•
•
•
•
•
•
•
•
•
Brainstorm a set of examples of a particular concept.
Identify one example that is a “best” example.
Brainstorm a set of non-examples of the concept.
Identify the characteristics of each example.
Develop questions that will help students identify the characteristics, the
similarities, and the differences in the examples and non-examples used.
Have students compare all the examples with the most clear or strongest
example.
Have students identify the critical characteristics of the “best” example.
Ask students to develop a definition of the concept. The definition should
include the category that contains the concept as well as the critical
characteristics of the concept.
Connect the concept to prior student knowledge.
Use the concept when appropriate in new situations.
Two teaching strategies for developing concepts are direct instruction and inductive
reasoning. Both strategies include attention to the identification of common
characteristics (attributes), use of examples and non-examples, classifying or grouping
items, naming or labeling the group, and using the concept in ongoing activities.
Direct instruction by the teacher includes the following steps:
•
State the concept to be learned or pose a question. (“Today we are going to
learn about capitalism” or “What is a peninsula?”).
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•
•
•
•
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Identify the defining characteristics (attributes) of the concept. Classify or
group the common attributes.
Present the students with several examples of the concept. Have them
determine the pattern revealed by the characteristics to develop a
generalized mental image of the concept.
Present some non-examples. The non-examples must violate one or more of
the critical attributes of the concepts. Begin with the best non-example.
Have students develop a definition of the concept based on its category and
critical characteristics.
Apply the definition to a wide variety of examples and non-examples. Modify
the definition of the concept as new examples are identified.
The inductive reasoning approach involves students themselves developing the concept
from the facts identified in several examples and non-examples. This approach
emphasizes the classifying process and includes the following steps:
•
•
•
•
•
•
Have students observe and identify items to be grouped (“Which items are
shown in this picture?”).
Identify the characteristics (attributes) used to group each set of items
(“Which items seem to belong together? Why?”)
Name, label, or define each group (“What is a good name for each group?”)
Have students develop a definition of the name (concept) for each group,
using the characteristics or attributes for each group.
Test the definition by applying it to a wide variety of examples and nonexamples.
Refine, modify, or adjust the definition of the concept as further examples are
identified. Inductive reasoning works better with concrete concepts.
Adapted from: Social Studies Department/ San Antonio Independent School District
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INTERDISCIPLINARY MODELS: LITERACY AND SOCIAL STUDIES AS NATURAL PARTNERS
What is interdisciplinary curriculum?
An interdisciplinary curriculum can best be defined as the intentional application of
methodology, practices, language, skills, and processes from more than one academic
discipline. It is often planned around an exploration of an overarching theme, issue, topic,
problem, question or concept.
Interdisciplinary practices allow students to create
connections between traditionally discrete disciplines or bodies of content knowledge/skills,
thus enhancing their ability to interpret and apply previous learning to new, related
learning experiences.
Planning for interdisciplinary units of study allows teachers to not only make important
connections from one content or discipline to another, but also to acquire and apply
understandings of concepts, strategies and skills that transcend specific curricula.
When teachers actively look for ways to integrate social studies and reading/writing content
(when and where it makes the most sense), the pressure of not enough time in the school
day to get all the content covered is reduced. Teachers should also think about hierarchy of
content and make smart decisions as to what curricular content is worthy of immersion and
knowing versus that which requires only exposure and familiarity (issues of breadth vs.
depth).
With these thoughts in mind, teachers can begin to emphasize learning experiences that
provide students with opportunities to make use of content and process skills useful in
many disciplines.
“…activities designed around a unifying concept build on each other, rather than remaining
as fragmented disciplines…. Creating a connection of ideas as well as of related skills
provides opportunities for reinforcement. Additionally, sharp divisions among disciplines
often create duplication of skills that is seldom generalized by our students. However…
when concepts are developed over a period of time… young people are more likely to grasp
the connections among ideas and to develop and understand broad generalizations.” (Social
Studies at the Center. Integrating, Kids Content and Literacy, Lindquist & Selwyn 2000)
Clearly this type of curricular organization and planning has easier applications for
elementary schools where one teacher has the responsibility for most content instruction.
Understanding that structures for this kind of work are not the standard in most middle
schools, content teachers can still work and plan together regularly to support student
learning and success.
For schools immersed in reading and writing workshop structures, there are many units of
study that allow for seamless integration with social studies content.
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For more information and research around integrated or interdisciplinary planning and
teaching, see the work of:
Heidi Hayes Jacobs
Interdisciplinary Design & Implementation, and Mapping the Big
Picture: Integrating Curriculum and Assessment
Robin Fogarty
How to Integrate Curricula: The Mindful School
David B. Ackerman
Intellectual & Practical Criteria for Successful Curriculum
Integration
Davis N. Perkins
Knowledge by Design
Grant Wiggins &
Jay McTighe
Understanding by Design
Carol Ann Tomlinson
and Jay McTighe
Integrating Differentiated Instruction & Understanding by Design
Harvey Daniels &
Steven Zemelman
Subjects Matter: Every Teacher’s Guide to Content Area Reading
Stephanie Harvey
Nonfiction Matters. Reading, Writing and Research in Grades 3-8
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III.
Teaching Strategies
Covered wagon
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SOCIAL STUDIES CASE STUDY
A case study provides students and teachers with an opportunity to zoom in on a sub-topic
of a larger unit of study and .participate in an in-depth analysis of a single event, country,
issue or movement in history. Teachers and students can focus on specific content through
rich, varied and meaningful exploration and exposure.
Social studies teachers must often make difficult choices and decide on priorities when it
comes to issues of depth versus breadth in content instruction. Depth takes time, and for
students to be able to experience depth of content, teachers cannot investigate all topics
with equal emphasis and time. While coverage of content is important it is also important
for students to experience the demands and rewards that focused and intensive learning
around one specific piece of content can afford. All teaching involves decision-making
around what will be taught and how it will be taught. But teachers need also consider what
not to teach and what merits greater emphasis. Good teaching means making sacrifices
that are sometimes necessary in order to achieve the deeper learning. Through a case
study, teachers can think more about how they want students to learn and less about how
much content to cover.
Many of the units of study in the new social studies scope and sequence suggest a Case
Study experience. When students participate actively and productively in “case studies,”
deep, meaningful and enduring understandings are achieved in a climate of respect for
discussion, inquiry and ideas. Case studies demand patience, stamina and, rigor but will
result in expertise and passion for learning.
Case studies are included within the larger units of study. Teachers have flexibility and
choice when planning a case study. For example, a focused study of one specific colony’s
development, such as New York, will lead to deeper contextual understanding of how the
American colonies and Great Britain moved from a mutually beneficial to a tyrannical
relationship.
Case studies lend themselves well to student-directed, project-based learning and will help
students gain a sharpened understanding of a period in history and why things happened
as they did.
A case study is a bit like reading a detective story. It keeps students interested in the
content, challenges them, and helps them “stand in someone’s shoes”, while encouraging
them to develop their own ideas and conclusions, make connections and apply their
understandings. Students get a chance to learn by doing. They will discover how historical
events have legacies, meaning and relevance.
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TEXT STRUCTURES FOUND IN SOCIAL STUDIES TEXTS
Fluent readers recognize and use organizational patterns to comprehend text. A particular
text may reflect more than one organizational pattern. The writer’s purpose influences the
organizational pattern of a particular text. When students do not recognize a text’s
structure, their comprehension is impaired. The seven organizational patterns of social
studies text are:
Type of Organizational
Pattern
Chronological Sequence:
organizes events in time
sequence.
Comparison and
Contrast: organizes
information about two or
more topics according to
their similarities and
differences.
Signal Words
after, afterward, as soon as,
before, during, finally, first,
following, immediately,
initially, later, meanwhile,
next, not long after, now, on
(date), preceding, second,
soon, then, third, today,
until, when
although, as well as, as
opposed to, both, but,
compared with, different
from, either…or, even
though, however, instead
of, in common, on the other
hand, otherwise, similar to,
similarly, still, yet
Questions Suggested by
the Pattern
- What sequence of events
is being described?
- What are the major
incidents that occur?
- How is this text pattern
revealed in the text?
-
-
-
-
What items are being
compared?
What is it about the
item that is being
compared? What
characteristics of the
items form the basis of
comparison?
What characteristics do
they have in common;
how are these items
alike?
In what ways are these
items different?
What conclusion does
the author reach about
the degree of similarity
or difference between
the items?
How did the author
reveal this pattern?
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Concept/ Definition:
organizes information
about a generalized idea
and then presents its
characteristics or
attributes.
2008-09
for instance, in other words,
is characterized by, put
another way, refers to, that
is, thus, usually
-
Description: organizes
facts that describe the
characteristics of a specific
person, place, thing or
event.
above, across, along,
appears to be, as in, behind,
below, beside, between,
down, in back of, in front of,
looks like, near, on top of,
onto, outside, over, such as,
to the right/ left, under
-
Episode: organizes a large
body of information about
specific events.
a few days/ months later,
around this time, as it is
often called, as a result of,
because of, began when,
consequently, first, for this
reason, lasted for, led to,
shortly thereafter, since
then, subsequently, this led
to, when
-
-
-
What concept is being
defined?
What are its attributes
or characteristics?
How does it work, or
what does it do?
What examples are
given for each of the
attributes or
characteristics?
How is this pattern
revealed in the text?
What specific person,
place, thing, or event is
being described?
What are its most
important attributes or
characteristics?
Would the description
change if the order of
the attributes were
changed?
Why is this description
important?
What event is being
described or explained?
What is the setting
where the event occurs?
Who are the major
figures or characters
that play a part in this
event?
What are the specific
incidents or events that
occur? In what order do
they happen?
What caused this event?
What effects has this
event had on the people
involved?
What effects has this
event had on society in
general?
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Generalization/
Principle: organizes
information into general
statements with supporting
examples.
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additionally, always,
because of, clearly,
conclusively, first, for
instance, for example,
furthermore, generally,
however, if…then, in fact, it
could be argued that,
moreover, most convincing,
never, not only…but also,
often, second, therefore,
third, truly, typically
-
-
-
Process/ Cause and
Effect: organizes
information into a series of
steps leading to a specific
product, or into a causal
sequence that leads to a
specific outcome.
accordingly, as a result of,
because, begins with,
consequently, effects of,
finally, first, for this reason,
how to, how, if…then, in
order to, is caused by, leads/
led to, may be sue to, next,
so that, steps involved,
therefore, thus, when...then
-
-
What generalizations is
the author making or
what principle is being
explained?
What facts, examples,
statistics, and expert
opinion are given that
support the
generalization or that
explain the principle?
Do these details appear
in a logical order?
Are enough facts,
examples, statistics, and
expert opinion included
to clearly support or
explain the
generalization/
principle?
What process or subject
is being explained?
What are the specific
steps in the process, or
what specific causal
events occur?
What is the product or
end result of the
process; or what is
outcome of the causal
events?
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ENCOURAGING ACCOUNTABLE TALK IN CLASSROOM DISCUSSIONS
What is accountable talk?
Accountable talk is classroom conversation that has to do with what students are learning. We
know that students love to talk, but we want to encourage students to talk about the ideas,
concepts, and content that they encounter in school every day. Accountable talk can be whole
class or small group in structure. A teacher may often get students started, but real
accountable talk occurs with student ownership and minimal teacher input. The teacher may
function as a facilitator initially, but as accountable talk becomes an integral part of the school
day, students assume more responsibility for their own learning.
What does it look like?
Small groups of students are engaged in focused discussions around specific topics, questions,
ideas or themes. Students are actively engaged and practicing good listening and speaking
skills. Accountable talk is usually qualified by the use of appropriate rubrics.
What are rubrics?
Rubrics in accountable talk are scoring tools that list criteria for successful communication.
Rubrics assist students with self-assessment and increase their responsibility for the task.
Sample Student Accountable Talk Rubrics
Have I actively participated in the discussion?
Have I listened attentively to all group members?
Did I elaborate and build on the ideas or comments of others?
Did I stay focused on the assigned topic?
Did I make connections to other learning?
Why is student discussion valuable?
Students' enthusiasm, involvement and willingness to participate affect the quality of class
discussion as an opportunity for learning. While it is a challenge is to engage all students it is
important to provide daily opportunities for students to interact and talk to each other about
the topic being learned as it helps them develop insights into the content. An atmosphere of rich
discussion and student to student conversation will help you create a classroom in which
students feel comfortable, secure, willing to take risks, and ready to test and share important
content ideas and concepts.
Studies prove that students who have frequent opportunities for discussion achieve greater
learning than those who do not. In fact, research maintains that students retain 10% of what
they read, 20 % of what they hear, 30% of what they see, and 70% of what they discuss with
others.
Shared speaking helps learners gain information and it encourages more knowledgeable
learners to be more sophisticated and articulate in sharing their knowledge. They then are
careful about the words they use and the way they are presenting their ideas to their peers
because they really want to be understood. When students listen to others and match what
they hear with the ideas that they are formulating, it can shed new light on their thinking. This
type of speaking and active discussion may show the students a new way to connect to their
learning.
Sometimes students can overlook important ideas, but with discussion (reciprocal) students
have the opportunity to compare, analyze, synthesize, debate, investigate, clarify, question and
engage in many types of high level and critical thinking.
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PROJECT-BASED LEARNING
Standards-focused project-based learning is a systematic teaching method that engages
students in learning knowledge and skills through an extended inquiry process structured
around complex, authentic questions and carefully designed products and tasks.
o
Project-based learning makes content more meaningful, allowing students to dig
more deeply into a topic and expand their interests.
o
Effective project design engages students in complex, relevant problem solving.
Students investigate, think, reflect, draft, and test hypotheses.
o
Effective projects often involve cooperative learning. Developing strategies for
learning and working with others to produce quality work is invaluable to students’
lives.
o
The process of learning how to select a worthwhile topic, research and present their
findings is as important as the content of the project.
o
Project-based learning allows for a variety of learning styles. It supports the theory
of multiple intelligences as students can present the results of their inquiry through
a variety of products.
o
Project-based learning promotes personal responsibility, making decisions and
choices about learning.
o
Students learn to think critically and analytically. It supports students in moving
through the levels of Bloom’s taxonomy.
o Students are excited, engaged and enthusiastic about their learning.
o In-depth, meaningful research leads to higher retention of what is learned.
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SUCCESSFUL STRATEGIES FOR IMPLEMENTING
DOCUMENT-BASED QUESTIONS
Document-based questions are based on the themes and concepts of the Social Studies Learning
Standards and Core Curriculum. They require students to analyze, synthesize and evaluate
information from primary and secondary source documents and write a thematic essay. DBQs
help students develop the skills of historical analysis. They ask students to take a position on
an issue or problem and support their conclusions with examples from the documents. They are
criterion referenced and employ a scoring rubric. Document-based questions should be
integrated with daily classroom instruction.
Effective DBQs are built on major issues, events or concepts in history and ask students to:
o compare/contrast.
o illustrate similarities and differences.
o illustrate bias or point of view.
o describe change over time.
o discuss issues categorically: socially, economically, politically.
o explain causes and effects of historic events.
o examine contending perspectives on an issue.
When creating a DBQ for your students, begin by stating the directions and the historical
context. The context represents the theme of the DBQ as it applies to a specific time and place
in history.
Then state the task. The task statement directs students to:
o write the essay.
o interpret and weave most of the documents into the body of the essay.
o incorporate outside information.
o write a strong introduction and conclusion.
Use verbs such as discuss, compare, contrast, evaluate, describe, etc. Select documents that
relate to your unit or theme. Most DBQs include 6-7 documents. A mini-DBQ can consist of
two to three documents. Examine each document carefully. If using visuals, ensure that their
quality is excellent. They must be clear, clean, and readable. If using text, passage length is
important. Readings should not be wordy or lengthy. If the passage is longer than one-third of a
page, it probably needs to be shortened. Where vocabulary is difficult, dated, or colloquial,
provide “adaptations” and parenthetical context clues.
Scaffolding questions are key questions included after each document in the DBQ.
o The purpose of scaffolding questions is to lead students to think about the
answer they will write.
o They provide information that will help students answer the main essay
question.
Good scaffolding questions:
o are clear and specific.
o contain information in the stimulus providing a definite answer to the question.
There is at least one scaffolding question for each document. However, if a document provides
opposing perspectives or contains multiple points, two questions are appropriate. Provide 5 or 6
lines on which students will write their response. At the end of the documents, restate the
Historical Context and Question. Provide lined paper for students to complete the essay.
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DBQ DOCUMENTS
Informational Graphics are visuals, such as maps, charts, tables, graphs and timelines that
give you facts at a glance. Each type of graphic has its own purpose. Being able to read
informational graphics can help you to see a lot of information in a visual form.
Maps and charts from the past allow us to see what the world was like in a different
time. Using maps can provide clues to place an event within its proper historical
context. The different parts of a map, such as the map key, compass rose and scale help
you to analyze colors, symbols, distances and direction on the map.
Decide what kind of map you are studying:
raised relief map
topographic map
political map
contour-line map
natural resource map
military map
bird’s-eye view map
satellite photograph
pictograph
weather map
Examine the physical qualities of the map.
o Is the map handwritten or printed?
o What dates, if any, are on the map?
o Are there any notations on the map? What are they?
o Is the name of the mapmaker on the map? Who is it?
All of these clues will help you keep the map within its historical context.
o Read the title to determine the subject, purpose, and date.
o Read the map key to identify what the symbols and colors stand for.
o Look at the map scale to see how distances on the map relate to real
distances.
o Read all the text and labels.
o Why was the map drawn or created?
o Does the information on this map support or contradict information that
you have read about this event? Explain.
o Write a question to the mapmaker that is left unanswered by this map.
Tables show numerical data and statistics in labeled rows and columns. The data are
called variables because their values can vary. To interpret or complete a table:
o
o
o
o
Read the title to learn the table’s general subject.
Then read the column and row labels to determine what the variables in
the table represent.
Compare data by looking along a row or column.
If asked, fill in any missing variables by looking for patterns in the data.
Graphs, like tables, show relationships involving variables. Graphs come in a wide
range of formats, including pie graphs, bar graphs and line graphs. To interpret or
complete a graph:
o
o
o
Read the title to find out what the graph shows.
Next, read the labels of the graph’s axes or sectors to determine what the
variables represent.
Then notice what changes or relationships the graph shows.
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o
Some graphs and tables include notes telling the sources of the data used.
Knowing the source of the data can help you to evaluate the graph.
Timelines show the order of events as well as eras and trends. A timeline is divided
into segments, each representing a certain span of time. Events are entered in
chronological order along the line. Take into account not only the dates and the order of
events but also the types of events listed. You may find that events of one type, such as
wars and political elections, appear above the line, while events of another type, such as
scientific discoveries and cultural events appear below it.
Written Documents
Most documents you will work with are textual documents:
newspapers
speeches
magazines
memorandums
letters
maps
diaries
telegrams
reports
advertisements
congressional records
census reports
Once you have identified the type of document with which you are working, you will need to
place it within its proper historical context. Look for the format of the document (typed or
handwritten), the letterhead, language used on the document, seals, notations or date stamps.
To interpret a written document:
o What kind of document is this?
o What is the date of the document?
o Who is the author (or creator) of the document?
o For what audience was the document written?
o What was the purpose or goal of the document? Why was it written?
o List two things from the document that tell about life at the time it was written.
o Write a question to the author that is left unanswered by the document.
o Tell how the document reflects what is going on during this period.
Firsthand Account
A firsthand account is when someone who lives in a particular time writes about his/her own
experience of an event. Some examples of firsthand accounts are diaries, telegrams, and letters.
Firsthand accounts help us learn about people and events from the past and help us understand
how events were experienced by the people involved. Many people can see the same event, but
their retelling of the event may be different. Learning about the same event from different
sources helps us to understand history more fully.
o Identify the title and the author. What do you think the title means?
o Use the title and details from the account to identify the main idea.
o Read the account a few times. Determine the setting (time and place) of the
account.
o Determine the author’s position, job, or role in the event. What is his opinion of
the event?
Cartoons
What do you think is the cartoonist’s opinion? You can use political cartoons and cartoon strips
to study history. They are drawn in a funny or humorous way. Political cartoons are usually
about government or politics. They often comment on a person or event in the news. Political
cartoons give an opinion, or belief, about a current issue. They sometimes use caricatures to
exaggerate a person or thing in order to express a point of view. Like editorials, political
cartoons try to persuade people to see things in a certain way. Being able to analyze a political
cartoon will help you to better understand different points of view about issues during a
particular time period.
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o
o
o
o
o
o
2008-09
Pay attention to every detail of the drawing. Find symbols in the cartoon. What
does each symbol stand for?
Who is the main character? What is he doing?
What is the main idea of the cartoon?
Read the words in the cartoon. Which words or phrases in the cartoon appear to
be most significant, and why?
Read the caption, or brief description of the picture. It helps place the cartoon in
a historical context.
List some adjectives that describe the emotions or values portrayed or depicted in
the cartoon.
Posters and Advertisements
Many
Posters and advertisements are an interesting way to learn about the past.
advertisements are printed as posters. They are written or created to convince people to do
something. By looking at posters, we can understand what was important during different
times in history. An advertisement is a way to try to sell something. Historical advertisements
provide information about events or products. By reading these advertisements, you can learn
many things about what people were doing or buying many years ago. Be sure to include
representations and or depictions of diverse groups of people in culturally appropriate ways.
Generally, effective posters use symbols that are unusual, simple, and direct. When studying a
poster, examine the impact it makes.
o Look at the artwork. What does it show?
o Observe and list the main colors used in the poster.
o Determine what symbols, if any, are used in the poster.
o Are the symbols clear (easy to interpret), memorable, and/or dramatic?
o Explore the message in the poster. Is it primarily visual, verbal, or both?
o Determine the creator of the poster. Is the source of the poster a government
agency, a non-profit organization, a special interest group, or a for-profit
company?
o Define the intended audience for the poster and what response the creator of the
poster was hoping to achieve.
o Read the caption. It provides historical context.
o What purpose does the poster serve?
Pay attention to every detail in the advertisement. Look for answers to: Who? What? When?
Where? and Why?
o Determine the main idea of the advertisement by reading all slogans, or phrases,
and by studying the artwork.
o What is the poster/advertisement about?
o When is it happening?
o Where is it happening?
o Who is the intended audience? Identify the people who the advertisement is
intended to reach.
o Why is it being advertised?
o Describe how the poster reflects what was happening in history at that time.
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ASSESSING STUDENT UNDERSTANDING
Assessment of student understanding is an ongoing process that begins with teachers
establishing the goals and outcomes of a unit of study, and aligning assessment tools with
those goals and outcomes. What teachers assess sends a strong message to their students
about what content and skills are important for them to understand. Assessments evaluate
student mastery of knowledge, cognitive processes, and skills, and provide a focus for daily
instruction. Assessment is an integral part of the learning cycle, rather than the end of the
process. It is a natural part of the curricular process, creates the framework for instruction,
and establishes clear expectations for student learning.
The New York State Education Department Social Studies assessments are administered in
November of the 5th Grade and June of the 8th Grade. These exams measure the progress
students are making in achieving the learning standards. Teachers should consult the
school’s inquiry team recommendations as well as use information from other school
assessments to strategically plan instruction in areas where students need assistance to
reach mastery.
The National Council of Social Studies adopted six “Guiding Principles for Creating
Effective Assessment Tools”. They are:
o
o
o
o
o
o
Assessment is considered an integral part of the curriculum and instruction process.
Assessment is viewed as a thread that is woven into the curriculum, beginning
before instruction and occurring throughout in an effort to monitor, assess, revise
and expand what is being taught and learned.
A comprehensive assessment plan should represent what is valued instructionally.
Assessment practices should be goal oriented, appropriate in level of difficulty and
feasible.
Assessment should benefit the learner, promote self-reflection and self-regulation,
and inform teaching practices.
Assessment results should be documented to “track” resources and develop learning
profiles.
Effective assessment plans incorporate every goal or outcome of the unit. Content
knowledge and skills need to be broken down—unpacked and laid out in a series of specific
statements of what students need to understand and be able to do. The teaching of content
and skills is reflected in the daily lesson plans. Assessment should not be viewed as
separate from instruction. Student evaluation is most authentic when it is based upon the
ideas, processes, products, and behaviors exhibited during regular instruction. Students
should have a clear understanding of what is ahead, what is expected, and how evaluation
will occur. Expected outcomes of instruction should be specified and criteria for evaluating
degrees of success clearly outlined.
When developing an assessment plan, a balance and range of tools is essential. Teachers
should include assessments that are process as well as product-oriented. Multiple
performance indicators provide students with different strengths equal opportunity to
demonstrate their understanding. Multiple indicators also allow teachers to assess
whether their instructional program is meeting the needs of the students, and to make
adjustments as necessary.
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An effective assessment plan includes both formative assessments—assessments that allow
teachers to give feedback as the project progresses—and summative assessments—
assessments that provide students with a culminating evaluation of their understanding.
Teachers should also plan assessments that provide opportunities for students to explore
content in depth, to demonstrate higher order thinking skills and relate their
understanding to their experiences. Additionally, artifacts, or evidence of student thinking,
allow teachers to assess both skills and affective outcomes on an on-going basis. Examples
of student products and the variety of assessments possible follow.
Sample of student projects
• exit projects
• student-made maps and models
• student-made artifacts
• mock debates
• class museums and exhibitions
• student peer evaluation
• student-made books
• I-movies; photo-essays
• graphic timelines
• creating songs and plays
• writing historical fiction and/or diary entries
• creating maps and dioramas
• student-created walking tours
• tables, charts and/or diagrams that represent
data
• student-made PowerPoints, webquests
• monologues
Sample assessment tools
• higher level analytical thinking
activities
• portfolios of student work
• student criteria setting and selfevaluation
• teacher observations
• checklists and rubrics
• conferences with individuals or groups
• group discussions
• anecdotal records
• teacher-made tests
• student presentations
• role play and simulations
• completed “trips sheets”
• reflective journal entries
• student writing (narrative procedures,
etc.)
• video and/or audio tapes of student
work
• student work
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MULTIPLE INTELLIGENCES
Students learn and respond to information in many different ways. Teachers should
consider the strengths and learning styles of their students and try to provide all students
with a variety of opportunities to demonstrate their learning.
Intelligence
Learning preferences
Verbal-Linguistic
“word smart”
Students who demonstrate a mastery of language and
strength in the language arts—speaking, writing, reading,
listening.
Logical- Mathematical
“number-smart”
Students who display an aptitude for numbers, detecting
patterns, thinking logically, reasoning, and problem-solving.
Body-Kinesthetic
“body-smart”
Students who use the body to express their ideas and
feelings, and learn best through physical activity—games,
movement, hands-on tasks, dancing, building.
Visual-Spatial
“picture-smart”
Students who learn best visually by organizing things
spatially, creating and manipulating mental images to solve
problems.
Naturalistic
“nature smart”
Students who love the outdoors, animals, plants, field trips,
and natures in general and have the ability to identify and
classify patterns in nature.
Musical-Rhythmic
“music-smart”
Students who are sensitive to rhythm, pitch, melody, and
tone of music and learn through songs, patterns, rhythms,
instruments and musical expression.
Interpersonal
“people-smart”
Students who are sensitive to other people, noticeably
people oriented and outgoing, learn cooperatively in groups
or with a partner.
Intrapersonal
“self-smart”
Students who are especially in touch with their own desires,
feelings, moods, motivations, values, and ideas and learn
best by reflection or by themselves.
Adapted from Dr. Howard Gardner’s Theory of Multiple Intelligences
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BLOOM’S TAXONOMY
The language of Bloom’s Taxonomy was revised by his student Lynn Anderson in 2001. Anderson updated the taxonomy by using verbs to
describe cognitive processes and created a framework for levels of knowledge as well. The cognitive processes are presented in a continuum of
cognitive complexity (from simplest to most complex). The knowledge dimensions (factual, conceptual, procedural, and metacognitive) are
structured according to a continuum that moves from the concrete to the abstract. The taxonomy can help teachers understand how learning
objectives that are identified for students relate to the associated cognitive processes and levels of knowledge. Using the taxonomy will also
highlight the levels at which teachers spend the greatest amount of teaching time and where they might consider increasing or decreasing
emphasis.
THE KNOWLEDGE
DIMENSION
THE COGNITIVE PROCESS DIMENSION
1. REMEMBER
A. Factual
Knowledge
B. Conceptual
Knowledge
C. Procedural
Knowledge
D. Metacognitive
Knowledge
Retrieve relevant
knowledge from
long-term memory
•
Recognize
(identify)
•
Recall
(retrieve)
2. UNDERSTAND
3. APPLY
4. ANALYZE
Construct meaning
from instructional
messages, including
oral, written, and
graphic information
•
Interpret (clarify,
paraphrase,
represent,
translate)
Exemplify
•
(illustrate, give
examples)
•
Classify
(categorize,
subsume)
Summarize
•
(abstract,
generalize)
Infer (conclude,
•
extrapolate,
interpolate,
predict)
•
Compare
(contrast, map,
match)
•
Explain
(construct
models)
Carry out or use a
procedure in a
given situation
•
Execute (carry
out)
•
Implement
(use)
Break material into
its constituent
parts and
determine how the
parts relate to one
another and to an
overall structure or
purpose
• Differentiate
(discriminate,
distinguish,
focus, select)
• Organize
(find coherence,
integrate,
outline, parse,
structure)
• Attribute
(deconstruct)
5. EVALUATE
Make judgments
based on criteria
and standards
•
Check
(coordinate,
detect,
monitor, test)
•
Critique
(judge)
•
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6. CREATE
Put elements
together to form a
coherent or
functional whole;
reorganize elements
into a new pattern
or structure
• Generate
(hypothesize)
• Plan (design)
• Produce
(construct)
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MAXIMIZING FIELD TRIP POTENTIAL
Field trips are a great way to bring excitement and adventure to learning. As a direct
extension of classroom instruction, they are an important component of standards-based
instruction. Field trip experiences provide structured flexibility for students to deeply
explore areas of interest in their own way, discovering information that can be shared with
others. A focused, well-planned trip can introduce new skills and concepts to students, and
reinforce ongoing lessons. Museums and community resources offer exposure to hands-on
experiences, real artifacts, and original sources. Students can apply what they are learning
in the classroom, making material less abstract.
The key to planning a successful field trip is to make connections between the trip and your
curriculum, learning goals and other projects. Field trips are fun, but they should reinforce
educational goals. Discuss the purpose of the field trip and how it relates to the unit of
study. Trips need to be integrated into the big picture so that their lessons aren't lost.
Begin by identifying the rationale, objectives and plan of evaluation for the trip.
o
o
o
o
o
o
o
o
Be sure to become familiar with the location before the trip. Explore the
exhibition(s) you plan to visit to get ideas for pre field trip activities.
Orient your students to the setting and clarify learning objectives. Reading books
related to the topic or place, as well as exploring the website of the location are some
of the ways you can introduce the trip to your class.
Plan pre-visit activities aligned with curriculum goals
Discuss with students how to ask good questions and brainstorm a list of open-ended
observation questions to gather information during the visit.
Consider using the trip as the basis for an inquiry-based project. The projects can be
undertaken as a full group or in teams or pairs.
Plan activities that support the curriculum and also take advantage of the
uniqueness of the setting
Allow students time to explore and discover during the visit
Plan post-visit classroom activities that reinforce the experience
Well-designed field trips result in higher student academic performance, provide
experiences that support a variety of learning styles and intelligences, and allow teachers
to learn alongside their students as they closely observe their learning strengths. Avoid the
practice of using the field trip as a reward students must earn. This implies that the field
trip is not an essential part of an important planned learning experience.
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IV.
Sample Lessons,
Materials and Resources
Covered wagon
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TRADE BOOK TEXT SETS
What are they?
Trade book text sets are a collection of books centered on a specific topic or theme. The
NYCDOE Social Studies trade book text sets are correlated to the K-8 Social Studies scope
and sequence. There is a specific text set for each unit of study. The books and texts are
carefully selected to explore the focus of each unit of study from a variety of perspectives.
Though the texts are linked by theme (content) they are multi-genre and reflect a variety of
reading levels. While the collection currently includes trade books and picture books, it is
our hope that teachers and students will add appropriate historical fiction, poetry,
newspaper/magazine articles, journals/diaries, maps, primary documents and websites to
this collection. In essence anything that is print-related and thematically linked will
enhance the text set.
The titles have been selected because they are well written, historically accurate, include
primary sources, are visually appealing and they support the content understandings of the
unit. The books span a wide range of topics, vary in length, difficulty level and text
structure, and are related to the central theme or unit. Select titles are included for
teacher and classroom reference.
Text sets provide students with texts that may address a specific learning style, are
engaging and rich with content and support meaningful interaction. With appropriate
teacher guidance, text sets encourage students to:
o
o
o
o
o
o
o
question what they read.
build background knowledge.
synthesize information from a variety of sources.
identify, understand and remember key ideas, facts and vocabulary.
recognize how texts are organized.
monitor own comprehension.
evaluate an author’s ideas and perspective.
The wide reading that results from the use of text sets benefits students’ reading
development as well as their content learning. Students are also exposed to higher level
thinking as they explore, read and think about complex ideas that are central to the
understanding of social studies.
Introducing Text Sets to Students
There are many ways to introduce students to the world of text sets. All books should be
organized and stored in a portable container or bin. There should be a set of books for each
table group (these table groups can vary from 6-8 students). Books can be organized for
students so that each table has a comparable set of texts (there are multiple copies of key
books for this purpose) or where each table has a unique set of texts (sub-topics of the unit
focus). Here are some suggestions for getting started:
Scavenger Hunt: Plan a few questions related to the content of the books at each
table. Allow students15-20 minutes to look for answers to those questions. Students
can then share their findings with their group or with the entire class. As they
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search through texts for answers, they will get a sense of the content and structure
of each book.
Book Browse: Let students browse through the collection at each table selecting the
titles that they want to skim or read. Students can then discuss their selection and
why it was interesting to them.
Word Splash: Print a selection of content vocabulary taken from the texts onto large
paper and splash around the classroom or on the tables. Ask students to try to read,
discuss and figure out the meaning of the words. As the unit progresses they can
become part of a word wall and students will recognize them in the text sets.
Text Sets as the Core of Mini-lessons
Text sets provide teachers with a wealth of opportunities for mini-lesson development.
Short texts should be lifted from the key titles to create lessons with a specific content
reading strategy, content knowledge focus, text structure, or process skill related to the unit
standards, goals and outcomes.
Selected texts can also be used for read-alouds,
independent reading, guided reading and research and writing.
Formative Assessment
Text sets lend themselves well to daily student assessment of content reading
comprehension, process skills like note taking, and the acquisition, understanding and
application of content knowledge. Graphic organizers, journal writing, reflection logs, short
term assignments, accountable talk and informal discussion are all effective ways of
assessing for student learning. Daily student assessment should be used to guide
instructional decisions. Students should also have regular opportunities to reflect on their
learning.
Dynamic Collections
The best text sets are those that change and grow with time. New titles can be found in
bookstores, libraries, staying abreast of new publications and notable books in social
studies (NCSS), award-winning books, etc. Multi-media additions to text sets are another
exciting way to refresh and renew collections. Students can also be encouraged to critique
current titles and recommend new titles.
Teachers know their students best. Text sets may not always reflect the specific needs of
all students. Therefore it is important to consider student needs when adding additional
print or non-print materials to the text set. Teachers may want to include photographs and
other images for visual learners, music and other audio for auditory learners etc.
Additional print material written at a higher or lower level than the materials provided in
the text set may be needed. In classrooms with a large percentage of ELLs, teachers should
consider more read aloud and shared reading opportunities, and texts that have quality
picture support.
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A NATION GROWS
ENGAGING THE STUDENT/ LAUNCHING THE UNIT
Engaging students with the content to be studied is important.
Making the content
relevant to their personal lives or making a connection to how the learning can be used in a
real world setting is one way to get students “hooked.” Another effective hook is making
students see the content as interesting and unusual by having them view the content from
a different perspective. Launching the unit for your students involves engaging them in
mental stretching activities and providing a hook for the content to be learned. Students
are more interested in and pay more attention to activities that are introduced in a way
that engages them emotionally, intellectually and socially.
Launching a unit effectively can excite the students—giving them the motivational energy
to want to make the best use of their learning time. Activities that get students to think
divergently are important. Presenting far-out theories, paradoxes, and incongruities to
stimulate wonder and inquiry are extremely effective.
One way to launch Unit 4, “A Nation Grows” is to have students reflect on the concept of
the frontier. What frontiers exist today? (Possible answers include space or the ocean). Who
are today’s pioneers? Compare and contrast the exploration of today’s frontiers with that of
the West. What are the rewards? What are the risks? Would they want to be a modern day
pioneer? Why or why not?
Another way to engage students is to play the Schoolhouse Rock segment titled Elbow
Room, available on www.teachertube.com. Allow the students time to identify reasons why
pioneers wanted to head West and the challenges they faced. Ask the students to imagine
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it is 1850 and they are preparing to move with their family to Oregon. The journey will
take several weeks. What supplies should you pack to be able to survive the journey?
What else would you want to bring with you to remind you of home? Extend this by having
students think about where they would want to move if they had the opportunity today.
Ask the students to identify reasons that would motivate them to move, and leave all that
is familiar. Record their responses on sentence strips to be displayed around the room.
Still another way to engage students is to give them a copy of the map of the United States
in the early 1800’s and have them see how small the United States was at the start of
Thomas Jefferson’s presidency. In small groups have students consider how our history
might have been different if the U.S. had never expanded after 1800. Identify the positive
and the negative aspects that decision would have had and consider the ramifications.
Remind them that the U.S. would not have made the Louisiana Purchase, needed the help
of Lewis and Clark, entered into the Mexican War, or needed a Transcontinental Railroad.
Discuss ways in which the United States would be different today.
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Exploring Academic Vocabulary through a
4-Fold Vocabulary Activity
In this activity, students fold their papers into rows of 4 sections each. The number of rows
can relate to the number of words to be studied from this unit such as precedent, suffrage
or neutral. In the first section, the student writes the word. In the 2nd section, the student
writes a definition of the word in their own words. In the 3rd section, the student draws a
picture or symbol to represent the word. In the 4th section, the student writes a sentence
with the word based on their definition.
After completing the page, the students cut apart the sections and put them in an envelope.
Students can trade rows/envelopes with others and reassemble the word rows.
Some suggested content words for this unit include the following:
precedent
judicial review
suffrage
cede
neutral
Manifest Destiny
spoils system
forty-niner
impressment
expedition
abolitionist
land grants
Word
Definition
Neutral
Not aligned, not
taking sides
I did not want to
take sides in the
argument, so I
remained neutral.
The right to vote
Women argued
that suffrage was a
right given to all
citizens by the
Constitution.
Suffrage
Picture
sedition
frontier
annex
Sentence
Adapted from
http://www.cobbk12.org/~cheathamhill/LFS%20Update/Vocabulary%20and%20Word%20Walls_files/
4Fold%20Vocabulary.doc
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LESSON PLANS
Jefferson’s Decision: The Louisiana Purchase
Unit of Study: A Nation Grows
Focus Question: How did the nation grow geographically and economically?
The Teaching Points:
• Students will explore how Thomas Jefferson’s decision to make the Louisiana
Purchase played an important role in the development of the United States.
• Students will analyze a historical map of the Louisiana Purchase
Why/Purpose/Connection:
• This lesson builds on the understanding of Thomas Jefferson’s impact on the growth
and development of the United States.
Materials/Resources/Readings:
• Titles from the Trade Book Text Sets
o We The People – The Louisiana Purchase
o Expansion of America – The Louisiana Purchase
o A History of Us: The New Nation
o Constitution: Translated for Kids
o The Louisiana Purchase: Expanding America’s Boundaries
• Websites
o http://www.archives.gov/exhibits/american_originals_iv/sections/louisiana_purch
ase_treaty.html#
o http://www.nps.gov/archive/jeff/lewisclark2/circa1804/heritage/louisianapurchase
/louisianapurchase.htm
o http://memory.loc.gov/ammem/amlaw/louisianapurchase.html
http://www.monticello.org/jefferson/lewisandclark/louisiana.html
o Map of the Louisiana Purchase
Model/ Demonstration:
• Teacher explains that while the United States of America had won their
independence, the country had not yet become what it is today. Using a hand-out or
an overhead, display the map of the Louisiana Purchase. Have students note the
changes in the size of the United States.
• Teacher asks:
o “What might have been some of the advantages of making the purchase? (some
advantages include natural resources, national security, transportation)
o “What might have been some disadvantages?
(land was unknown, difficult to govern and defend)
• Explain to students that France controlled the Louisiana Territory. Jefferson was
not comfortable with Napoleon’s (the emperor of the French) presence so near the
nation, and, Napoleon could not afford to defend the territory and needed money to
finance his other political activities. Ask students to think about how this was a
desirable circumstance for the U.S. What might have been the U.S. point of view
regarding the acquisition? The French? How might the French view this today?
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Tell the students that Jefferson, as President, needed to make the decision on
whether or not to make the purchase. Jefferson believed in a strict interpretation of
the Constitution and the Constitution did not provide for the purchase of land. Ask
them to consider this dilemma – how to proceed when the country’s most important
document does not provide guidance?
Teacher explains that students will work in small groups and prepare a persuasive
speech debating Jefferson’s decision to make the Louisiana Purchase. Students will
look at both the constitutionality of the decision and the advantages of the purchase.
Differentiations:
• Mapping the Louisiana Purchase can provide support for visual-spatial learners.
• Debating the pros and cons of the purchase supports interpersonal learners.
• Leveled passages from the Constitution can be accessed on line and used with
readers who need additional support.
Independent Exploration/Practice:
• Student groups will analyze the Constitution, books from the text set, and websites
using the “To Purchase, or Not to Purchase” worksheet to create their argument.
• Student groups will prepare their arguments using persuasive techniques.
Persuasive techniques should be modeled if needed.
Share/Closure:
• Student groups present their speeches.
• Class discusses the outcomes of the Louisiana Purchase from today’s point of view.
Guiding question:
o “What were the arguments for and against the Louisiana Purchase?”
o “What were Jefferson’s reasons for purchasing the territory?”
o “Even if the Louisiana Purchase was not constitutional, did the ends
justify the means?”
Assessment:
• Teacher circulates throughout the room while students are researching and
preparing their speeches offering assistance and monitoring group work.
• Teacher evaluates the speeches using a rubric.
Next Steps:
• Students conduct further research and explain the Louisiana Purchase from
Napoleon’s perspective.
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Map of Louisiana Purchase in 1803
www.earlyamerica.com/earlyamerica/maps/louisianapurchase/colormap.htm
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Purchase or Not to Purchase
Your argument:
Evidence from the Constitution,
historical quotes, or text sets
Example supporting the purchase:
"Let the Land rejoice, for you have
bought Louisiana for a Song."
Gen. Horatio Gates to President Thomas
Jefferson, July 18, 1803
Example against the purchase:
No where in the Constitution is the
purchase of land discussed
Your argument/explanation
The Louisiana Purchase was a special
opportunity for the new nation, and as
such Gen. Gates felt that it was a reason
to rejoice because it was purchased at a
good price.
If Jefferson strictly interpreted the
Constitution he should not have
expanded the powers of the president by
doing something not stated allowed for
in the Constitution.
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Lewis and Clark: An Expedition to the Pacific Ocean.
Unit of Study: A Nation Grows
Focus Question: How did the nation grow geographically and economically?
The Teaching Points:
• Students will understand Lewis and Clark’s contribution to America’s expansion
westward.
• Students will analyze primary source journal entries from Lewis’s and Clark’s
journals to examine obstacles that explorers may face during exploration.
Why/Purpose/Connection:
• This lesson expands students’ understanding of the geographic and economic
changes that occurred during Westward Expansion.
Material/Resources/Reading:
• Titles from the Trade Book Text Sets
o A History of Us: The New Nation
o The Lewis and Clark Journals
o How We Crossed the West
o Lewis and Clark: Opening the American West
o America in the Time of Lewis and Clark
• Websites:
o http://www.pbs.org/lewisandclark/index.html
o http://www.lewisandclark200.org/index.php?cID
o http://www.loc.gov/exhibits/lewisandclark/lewisandclark.html
o http://www.monticello.org/index.html
• Handout of The Lewis and Clark Route Map
Model/Demonstration:
• Teacher says to the students: “Imagine you are the President of the United States.
You have just purchased the Louisiana territory from France. What is the next thing
you are going to do?”
• After students have an opportunity to respond, the teacher tells students that
President Jefferson hired Meriwether Lewis and William Clark to lead an
exploration of this new land.
• Teacher provides students with the Lewis and Clark Route Map or access to the
interactive trail map online at http://www.pbs.org/lewisandclark/index.html.
Teacher explains how Lewis and Clark traveled along rivers and over mountains to
reach the Pacific Ocean. The teacher will also explain that President Jefferson gave
Lewis and Clark orders to learn from the Native Americans who lived on the land,
study plant and animal life, and to find an all-water route to the Pacific Ocean. Ask
students to try to identify an all-water route on the map. While Lewis and Clark did
not find an all-water route, ask students to consider the value of their expedition.
• The teacher will inform the class that Lewis and Clark had many interesting
experiences along their expedition. On the handout, the students will work in pairs
to analyze quotes from the journals of Lewis and Clark.
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Independent Exploration/Practice:
• Students will work together to interpret and answer questions from the journal
excerpts of Lewis and Clark.
• Students will write several paragraphs about the most challenging part of the
expedition from the point-of-view of a member of the expedition. Students may want
to visit http://www.pbs.org/lewisandclark/archive/idx_jou.html and consult The
Lewis and Clark Journals in order to examine more journal articles.
Share/Closure:
• Students will share their responses from the journal quotes.
• Teacher facilitates a discussion of the Lewis and Clark expedition.
questions include:
o “What challenges did Lewis and Clark face?”
o “How did they face these challenges?”
o “Was the expedition a success or failure?” “Why?”
Guiding
Assessment:
• Teacher circulates while students work on examining the excerpts, evaluating
students’ need for additional support, and how they are working in their pairs, and
then individually on their paragraphs.
• Teacher reads student paragraphs and evaluates using a rubric.
Next Steps:
• Students research discoveries made by Lewis and Clark during their expedition
• Students research the role of Sacagawea on Lewis and Clark’s expedition.
• Read My Name is York for an African-American slave’s perspective of the expedition.
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Lewis and Clark Route Map
www.noaanews.noaa.gov/stories2005/images/lewis-and-clark-map2.jpg
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Interpreting quotes from Lewis’s and Clark’s journals:
“The hail and wind being so large and violent… and they were much
bruised and some nearly killed.” -Clark
How do you think the explorers felt during the storm Clark describes?
“..proceed to the top of the mountain next to which is much the highest
part and that part faceing the Sea, from this point I beheld the grandest
and most pleasing prospects which my eyes ever surveyed, in frount a
boundless Ocean...”-Clark
Which ocean is Clark referring to in this quote?
“the men tried to dig them out of their burrows, but they couldn’t catch
any, even after they had shoveled six feet down. The men spent the day
carrying water from the river in order to flood their tunnels. These
animals resemble barking squirrels and it was amazing to see thousands of
heads pop out of holes and then disappear as soon as the creatures
detected footsteps.”-Clark
How does Clark describe these animals called prairie dogs?
"your woman (Sacagawea) who accompanied you that long dangerous and
fatiguing rout to the Pacific Ocean and back deserved a greater reward for
her attention and services on that rout than we had in our power to give
her.”-Clark
How does Clark feel about Sacagawea’s role in the expedition?
“The Chief (Lakota), Sayed, had warriors too and if we were to go on they
would follow us and kill and take the whole of us by degrees.” -Clark
What does Clark say will happen to them if they do not make peace with the
Lakota?
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“our party from necessaty having been obliged to subsist some lenth of
time on dogs have now become extreemly fond of their flesh; it is worthy of
remark that while we lived principally on flesh of this anamal we were
much more healthy strong and more fleshey than we had been since we
left the Buffaloe country. for my own part I have become so perfectly
reconciled to the dog that I think it an agreeable food and would prefer it
vastly to lean Venison or Elk.”-Lewis
“as for my own part I have not become reconsiled to the taste of this
animal as yet.”-Clark
How do Clark’s and Meriwether’s opinion’s contrast on the matter of dog?
“this evening we exhausted the last of our candles, but fortunately had
taken the precaution to bring with us moulds and wick, by means of which
and some Elk's tallow in our possession we do not yet consider oursleves
distitute of this necessary article;” –Meriwether
How would a lack of candles impact their journey?
"we rose early took the Chief to the publick store & furnished him
with Some clothes &c. ... decended to the Mississippi and down that
river to St. Louis at which place we arived about 12 oClock. we
Suffered the party to fire off their pieces as a Salute to the Town. we
were met by all the village and received a harty welcome from it's
inhabitants." -Clark
How does Clark describe their return to St. Louis?
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The War of 1812
Unit of Study: A Nation Grows
Focus Question: What was the United States’ foreign policy during the 1800’s?
The Teaching Points:
• Students will understand how the War of 1812 was the final event in America’s road
to independence.
• Students will analyze a variety of primary and secondary sources.
Why/Purpose/Connection:
• This lesson demonstrates the significance of the War of 1812 in the development of
the nation.
Materials/Resources/Readings:
• Titles from the Trade Book Text Set
o Reading Essentials: Washington is Burning The War of 1812
o Soldiers of the War of 1812
o Battles of the War of 1812
o Primary Source Reader: The War of 1812
o History of Us: Liberty For All 1800 – 1860
• Websites
o http://home.earthlink.net/~gfeldmeth/chart.1812.html
o http://americanhistory.si.edu/starspangledbanner/default.aspx
o http://memory.loc.gov/learn/lessons/psources/studqsts.html
o http://www.whitehouse.gov/history/presidents/jm4.html
Model/Demonstration
• Display the image of the “Star Spangled Banner.” Have students participate in a
quick write based on what the image makes them think about. Have students share
their responses.
• Teacher directs students to read the background on the flag.
• Teacher explains that the flag pictured in the image inspired Francis Scott Key to
write “The Star-Spangled Banner.” Explain that Francis Scott Key was present at
the Battle of Baltimore, where he was inspired to write our national anthem after
seeing this flag. Have students read the short background on “The Star Spangled
Banner” as well as the lyrics to the song.
• Elicit from the students the distinction between primary and secondary sources.
• Teacher asks students to think about whether the song is an example of a primary
or secondary source.
• Teacher explains that different reading skills and strategies are involved when
analyzing a primary source versus a secondary source. Teacher facilitates a
discussion of the differences between analyzing primary and secondary sources.
• Teacher distributes and reviews the worksheet, “Questions for Analyzing Primary
Sources.”
• Teacher explains that the students will use a variety of primary and secondary
sources to explore the War of 1812. In addition to using the documents provided,
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students may refer to the text sets. (Note to teacher: If students are unfamiliar with
using the index to find information, provide the necessary scaffolded instruction.)
Independent Exploration/Practice:
• Working in groups, students will examine four documents relating to the War of
1812. Students should record whether the documents are primary or secondary
sources.
• Using the primary source analysis page, students will analyze the primary sources.
• Students will then use the sources, as well as the text set, to answer questions
included in the “War of 1812” chart.
Differentiation:
• Students will use a variety of texts at various reading levels to locate
information.
Share/Closure:
• Teacher will facilitate a discussion on the role of the War of 1812. Guiding questions
include:
o “Why is the War of 1812 referred to as the second War for Independence?”
o “In what ways was the War of 1812 a turning point in our nation’s history?”
o “How do primary source documents add to our understanding of history?”
• Teacher can also ask students to consider their own questions for discussion.
Assessment:
• Teacher will circulate as students analyze the sources offering support and
monitoring group work.
• Teacher will evaluate students’ responses on the War of 1812 chart.
Next Steps:
• Explore http://americanhistory.si.edu/starspangledbanner/default.aspx to learn
more about the history of the Star-Spangled Banner
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The Star Spangled Banner
What are your feelings or thoughts about this image?
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Making the Flag
http://americanhistory.si.edu/starspangledbanner/making-the-flag.aspx
In the summer of 1813, Mary Pickersgill (1776–1857) was contracted to sew two
flags for Fort McHenry in Baltimore, Maryland. The one that became the StarSpangled Banner was a 30 x 42–foot garrison flag; the other was a 17 x 25–foot
storm flag for use in inclement weather. Pickersgill, a thirty-seven-year-old widow,
was an experienced maker of ships’ colors and signal flags. She filled orders for
many of the military and merchant ships that sailed into Baltimore’s busy port.
Helping Pickersgill make the flags were her thirteen-year-old daughter Caroline;
nieces Eliza Young (thirteen) and Margaret Young (fifteen); and a thirteen-year-old
African American indentured servant, Grace Wisher. Pickersgill’s elderly mother,
Rebecca Young, from whom she had learned flagmaking, may have helped as well.
Pickersgill and her assistants spent about seven weeks making the two flags. They
assembled the blue canton and the red and white stripes of the flag by piecing
together strips of loosely woven English wool bunting that were only 12 or 18 inches
wide.
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The Star-Spangled Banner
http://americanhistory.si.edu/starspangledbanner/the-lyrics.aspx
Francis Scott Key was a gifted amateur poet. Inspired by the sight of the American flag flying
over Fort McHenry the morning after the bombardment, he scribbled the initial verse of his
song on the back of a letter. Back in Baltimore, he completed the four verses and copied them
onto a sheet of paper, probably making more than one copy. A local printer issued the new song
as a broadside. Shortly afterward, two Baltimore newspapers published it, and by mid-October
it had appeared in at least seventeen other papers in cities up and down the East Coast.
O say can you see, by the dawn’s early light,
What so proudly we hail’d at the twilight’s last gleaming,
Whose broad stripes and bright stars through the perilous fight
O’er the ramparts we watch’d were so gallantly streaming?
And the rocket’s red glare, the bomb bursting in air,
Gave proof through the night that our flag was still there,
O say does that star-spangled banner yet wave
O’er the land of the free and the home of the brave?
On the shore dimly seen through the mists of the deep
Where the foe’s haughty host in dread silence reposes,
What is that which the breeze, o’er the towering steep,
As it fitfully blows, half conceals, half discloses?
Now it catches the gleam of the morning’s first beam,
In full glory reflected now shines in the stream,
’Tis the star-spangled banner - O long may it wave
O’er the land of the free and the home of the brave!
And where is that band who so vauntingly swore,
That the havoc of war and the battle’s confusion
A home and a Country should leave us no more?
Their blood has wash’d out their foul footstep’s pollution.
No refuge could save the hireling and slave
From the terror of flight or the gloom of the grave,
And the star-spangled banner in triumph doth wave
O’er the land of the free and the home of the brave.
O thus be it ever when freemen shall stand
Between their lov’d home and the war’s desolation!
Blest with vict’ry and peace may the heav’n rescued land
Praise the power that hath made and preserv’d us a nation!
Then conquer we must, when our cause it is just,
And this be our motto - “In God is our trust,”
And the star-spangled banner in triumph shall wave
O’er the land of the free and the home of the brave.
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Analyzing Primary Sources
http://memory.loc.gov/learn/lessons/psources/studqsts.html
1. Who created the source and why? Was it created through a spur-of-the-moment act,
a routine transaction, or a thoughtful, deliberate process?
2. Did the recorder have firsthand knowledge of the event? Did the recorder report
what others saw and heard?
3. Was the recorder a neutral party, or did he/she have opinions or interests that might
have influenced what was recorded?
4. Did the recorder produce the source for personal use, for one or more individuals, or
for a large audience?
5. Was the source meant to be public or private?
6. Did the recorder wish to inform or persuade others? (Check the words in the source.
The words may tell you whether the recorder was trying to be objective or
persuasive.) Did the recorder have reasons to be honest or dishonest?
7. Was the information recorded during the event, immediately after the event, or after
a specific lapse of time? How large a lapse of time?
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War of 1812 Primary and Secondary Source Analysis
Question
Answer
Identify as a primary or
secondary source.
What significant events took place in
1814? (Document 1)
What led James Madison to ask Congress
for a declaration of war? (Document 2)
How did G. Armistead, Lt Col. Describe
the bombardment at Fort McHenry?
(Document 3)
Describe the battle taking place in the
painting. (Document 4)
What was the practice of impressment?
(Use any of the documents or the text set)
set)
What were the outcomes of the War of
1812? (Use any of the documents or the text set)
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Document 1: Key Events & Causes: War of 1812
Event
Date
Location
Significance
Napoleon excludes British goods from
"fortress Europe"
1806
Europe
American ships caught in middle as British respond
with blockade. British seize 1000 U.S. ships, French
ca. 500.
British impress American sailors
1803-1812
High seas
British captains took over 10,000 American citizens
to man ships.
Chesapeake -Leopard fight
June 1807
3 miles off
Chesapeake fired on by Leopard after refusing to be
Norfolk, Virginia boarded. 3 Americans killed, 18 wounded.
Embargo Act
December
1807
Washington, D.C.
Jefferson's attempt at "peaceful coercion" resulted
in economic disaster for merchants.
War Hawks elected to Congress
1810
U.S.
Calhoun, Clay, others bothered by insults to U.S.
and Indian presence
Battle of Tippecanoe
1811
Ohio River Valley
Tecumseh's brother (the Prophet) led attack on
Harrison's army of 1000.
Congress declares "Mr. Madison's War"
June 18,
1812
Washington, D.C.
Pushed by War Hawks, Madison asked for
declaration. All Federalists oppose it.
British capture Ft. Mackinac
August 16,
1812
Michigan
U.S. lost fort as British invade American territory.
Invasion attempts of Canada
1812
U.S.--Canadian
border
3 attempts of U.S. to invade Canada all fail.
Constitution vs. Guerriere
1812
Atlantic Ocean
Victory by U.S. ship ("Old Ironsides"). Other
privateers captured or burned British ships.
Battle of Frenchtown
January
1813
Michigan
Kentucky troops repelled by British and Indians in
bloody fighting. American survivors killed in Raisin
River Massacre.
Battle of York (Toronto)
April 1813
Toronto, Canada
U.S. troops took control of Great Lakes, burn York.
This action later returned by British burning of
Washington, D.C.
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Battle of Lake Erie
September
1813
Battle of Thames
October 1813 Ontario, Canada
Battle of Horseshoe Bend
March 1814
British plan 3-part invasion of U.S.:
Chesapeake Bay, Lake Champlain, & mouth 1814
of Mississippi River
Put-in-Bay
British naval attack repulsed by Capt. Perry.
Tecumseh killed in U.S. victory. NW Indians
weakened by battle.
Mississippi
Territory
Andrew Jackson defeated Creek Indians.
Washington, D.C.
British burned capital's buildings, but were turned
back at Baltimore harbor.
Battle of Plattsburgh
September
1814
Lake Champlain
U.S. secured northern border with victory over
larger British force.
Hartford Convention
December
15,1814
Hartford,
Connecticut
Group of Federalists discussed secession, propose 7
amendments to protect influence of Northeast
states.
Treaty of Ghent
December 24,
Ghent, Belgium
1814
British and American diplomats agreed on status
quo ante bellum
Battle of New Orleans
January
1815
Jackson's forces defeated British. 700 British killed,
1400 wounded. U.S. losses: 8 killed, 13 wounded
New Orleans
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Document 2: James Madison
http://www.whitehouse.gov/history/presidents/jm4.html
At his inauguration, James Madison, a small, wizened man, appeared old and worn;
Washington Irving described him as "but a withered little apple-John." But whatever his
deficiencies in charm, Madison's buxom wife Dolley compensated for them with her warmth
and gaiety. She was the toast of Washington.
Born in 1751, Madison was brought up in Orange County, Virginia, and attended Princeton
(then called the College of New Jersey). A student of history and government, well-read in
law, he participated in the framing of the Virginia Constitution in 1776, served in the
Continental Congress, and was a leader in the Virginia Assembly.
When delegates to the Constitutional Convention assembled at Philadelphia, the 36-yearold Madison took frequent and emphatic part in the debates.
Madison made a major contribution to the ratification of the Constitution by writing, with
Alexander Hamilton and John Jay, the Federalist essays. In later years, when he was
referred to as the "Father of the Constitution," Madison protested that the document was
not "the off-spring of a single brain," but "the work of many heads and many hands."
In Congress, he helped frame the Bill of Rights and enact the first revenue legislation. Out
of his leadership in opposition to Hamilton's financial proposals, which he felt would unduly
bestow wealth and power upon northern financiers, came the development of the
Republican, or Jeffersonian, Party.
As President Jefferson's Secretary of State, Madison protested to warring France and
Britain that their seizure of American ships was contrary to international law. The
protests, John Randolph acidly commented, had the effect of "a shilling pamphlet hurled
against eight hundred ships of war."
Despite the unpopular Embargo Act of 1807, which did not make the belligerent nations
change their ways but did cause a depression in the United States, Madison was elected
President in 1808. Before he took office the Embargo Act was repealed.
During the first year of Madison's Administration, the United States prohibited trade with
both Britain and France; then in May, 1810, Congress authorized trade with both, directing
the President, if either would accept America's view of neutral rights, to forbid trade with
the other nation.
Napoleon pretended to comply. Late in 1810, Madison proclaimed non-intercourse with
Great Britain. In Congress a young group including Henry Clay and John C. Calhoun, the
"War Hawks," pressed the President for a more militant policy.
The British impressment of American seamen and the seizure of cargoes impelled Madison
to give in to the pressure. On June 1, 1812, he asked Congress to declare war.
The young Nation was not prepared to fight; its forces took a severe trouncing. The British
entered Washington and set fire to the White House and the Capitol.
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But a few notable naval and military victories, climaxed by Gen. Andrew Jackson's triumph
at New Orleans, convinced Americans that the War of 1812 had been gloriously successful.
An upsurge of nationalism resulted. The New England Federalists who had opposed the
war--and who had even talked secession--were so thoroughly repudiated that Federalism
disappeared as a national party.
In retirement at Montpelier, his estate in Orange County, Virginia, Madison spoke out
against the disruptive states' rights influences that by the 1830's threatened to shatter the
Federal Union. In a note opened after his death in 1836, he stated, "The advice nearest to
my heart and deepest in my convictions is that the Union of the States be cherished and
perpetuated."
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Document 3: Official Account of the Bombardment of Fort McHenry.
Copy of a letter from Lieut. Colonel Armistead, to the Secretary of War, dated Fort McHenry,
Sept. 24th, 1814
http://americanhistory.si.edu/starspangledbanner/baltimore-in-the-balance.aspx
A severe indisposition, the effect of great fatigue and exposure, has prevented me heretofore
from presenting you with an account of the attack on this post. On the night of Saturday the
10th inst. the British fleet, consisting of ships of the line, heavy frigates, and bomb vessels,
amounting in the whole to 30 sail, appeared at the mouth of the river Patapsco, with every
indication of an attempt on the city of Baltimore. My own force consisted of one company of U.S.
artillery, under Capt. Evans, and two companies of sea fencibles, under Capts. Bunbury and
Addison. Of these three companies, 35 men were unfortunately on the sick list, and unfit for
duty. I had been furnished with two companies of volunteer artillery from Baltimore, under
Capt. Berry, and Lt. Commandant Pennington. --To these I must add another very fine
company of volunteer artillerists, under Judge Nicholson, who had proffered their services to
aid in the defense of this post whenever an attack might be apprehended; and also a
detachment from Commodore Barney's flotilla under Lieut. Redman. Brig. Gen. Winder had
also furnished me with about six hundred infantry, and Major Lane, consisting of detachments
from the 12th, 14th, 36th, and 38th Regim. of U.S. troops - the total amounting to more than
1000 effective men. On Monday morning very early, it was perceived that the enemy was
landing troops on the east side of the Patapsco, distant about ten miles. During the day and the
ensuing night, he had brought sixteen ships (including five bomb ships) within about two miles
and a half of this Fort. I had arranged my force as follows: - The regular artillerists under Capt.
Evans and the volunteers under Capt. Nicholson, manned the bastions in the Star Fort.
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Captains Bunbury's, Addison's, Redman's, Berry's and Lieut. Commandant Pennington's
command were stationed on the lower works, and the infantry under Lieut. Col. Stewart and
Major Lane were on the outer ditch, to meet the enemy at his landing, should he attempt one.
On Tuesday morning about sunrise, the enemy commenced the attack from his five bomb
vessels, at the distance about two miles, when finding that his shells reached us, he anchored
and kept an incessant and well directed bombardment. We immediately opened our batteries,
and kept a brisk fire from our guns and mortars, but unfortunately our shot and shells all fell
considerably short of him. This was to me a most distressing circumstance, as it left us exposed
to constant and tremendous shower of shells, without the remote possibility of our doing him
the slightest injury. It affords me the highest gratification to state, that although we were left
exposed, and thus inactive, not a man shrunk from the conflict. About 2 o'clock, P.M. one of the
24 pounders on the south west bastion, under the immediate command of Capt. Nicholson, was
dismounted by a shell, the explosion of which killed his second Lieut. and wounded several of
his men; the bustle necessarily produced in removing the wounded and remounting the gun
probably induced the enemy to suspect that we were in a state of confusion, as he brought three
of the bomb ships to what I believed to be a good striking distance. I immediately ordered a fire
to be opened, which was obeyed with alacrity through the whole garrison, and in a half an hour
those intruders again sheltered themselves by withdrawing beyond our reach. - We gave three
cheers, and again ceased firing. The enemy continued throwing shells, with one or two slight
intermissions, till one o'clock in the morning of Wednesday; when it was discovered that he had
availed himself of the darkness of the night and had thrown a considerable force above to our
right; they had approached very near to Fort Covington, when they began to throw rockets;
intended I presume, to give them an opportunity of examining the shores - as I have since
understood, they had detached 1250 picket men with scaling ladders, for the purpose of
storming this Fort. We once more had an opportunity of opening our batteries, and kept a
continued blaze for nearly two hours which had the effect again to drive them off. In justice to
Lieut. Newcomb, of the United States Navy, who commanded Fort Covington, with a
detachment of sailors, and Lieut. Webster, of the flotilla, who commanded the Six Gun Battery,
near the Fort, I ought to state, that during this time, they kept an animated, and I believe very
destructive fire, to which I am persuaded, we are much indebted in repulsing the enemy. One of
his sunken barges has since been found with two dead men in it - others have been seen floating
in the river. The only means we had of directing our guns, was by the blaze of their rockets and
the flashes of their guns. Had they ventured to the same situation in the day time, not a man
would have escaped. The bombardment continued on the part of the enemy until 7 o'clock on
Wednesday morning, when it ceased; and about nine, their ships got under weigh and stood
down the river. During the bombardment which lasted 25 hours (with two slight intermissions)
from the best calculations I can make, from fifteen to eighteen hundred shells were thrown by
the enemy. A few of these fell short. A large proportion burst over us, throwing their fragments
among us, and threatening destruction. Many passed over, and about four hundred fell within
the works. Two of the public buildings are materially injured - the others but slightly. I am
happy to inform you (wonderful as it may appear) that our loss amounts to only four men killed,
and 24 wounded. The latter will all recover. Among the killed, I have to lament the loss of
Lieutenant Clagget and Sergeant Clemm, both of Capt. Nicholson's volunteers; two men whose
fate is to be deplored, not only for their personal bravery, but for their high standing, amiable
demeanor and spotless integrity in private life. Lieut. Russel, of the company under Lieut.
Pennington, received early in the attack a severe contusion in the heel; notwithstanding which,
he remained at his post during the whole bombardment. Were I to name any individual who
signalized themselves, it would be doing injustice to the others. Suffice it to say, that every
officer and soldier under my command did their duty to my entire satisfaction. I have the honor
to remain respectfully, your obedient servant,
G. Armistead, Lt Col. U.S.A
Hon. James Monroe, Secretary of War
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Document 4
A View of the Bombardment of Fort McHenry
Print by J. Bower, Philadelphia, 1816. One of the soldiers who was in the fort during the
25-hour bombardment wrote, “We were like pigeons tied by the legs to be shot at.”
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The Monroe Doctrine
Unit of Study: A Nation Grows
Focus Question: What was the United States’ foreign policy during the 1800’s?
The Teaching Points:
• Students will understand the significance of the Monroe Doctrine and its impact on
subsequent foreign policy decisions.
• Students will write editorials or create political cartoons expressing their viewpoints
on the Monroe doctrine.
Why/Purpose/Connection:
• This lesson builds on student understanding of the foundational documents that
shaped the new nation’s foreign policy
Materials/Resources/Readings:
• Titles from the Trade Book Text Set
o A History of Us: The New Nation
o The Monroe Doctrine
• Websites
o http://avalon.law.yale.edu/19th_century/monroe.asp
o http://popartmachine.com/item/pop_art/LOC+1101620
Model/Demonstration:
• Teacher will display the quotes regarding George Washington’s advice on United
States foreign policy. (Note to teacher: You may need to explain that foreign policy is
a nation’s policies relating to other nations)
• Teacher leads a guided reading of the quotes helping students determine George
Washington’s stance on foreign policy.
• Teacher directs students to do a quick write on their thoughts on foreign policy.
• Teacher explains that James Monroe made statements in his address to Congress
regarding foreign policy that would become known as the Monroe Doctrine.
Students should explore “James Monroe: The Monroe Doctrine” from America’s
Stories at http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/presidents/monroe/doctrine_1
• Teacher explains that students will analyze excerpts from the Monroe Doctrine and
express an opinion about the doctrine by writing an editorial or creating a political
cartoon.
• Teacher explains that political cartoons are/were used to show an opinion on a
political topic. Teacher displays the “Monroe Doctrine political cartoon” and leads a
discussion using the guiding questions.
• Teacher explains that an editorial is an article that presents a particular opinion
using factual support. (Note to teacher: If you have not done any previous work on
editorial writing you can find examples in any newspaper)
Independent Exploration/Practice:
• Teacher explains that students will read quotes from the Monroe Doctrine that have
been categorized into the four main themes of the doctrine.
• Working in pairs, students will complete “The Monroe Doctrine” worksheet.
• Students will work individually to create a political cartoon or an editorial.
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Differentiation:
• Students who are more adept at visual-spatial learning may choose to work on a
political cartoon.
• Students who are more adept at writing may choose to work on the editorial.
• Some students may need additional support for editorial writing (planning
templates, graphic organizers, etc.) to be successful,
Share/Closure:
• Class will share excerpts from their editorials or display and explain their political
cartoons.
• Teacher facilitates a discussion of the Monroe Doctrine. Guiding questions include:
o “What foreign policy issues did the new nation face?”
o “What were the arguments for and against the Monroe Doctrine?”
o “What role do political cartoons play in shaping public opinion?”
Assessment:
• Teacher evaluates the editorials and the political cartoons using a rubric.
Next Step:
• Students research the role of the Monroe Doctrine in future foreign policy in the
United States. Students may then use their research to create a foreign policy
timeline.
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Quotes from George Washington’s Farewell Address
Philadelphia, September 17, 1796
"Observe good faith and justice toward all nations. Cultivate peace and harmony
with all. Religion and morality enjoin this conduct, and can it be that good policy
does not equally enjoin it?"
"{Bad Feelings from} one nation against another disposes each more readily to
offer insult and injury, to lay hold of slight causes of umbrage, and to be haughty
and intractable when accidental or trifling occasions of dispute occur.”
“The nation prompted by ill will and resentment sometimes impels to war the
government contrary to the best calculations of policy. The government sometimes
participates in the national propensity, and adopts through passion what reason
would reject. At other times it makes the animosity of the nation subservient to
projects of hostility, instigated by pride, ambition, and other sinister and pernicious
motives.”
What is Washington’s overall message to the people of the United States
regarding foreign policy?
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Excerpts from The Monroe Doctrine
For full text see http://avalon.law.yale.edu/19th_century/monroe.asp
President James Monroe's seventh annual message to Congress, December 2, 1823:
1. No other nation could form a new colony in the Western Hemisphere.
“ ..In the discussions to which this interest has given rise, and in the arrangements by
which they may terminate the occasion has been judged proper for asserting, as a principle
in which the rights and interests of the United States are involved, that the American
continents, by the free and independent condition which they have assumed and maintain,
are henceforth not to be considered as subjects for future colonization by any European
powers....
What warning does Monroe give to European countries?
2. If a European nation tried to control or interfere with a nation in the Western
Hemisphere, the United States would view it as a hostile act against this nation
“…The citizens of the United States cherish sentiments the most friendly, in favor of the
liberty and happiness of their fellow men on that side of the Atlantic. In the wars of the
European powers, in matters relating to themselves, we have never taken any part, nor
does it comport with our policy to do so. It is only when our rights are invaded, or seriously
menaced, that we resent injuries, or make preparation for our defense…”
Under what circumstances must the Untied States defend itself from Europe?
3. The United States would not get involved in European affairs.
“...It is impossible that the allied powers (Europe) should extend their political system to
any portion of either continent, without endangering our peace and happiness: nor can any
one believe that our Southern Brethren, if left to themselves, would adopt it of their own
accord. It is still the true policy of the United States to leave the parties to themselves, in
the hope that other powers will pursue the same course...”
According to Monroe, will the United States interfere with South American
countries once they gain independence?
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4. The United States would not interfere with existing European colonies in the
Western Hemisphere.
“…With the existing colonies or dependencies of any European power we have not
interfered and shall not interfere.”
How would you describe the foreign policy of the United States as stated in the
Monroe Doctrine?
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Monroe Doctrine Political Cartoon
”Keep off”
http://popartmachine.com/item/pop_art/LOC+1101620
Guiding Questions:
• What is the main theme of the cartoon?
• Whom do the people in this cartoon represent?
• What is the artist’s point of view about the Monroe Doctrine? Do you agree or
disagree?
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The Mexican-American War through political cartoons
Unit of Study/Theme: A Nation Grows
Focus question: What was the United States’ foreign policy during the 1800’s?
The Teaching Point:
• Students will analyze political cartoons in order to gain an understanding of the
issues involved in the Mexican-American War.
Why/Purpose/Connection:
• This lesson explores the Mexican-American War as part of the expansionist policies
of the United States during westward expansion.
Materials/Resources/Readings:
• Titles from the Trade Book Text Set
o The Mexican War, 1846-1848
o The Mexican-American War
o A Historical Atlas of America’s Manifest Destiny
•
•
•
Copies of political cartoons
Copies of cartoon analysis worksheet
Websites
o http://www.pbs.org/kera/usmexicanwar/index_flash.html
Model/Demonstration:
• Teacher asks students to brainstorm a list of reasons that would make a country go
to war.
• Teacher facilitates a discussion after asking students which reasons are justifiable
and which are not.
• Teacher explains that the United States fought a war with Mexico with the primary
goal of obtaining land. Teacher explains that many people of the time expressed
their opinion about this war through political cartoons.
• Teacher explains that student groups will explore the Mexican War through an
analysis of political cartoons and subsequent follow-up research.
Differentiation:
• Lesson provides learning opportunities for multiple intelligences including visualspatial, interpersonal, and verbal-linguistic.
Independent Exploration/Practice:
• Student groups examine their cartoon using the cartoon analysis worksheet.
• Student groups research any questions that arise during their analysis.
• Student groups add captions and explanations to their cartoon.
Share/Closure:
• Student groups share their illustrated cartoons.
• Teacher facilitates discussion on conclusions the students have drawn on the
Mexican War. Guiding questions include:
o “What were the arguments for and against the war with Mexico?”
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o
o
o
o
2008-09
“How were Mexicans depicted in some of the political cartoons?” “What
might have been the reasons for this portrayal?”
“How were American politicians depicted in some of the political cartoons?”
“How do the artists convey their points of view on the war?”
Why and how are political cartoons a powerful way to communicate an
idea(s)?
Assessment:
• Teacher circulates while student groups analyze their cartoons offering support.
• Teacher evaluates worksheets and illustrated cartoons using a rubric.
• Teacher asks students to describe one important conclusion they were able to draw
as a result of analyzing a political cartoon
Next Steps:
• Students investigate outcomes of the Mexican War.
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Political Cartoon Analysis Chart
Your thoughts
2008-09
Your questions
Your research
Dates shown on
cartoon or caption
Names shown on
cartoon or caption
Places in cartoon or
caption
Images in cartoons
(Possible symbolism)
Overall description of
your cartoon
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CARTOON #1 (Battle of Palo Alto, May 13, 1846)
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CARTOON #2 (Battle of Palo Alto, May 13, 1846)
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CARTOON #3 (Battle of Palo Alto, May 13, 1846)
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CARTOON #4 (1846)
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CARTOON #5 (Daniel Webster & President Polk, May, 1846)
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CARTOON #6 (A two-faced Henry Clay, November, 1847)
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CARTOON #7 (Zackary Taylor for President, 1848)
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Early Leaders in the Fight for Women’s Rights
Unit of Study/Theme: A Nation Grows
Focus Question: What challenges and opportunities were created by the nation’s rapid
expansion?
The Teaching Point:
• Students will gain and demonstrate an understanding of the contributions of leaders
in the women’s rights movement through the presentation of an introductory speech.
Why/Purpose/Connection:
• This lesson explores the birth of the women’s rights movement and gives students
the opportunity to focus on a particular aspect of the social reforms taking shape in
the 19th Century.
Materials/Resources/Readings:
• Titles from the Trade Book Text Set
o If You Lived When Women Won Their Rights
o Great Women of the Suffrage Movement
• Websites
o http://www.npg.si.edu/col/seneca/senfalls1.htm
o http://nmaahc.si.edu/section/programs/view/9
o http://www.npg.si.edu/cexh/nwomen/stanton.htm
o http://civilwar.si.edu/slavery_mott1.html
o http://www.npg.si.edu/cexh/nwomen/anthony.htm
o http://www.loc.gov/exhibits/treasures/trr040.html
o http://www.greatwomen.org/women.php
o http://www.americaslibrary.gov/cgi-bin/page.cgi/aa
Model/Demonstration:
• Teacher displays images of four leaders in the fight for women’s rights. Teachers can
access prior knowledge by asking students if they recognize any of the people and if
they know anything about them.
• Teacher explains that the four people displayed took part in a convention at Seneca
Falls in 1848 to work for women’s suffrage.
• Teacher explains that the students will engage in research to learn about the
accomplishments of these reformers. After students research and have information
they will write a short speech introducing the Seneca Falls leaders to the class as if
they were a guest speaker.
• Teacher can choose to assign leaders or students can select a leader to research.
Differentiation:
• Students will use websites geared to a variety of reading levels.
Independent Exploration/Practice:
• Students will prepare a short speech that introduces one of the leaders of the Seneca
Falls Convention.
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Share/Closure:
• Selected students share excerpts from their speeches.
• Teacher facilitates a discussion of the Seneca Falls Convention. Guiding questions
include;
o “How did each of these activists pave the way for broader democracy in the
United States?”
o “How were the goals of the suffragists and the abolitionists similar?”
o “Are women and men equal today?” “Why or why not?”
Assessment:
• Teacher evaluates speeches using a rubric.
• Students can explain what information they felt was “worthy” of being included in
their introduction and why.
Next Steps:
• Students can read biographies of other social reformers.
• Students can discuss present day social issues and reformers.
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Frederick Douglass
http://nmaahc.si.edu/section/programs/view/9
Susan B. Anthony
http://www.npg.si.edu/cexh/nwomen/anthony.htm
2008-09
Lucretia Mott
http://civilwar.si.edu/slavery_mott1.html
Elizabeth Cady Stanton
http://www.npg.si.edu/cexh/nwomen/stanton.htm
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The Songs of the Erie Canal
Unit of Study/Theme: The Nation Grows
Focus Question: What challenges and opportunities were created by the nation’s rapid
expansion?
The Teaching Point:
• Students will understand the significance of the Erie Canal through an analysis of
songs from the time period.
Why/Purpose/Connection:
• This lesson builds on the understanding that there were many factors that
contributed to the westward expansion of the United States.
Materials/Resources/Readings:
• Titles from the Trade Book Text Sets
o A History of Us: The New Nation
o The Early American Industrial Revolution, 1793-1850
• Websites
o http://www.epodunk.com/routes/erie-canal/index.html# (Eric Canal Tour)
o Lyrics to songs
o Analysis of a song worksheet
Model/Demonstration:
• Teacher distributes a copy of the “Erie Canal Song” and instructs students to read
the text. If any student is familiar with the song, teacher may ask a student to sing
the song to the class.
• Teacher asks students why they think this song was written. Teacher explains that
often songs were written as a result of significant events in history. Teacher asks for
other examples of songs reflecting events. (Note to teacher: You may refer to the
Star-Spangled Banner)
• Teacher explains that students will explore the history of the Erie Canal through
song. For background students may explore the Erie Canal Tour at
http://www.epodunk.com/routes/erie-canal/index.html#
Differentiation:
• Student activities allow for use of multiple intelligences including visual-spatial,
musical, and verbal-linguistic and interpersonal.
Independent Exploration/Practice:
• Working in groups, students will be assigned a song relating to the Erie Canal. Student
groups will listen to the song and read its lyrics. Student groups will complete the song
analysis worksheet. Students can play songs at http://www.epodunk.com/routes/eriecanal/index.html# on the Erie Canal Tour.
• Student groups will then create a poster reflecting imagery in the song, and the history
of the Erie Canal.
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Share/Closure:
• Students will play their song and display their poster for the class.
• Teacher facilitates a discussion of the Erie Canal. Guiding questions include:
o “What challenges and hardships did workers on the Erie Canal face?”
o “How were these challenges handled?”
o “What impact did the building of the canal have on the growth of the nation?”
Assessment:
• Teacher circulates among student groups assessing accountable talk.
• Teacher evaluates posters using a rubric.
Next Steps:
• Students can explore a map of the Erie Canal.
• Students can research the role of immigrants in the digging of the canal.
• Students can think of a contemporary event and write a song inspired by the event.
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Song Analysis Worksheet
Song Title:
Fill in as much information as possible
Date song was written: _______________
Name of who wrote the song: __________
Information from the
song
Questions
Further research
Geographical
details
Historical details
Characters/people
Miscellaneous
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Erie Canal Song
Low Bridge, Everybody Down
(Written by: Thomas Allen in 1905)
http://www.eriecanalvillage.net/pages/song.html
I've got a mule, and her name is Sal,
Fif-teen miles on the Er-ie canal,
She's a good ol' worker and a good ol' pal,
Fifteen miles on the Er-ie can-al,
We've hauled some barges in our day,
Filled with lum-ber coal and hay,
And ev'ry inch of the way we know
From Al-ba-ny to Buff-a-lo OH
Chorus
Low bridge ev'-ry bod-y down,
Low bridge for we're com-in to a town,
And you al-ways know your neighbor,
You'll always know your pal,
If you've ev-er navigated on the Er-ie can-al
Chorus
We'd better look round for a job old gal,
Fif-teen miles - on the Er-ie can-al,
You bet your life I wouldn't part with Sal,
Fif-teen miles on the Er-ie can-al,
Giddap 'there gal we've passed that lock,
We'll make Rome fore six o'clock,
So, it's one more trip and then we'll go,
Right back home to Buff-a-lo OH
Chorus
Oh, where would I be if I lost my pal?
Fif-teen miles on the Er-ie can-al.
Oh, I'd like to see a mule as good as Sal,
Fif-teen miles on the Er-ie can-al,
A friend of mine once got her sore,
Now he's got a busted jaw,
'Cause she let fly with her iron toe,
And kicked him in to Buff-a-lo OH
Chorus
Don't have to call when I want my Sal,
Fif-teen miles on the Er-ie can-al,
She trots from her stall like a good old gal,
Fif-teen miles on the Er-ie can-al,
I eat my meals with Sal each day,
I eat beef and she eats hay,
And she ain't so slow if you want to know,
She put the "Buff" in Buff-a-lo OH
Chorus
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The Erie Canal
http://www.traditionalmusic.co.uk/folk-song-lyrics/Erie_Canal.htm
I am all the way from Buffalo,
Upon the good boat Danger
A long, long trip we had, my boys,
I feel just like a stranger.
Petty fogs, artful storms,
Forget them l never shall
I am every inch a sailor, boys,
On the Erie Canal.
Chorus:
So haul in yer bowlines,
Stand by the saddle mule;
Low bridge, boys, dodge yer head,
Don't stand up like a fool.
For the Erie is a-risin,
An' the whiskey's gettin' low;
l hardly think we'll get a drink
Till we get to Buffalo.
We left Albany harbor
About the break of day;
If rightly I remember,
'Twas the second day of May.
We trusted to our driver
Although he was but small,
Yet he knew all the windings
Of that raging Canawl.
Early every morning
Ye can hear the flunkies call,
Come aft and git your lime juice,
Come aft, one and all;
Come aft and git your lime juice,
And don't bring any back,
Before you git to Syracuse
Ye's goin' to get the sack.
Three days out from Albany
A pirate we did spy!
The black flag with the skull and bones
Was a-wavin' up on high;
We signaled to the driver
To h'ist the flag o' truce,
When we found it was the Mary Jane
Just out o' Syracuse.
Two days out from Syracuse
The vessel struck a shoal,
And we like to all been foundered
On a chunk of Lackawanna coal.
We hollered to the captain
On the towpath treadin' dirt
He jumped on board and stopped the leak
With his old red flannel shirt.
The cook she was a kind soul
She had a ragged dress.
We h'isted her upon a pole
As a signal of distress;
The winds began to whistle
And the waves began to roll,
And we had to reef our royal
On the raging Canawl.
When we got to Syracuse
The off mule he was dead,
The nigh mule got blind staggers
And we cracked him on the head;
The captain he got married,
The cook she went to jail,
And I was the only son of a bitch
That's left to tell the tale.
Four long days we sailed the Hudson,
Sal and I and Hank,
We greased ourselves with tallow fat
And slid out on a plank;
The crew are in the poorhouse,
The captain he's in jail,
And I'm the sole survivin' man
That's left to tell the tale.
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Buffalo Girls
http://www.unc.edu/~breaden/Website/SongPages/songs_0203_BuffaloGirls.htm
Lyrics
Buffalo girls are you coming out tonight,
Coming out tonight, coming out tonight?
Buffalo girls are you coming out tonight,
To dance by the light of the moon?
Yes dear boys we're coming out tonight,
Coming out tonight, coming out tonight;
Yes dear boys we're coming out tonight
To dance by the light of the moon.
Danced with a girl with a hole in her stocking,
And her heel kept a-rocking, and her heel kept a-rocking;
Danced with a girl with a hole in her stocking,
She's the prettiest girl in the room.
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Boating on a Bullhead
http://www.traditionalmusic.co.uk/song-midis/Boating_on_a_Bullhead.htm
With a bridgestring for a crown.
I was sleepin' in a line barn and eatin'
beans and hay
While the boss was kickin' my starn ev'ry
night and ev'ry day
So I hired out canawlin' as a horny hand
of toil
Drivin' mules that kept a-bawlin' 'long the
towpath's smelly soil.
Well, my feet raised corns and blisters
While the mules but raised a stink;
I took and threw them twisters
Plumb into the dirty drink.
I thought I'd give up driving
And the Cap he thought so, too
He said,"Hire out a diving
Or go bowing a canoe."
I was drying on the heel path
Watching boats haul up and down,
Shivering from the first good bath
I got since I left town.
When a boat tied up in the basin
At the wood dock for the night.
And I lost no time to hasten
'Round the bridge to ask for a bite.
We were loaded down with Star Brand
salt
The Captain was loaded, too.
I wouldn't say it was all his fault
But what was a man to do?
The bridge was only a heave away
When I saw it 'round the bend.
To the Cap a word I didn't say
While tumbling end over end.
So canawlers take my warning
Never steer a Bullhead boat.
Or they'll find you some fair morning
In the E-ri-e afloat.
Do all your navigating
From a line barn filled with hay.
And low bridge you won't be hating
And you'll live 'til Judgement Day.
From The Canaller's Songbook
Collected from Lyman King
They filled me up with beans and shote
And they lighted me a cob.
They asked if I could steer a boat
And they offered me a job.
The next morning I was boosted
To the stern cabin's roof.
With the tiller there I roosted
And watched the driver hoof.
Now the boat she was a Bullhead
Decked up to the cabin's top.
Many canawlers now are dead
Who had no place to drop.
When the bowsman he forgot to yell
"Low bridge, duck 'er down."
The Bullhead steersman went to Hell
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Singing Just For Friends
http://www.lamay.com/lamayreese/lyrics/JustForFriends.htm
Dulcimers in harmony
Old six-string guitars
Voices echo through the trees
And on up to the stars
Sun comes up - sun goes down
Some days never end
Summer nights on the old canal
Singing just for friends
Find the chords and wind your way
Through old familiar keys
Sing the songs of long ago
On the EE-RI-EE
Chorus
Yellow moon - silver clouds
Candles on the sill
Fiddlers warming up their bows
Playing “Saint Anne’s Reel"
Chorus
Everybody here tonight
Has a song to share
Melodies that warm the heart
Lilting through the air
Chorus
Round and round the music goes
Back and forth in rhyme
Stories told of yesterdays
And of golden times
Chorus
Boats go drifting up and down
Along the waterway
Pickers weave their lyric lines
Into another day
Chorus
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Jacksonian Democracy
Unit of Study: A Nation Grows
Focus Question: How did national policies influence the growth of the nation?
The Teaching Point:
• Students will evaluate the elements of Jacksonian Democracy.
Why/Purpose/Connection
• This lesson examines the ideal of democracy versus the practice of democracy
(during the presidency of Andrew Jackson).
Materials and Resources:
• Biography of Andrew Jackson, at
http://www.whitehouse.gov/history/presidents/aj7.html
• Trade Book Text Sets
o Andrew Jackson
o A History of Us: The New Nation
o A Historical Atlas of American’s Manifest Destiny
o Native Americans and the New American Government
o Pioneer Life in the American West
• Handout on “Jacksonian Democracy”
Model/Demonstration:
• Teacher asks:
o “What do people mean when they say that we are a democratic society?”
o “What are the elements of a democratic society?”
• Teacher elicits responses from the class and charts.
• Teacher asks students to carefully examine the cartoon of “King Andrew” and
respond to the questions.
• Students share their responses to the cartoon.
• Teacher then distributes the “Jacksonian Democracy” handout. Teacher explains
that students will work in their table groups to question of whether or not Jackson’s
policies on a variety of issues were “democratic.”
Independent Exploration/Practice:
• Based on their previous studies, the text set and websites, students work in their
table groups to discuss the issues and record their conclusions on the handout.
Students should identify examples of when Jacksonian policies were democratic and
when policies may have been less than democratic.
Share/Closure:
• Groups can discuss and reflect on the chart by considering the following question:
o “Was Jacksonian Democracy truly democratic?”
o Is it possible to have a pure democracy? Why or why not?
Assessment:
• Teacher monitors for good examples of accountable talk.
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U.S. Library of Congress
This cartoon appeared after Jackson vetoed the Bank bill.
• What does this cartoon suggest about the way Jackson was viewed?
• Does it suggest he was very democratic in the way he served as president?
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JACKSONIAN DEMOCRACY?
Democratic
Not so democratic
Image
Expanding the vote
Choosing leaders
Treatment of minorities
Government power
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JACKSONIAN DEMOCRACY Possible responses
Democratic
Not so democratic
IMAGE
•
“Age of the
Common Man”
“Revolution of
1828”
“Old Hickory”
War hero
•
•
•
•
Wealthy westerner
Owned mansion
Owned many slaves
Aristocratic
Men 21 and older
can vote
regardless of
property
ownership
More people vote
•
•
•
•
Who can’t vote:
Women
People of color
Men under 21
National
Convention
system replaces
caucuses
Democratic Party
•
The man who brought
you
The spoils system
The kitchen cabinet
•
Claimed to have a
positive
relationship with
many Native
Americans
•
•
Pro-slavery
Indian Removal Act
(the Trail of Tears)
•
Opposed
nullification
•
Ignores the Supreme
Court in Worcester v.
Georgia
Abolishes the
national bank &
replaces it with “pet”
banks
•
•
•
EXPANDING THE VOTE
•
•
CHOOSING LEADERS
•
•
TREATMENT OF
MINORITIES
•
•
GOVERNMENT POWER
•
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The Trail of Tears
Unit of Study/Theme: A Nation Grows
Focus Question: How were people’s lives affected by the nation’s growth?
The Teaching Point:
• Students will understand the impact of the nation’s growth on Native American
populations.
Why/Purpose/Connection:
• This lesson connects to the study of Andrew Jackson’s presidency and explores
the effect of his policies on the Cherokee nation
Materials/Resources/Readings:
• Titles from the Trade book text sets
o The American Adventure: The Trail of Tears
o Cornerstones of Freedom: The Trail of Tears
o Native Americans and the New American Government
o American Indians in the 1800s: Expanding and Preserving the Union
o Pioneer Life in the American West
o A History of Us: The New Nation
• A variety of personal accounts of the Trail of Tears printed from the Sequoyah
Research Center’s Family Stories from the Trail of Tears website
http://www.anpa.ualr.edu/digital_library/indianvoices/family_stories/family_stori
es.htm
• Personal Accounts Worksheet
• Transparency of Trail of Tears painting
• Analyzing a Painting worksheet
Model/Demonstration:
• Teacher displays the “Trail of Tears” transparency and has students complete
the Analyzing a Painting worksheet. Teacher facilitates a discussion of the
painting.
• Teacher explains that in 1836 the Cherokee were given two years to move west
voluntarily. By 1838 only 2,000 had done so; 16,000 remained on their land.
Therefore, 7,000 U.S. troops forced the Cherokees to begin migrating west
immediately, at bayonet point. They were not allowed time to gather their
belongings. Their homes were looted by white settlers and soldiers. Four
thousand Cherokee people died of cold, hunger, and disease on their way to the
western lands. Most traveled by foot, walking 800 miles. The Indian Removal Act
opened 25 million acres of land to white settlement and to slavery.
• Teacher explains to students that they will write a journal entry from the
perspective of someone in the painting. Students will use websites and books
from the text set to gather factual information to help make their journal entry
realistic and historically accurate. To prepare, students must read at least one
personal
account
of
the
Trail
of
Tears
from
http://www.anpa.ualr.edu/digital_library/indianvoices/family_stories/family_stori
es.htm and complete the “Personal Account of the Trail of Tears” worksheet.
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Differentiation:
• Teacher provides individual support to students during the writing process
Independent exploration/ Guided practice:
• Students will research the Trail of Tears and complete their journal entry.
Share/Closure:
• Selected students share their journal entries.
• Teacher facilitates a discussion of the Trail of Tears. Guiding questions include:
o “How did Jackson attempt to justify his policy towards Native
Americans?”
o “What is the legacy of the Indian Removal Act on the history of the
nation?”
Assessment:
• Teacher circulates while students are working offering assistance where needed.
• Teacher assesses journal entries using a rubric.
Next Steps:
• Students can learn about the modern Cherokee nation.
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ANALYZING A PAINTING
The Trail of Tears
What people, objects, animals, etc. do you see
in this painting?
What are the people (or other characters) doing?
What emotions do you see on the people’s
faces? Why do you think they are feeling this
way?
Where were the Native Americans going? Why?
Whose side is the artist on? What is his point
of view? How do you know?
Do you think this painting accurately depicts
reality? Explain.
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The Trail of Tears, by Robert Lindeux (1942)
The Granger Collection, New York
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Personal Account of the Trail of Tears
1. Name of person you read about ____________________________
2. Describe their experience. (What did they see/hear? Provide details.)
3. How did they feel? How did it impact them?
4. What did you learn about the Trail of Tears that you did not already know?
5. If you were faced with the same situation as the person you read about, forced to move
from your home and walk the Trail of Tears, how do you think you would you feel?
6. If you were faced with the same situation as the person you read about, forced to move
from your home and walk the Trail of Tears, how do you think you would you react?
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Manifest Destiny
Unit of Study/Theme: A Nation Grows
Focus Question: How were people’s lives affected by the nation’s growth?
The Teaching Points:
• Students will understand the relationship between Manifest Destiny and
westward expansion.
• Students will demonstrate their understanding of Manifest Destiny through
accountable talk relating to two primary sources.
Why/Purpose/Connection:
• This lesson helps students understand the benefits and costs of westward
expansion through an analysis of primary sources.
Materials/Resources/Readings:
• Titles from the Trade Book Text Set
o A Historical Atlas of America’s Manifest Destiny
o The Louisiana Purchase: Expanding America’s Boundaries
o Pioneer Life in the American West
•
•
•
Overhead and copies of “American Progress” by John Gast
“Analyzing a Painting” worksheet
Overhead and copies of O’Sullivan text page; student copies of question sheet
Model/Demonstration:
• Teacher facilitates a brainstorm of the term “Manifest Destiny.” (Emphasize the
concept of the inevitability of the nation’s expansion).
o “How did the concept of Manifest Destiny justify Westward
Expansion?”
• Teacher instructs students to close their eyes and imagine what westward
expansion looked like. Who is moving? What are their reasons for moving west?
What emotions might people have had? What is the response of the Native
Americans?
• Teacher charts student responses.
• Teacher tells students that sometimes an artist seeks to tell a story through a
piece of art.
• Teacher displays the painting, American Progress, and ask students to interpret
the meaning of the title.
• Teacher explains that the painting is not meant to be realistic, but symbolic.
Teacher guides students in an analysis using the painting analysis worksheet.
• Teacher explains that students will work to analyze another primary source
relating to Manifest Destiny.
• Teacher introduces the text by telling students that John O’Sullivan was a wellknown newspaper editor in the middle of the 19th century, and his writing
represented the opinions of many Americans during that time. O’Sullivan coined
the term “Manifest Destiny,” which we will be learning about today. Note that
the texts have been edited.
• Read text aloud to students before distributing or displaying the text. Encourage
the students to simply listen and absorb the text.
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Guided Practice:
• Teacher asks students to turn to the person sitting next to them and discuss the
question: What does O’Sullivan mean by “The Great Nation of Futurity?” What
does he think the future of the United States should be?
• Teacher selects a few students to share what they discussed with their partners.
• Teacher displays text on overhead and distributes copies to students, along with
question sheet.
• Teacher reads first sentence aloud and models how to translate O’Sullivan’s
words into “plain English.”
• Teacher has students model for the second and third sentences, so that a
contemporary translation of O’Sullivan’s writing is developed.
• Teacher reads question 1 aloud (on the answer sheet) and models the answer for
the students.
Independent Exploration/Practice:
• Students answer questions 2-4 using the same process of “translation” for the
three remaining paragraphs of the text.
• When finished, students discuss their responses with their partner using a
rubric to guide their discussion.
Share/Closure:
• Selected students share their responses.
• Teacher facilitates a discussion of Manifest Destiny. Guiding questions include:
o “What were the positive effects of this policy?”
o “What were the negative effects of this policy?”
o “How did Manifest Destiny shape the future of the nation?”
Assessment:
• Teacher circulates during paired discussions and student’s independent
exploration to monitor student understanding.
• Teacher assesses student understanding through their use of accountable talk
using a rubric.
Next Steps:
•
Students explore pioneer life.
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American Progress by John Gast
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Analyzing a Painting
What people, objects, animals, etc. do you see in this
painting?
What are the people (or other characters) doing?
What emotions do you see on the people’s faces? Why do
you think they are feeling this way?
Where are the people going? Why?
What is the artist’s point of view? How do you know?
Do you think this painting accurately depicts reality?
Explain.
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Manifest Destiny Question Sheet
1. What does O’Sullivan think that the relationship is between the United States and other
countries in the world, and with the past?
2. O’Sullivan refers to God a lot in the second paragraph. For him, what does God have to
do with the future of America?
3. What does O’Sullivan think that America has been “chosen” to do?
4. What is the U.S. destined to do? Who gave them the right to do so?
For further discussion:
Explain whether you agree with the concept of Manifest Destiny.
Could you come up with an alternative that may have had a less negative impact on the
Native American populations?
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John O’Sullivan
From The Great Nation of Futurity (1839)
The American people hav[e] derived their origin from many other nations…[but] we have,
in reality, but little connection with the past history of any of them. On the contrary, our
national birth was the beginning of a new history, the formation and progress of an
untried political system, which separates us from the past and connects us with the future
only….We may confidently assume that our country is destined to be the great nation of
futurity.
What friend of human liberty, civilization and refinement can cast his view over the past
history of the monarchies and aristocracies of antiquity, and not deplore that they ever
existed? America is destined for better deeds…. The expansive future is our arena and for
our history. We are entering on its untrodden space with the truths of God in our minds,
beneficent objects in our hearts, and with a clear conscience unsullied by the past. We
are the nation of human progress, and who will, what can, set limits to our onward march?
Providence is with us, and no earthly power can [stop us]…. The far-reaching, the
boundless future, will be the era of American greatness…the nation of many nations is
destined to manifest to mankind the excellence of divine principles.
Yes, we are the nation of progress, of individual freedom, of universal enfranchisement….
All this will be our future history, to establish on earth the moral dignity and salvation of
man…. For this blessed mission to the nations of the world…. America has been chosen….
Who, then, can doubt that our country is destined to be the great nation of futurity?
From Annexation (1845)
…our manifest destiny [is] to overspread the continent allotted by Providence for the free
development of our yearly multiplying millions….
Glossary
derived – gotten, taken
untried – not tried yet, brand new
destined – meant to be
deplore – hate
beneficent – kind
sullied – messed up
Providence – God
boundless – no limits
manifest – show, demonstrate
divine – having to do with God, holy
enfranchisement – right
manifest – clear, demonstrated, shown
allotted - given
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The Gold Rush
(Note: This lesson covers two days)
Unit of Study: A Nation Grows
Focus Question: What challenges and opportunities were created by the nation’s rapid
expansion?
The Teaching Points:
• Students will understand how the Gold Rush impacted both California and the
entire United States.
• Students will create a museum exhibit containing each of the following:
o an advertisement
o a letter, or a song persuading others to journey west
o an artifact relating to the Gold Rush
Why /Purpose/Connection
• This lesson allows students to explore the impact the California Gold Rush had on
westward expansion.
Materials/Resources/Readings
• Titles from Trade Book Text Sets
o The American Adventure – The Gold Rush
o We the People – The California Gold Rush
o A History of Us: Liberty for All 1800 – 1860, Book 5
o Expanding and Preserving the Union: Pioneer Trails
o We the People – California Ranchos
o Our Journey West
o A Historical Atlas of America’s Manifest Destiny
• Websites
o http://memory.loc.gov/ammem/cbhtml/cbintro.html
o http://www.sfmuseum.net/
o http://www.isu.edu/~trinmich/allabout.html
o http://www.museumca.org/goldrush/silver.html
Model/Demonstration:
Day 1:
• Teacher displays a map of the Western Hemisphere and asks students to identify
obstacles that Americans would face trying to reach the Pacific coast by land or by
sea. (Note to teachers: You may want to make reference to Lewis and Clark’s Journey)
Students brainstorm what might motivate someone to make the journey or not.
• Teacher explains that many Americans, driven by the prospect of wealth, crossed
the continent during the Gold Rush in 1849.
• Teacher explains that students will create models of Gold Rush items using primary
sources as guides.
• Teacher models an analysis of an advertisement using Document 1 and the Gold
Rush worksheet. Teacher leads class in a brainstorm of other items that may have
been advertised as a result of the Gold Rush and records answers on the “Gold
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Rush” worksheet. Teacher explains that students will complete the worksheet and
use the information to create models of each of the following:
o an advertisement
o a letter, or a song persuading others to journey west
o an artifact relating to the Gold Rush
Differentiation:
• The lesson presents learning opportunities for learners with a variety of
intelligences including visual-spatial, verbal-linguistic, and musical.
Student Exploration/Practice
Day 1:
• Working in small groups, students will complete the “Gold Rush” worksheet for
Document 1.
• If time allows, students will begin planning their exhibit.
•
Day 2:
Student groups will plan and create their exhibit based on the models of the primary
sources and their additional research using websites and books from the text sets.
Share/Closure
• Teacher and students will create a display of the museum exhibits for the class to
explore.
Assessment
• Teacher evaluates museum exhibits for accuracy and understanding.
Next Steps
• Students explore the online museum exhibits from The Virtual Museum of the
City of San Francisco at http://www.sfmuseum.net .
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The Gold Rush
Primary Source and
Description
Example: Document 1-an
advertisement for an
information session regarding
gold mining in California
Questions for further
research
Further research
What other things may have
been advertised?
Document 2:
Document 3:
Document 4:
Document 5:
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Document 1: Advertisement
Reading a Broadside, http://memory.loc.gov/learn/lessons/01/west/broadside.pdf
• Name of Broadside
• Describe the Broadside for someone who cannot see it.
• When was this Broadside created and by whom?
• Who is the target audience and what is its intended purpose?
• What is the topic?
• What unique vocabulary did you encounter?
• What information does this document give you about the time period?
http://memory.loc.gov/cgibin/ampage?collId=rbpe&fileName=rbpe12/rbpe120/1200240d/rbpe1200240dpage.db&recN
um=0
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Document 2: A narrative account
Reading a narrative, http://memory.loc.gov/learn/lessons/01/west/readingnarr.pdf
• What information can you learn from this narrative? (What is happening and
• where?)
• What are the facts about the time period? (When?)
• What do you already know, based on personal experience or from studying, that
• relate to this entry?
• What questions does this entry raise? What else do you need to know?
• What information does this document give you about the time period?
• What unique vocabulary did you encounter?
California As I Saw It: First-Person Narratives of California's Early Years, 1849-1900 from
http://memory.loc.gov/cgi-bin/query/r?ammem/calbk:@field(DOCID+@lit(calbk091div18))
"Little sheaves" gathered while gleaning after reapers. Being letters of travel
commencing in 1870, and ending in 1873. By Caroline M. Churchill
Gold Run.
Gold Run has the appearance of being a very small town. I am informed, however, that it
polls as many votes as Dutch Flat, and that it sustains as many saloons. During the day,
when the men are at work in the mines, the place is as quiet as a Quaker meeting; and if
the Modocs we read of, were to attack this town in the day time, it would be likely to
surrender until the miners returned at night with picks and empty bottles. Then it would
be retaken, as the Indians would fill themselves with fire water during the day, aud it
would be an easy matter to pick them
{Begin page no. 47}
off at night, and throw the bodies into the miners' flumes, where the water is so deep and
runs so swiftly, that about a thousand Modocs could be disposed of in one night. Their
corpes would go bobbing through, about, above, around, over and under the Sierra Nevada
Mountains; and land the Lord knows where, and Providence don't care. I have fought this
battle and conquered the enemy, and the people of Gold Run are entirely ignorant of the
whole affair.
The hotel in this town is a good place to stop at; it is kept by a fair-haired Dane who
endeavors to make the traveling public a comfortable home for the time; the yards are
nicely cleaned. The grounds about these country hotels generally abound in old boots,
shoes, rags, hats, bones, oyster cans, cast off paper collars and uncorked bottles. This
mixture, in all stages of decay, sends up a thousand odors to the sleeping apartments of the
wretched traveler, and if it were not that his days are spent entirely in the open air, he
must surely contract the lame leg epidemic, the cerebro spinal meningitis, or perish for the
want of breath.
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The men of this place have called Scripture to their aid, and justify themselves in working
on Sundays as well as week days, by quoting that the Sabbath was made for man, not man
for the Sabbath. There has been a bible agent here holding prayer meetings. This will do
among women, for it is an acknowledged fact that the gods will never hold women
responsible for the work she performs on Sunday. This agent said something of an unkind
nature to a woman about “His lambs that had been taken to the upper fold.” He also spoke
of the woman as a “dam,” and of the shepherd, I awaited to hear if he would mention the
man's name in the figurative sense. He said nothing more, but went his way and shortly
after I met him serenely sitting in the door of
{Begin page no. 48}
a saloon--the great leveler of creeds and nationalities when it comes to business.
An acquaintance of mine gives it as his opinion that I have been afflicted with “catology from early life.”
He might have added “dogmatics” also. These animals form a part of our domestic institutions. I love
them and sympathize with them, and recognize their right to life, liberty and the pursuit of happiness,
providing the happiness of the animal does not depend upon annihilating my unfortunate itinerate
fraternity.
Gold Run has its remarkable dog. This creature has taken a prejudice against milk venders. He boards at
the hotel, but has contracted with a respectable sow in a neighboring yard, to furnish him with the lacteal
fluid. This canine may be seen several times a day taking his chances with the younger members of the
sow's family.
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Document 3: Printed Materials
• What information can you learn from this source? (What is happening and
• where?)
• What are the facts about the time period? (When?)
• What questions does this entry raise? What else do you need to know?
• What information does this document give you about the time period?
• What unique vocabulary did you encounter?
http://memory.loc.gov/cgibin/ampage?collId=rbpe&fileName=rbpe15/rbpe155/15502000/rbpe15502000.db&recNum=0&itemLink=D?
rbpebib:18:./temp/~ammem_0Fv2::&linkText=0
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cument 4: A song
Document
• What
What information can you learn from this song? (What is happening and
• where?)
• What are the facts about the time period? (When?)
• What do you already know, based on personal experience or from studying, that
• relate to this entry?
• What questions does this entry raise? What else do you need to know?
• What information does this document give you about the time period?
• What unique vocabulary did you encounter?
Printed in an 1857
edition of Hutching’s
California Magazine.
Words for this song may
have been written by
John Swett who, in 1863,
became California’s
Superintendent of Public
Instruction.
http://www.sfmuseum.ne
t/hist6/goldsong.html
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Document 5: An artifact
• What observations can you make about the copper plated mining pan?
• What questions do you have about the mining pan?
Copper plated mining pan from the collection of Norm Wilson. http://www.tfaoi.com/mi/mi150.jpg
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The Homestead Act: Opportunities in the West
Unit: A Nation Grows
Focus Question: What challenges and opportunities were created by the nation’s rapid
expansion?
The Teaching Points:
• Students will analyze and interpret a primary source, the Homestead Act.
• Students will participate in a jigsaw activity to practice note taking skills.
• Students will evaluate the benefits and the pitfalls of the Homestead Act.
Why/Purpose/Connection:
• This lesson examines one of the motivating factors driving westward expansion.
Materials/Resources/Readings:
• Titles from the Trade book text sets
o Cornerstones of Freedom: African Americans in the Old West
o Daily Life in a Covered Wagon
o Going to School in Pioneer Times
o Life in the Old West: Who settled the West?
o Outrageous Women of the American Frontier
o Pioneer Life in the American West
o Primary Source Readers: Pioneer Trails
o Westward Ho! The Story of the Pioneers
o Wild West
• Websites
o http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/civil/homested_1
o http://www.ourdocuments.gov/doc.php?flash=true&doc=31
o http://www.pbs.org/wnet/frontierhouse/frontierlife/essay1.html
• Homestead Act Chart/ Graphic Organizer (one large classroom chart and individual
charts)
• Copies of the Homestead Act
• Local map
Model/ Demonstration
• Teacher explains that the Homestead Act was passed by the Federal Government in
1862, during the height of the Civil War, giving 160 acres of land to people who were
willing to live on it.
• Teacher explains that 160 acres equals approximately 0.25 square miles. Using a
local map, teacher guides students in drawing a box around 0.25 square miles,
demonstrating the land area as provided by the Homestead Act.
• Teacher facilitates a discussion on why someone would need that much land.
• Teacher explains that Congress passed the Homestead Act because they believed it
would expand the country westward and that eventually this area of the United
States would serve as the “bread basket” of America. Immigrants who were applying
to become US citizens could also apply to own land under the Homestead Act.
• Teacher reads the first three paragraphs of the law and models using the graphic
organizer, The Homestead Act.
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•
•
•
•
2008-09
Teacher explains that students will take part in a jigsaw activity. (Note to teacher: It
is recommended that you post the directions for a jigsaw and go over it with the
students prior to breaking into groups.)
Teacher assigns each student to two groups, an expert group and a “putting the
pieces” together group.
Teacher instructs students to first meet with their expert group to analyze the
assigned section of the Homestead Act. When student groups have completed their
section, teacher will instruct students to move to their second group to put the pieces
together. (Note to teacher: For more detailed information on setting up and using
Jigsaws as an instructional tool please visit www.jigsaw.org)
Tell students that once they have put the pieces together, they will make the
decision, with their group, to journey west or to remain where they are. (Note to
teacher: you may want to assign each group a different role such as new immigrant or
shopkeeper.)
Differentiation:
• Students will have the opportunity to choose books from the text sets reflecting a
variety of reading levels.
Independent Exploration/Practice:
• Allow students to complete the jigsaw activity.
• After completion of the jigsaw, student groups need to determine the pros and cons
of journeying west. Student groups should come to a consensus on whether or not
they would take advantage of the Homestead Act. Students must list the pros and
cons and then record their decision with an explanation on their worksheet, “To
Journey West?” Students may use the text sets and websites to obtain more
information regarding the opportunities and pitfalls to becoming Homesteaders.
Share:
• Allow a representative from each expert group to explain whether or not they would
become homesteaders.
Assessment:
• Teacher circulates to monitor and assist as students complete the jigsaw.
• Teacher evaluates student group worksheets.
Next Steps:
• Students write a narrative essay from the perspective of a Homesteader.
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Transcript of Homestead Act (1862),
http://www.ourdocuments.gov/print_friendly.php?flash=true&page=transcript&doc=31&titl
e=Transcript+of+Homestead+Act+%281862%29
CHAP. LXXV. —An Act to secure Homesteads to actual Settlers on the Public
Domain.
Be it enacted by the Senate and House of Representatives of the United States of America in
Congress assembled, That any person who is the head of a family, or who has arrived at the age
of twenty-one years, and is a citizen of the United States, or who shall have filed his declaration
of intention to become such, as required by the naturalization laws of the United States, and
who has never borne arms against the United States Government or given aid and comfort to its
enemies, shall, from and after the first January, eighteen hundred and. sixty-three, be entitled
to enter one quarter section or a less quantity of unappropriated public lands, upon which said
person may have filed a preemption claim, or which may, at the time the application is made, be
subject to preemption at one dollar and twenty-five cents, or less, per acre; or eighty acres or
less of such unappropriated lands, at two dollars and fifty cents per acre, to be located in a body,
in conformity to the legal subdivisions of the public lands, and after the same shall have been
surveyed: Provided, That any person owning and residing on land may, under the provisions of
this act, enter other land lying contiguous to his or her said land, which shall not, with the land
so already owned and occupied, exceed in the aggregate one hundred and sixty acres.
SEC. 2. And be it further enacted, That the person applying for the benefit of this act shall,
upon application to the register of the land office in which he or she is about to make such entry,
make affidavit before the said register or receiver that he or she is the head of a family, or is
twenty-one years or more of age, or shall have performed service in the army or navy of the
United States, and that he has never borne arms against the Government of the United States
or given aid and comfort to its enemies, and that such application is made for his or her
exclusive use and benefit, and that said entry is made for the purpose of actual settlement and
cultivation, and not either directly or indirectly for the use or benefit of any other person or
persons whomsoever; and upon filing the said affidavit with the register or receiver, and on
payment of ten dollars, he or she shall thereupon be permitted to enter the quantity of land
specified: Provided, however, That no certificate shall be given or patent issued therefor until
the expiration of five years from the date of such entry ; and if, at the expiration of such time, or
at any time within two years thereafter, the person making such entry ; or, if he be dead, his
widow; or in case of her death, his heirs or devisee; or in case of a widow making such entry, her
heirs or devisee, in case of her death ; shall. prove by two credible witnesses that he, she, or they
have resided upon or cultivated the same for the term of five years immediately succeeding the
time of filing the affidavit aforesaid, and shall make affidavit that no part of said land has been
alienated, and that he has borne rue allegiance to the Government of the United States ; then,
in such case, he, she, or they, if at that time a citizen of the United States, shall be entitled to a
patent, as in other cases provided for by law: And provided, further, That in case of the death of
both father and mother, leaving an Infant child, or children, under twenty-one years of age, the
right and fee shall ensure to the benefit of said infant child or children ; and the executor,
administrator, or guardian may, at any time within two years after the death of the surviving
parent, and in accordance with the laws of the State in which such children for the time being
have their domicil, sell said land for the benefit of said infants, but for no other purpose; and the
purchaser shall acquire the absolute title by the purchase, and be en- titled to a patent from the
United States, on payment of the office fees and sum of money herein specified.
SEC. 3. And be it further enacted, That the register of the land office shall note all such
applications on the tract books and plats of, his office, and keep a register of all such entries,
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and make return thereof to the General Land Office, together with the proof upon which they
have been founded.
SEC. 4. And be it further enacted, That no lands acquired under the provisions of this act shall
in any event become liable to the satisfaction of any debt or debts contracted prior to the issuing
of the patent therefor.
SEC. 5. And be it further enacted, That if, at any time after the filing of the affidavit, as
required in the second section of this act, and before the expiration of the five years aforesaid, it
shall be proven, after due notice to the settler, to the satisfaction of the register of the land
office, that the person having filed such affidavit shall have actually changed his or her
residence, or abandoned the said land for more than six months at any time, then and in that
event the land so entered shall revert to the government.
SEC. 6. And be it further enacted, That no individual shall be permit- ted to acquire title to
more than one quarter section under the provisions of this act; and that the Commissioner of
the General Land Office is hereby required to prepare and issue such rules and regulations,
consis- tent with this act, as shall be necessary and proper to carry its provisions into effect; and
that the registers and receivers of the several land offices shall be entitled to receive the same
compensation for any lands entered under the provisions of this act that they are now entitled
to receive when the same quantity of land is entered with money, one half to be paid by the
person making the application at the time of so doing, and the other half on the issue of the
certificate by the person to whom it may be issued; but this shall not be construed to enlarge the
maximum of compensation now prescribed by law for any register or receiver: Pro- vided, That
nothing contained in this act shall be so construed as to im- pair or interfere in any manner
whatever with existing preemption rights : And provided, further, That all persons who may
have filed their applications for a preemption right prior to the passage of this act, shall be
entitled to all privileges of this act: Provided, further, That no person who has served, or may
hereafter serve, for a period of not less than fourteen days in the army or navy of the United
States, either regular or volun- teer, under the laws thereof, during the existence of an actual
war, do- mestic or foreign, shall be deprived of the benefits of this act on account of not having
attained the age of twenty-one years.
SEC. 7. And be it further enacted, That the fifth section of the act en- titled" An act in addition
to an act more effectually to provide for the punishment of certain crimes against the United
States, and for other purposes," approved the third of March, in the year eighteen hundred and
fifty-seven, shall extend to all oaths, affirmations, and affidavits, re- quired or authorized by
this act.
SEC. 8. And be it further enacted, That nothing in this act shall be 80 construed as to prevent
any person who has availed him or herself of the benefits of the fir8t section of this act, from
paying the minimum price, or the price to which the same may have graduated, for the quantity
of land so entered at any time before the expiration of the five years, and obtain- ing a patent
therefor from the government, as in other cases provided by law, on making proof of settlement
and cultivation as provided by exist- ing laws granting preemption rights.
APPROVED, May 20, 1862.
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Homestead Act Chart:
Section
1st three
paragraghs
(completed/modeled
by teacher)
Section 2
Who was affected
What was required
Sections 3 &4
Section 5
Section 6
Sections 7 & 8
To Journey West?
Pros
Cons
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Immigration
Unit of Study/Theme: A Nation Grows
Focus Question: How did national policies influence the growth of the nation?
The Teaching Point:
• Students will evaluate immigration’s role in the growth of America by researching
an immigrant group and completing a graphic organizer.
Why/Purpose/Connection:
• This lesson explores the impact of immigration on the westward growth of America.
Materials/Resources/Readings:
• Selections from the Trade Book Text Sets
o A Historical Atlas of America’s Manifest Destiny
o The Railroad
o Who Settled the West
o Ten Mile Day: And the Building of the Transcontinental Railroad
o A History of Us: The New Nation
• Websites
o http://artsedge.kennedycenter.org/content/2313/2313_imigratingdreams_timeline.pdf
o http://www.ellisislandrecords.org/immexp/wseix_5_2.asp?
o http://pbskids.org/bigapplehistory/immigration/topic1.html
Model/Demonstration:
• Teacher explains that immigration has always been a part of America beginning
with colonization. Looking back, historians have categorized immigration into
different periods based on a variety of characteristics of the ‘wave’ of immigration.
• Teacher explains that student groups will focus on immigrant groups that came
during the second major wave of immigration in the mid-19th century. (See timeline
at http://artsedge.kennedycenter.org/content/2313/2313_imigratingdreams_timeline.pdf,
http://www.ellisislandrecords.org/immexp/wseix_5_2.asp) Note to teacher: There are
some discrepancies on references to waves of immigration. Some materials refer to
immigration during the mid-19th century as the first wave, since it is the first wave
after independence; others refer to it as the second wave, considering immigration
during the colonial period the first wave.
• Teacher explains that student groups will select one immigrant group from the mid19th century to research. The students will record their research on the graphic
organizer. (Immigrant groups can include Chinese, Irish, German, British, Scotch
Irish, etc.)
Independent Exploration/Practice:
• Students research and complete their graphic organizer. Student groups should try
to incorporate evidence from primary sources. The research should focus on
immigrant participation and contribution to westward expansion.
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Share/Closure:
• Students share graphic organizers.
• Teacher facilitates a discussion of immigration. Guiding questions include:
o “What challenges did immigrants face?”
o “How were these challenges the same as those faced by the first colonists?”
o “How were these challenges different?”
o “How did immigrants contribute to the growth of the nation?”
Assessment:
• Teacher circulates monitoring student work and assisting student groups.
• Teacher evaluates graphic organizers.
Next Steps:
• Students evaluate current immigration policies and compare them to the policies of
the 19th century.
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Contributions
to America
Discrimination
faced
Government
Policies
Immigrant
Group
Primary area of
settlement
Primary
Sources
Important
person/people
Reasons for
immigration
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Social reforms of the 19th century
Unit of Study: A Nation Grows
Focus Question: How were people’s lives affected by the nation’s growth?
The Teaching Points:
• Students will analyze primary source documents in relation to different social issues
and reforms: abolition movement, women’s rights, and public education.
• Students will choose one social issue, research the issue, and create an illustrated
timeline of its history.
Why/Purpose/Connection:
• This lesson demonstrates the significance of reforms in the past and present.
Materials/Resources/Readings:
• Social Issues Packet
o Abolition Document
o Women’s Suffrage Document
o Education Document
o Social Reform Summary
• Titles from the Trade book text sets
o Going to School in Pioneer Times
o If You Lived When Women Won Their Rights
o Great Women of the Suffrage Movement
o A History of Us: The New Nation
• Websites
o Education
ƒ http://www.pbs.org/onlyateacher/index.html
ƒ http://www.whitehouse.gov/infocus/education/
ƒ http://www.pbs.org/kcet/publicschool /
o Suffrage
ƒ http://lcweb2.loc.gov/ammem/naw/nawshome.html
ƒ http://teacher.scholastic.com/activities/suffrage
ƒ http://www.historynow.org/03_2006/index.html
o Abolitionism
ƒ http://rmc.library.cornell.edu/abolitionism
ƒ http://www.loc.gov/exhibits/african/afam005.htm
ƒ http://memory.loc.gov/ammem/aaohtml/exhibit/aopart3.html
Model/Demonstration:
• Teacher asks students “How did immigration and the rapid growth of the nation
create challenges?
• Teacher explains that rapid growth of the nation and of cities led to problems.
Teacher can engage students in a discussion as to the kinds of problems that arose
as a result of rapid growth. Remind students that these problems in turn, led to the
need for reforms. You might need to explain the term “reform.”
• Tell students that there were three critical social issues of the early 19th century:
women’s suffrage, abolitionism, and public education.
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Teacher explains that posted in the classroom are primary sources and questions
concerning these three issues. Teacher then advises students to visit each station
and respond to the questions.
Teacher facilitates a discussion on the three issues. Teacher leads a brainstorm on
other aspects of these issues using the “Social Reform Summary” worksheet.
Teacher explains that students will choose an issue and then be assigned to a
partner who wished to explore the same issue. Student partnerships will then
create an illustrated timeline relating to the issue selected. (Note to teacher: If you
have not already worked with timelines, you may need to provide examples.)
Differentiation:
• Student activities provide opportunities for learners with a variety of skills,
including interpersonal, visual-spatial, and verbal-linguistic.
• Text sets and websites support a variety of reading levels.
Independent Exploration/Practice:
• Students will research their issue using websites and the text sets to create a
timeline with their partner.
Share/Closure:
• Students can share their timelines with the class.
• Teacher facilitates a discussion of social issues of the early 19th century. Guiding
questions include:
o “How were each of the issues the result of immigration and the rapid growth
of cities?”
o “What were the similarities in the approaches to solving the issues?”
o “Are these issues still relevant today? How are they the same and/or
different?
Assessment:
• Teacher assesses students’ timelines for accuracy.
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Document 1-Abolitionist
Source: The American Anti-Slavery Almanac for 1839.
1. What is the purpose of this almanac?
2. Based on this cartoon and caption, what is one of the worst aspects of slavery?
3. Why would Northern citizens capture free African Americans?
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Document 2 - Women’s Rights
Source: American Ladies' Magazine, By Sarah Josepha Buell Hale, 1834
1. According to Sarah Hale, what is the most important reform movement?
2. What are two benefits to society that would result from this reform?
3. What is preventing this reform from happening?
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Document 3 - Education
Horace Mann
Tenth Annual Report of the Secretary
of the Massachusetts State Board of Education
1846
Since the achievement of American independence, the universal and ever-repeated
argument in favor of free schools has been that the general intelligence which they
are capable of diffusing, and which can be imparted by no other human
instrumentality, is indispensable to the continuance of a republican government. In
addition, An educated people is always a more industrious and productive people.
Intelligence is a primary ingredient in the wealth of nations.
And yet, notwithstanding these views have been presented a thousand times with
irrefutable logic, there is not at the present time, with the exception of the States of
New England and a few small communities elsewhere, a country or a state in
Christendom which maintains a system of free schools for the education of its
children.
I believe that this amazing dereliction from duty, especially in our own country,
originates more in the false notions which men entertain respecting the nature of
their right to property . In the district school meeting, in the town meeting, in
legislative halls, everywhere, the advocates for a more generous education could
carry their respective audiences with them in behalf of increased privileges for our
children, were it not instinctively foreseen that increased privileges must be
followed by increased taxation. The rich man who has no children declares that the
contribution from him to educate the children of his neighbor is an invasion of his
rights of property. The man who has reared and educated a family of children
denounces it as a double tax when he is called upon to assist in educating the
children of others also; or, if he has reared in his own children without educating
them, he thinks it peculiarly oppressive to be obliged to do for others what he
refrained from doing even for himself. Another, having children, but disdaining to
educate them with the common mass, withdraws them from the public school, puts
them under what he calls "selecter influences," and then thinks it a grievance to be
obliged to support a school which he condemns.
Source: http://www.skidmore.edu/~tkuroda/hi323/mann.htm
1.
2.
3.
What region of the country established a system of public schools first?
In what two ways does America benefit from a public school system?
What were two arguments against a public school system?
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Social Reform Summary
Directions: In the first column, write a brief summary of why the reform was needed
and in the last column, record why the reform movement is still important today.
Social Reform Movements – Early 19th
Century
History/Problem
Reform
Why is it Important to
Americans Today?
Abolitionist
Movement
Public
Education
Women’s
Rights
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The Early Industrial Revolution
Unit of Study/Theme: A Nation Grows
Focus Question: How were people’s lives affected by the nation’s growth?
The Teaching Points:
• Students will choose an invention to research based on an interactive timeline.
• Students will write a ‘biography’ of their chosen invention.
Why/Purpose/Connection:
• This lesson demonstrates how progress made during the early Industrial Revolution
paved the way for later growth in industry and technology.
Materials/Resources/Readings:
• Titles from the Trade Book Text Sets
o The Early American Industrial Revolution, 1793-1850
o A History of Us: The New Nation
• Websites
o http://www.pbs.org/wgbh/amex/telephone/timeline/f_timeline.html
o http://www.nationalarchives.gov.uk/events/calendar/inventions.htm
o http://www.ushistory.org/us/22a.asp
o http://history-world.org/Industrial%20Intro.htm
Model/Demonstration:
• Teacher asks the students to look at/think about a computer and asks:
o “How has the computer changed since its invention in 1936?” (Suggested
answers include changes in size and operating system, the development of the
laptop and Smartboard technology; refer to
http://inventors.about.com/library/blcoindex.htm,
http://www.computerhistory.org/timeline/ or
http://www.pbs.org/nerds/timeline/ for a timeline of the history of the
computer)
o “How have advances in computer technology affected its use?”
• Teacher explains that students will be exploring the early industrial revolution in
America. Teacher directs students to the technology timeline on individual
on
the
period
between
1790
and
1870
at
inventions,
focusing
http://www.pbs.org/wgbh/amex/telephone/timeline/f_timeline.html or distributes a
copy of the timeline to the class.
• Teacher explains that students will research an early invention and create a
‘biography’ demonstrating its significance at its inception, ancestors and future
relatives, as well as its future impact. (Note to teacher: Point out to students that
they should keep the task in mind when choosing their invention.)
Independent Exploration/Practice:
• Students explore the invention timeline.
• Students choose an invention and research it independently. Students should be
encouraged to include diagrams of the invention. Modeled support can include how
to select important details and how to paraphrase.
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Students prepare their ‘biography.’ Modeled support can include how to organize
paraphrased notes and how to turn notes into well formed paragraphs.
Share/Closure:
• Students will share their biographies with the class.
• Teacher facilitates a discussion of the impact of the Industrial Revolution. Guiding
questions include:
o “How did the early inventions of the Industrial Revolution change life in the
nation?”
o “Which invention do you think had the greatest impact on life in the early
19th century?” “Why?”
o “Which early 19th century invention do you think had the greatest impact on
life in the United States today?” “Why?”
Assessment:
• Teacher circulates to monitor and assist as students complete their activity.
• Teacher evaluates invention ‘biographies’.
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The Growing Nation Journal Project
Throughout the unit, you will encounter many groups of people whose lives were impacted,
and drastically changed as a result of the growth of the Unites States. The groups of people
impacted include: Native Americans, women, new immigrants, gold seekers, pioneers,
Mexicans, Texans, Tejanos, New Yorkers, and slaves.
As you learn about different topics, write journal entries from the point of view of a member
of one of the groups affected. You will need at least one journal entry for each of the groups.
Draw or find images that represent each group to illustrate your journal entries..
At the culmination of the unit, you will edit and compile all the journal entries into a
“Growing Nation Journal,” and create a cover that reflects the many groups impacted and
the many changes taking place as the nation grows.
Remember to review your rubric before beginning, during, and after your project.
Journal Entries
4
•
Visuals
•
Mechanics
•
•
Cover/ Overall
layout
•
•
Rubric: A Growing Nation
3
2
Entries
•
Most entries
•
demonstrate a
demonstrate an
clear
understanding of
understanding of
the groups you
the groups you
are representing.
are representing.
All entries have
illustrations that
are accurate and
creatively chosen
to suit the group.
Correct grammar,
spelling, and
punctuation.
Clear writing
style.
•
All sections have
illustrations that
are both accurate
and relevant
•
•
Mostly correct
spelling,
grammar and
punctuation.
Clear writing
style.
•
Clear, creative
visual
presentation.
Demonstrates
thought to layout
and design.
•
•
•
Clear visual
presentation.
Demonstrates
some thought to
layout and
design.
•
•
•
Entries
demonstrate
some
understanding
of most of the
groups but
there are areas
of confusion.
Some sections
are missing
illustrations or
contain
inaccuracies.
A few mistakes
in spelling,
grammar and
punctuation.
Writing is
somewhat
clear.
Visual
presentation
shows little
thought.
Sloppy layout
and design.
1
•
Entries
demonstrate
little
understanding
of the groups
you are
representing.
•
Many sections
are missing or
contain
inaccuracies.
•
Many mistakes
in spelling,
grammar and
punctuation.
Writing is
unclear.
•
•
No attention to
layout and
design.
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Putting it all together
As professionals we recognize that social studies education provides students with
knowledge and skills that are necessary for participation as active and informed citizens of
the United States and the world. Though we hope our students will see that the lessons
learned in social studies have significance to them, and to contemporary society, we must go
further and nurture these connections with intentionality. The understandings, insight,
content and concepts acquired as the result of the lessons, discussions, activities and
projects need to be understood within the framework of the classroom and the greater
communities of which the student is a member.
In order for our students to be able to apply their knowledge and skills in the “real world,”
they must be able to make the connections between what they are learning in the classroom
and life outside of school.
We can help foster these connections in many ways. We suggest that at the end of each unit
students engage in thoughtful discourse and activities that seek to affirm meta-cognition
and the relevance of what they have learned. Encourage students to ask the bigger
questions and raise the important issues that push their in-school learning toward meaning
and purpose in the real world.
The following activities could serve as a reflective summary for the unit, A Nation Grows,
while providing students with a framework within which to see the continuity and
consequence of present and future content to be studied.
Have we continued to grow?
The 19th century was an era of physical growth for America. Explore other ways, both
positive and negative, in which the United States has ‘grown’ during the 20th and 21st
century.
The Presidency
Compare and contrast policies, decisions, speeches, or quotes of 19th century presidents
with those of the late 20th century and the 21st century presidents. Discuss ways in which
you think the presidency could change for the better. Write a letter advising the current
president of past examples of presidential successes and failures.
Human Rights
Examine violations of human rights during the 19th century. Research violations of human
rights that still take place today. Discuss ways in which students can promote greater
human rights for all.
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Field Trips for A Nation Grows
Exhibits and Programs
Location
The American Museum of
History
Central Park West, Manhattan
www.amnh.org
Natural Diorama Gallery
Plains Indians
The Brooklyn Museum
200 Eastern Parkway, Brooklyn
www.brooklynmuseum.org
American Identities: A New Look
Fulton Ferry Landing
Brooklyn
http://www.nyctouristguide.com/fultonferry-brooklyn.asp
Site of the Robert Fulton’s inaugural
steamboat ferry service connecting
Manhattan and Brooklyn
Museum of the City of New York
1220 5th Avenue, Manhattan
www.mcny.org
Decorative Arts Collection
New York City Toy Collection
National Museum of the American Indian
1 Bowling Green, Manhattan
http://www.nmai.si.edu/
New York Historical Society
170 Central Park West, Manhattan
www.nyhistory.org
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V.
Additional Resources
Covered wagon
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BRAINSTORM WEB TEMPLATE
Math
Science
Literacy
Social Studies
The Arts
Technology
Field trips
Projects
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ESSENTIAL QUESTION
Content/Academic Vocabulary (sample)
Focus Questions
Student Outcomes
Think about what you want the student to know and be able to do by the end of this unit.
Content, Process and Skills
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INTERDISCIPLINARY PLANNING TEMPLATE
Focus Question
Social Studies
Reading connected
to the Social Studies
curriculum
Writing Connected
to the Social Studies
Curriculum
Math
Technology
Arts
Science
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LESSON PLAN STRUCTURE
Unit of Study/Theme _______________________
Date ___________________
The Teaching Point: What concept/skill/strategy will you be teaching today?
Why/Purpose/Connection: How does this relate to earlier learning? What is the purpose for
learning this?
Materials/Resources/Readings: What will you use to teach the concept/skill/strategy?
Model/Demonstration: The active teaching part. What will you do? Read aloud? Short
shared text? Process demonstration? Think aloud?
Differentiation: How will you address student learning styles?
Guided Practice: This is when students practice the new learning with teacher guidance.
Independent Exploration: This is an opportunity for students to practice and apply the new
learning independently.
Share/Closure: Selected students share with purpose of explaining, demonstrating their
understanding and application of teaching point.
Assessment: How will you assess student learning? How does student response to this
lesson/activity inform future instruction?
Next Steps: How will you follow up and connect today’s learning to future learning? How
might this lead to further student investigation?
Other Notes/Comments:
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TEXT SELECTION PLANNER
Text Title: ____________________________
Text Genre: ___________________________
Author: ________________________________
Choose a text. Read text carefully and decide how the text can best be used with your
students. [please circle your choice(s)]:
Read Aloud
Shared Reading
Paired Reading
Independent Reading
Small Group Reading
Student Outcomes: Decide what you want the students to know or be able to do as a
result of interacting with this text.
●
●
●
Social Studies Outcomes: What are the specific Social Studies outcomes to be connected
with this text?
●
●
●
ELA Outcomes: What are the specific ELA outcomes (e.g,. main idea, cause/effect,
visualizing)?
●
●
●
What will students do to interpret this text (read and discuss, highlight, take
notes, complete graphic organizer, etc.)?
●
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THINKING ABOUT TEXT TEMPLATE
Your Name: ________________________________________
Name of text: ________________________________________________________________
Read the text carefully and fill in the chart below.
What I Read
What I Think
What I Wonder
Template from Looking to Write by Mary Ehrenworth. Used by permission of author.
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THINKING ABOUT IMAGES TEMPLATE
Your Name: ________________________________________
Name of image: ______________________________________________________________
Look carefully at the picture and fill in the chart below.
What I See
What I Think
What I Wonder
Template from Looking to Write by Mary Ehrenworth. Used by permission of author
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CAUSE-EFFECT TEMPLATE
Causes
Problem
Effects
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NOTE-TAKING TEMPLATE
Chapter Title: ______________________________________________________________
Big Idea:
Using only 2 to 3 sentences, tell what the chapter/section is about.
What I Learned (Details):
•
•
•
•
•
•
•
•
•
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WHAT DOES IT MEAN TO SUMMARIZE?
Name ____________________________
Date _______________________________
Text _________________________________________________________________________
1. Read the text and underline/highlight the key words and ideas. Write these
in the blank area below where it says “Words to Help Identify Main Idea.”
2. At the bottom of this sheet, write a 1-sentence summary of the text using as
many main idea words as you can. Imagine you only have $2.00, and each
word you use will cost you 10 cents. See if you can “sum it up” in twenty
words!
Words to help identify main idea:
Write the $2.00 sentence here:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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WHAT’S THE POINT?
LOOKING FOR THE MAIN IDEA
Name________________________
Text ____________________________________
As I read, I note the following:
1) ____________________________________
______________________________________
To sum up points 1-4, I think that this
text is mostly about…
______________________________________
______________________________________
2) ____________________________________
______________________________________
______________________________________
______________________________________
3) ____________________________________
______________________________________
______________________________________
______________________________________
______________________________________
4) ____________________________________
______________________________________
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PARAPHRASE ACTIVITY SHEET
Name ________________________________________
Date _______________________
Text ________________________________________________________________________
The Actual Text Reads…
In My Own Words…
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OPINION/PROOF THINK SHEET
Name ________________________________________
Date _______________________
Text ________________________________________________________________________
What I think
Evidence
I think the author is stating that…
I know this because…
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VIDEO VIEWING GUIDE
What did you hear?
What did you realize?
What did you see?
What do you wonder?
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BIBLIOGRAPHY
A NATION GROWS
Alagna, Magdalena. The Louisiana Purchase: Expanding America’s Boundaries.
New York: Rosen Central, 2004.
Alarcon, Roben. American Indians in the 1800s: Expanding and Preserving the
Union. Teacher Created Materials, 2008.
"American History." U.S. History: Pre-Columbian to the New Millennium. Independence
Hall Association. <http://www.ushistory.org/us/>..
America's Story from America's Library. The Library of Congress.
<http://www.americaslibrary.gov/cgi-bin/page.cgi>..
Bagley, Katie. Early America Industrial Revolution, 1793-1850. New York:
Bridgestone Books, 2003.
Blashfield, Jean. The California Gold Rush. Minneapolis, Minnesota: Compass
Point, 2001.
Blashfield, Jean. The Santa Fe Trail. Minneapolis, Minnesota: Compass Point, 2001.
Blashfield, Jean. The Transcontinental Railroad. Minneapolis, Minnesota: Compass
Point, 2002.
Brewster, Joy. Oregon Trail. Vero Beach, Florida: Newbridge, 2005.
Bruchac, Joseph. The Trail of Tears. New York: Random House, 2000.
Burgan, Michael. The Louisiana Purchase. Minneapolis, Minnesota: Compass Point,
2006.
Burgan, Michael. The Monroe Doctrine. Minneapolis, Minnesota: Compass Point,
2007.
"Business and Human Rights." Amnesty International.
<http://www.amnesty.org/en/business-and-human-rights>.
Cantarella, Donna, and Mary Alice Misuta. "Journeys West." American Memory. The
Library of Congress. <http://memory.loc.gov/learn/lessons/01/west/>.
Carter, E.J. Lewis and Clark Journals. Chicago: Heinemann, 2003.
"Covered Wagon." Oregon Historical Society.
<http://www.ci.tumwater.wa.us/research%20center/researchotpg4_wagon.jpg>.
Cunningham, Alvin Robert. Washington is Burning: The War of 1812. New York:
Perfection Learning, 2003.
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The Erie Canal: A Journey Through History. <http://www.epodunk.com/routes/eriecanal/index.html>.
Erikson, Paul. Daily Life in a Covered Wagon. New York: Penguin Putnam, 1997.
"Expansion and Growth of the United States." NationalAtlas.gov.
<http://www.nationalatlas.gov/articles/history/a_expansion.html>.
Favor, Lesli J. A Historical Atlas of America’s Manifest Destiny. New York: Rosen
Publishing Group, 2005.
Feldmeth, Greg D. "U.S. History Resources"
<http://home.earthlink.net/~gfeldmeth/USHistory.html> (31 March 1998).
Folsom, Ed, and Kenneth M. Price, eds. The Walt Whitman Archive.
<http://www.whitmanarchive.org/>.
Fraser, Mary Ann. Ten Mile Day: And the Building of the Transcontinental
Railroad. New York: Henry Holt & Co., 1996.
Furbee, Mary Rodd. Outrageous Women of the American Frontier. New York: Wiley,
2002.
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