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Looking for Primary Sources?
The following is a list of websites where you can find primary sources to view in your classroom.
• AmericanHeritage (http://50.56.66.97/) – searchable; includes photographs, artwork, cartoons,
documents and pictures of artifacts
• ArchivingEarlyAmerica (http://www.earlyamerica.com/) – searchable; includes maps, portraits, historical
newspapers, music, videos and writings of famous Americans like Thomas Jefferson, Ben Franklin and
Thomas Paine; also includes quiz games and crossword puzzles
• AvalonProject (http://avalon.law.yale.edu/) – created by Yale University; searchable; includes documents
from ancient times through the 21st century; extensive list of collections of American, as well as
international, documents
• DocsTeach (http://docsteach.org/documents) – created by the National Archives (see); includes links to
thousands of primary source documents, images, maps, charts, graphs, audio and video from the time of
the American Revolution to the Contemporary U.S.
• LibraryofCongress (http://www.loc.gov/index.html) – searchable; includes the following collections:
American Memory, Prints and Photographs, Historic Newspapers, Sound Recordings, Maps, Manuscripts,
Performing Arts, Film and Veterans History; note that not all of the content is available online.
• NationalArchives (http://www.archives.gov/) – searchable; rich resource of primary documents; includes
Teachers’ Resources section with lesson plans, tips on using primary sources and information about
school tours and professional development
• ProjectGutenberg (http://www.gutenberg.org/wiki/Main_Page) – searchable; thousands of digital books
from the public domain; includes both fiction and nonfiction
USA STUDIES WEEKLY—Ancient America
to Reconstruction
Scope and Sequence
WEEKLY CURRICULUM MAP
August–September
Week 1: World/U.S. Geography
Students will use a map to identify physical
features of the U.S. They will discuss cartography
and learn about Alexander von Humboldt.
October–December
Week 8: Early English Colonies
Students will study early English colonies—
Roanoke, Jamestown and Plymouth.
Week 9: New England Colonies
Students will study colonies in New England—
Massachusetts Bay, Rhode Island, Connecticut and
New Hampshire.
Week 2: U.S. States and Regions
Students will learn about the natural regions
of the United States. They will discuss physical
features such as mountains, plains and plateaus.
Week 10: Middle Colonies
Students will study the Middle Colonies—New
York, New Jersey, Pennsylvania and Delaware.
Week 3: American Indian Nations
Students will discuss ancient civilizations/
historic tribes and compare cultural aspects by
region.
Week 11: Southern Colonies
Students will study the Southern Colonies—
Georgia, Virginia, Maryland and the Carolinas.
Week 4: How Did It All Begin?
Students will examine and understand the
causes and effects of European colonization in the
United States beginning in 1565.
Week 12: Slavery in the Colonies
Students will discuss Triangular Trade and
slavery in the colonies.
Week 5: Spanish and Portuguese Explorers
Students will discover the process of exploration
by focusing on motives and accomplishments of
early Spanish and Portuguese explorers.
Week 13: Mounting Tensions
Students will study events that led up to the
American Revolution.
Week 6: English and French Explorers
Students will discover the process of exploration
by focusing on motives and accomplishments of
early French and English explorers.
Week 14: Declaring Independence
Students will discuss some important events of
1775 and the writing/signing of the Declaration of
Independence in 1776.
Week 7: Dividing the New World
Students will know some benefits of interaction
among American Indians, explorers and colonists
and will discuss the Columbian Exchange.
Continued
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USA STUDIES WEEKLY—Ancient America
to Reconstruction
Scope and Sequence
WEEKLY CURRICULUM MAP
Continued from p. 1
January–February
Week 15: The Revolutionary War
Students will study events of the American
Revolution, focusing on George Washington as the
commander of the Continental Army.
March–May
Week 22: Early Westward Expansion
Students will recognize influential people of
westward expansion and be able to describe the
contributions they made.
Week 16: Growing Pains
Students will discuss some of the problems
facing the new nation—a weak central government,
Shays’ rebellion and the need for a national
currency.
Week 23: Westward Ho!
Students will study the westward trails through
secondary and primary sources, including journal
entries of children who made the journey.
Week 24: Industry vs. Agriculture
Students will examine life in the North and
South in the first half of the 19th century.
Week 17: The Constitution
Students will define a constitution, understand
the rights/responsibilities of a U.S. citizen and
explain our system of checks and balances.
Week 25: Conflicts and Compromises
Students will discuss conflicts that eventually
led to the Civil War, such as the Compromise
of 1850, the Kansas-Nebraska Act and the 1860
election of Abraham Lincoln.
Week 18: Plans for the New Government
Students will demonstrate their understanding of
the Constitution and Declaration of Independence
and will compare Federalist and Anti-Federalist
views of government.
Week 26: The Civil War
Students will discuss the secession of southern
states and the beginning of the Civil War. They will
study the Emancipation Proclamation of 1863.
Week 19: Government of the People
Students will explain the structure and function
of government.
Week 27: The War Continues
Students will continue their study of the Civil
War. They will discuss some battles of the war
and the role of women as nurses, seamstresses and
sometimes as soldiers and spies.
Week 20: Louisiana Purchase
Students will study and describe the events
leading up to, during and resulting from the
Louisiana Purchase.
Week 21: War of 1812
Students will explain the causes/ effects of the
War of 1812 and the effects of westward expansion
on American Indians.
Week 28: Reconstruction
Students will examine Lincoln’s plan to
reunite the North and South and read about his
assassination in 1865. They will learn about the
13th, 14th and 15th Amendments.
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Common Core ELA Standards Addressed
All Common Core ELA Standards printed in this document are the sole property of the National
Governors Association Center for Best Practices and Council of Chief State School Officers. Copyright
Notice: © Copyright 2010. National Governors Association Center for Best Practices and Council of
Chief State School Officers. All rights reserved.
Addressed in Each Weekly Unit
Key Ideas and Details
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
Craft and Structure
RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
Integration of Knowledge and Ideas
RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
Production and Distribution of Writing
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience
Knowledge of Language
L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Vocabulary Acquisition and Use
L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 5 reading and content, choosing flexibly from a range of strategies.
Range of Writing
W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,
and audiences.
Addressed in Various Weeks
Key Ideas and Details
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Craft and Structure
RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/
solution) of events, ideas, concepts, or information in two or more texts.
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USA Studies Weekly—Ancient America to Reconstruction
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Range of Reading and Level of Complexity
RI.5.10. By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 4–5 text complexity band
independently and proficiently.
Research to Build and Present Knowledge
W.5.7. Conduct short research projects that use several sources to build knowledge through investigation
of different aspects of a topic.
W.5.8. Recall relevant information from experiences or gather relevant information from print and
digital sources; summarize or paraphrase information in notes and finished work, and provide a list of
sources.
Vocabulary Acquisition and Use
L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases, including those that signal contrast, addition, and other logical relationships (e.g.,however,
although, nevertheless, similarly, moreover, in addition).
Addressing Common Core Standards—Suggested Activities
The activities below will help you integrate Social Studies with English Language Arts while
addressing various Common Core ELA Standards. The writers and editors of Studies Weekly
recommend that you do as many of these activities each week as time allows. Common Core ELA
Standards addressed are in parentheses in each activity.
Vocabulary Strategies – Use the following key strategies where appropriate as you help your students
acquire new vocabulary words. Do this before you begin to read. (RI.5.4. Determine the meaning of
general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject
area.)
• Ask students if the word or part of the word reminds them of a word they already know. (Ex. –
someone/one; yesterday/day; history/story) Clarify words with multiple meanings. (Ex. – can/able;
can/container)
• Have students cover endings like -ing, -ed, -er, -es, etc. with their fingers or an index card, so they
can see the base word. (Ex. – going/go; talked/talk; teacher/teach)
• Read the sentence with the unfamiliar word, as well as the sentences before and after, to the students.
This will help them use the context of the passage to determine the meaning of the word.
• Assist the students in looking up the word in a children’s dictionary such as “My First Dictionary”
(DK Children).
Main Topic/Details – Have students re-read a page or passage from the student edition of Studies
Weekly (or a related literature book). Ask them to determine the main topic and talk about the details
used by the writer to support the main topic. Students may work in small groups or in pairs. (RI.5.2.
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.RI.5.3. Explain the relationships or interactions between two or more individuals,
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the
text.)
Make a KWL Chart – KWL = What You Know; What You Want to Know; What You Learned. Ask
what students already know about a concept. Record on the KWL chart under “K.” Now ask students
what they WANT to know about the concept and record under “W.” After reading Studies Weekly and
doing related activities, review what students learned and record under the “L.” (W.4.8. Recall relevant
information from experiences or gather relevant information from print and digital sources; take notes
and categorize information, and provide a list of sources.)
Research/Writing – Choose a topic related to the subject of the Studies Weekly magazine to research
as a class. Guide the students as they use a variety of research materials such as children’s books and
age-appropriate websites. Working together, use a variety of digital tools such as word processing, slide
shows, art programs, etc. to produce a class report or project. As students’ writing skills develop, allow
them to work in small groups, in pairs or individually rather than doing the activity as a class. (W.5.10.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.5.7. Conduct short research projects that use several sources to build knowledge through investigation
of different aspects of a topic. W.5.8. Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase information in notes and finished
work, and provide a list of sources.)
Complete a W chart – As you read each week of the Studies Weekly magazine, complete a W chart
on paper or orally describing What happened, Who was there, Why it happened, When it happened and
Where it happened. Encourage students to use both the text and illustrations to find this information. You
may choose to have students complete this in pairs or independently in a journal or notebook. (W.5.8.
Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.)
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Literature Links
Listed below are selected books (including some Spanish language books) that correlate with the concepts and ideas presented in each weekly issue.
Literature Link Activity: Choose one of the Literature Link books below (or one of your own favorites!) and ask students
to compare the information, illustrations and descriptions in the book with the information, illustrations and descriptions in
Studies Weekly that week. (Common Core ELA Standard RI.3.9. Compare and contrast the most important points and key
details presented in two texts on the same topic.)
Week 1
“The Sign of the Beaver” by
Elizabeth George Speare
“Charting the World: Geography
“El Signo del castor (The Sign of
and Maps From Cave
the Beaver Spanish Edition)
Painting to GPS” by Richard
by Elizabeth George Speare
Panchyk
and Guillermo Solana Alonso
“Ferdinand Magellan:
Circumnavigating the World” “The Boy and His Mud Horses
and Other Stories From the
by Katharine Bailey
Tipi” by Paul Goble
“The Discovery of the Americas:
From Prehistory Through the
Age of Columbus” by Betsy
Week 4
and Giulio Maestro
“The Discovery of the
“Exploration and Conquest: The
Americas” by Betsy and
Americas After Columbus
Giulio Maestro, 1992
1500-1620” by Betsy and
“Meet Christopher Columbus”
Giulio Maestro
by James T. DeKay and John
“Where Am I?: The Story of
Edens, 2001
Maps and Navigation” by A.
“Cortés and the Conquest of
G. Smith
the Aztec Empire in World
History” by Charles Flowers,
2001
Week 2
“Kids During the Age of
“My America: A Poetry Atlas
Exploration” by Cynthia
of the United States” by Lee
MacGregor, 1999
Bennett Hopkins
“The United States Region
by Region” (Pair-It Books:
Week 5
Proficiency: Stage 6) by
“Around the World in a Hundred
Patricia K. Kummer
Years: From Henry the
“Earth & You, A Closer View:
Navigator to Magellan” by
Nature’s Features” (Sharing
Jean Fritz
Nature With Children Book)
“Looking Inside Sunken
by J. Patrick Lewis
Treasure (X-Ray Vision)” by
Ron Schultz
Week 3
“Who Was Ferdinand
“The Defenders “ by Ann
Magellan?” by S. A. Kramer
McGovern
“Vasco da Gama: Quest for the
“Navajo Code Talkers” by
Spice Trade” by Katherine
Nathan Aaseng
Bailey
“The Rough Face Girl” by Rafe
“Henry the Navigator: Prince of
Martin
Portuguese Exploration” by
7
Lisa Ariganello
Week 6
“Sieur de La Salle: New World
Adventurer” by John Paul
Zronik
“You Wouldn’t Want to Explore
With Sir Francis Drake!:
A Pirate You’d Rather Not
Know” by David Stewart and
David Salariya
“Champlain: Peacemaker and
Explorer” by Mary Beacock
Fryer
“Radisson and des Groseilliers:
Fur Traders of the North” by
Katharine Bailey
“About Time: A First Look at
Time and Clocks” by Bruce
Koscielniak
Week 7
“The World Made New: Why the
Age of Exploration Happened
and How It Changed the
World” by Marc Aronson
“The Biography of Chocolate”
(How Did That Get Here?) by
Adrianna Morganelli
“Charting the World: Geography
and Maps from Cave
Paintings to GPS with 21
Activities” by Richard
Panchyk
“The Legend of New
Amsterdam” by Peter Spier
“Old World, New World 14801600” by Chris Jordan and
Tim Wood
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Week 8
“Shadows in the Glasshouse: A
Jamestown Story” by Megan
McDonald
“The Double Life of
Pocahontas” by Jean Fritz
“The Witch of Blackbird Pond”
by Elizabeth George Speare
“El Estanque del mirlo” (The
Witch of Blackbird Pond
Spanish Edition) by Elizabeth
George Speare
“The Lost Colony of Roanoke”
by Jean Fritz
“Blood on the River: Jamestown
1607” by Elisa Carbone
Week 9
“How We Lived…In the New
England Colonies” by
Deborah Kent
“Poetry for Young People:
Robert Frost” by Gary D.
Schmidt
“America’s Funny But True
History 1560’s-1740’s:
Cranky Colonials: Pilgrims,
Puritans, Even Pirates” by
Elizabeth Levy
“Salem Witch Trials: Colonial
Life” By Sean Stewart Price
“Anne Hutchinson’s Way” by
Jeannine Atkins
Week 10
“Ben and Me: The Astonishing
Life of Benjamin Franklin
and his Good Mouse Amos”
by Robert Lawson
“Quién Fue Benjamin Franklin?”
(Who Was Benjamin Franklin
Spanish Edition) by Dennis
Brindell Fradin
“If You Lived in Colonial
Times” by Ann McGovern
“How We Lived…In the Middle
Colonies” by Deborah Kent
“William Penn: Liberty and
Justice for All” by Janet and
Geoff Benge
“The Ben Franklin Book of Easy
and Incredible Experiments:
A Franklin Institute Science
Museum Book” by Franklin
Institute Science Museum
Week 11
“Night Journeys” by Avi
“Entertainment in Colonial
America” by Charlie Samuel
“How We Lived…In the
Southern Colonies” by
Deborah Kent
“Silkworms” by L. Patricia Kite
“The Colonial Caper Mystery
at Williamsburg” by Carole
Marsh
“Give Me Liberty” by L.M.
Elliott
Week 12
“Sugar” by Garry Chapman
“Many Thousand Gone: African
Americans From Slavery
to Freedom” by Virginia
Hamilton
“What Are You Figuring Now?:
A Story About Benjamin
Banneker” by Jeri Ferris
“If You Lived When There Was
Slavery in America” by Anne
Kamma and Pamela Johnson
“Fort Mose: And the Story of
the Man Who Built the First
Free Black Settlement in
Colonial
America” by Glennette Tilly
Turner
Week 13
“The French and Indian War” by
Andrew Santella
“The Matchlock Gun” by Walter
D. Edmonds
8
“Patrick Henry: Liberty or
Death” by Jason Glaser
“Why Don’t You Get a Horse,
Sam Adams?” by Jean Fritz
“The Trailblazing Life of Daniel
Boone and How Early
Americans Took to the Road”
by Cheryl Harness
Week 14
“Give Me Liberty: The Story
of the Declaration of
Independence” by Russell
Freedman
“April Morning” by Howard
Fast
“Johnny Tremain” by Esther
Forbes
“The Declaration of
Independence: The Words
That Made America” by Sam
Fink
“And Then What Happened,
Paul Revere?” by Jean Fritz
Week 15
“The Secret Soldier: The Story
of Deborah Sampson” by Ann
McGovern
“If You Lived At The Time Of
The American Revolution” by
Kay Moore
“Patriots in Petticoats” by
Shirley Raye Redmond
“George vs. George: The
American Revolution As Seen
from Both Sides” by Rosalyn
Schanzer
“Elliot Stone and the Mystery
of the Summer Vacation Sea
Monster” by L. P. Chase
Week 16
“Sterling Biographies George
Washington: An American
Life” by Laurie Calkhoven
“George Washington’s Socks”
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
by Elvira Woodruff
“The Year of the Hangman” by
Gary Blackwood
“Shays’ Rebellion” by Michael
Burgan
“Inventions of the 1700’s” by
Michael Burgan
“Quién Fue George
Washington?” by Roberta
Edwards
Week 17
“The Bill Of Rights: It Can’t Be
Wrong” by Carole Marsh
“Branches of Government
(Government in Action!)” by
John Hamilton
“La Constitución de Los EE.
UU. (The U. S. Constitution,
Spanish Edition)” by Kathy
Allen and
Martin Luís Guzman Ferrer
(Translator)
“We the Kids: The Preamble to
the Constitution of the United
States” by David Catrow
“Emma’s Journal: The Story of
a Colonial Girl” by Marissa
Moss
Week 18
“Words That Built a Nation – A
Young Person’s Collection
of Historic American
Documents” by Marilyn
Miller
“Who Was Thomas Jefferson?”
by Dennis Brindell Fradin
“The U. S. Supreme Court” by
Dan Elish
“The Story of the Peace Corps”
by Zachary Kent
“The Constitution of the United
States” by Christine TaylorButler
Week 19
“Fever 1793” by Laurie Halse
Andreson
“The Great Little Madison” by
Jean Fritz
“The Bill of Rights in
Translation – What It Really
Means” by Amie Jean Leavitt
“We The People” by Peter Spier
“Maker of Machines” by
Barbara Mitchell
Week 20
“New Found Land: Lewis and
Clark’s Voyage of Discovery”
by Allan Wolf
“The Captain’s Dog: My Journey
With the Lewis and Clark
Tribe” by Roland Smith
“Who Was Sacajawea?” by
Judith Bloom Fradin
“The Louisiana Purchase: Would
You Close the Deal?” by
Elaine Landau
“Cooking on the Lewis and
Clark Expedition” by Mary
Gunderson
Week 21
“The Trail of Tears” by Michael
Burgan
“The National Anthem” by
Patricia Ryon Quiri
“By The Dawn’s Early Light” by
Steven Kroll
“Andrew Jackson: Seventh
President 1829-1837” by
Mike Venezia
“Walk Two Moons” by Sharon
Creech
“Entre dos lunas” (Walk Two
Moons) Spanish Edition by
Sharon Creech and Ester
Arno
9
Week 22
“American’s Funny But True
History 1800-1850 Westward
Ha-Ha” by Elizabeth Levy
“Keep My White Sneakers, Kit
Carson: An Adventure With
the Blackfeet” by Frederick
Von Burg
“The Colorado River” by Carol
Rawlins
“Shipwreck at the Bottom of the
World: The Extraordinary
True Story of Shackleton and
the Endurance” by Jennifer
Armstrong
“You Wouldn’t Want to Be
an American Pioneer!: A
Wilderness You’d Rather Not
Tame” by Jacqueline Morley
Week 23
“Children of the Wild West” by
Russell Freedman
“Little House on the Prairie
(Series)” by Laura Ingalls
Wilder
“Old Yeller” by Fred Gipson
“Caddie Woodlawn” by Carol
Ryrie Brink
“The Legend of Jimmy Spoon”
by Kristiana Gregory
“Stone Fox” by John Reynolds
Gardiner
Week 24
“If You Lived When There Was
Slavery in America” by Anne
Kamma and Pamela Johnson
“Slaves on a Southern
Plantation” by Debbie Levy
“The Rise and Fall of American
Slavery: Freedom Denied,
Freedom Gained” by Tim
McNeese
“Young Heroes of the North and
South” by Lou Waryncia and
Sarah Elder Hale
“Slave Life on the Plantation:
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Prisons beneath the Sun” by
Richard Worth
Week 25
“Divided in Two: the Road to
Civil War, 1861” by James R.
Arnold and Roberta Wiener
“Easy Simulations: Civil War”
by Tim Bailey
“Causes of the Civil War:
Expanding and Preserving the
Union” by Wendy Conklin
“The Civil War for Kids: A
History with 21 Activities” by
Janis Herbert
“A Nation Torn: The Story of
How the Civil War Began” by
Delia Ray
“Two Miserable Presidents:
Everything Your Schoolbooks
Didn’t Tell You about the
Civil War” by Steve Sheinkin
and Tim Robinson
Week 26
“The Mystery at Fort Sumter” by
Carole Marsh
“The Boys’ War: Confederate
and Union Soldiers Talk
about the Civil War” by Jim
Murphy
“Soldier’s Heart: a novel of the
Civil War” by Gary Paulsen
“Behind the Blue and Gray: The
Soldier’s Life in the Civil
War” by Delia Ray
“The Election of 1860 and the
Administration of Abraham
Lincoln” by Arthur M.
Schlesinger, Fred L. Israel
and David J. Frent
Immel
“The Long Road to Gettysburg”
by Jim Murphy
“Behind Rebel Lines: The
Incredible Story of Emma
Edmonds, Civil War Spy” by
Seymour Reit
“I’ll Pass for Your Comrade:
Women Soldiers in the Civil
War” by Anita Silvey
Week 28
“A Separate Battle: Women and
the Civil War” by Ina Chang
“Reconstruction: America
After the Civil War” by Zak
Mettger
“Traveling the Freedom Road:
from Slavery and the Civil
War through Reconstruction”
by Linda Barrett Osborne
“Forty Acres and Maybe a Mule”
by Harriette Gillem Robinet
“Amos Fortune, Free Man” by
Elizabeth Yates
Week 27
“The Battle of Gettysburg” by
Michael Burgan, Steve Erwin,
Keith Williams and Charles
Barnett
“Captured! A Boy Trapped in
the Civil War” by Mary Blair
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 15
Name_____________________________________________Date________________________
BIO-POEM
There are many heroes in American history. Can you name 3 or 4? Everybody has personal
heroes, too. Think about someone who is a hero to you. It can be someone living or someone from
the past. Write a BIO-POEM about your hero following the format below. The words in bold are part
of the poem. (The words in parentheses are hints.) If you don’t know the hero personally, use your
imagination. Or, you can just choose somebody really famous! Use this page as your rough draft.
Publish your final draft on a nice sheet of paper and add a drawing of the hero. Remember to include the
words in bold print in your published poem.
Name (First and last name of the hero)____________________________________________________
Relative of (name of anyone in the hero’s family, 1-6 names) __________________________________
___________________________________________________________________________________
Resident of (where the hero lives or lived) _________________________________________________
Who believes (tell what you think the hero believes or believed in)_____________________________
___________________________________________________________________________________
Who needs (tell what the hero should have)______________________________
Who feels (a strong emotion the hero would have and why) ___________________________________
Who cries when (what would make the hero very sad) _______________________________________
___________________________________________________________________________________
Who laughs when (what would make the hero really happy) __________________________________
___________________________________________________________________________________
Who wants for the world (a wish the hero would have for everyone) ___________________________
___________________________________________________________________________________
Who thinks others are (how the hero would see people) _____________________________________
___________________________________________________________________________________
Who loves (a person, place, thing, emotion, etc.)____________________________________________
Name or nickname (Do not repeat the first line exactly.)______________________________________
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 15
Name_____________________________________________Date________________________
Common Core Connection
CCSS W.4.2d
Fill in the blanks using words from the word bank below. There will be some words that you do not use.
apprentice
cache
endurance
hallucinations
mad
pelts
rendezvous
Once upon a time, I went on a ________________________
with my other mountain men friends. We were looking for
animal __________________. Hiking across the mountainous
territory took lots of ____________________________.
When I was first learning to do this, I was an
_________________________ compared to those who had
trapped animals many times before me. We often stored our
supplies in a _______________________so that animals and
thieves couldn’t find them.
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Name ________________________________________________Date ________________________
USA Studies Weekly—Ancient America to Reconstruction
3rd Quarter, Week 15
Read each question and the answer choices carefully. Fill in the circle next to the best answer.
1. Deborah Sampson dressed up like a man because _______.
A Women’s clothing was uncomfortable.
B She wanted to ride horses.
C Women weren’t allowed to be soldiers.
D She didn’t have any shoes to match her dress.
2. To fight the Battle of Trenton, Washington and his troops had to cross the ________.
F Delaware River
G Trenton River
H Sahara Desert
I Washington Desert
3. Ethan Allen’s group that helped the Patriots was the ________.
A Green Mountain Boys
B White Mountain Lads
C Lake Champlain Champs
D Vermont Mountaineers
4. Patriots captured this fort without a drop of bloodshed in 1775.
F Castillo de San Marcos
G Fort Ticonderoga
H Fort Wilderness
I Fort Champlain
5. George Washington was commander of the _______.
A Continental Army
B American Marines
C British Navy
D Delaware River Men
6. The ________ helped the Americans win the Revolutionary War against the British.
F Chinese and Japanese
G Floridians and Irish
H French and some free Africans
I Indians and Mexicans
7. This song was used by both sides in the Revolutionary War to make fun of the other side.
A Pop Goes the Weasel
B Here We Go ‘Round the Mulberry Bush
C Ring Around the Rosie
D Yankee Doodle
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
8. What is another word for monarch?
F president
G senator
H governor
I ruler
9. George Washington inspired his troops with words written by _______.
A William Shakespeare
B Thomas Paine
C Thomas Jefferson
D J.R.R. Tolkien
10. Which of the following statements is true?
F The Americans won every Revolutionary War battle but lost the war.
G The Americans lost every Revolutionary War battle but still won the war.
H The Americans lost some battles during the Revolutionary War but still won the war.
I The British won every Revolutionary War battle but lost the war.
11. Why was George Washington reluctant (unsure or doubtful about) to lead the Continental Army?
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12. What do you think would make a Patriot soldier keep fighting even under terrible conditions like the
ones they faced when crossing the Delaware?
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 16
Name_______________________________________________Date________________________
UNITED STATES COLLAGE
There are lots of patriotic symbols that stand for the United States. Each symbol is important to
our country and to us. Look around for images that stand for the USA. Can you name at least five?
Cut out American images from magazines, websites and newspapers and glue them in the box below,
overlapping the edges to form a collage. The images can be people, places or things. Fill in any blank
areas with red, white and blue stars and stripes, or words from patriotic documents and songs. Cut out
the collage and mount it on a sheet of colored paper for display.
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Common Core Connection
RI 4.8
Metaphors
“The Father of Our Country: George Washington (1732-1799)”
A metaphor is a figure of speech comparing two unlike objects with at least one common characteristic.
Example: Life is a roller coaster. (Like a roller coaster, life has its ups and downs.)
Washington uses the metaphor, “Liberty, when it begins to take root, is a plant of rapid growth.” What
do you think Washington is trying to say in this statement?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Draw a picture of this metaphor below.
(Possible answers: once someone experiences the feeling of freedom, the need for it grows very quickly; when
others see the joy of those who become independent of oppression, the want for that joy spreads rapidly.)
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Name ___________________________________________
USA Studies Weekly—Ancient America to Reconstruction
Date _____________________
3rd Quarter, Week 16
Read each question and the answer choices carefully. Fill in the circle next to the best answer.
1. A new coin system created by ________ was adopted by Congress in 1785.
A Benjamin Franklin
B Dolly Madison
C George Washington
D Thomas Jefferson
2. This Revolutionary War soldier-turned-farmer led a rebellion against the government in 1786-1787.
F Daniel Shays
G James Dean
H Benedict Arnold
I Baron von Steuben
3. This agreement officially ended the Revolutionary War.
A Treaty of Cornwallis, 1781
B Treaty of Osceola, 1843
C Treaty of Paris, 1783
D Treaty of Philadelphia, 1776
4. The Northwest Ordinance of 1787 provided for _______.
F new land for states, new slaves, new trade with the Chinese
G new land for states, prohibition of slavery, the Ohio River as a boundary
H new land for Native Americans, fur trading with China, hot-air ballooning
I new land for existing states, more tax money, cooperation with the British
5. The post-Revolutionary War government of the early 1780s was based on which document?
A the Articles of Confederation
B the Bill of Rights
C the Declaration of Independence
D the Constitution
6. George Washington was ________.
F the first president, the first to sign the Declaration of Independence, the inventor of bifocals
G the first man on the moon, the first man to pose for the dollar bill, a farmer
H a Revolutionary War general, the inventor of the hot-air balloon, the inventor of the quarter
I a Revolutionary War general, the first president, a surveyor
7. Some problems under the Articles of Confederation were that states ________.
A printed their own money and taxed each other
B taxed each other and went to war against England and France
C printed their own money and fought over names of ice cream flavors
D made their own rules for trade and started the Civil War
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
8. Technology of the 1780s included _______.
F submarines and cellular phones
G hot-air balloons, bifocals and ice cream
H ice cream, Coca-Cola™ and sandwiches
I bifocals, coins and airplanes
9. This law allowed states to expand by buying surveyed lands to their west.
A Southwest Ordinance
B Florida Exchange
C Land Ordinance of 1785
D Northern Territory Rule
10. The Articles of Confederation provided for a _______.
F League of Women Voters
G ginseng exchange
H firm league of friendship
I national constitution
11. What were two events that ended the Revolutionary War?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
12. What were some major problems the U.S. had under the Articles of Confederation?
____________________________________________________________________________________
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 17
Name_____________________________________________ Date________________________
Write Your Own Bill of Rights
Use the space below to write your own Bill of Rights. Think about rights that are important to you
as a student today. What rights do you think should be guaranteed to someone your age? Keep in mind
that these rights should keep you safe, allow you to grow and help you become a productive member of
society. Use your knowledge and imagination as you write your ideas.
Right 1:
Right 2:
Right 3:
Right 4:
Right 5:
Right 6:
Right 7:
Right 8:
Right 9:
Right 10:
This project could begin as an individual assignment, but then students could compare their Bill of Rights with a partner or
group. Students may have similar amendments and could see firsthand that the majority is stronger in getting something
passed into law.
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Week 17
Name_____________________________________________ Date________________________
Common Core Connection
RI.4.4
Analogies
Think about how the following pairs of words are related. Some analogies show relationships that
have the same meaning while others show relationships with the opposite meanings.
Examples:
(same meaning) hot : cold :: open : close
(opposite meaning) quiet: soft :: happy : glad
When you read an analogy, you read it like this:
“Hot is to cold as open is to close.”
“Quiet is to soft as happy is to glad.”
Complete the analogies below with a word from this week’s magazine.
domestic
liberty
preamble
delegate
propose
establish
tranquility
amend
union
1. __________________________________ : representative :: deception : lie
2. speak : listen :: __________________________________: refuse
3. __________________________________: conclusion :: open : close
4. profession : career :: homelike: __________________________________
5. change : __________________________________:: defend : protect
6. destroy : __________________________________ :: love : hate
7. merger : separation :: division : __________________________________
8. chaos : disturbance :: __________________________________: peace
9. freedom: __________________________________ :: imprisonment : incarceration
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Name ___________________________________________
USA Studies Weekly—Ancient America to Reconsruction
Date ____________________
3rd Quarter, Week 17
Read each question and the answer choices carefully. Then fill in the circle next to the best answer.
1. What was the original purpose of the Constitutional Convention?
A to create a bill of rights
B to make changes to the Articles of Confederation
C to declare independence from Great Britain
D to create an entirely new governing document for the new nation
2. Which of the following is NOT one of the principles included in the Constitution?
F popular sovereignty
G rule of law
H equality of the races
I separation of powers
3. Why did some of the delegates refuse to sign the Constitution?
A because it didn’t include a bill of rights
B because it didn’t give women the right to vote
C because it gave too much power to the states
D because it didn’t include the idea of checks and balances
4. The first 10 amendments to the Constitution are known as _____.
F the Preamble
G the Articles of Confederation
H the Declaration of Independence
I the Bill of Rights
5. Roger Sherman’s compromise settled the differences between the large and small states by _______.
A giving slaves the right to vote
B dividing the Congress into two separate houses
C charging larger states higher taxes than smaller states
D allowing the small states to control the courts
6. Which of the following is NOT included in the Bill of Rights?
F freedom of speech
G freedom of religion
H right to an education
I right to a trial by jury
7. What improvements did the spinning jenny make to lives of the average citizen of the United States?
A It created more jobs and made quality cloth more economical to buy.
B It made it easier for farmers to harvest their crops.
C It helped transport people from place to place.
D It opened the way for exploration of the new frontier.
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
8. How many times has the Constitution been amended since it was first ratified?
F 21
G 10
H 75
I 27
9. The fact that each branch of government must be separate from the others and function on its own is
known as the principle of _______.
A popular sovereignty
B separation of powers
C rule of law
D checks and balances
10. What did the delegates to the Constitutional Convention do to make sure their meetings were held in
private?
F nailed the windows shut
G pulled the curtains
H posted guards at the doors
I all of the above
11. What is a system of checks and balances? How does it protect the people of this country?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
12. What is meant by the “rule of law”?
____________________________________________________________________________________
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 18
Name________________________________________________Date_______________________
HISTORY HUMANIMALS
Do you know what a fable is? It’s a story with animal characters that act like humans and teach us a
lesson, or moral. Think about one of your favorite figures in American history. Now, change that person
into an animal. Which animal suits the person best? Write a fable with your “Humanimal” as the main
character. Think about what the person really did in history and use his/her life to base your story on.
What lesson could the Humanimal teach us in your fable? Write your fable on the lines below, then add
an illustration.
My person from history is:______________________________________________________________
Animal the person will be in my story:____________________________________________________
_________________________________________
(Title)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Draw an illustration for your fable in the box below.
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 18
Common Core Connection
Historical Interview
Have students work in pairs to form and preform an historical interview. Assign, or have students choose
from a list of historical characters that students may interview so as not to have any repetition. Have
students act as journalists to ask the who, what, where, when, and why (sometimes how) questions.
Students should work together to gather information about an historical figure, but when they role-play
the interview, one will be the character from history, and the other will be a modern-day interviewer
(Examples: Barbara Walters, Katie Couric, Larry King, David Letterman, Jay Leno, Meredith Viera,
Jimmy Kimmel, Conan O’Brien, Diane Sawyer, Robin Roberts, to name a few.) Allow the students to
perform their interviews. Dressing the part of the characters could be an enhancement to this activity.
By completing this activity, students have the opportunity to research, write, and perform in the same
exercise.
Useful Website:
http://www.theamericanrevolution.org/people.aspx
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Name _________________________________________________
USA Studies Weekly—Ancient America to Reconstruction
F
Date ___________________
3rd Quarter, Week 18
Time for American Trivia!
orm two teams named the Federalists and Anti-Federalists. You will compete by
answering trivia questions. After reading each fact on the list below, reword them as
questions for the other team to answer. Each team must write 15 questions. Write each
question on the front of a strip of paper or index card, with its correct answer on the back.
Make sure you write the questions so they can’t be answered with a simple yes or no. Then,
study your facts and get ready for the game! The moderator (your teacher or a delegate)
will put all the strips in a container and pull them out one by one to ask during the trivia
game. The team that gets the most correct answers gets to run the country for a day! (OK.
That’s not really going to happen, but maybe your teacher will let you line up first for lunch.
Be sure you get there before Jackson does!)
• George Washington never went to
college.
• Only President George
Washington has been unanimously
elected.
• George Washington never lived in
Washington, D.C.
• George Washington never
chopped down a cherry tree.
Mason Weems made up the
“honesty” story.
• George Washington is the
Father of our Country, but he
never had children. He had two
stepchildren.
• Washington declared November
26, 1789 a “thanksgiving”
holiday to give thanks for the
Constitution.
• George Washington had slaves
but freed them in his will.
• George Washington had scars on
his face from smallpox.
• President Jimmy Carter promoted
George Washington to a sixstar General of the Armies of
Congress so no one would ever
out-rank him.
• George Washington married
Martha Dandridge Custis.
• Washington served two
American Trivia
presidential terms, from 17891797.
• George Washington is the only
president to be inaugurated in
two different places—New York
and Philadelphia.
• Five new states were added
during George Washington’s
presidency—N.C. (1789), R.I.
(1790), Vt. (1791), Ky. (1792),
Tenn. (1796).
• The Constitution, at 4,400 words,
is the shortest and oldest major
government document in the
world.
• There are spelling mistakes in the
Constitution. “Pensylvania” is one.
• The Constitution is displayed
at the National Archives in
Washington, D.C. The four pages
are under bulletproof glass
framed with titanium and kept
at 67 degrees Fahrenheit. The
cases are filled with argon gas to
help preserve the documents.
• Constitution Day is September 17.
• Ben Franklin, at age 81, was the
oldest signer of the Constitution.
He needed help to sign his name.
• The phrase “United States of
America” was first used in the
26
Declaration of Independence.
• James Madison and George
Washington were the two
presidents who signed our
Constitution.
• The Constitution has had 27
amendments.
• The first 10 amendments to
the Constitution are the Bill of
Rights.
• The Declaration of Independence
says, “… all men are created
equal.”
• Our first money was only coins, no
bills.
• Ben Franklin’s image appears on
the $100 bill.
• When Franklin died in 1790,
20,000 came to the funeral,
making it the largest gathering
of its time.
• At one time, the U.S. had $1,000,
$5,000 and $10,000 bills, though
they are no longer in circulation.
• James Madison’s image appeared
on the $5,000 bill.
• Washington is the only president
with a state named after him.
• George and Martha Washington’s
silver was melted to make some
of the first official U.S. coins.
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Name _________________________________________________
USA Studies Weekly—Ancient America to Reconstruction
Date ___________________
3rd Quarter, Week 18
Read each question and the answer choices carefully. Fill in the circle next to the best answer.
1. What does the word delegates mean in this sentence?: “In May 1787 a meeting began, with 55
delegates coming from the 13 states.”
A documents
B representatives
C articles
D friends
2. A Cabinet secretary is someone who _______.
F is in charge of a major government department
G makes coffee for the president
H writes letters for government officials
I designs kitchen cupboards
3. Alexander Hamilton belonged to the ________ political party.
A Democrat
B Communist
C Federalist
D Republican
4. The “Father of the Constitution” was ________.
F Thomas Jefferson
G Benjamin Franklin
H James Madison
I George Washington
5. Which of these is the best summary of the article “Red, White, Blue ... and Yellow?”
A Doctors in the 1790’s realized that yellow fever was caused by mosquitos. Dr. Benjamin rush
couldn’t find a cure. Today there is still not cure, but there is a vaccine against the disease.
B Doctors in the 1790s didn’t know yellow fever was caused by mosquitos. Yellow fever killed
thousands of people in Philadelphia in 1793. Today there is still no cure, but there is a vaccine against
the disease.
C About 200,000 people a year are infected with yellow fever. There is no cure, but there is a vaccine
against the disease.
D Dr. Benjamin Rush learned about yellow fever through a letter from another doctor. Today there is
no cure for yellow fever, but there is a vaccine to help keep people from getting it.
6. The cotton gin helped make the southern states rich by ______.
F making it easier to transport cotton across the ocean
G allowing southern states to plant cotton for the first time
H harvesting the cotton earlier in the season
I removing the seeds from large amounts of cotton quickly
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
7. In 1790 George Washington’s cabinet included:
A Ben Franklin, James Madison, Thomas Jefferson and John Adams
B only men who had been governors of a colony
C only men who had served with him in the Continental Army
D Alexander Hamilton, Edmund Randolph, Henry Knox and Thomas Jeffersonr
8. Yellow fever was a disease that became an _________ in the 1790s.
F epidemic
G issue in most of the Federalist Papers
H embarrassment to the U.S. government
I idea doctors believed was false
9. George Washington first worked as president in:
A Washington state
B Jamestown
C Washington, D.C.
D New York
10. To which political party did Thomas Jefferson belong?
F Federalist
G Democratic Republican
H Whig
I Independent
11. What were the Federalist Papers and who wrote them?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
12. What is a cotton gin and who patented it?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 19
Name __________________________________________
Date _________________________
Powers of Government
The powers of government are divided between the federal government and state governments. Use
the Venn diagram your teacher gives you to show which powers belong to each division of government.
The powers that belong to both state and federal government should be listed in the overlapping portion
of the circles. The first one has been done for you. (For help with this activity, you may use Pages 2-3 of
this week’s newspaper.)
•
•
•
•
•
•
•
•
•
•
List of Powers
build roads
protect health and safety
ratify Constitutional amendments
spend money for the benefit of the people
issue licenses
make rules for doing business between the
states and foreign nations
set up courts
make laws to enforce the Constitution
create local governments
make treaties with foreign countries
• take private property for government use
• create banks
• make laws for intrastate (within the state)
business
• build the military
• create post offices and issue postage
• hold elections
• collect taxes
• borrow money
• make and enforce laws
• declare war
29
Powers of the Federal
Government
build roads
Shared Powers
Powers of State Governments
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
30
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Name ___________________________________________
USA Studies Weekly—Ancient America to Reconstruction
Date ___________________
3rd Quarter, Week 19
Read each question and the answer choices carefully. Then fill in the circle next to the best answer.
1. Where do most cultures believe our basic human rights come from?
A the government
B We are born with them.
C our employers
D none of the above
2. What is the main duty of the legislative branch?
F to enforce the laws
G to interpret the laws
H to make the laws
I to appoint judges to the courts
3. Which of the following is NOT a power belonging to the federal government?
A issuing licenses
B printing money
C declaring war
D creating post offices
4. The Constitution states that any powers not specifically given to the federal government are given to
______.
F the national government
G the president of the United States
H the Supreme Court
I the state governments
5. The cotton gin _______.
A decreased slavery and increased cotton production
B increased cotton production and increased slavery
C increased silk production and increased slavery
D increased tobacco production and decreased slavery
6. Article III of the Constitution guarantees that anyone accused of a crime has ______.
F the right to a trial before a judge and jury
G the right to a speedy trial
H the right to a lawyer
I all of the above
7. Which of the following is a responsibility of all U.S. citizens?
A to serve a four-year term in the military
B to join the police force
C to pay taxes
D to run for mayor
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
8. Whom did some colonists believe were NOT included in Thomas Jefferson’s statement that “all men
are created equal”?
F the British
G slaves
H the Spanish
I the French
9. If the president of the United States disagrees with a law passed by Congress, he or she can _______
this law.
A veto
B adopt
C ratify
D sign
10. What is one of the main duties of the national government?
F It protects our rights.
G It makes sure we all have jobs.
H It gives everyone free health care.
I It gives everyone a free college education.
11. List six responsibilities of a good citizen.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
12. Which branch of the government do you see as having the most challenging job? Why? Which
branch of the government do you see as having the job that you would enjoy doing the most? Why?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 20
Name ________________________________________________Date ________________________
Make a Sketch for Lewis and Clark
Imagine that you are traveling with Lewis and Clark on their westward journey. They have asked
you to make a drawing of a new plant or animal that has been discovered along the way. Use the space
below to draw the specimen. You may choose one of the plants or animals from the lists below. Each
is an example of an actual species discovered by Lewis and Clark. Use the Internet, an encyclopedia or
a reference book to find pictures of the plant or animal you choose. Be sure to do your best work and
make the drawing as detailed and accurate as possible.
Animals
black-billed magpie
blue catfish
bull snake
coyote
ermine
grizzly bear
white-tailed jackrabbit
Plants
bear grass
edible thistle
lodgepole pine
Lewis’ mock orange
purple coneflower
snow-on-the-mountain
white alder
Common Core Connection: Write a descriptive paragraph of one plant or animal. Make your
description detailed enough so that if someone was looking for it, they could identify it easily.
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Name ___________________________________________
USA Studies Weekly—Ancient America to Reconstruction
Date _____________________
3rd Quarter, Week 20
Read each question and the answer choices carefully. Then fill in the circle next to the best answer.
1. What did Livingston and Monroe plan to buy from France?
A as much land as possible
B the port of New Orleans
C the Oregon Territory
D Texas
2. Why was Thomas Jefferson concerned about losing control of the port of New Orleans?
F He wanted to build a military base there.
G He had family living in New Orleans.
H He wanted to make sure the United States could ship its goods from the port.
I He was charging other countries a tax to use the port.
3. How much money did Thomas Jefferson tell Robert Livingston he was allowed to offer on the
purchase?
A $15 million
B $5,000
C $600
D $2 million
4. How much money did the United States spend for the Louisiana Purchase?
F $10 million
G $2 million
H $15 million
I $100 million
5. Which of the following was NOT one of the benefits of the Louisiana Purchase?
A It added Texas as the country’s newest state.
B It gave control of the port of New Orleans to the United States.
C It doubled the size of the United States.
D It gave the country room to expand.
6. What were the three main goals of the Lewis and Clark expedition?
F to find a water route to the Pacific Ocean, to build relationships with the American Indians and to
record information about the soil, water, plants, animals, weather, etc. in the area
G to build a bridge over the Mississippi River, to establish a trading post at Fort Mandan and to drive
the American Indians off the land
H to start a war with the Shoshone Indians, to build a fort in Oregon and to claim the Pacific Ocean
for the United States
I to explore Texas, to make a treaty with the Hidatsas and to fence in the buffalo herds
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
7. What food item did the Corps of Discovery bring along that they didn’t enjoy eating?
A wild game
B portable soup
C oatmeal
D ground acorns
8. Who was the leader of the Corps of Discovery?
F Toussaint Charbonneau
G William Clark
H Meriwether Lewis
I Sacagawea
9. Where did the Corp of Discovery spend the winter of 1805-06?
A Fort Mandan
B St. Louis
C Fort Bridger
D Fort Clatsop
10. Which member of the Corps of Discovery was the most dedicated to journal writing?
F William Clark
G Toussaint Charbonneau
H Sacagawea
I Meriwether Lewis
11. How did Sacagawea make the expedition easier for the Corps of Discovery?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
12. What were some of the benefits of the Louisiana Purchase?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 21
Name__________________________________________________Date___________________
Getting to Know Our National Anthem
The “Star Spangled Banner,” our national anthem, was written during the War of 1812 after the Battle
of Fort McHenry. The words to the song are listed below. Read through the words and use a separate
sheet of paper to answer the following questions:
1. What is the star spangled banner mentioned in the song?
2. Is the language used in the song easy to understand or difficult?
3. Find five words in the song that are unfamiliar to you. Write down each word on the back of your
paper and use a dictionary to find the definition that best fits the way the word is used in the song.
Write the definition next each word.
4. What is the message of the song?
5. Do you think the “Star Spangled Banner” was a good choice for our national anthem? Why or
why not?
6. Are there other songs that you think might be good choices for our national anthem? What would
they be, and what are your reasons for feeling as you do?
The Star Spangled Banner
Oh, say can you see by the dawn's early light
What so proudly we hailed at the twilight's last gleaming?
Whose broad stripes and bright stars thru the perilous fight,
O'er the ramparts we watched were so gallantly streaming?
And the rocket's red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there.
Oh, 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! Oh 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 washed out their foul footsteps' 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!
Oh! thus be it ever, when freemen shall stand
Between their loved home and the war's desolation!
Blest with victory and peace, may the heav'n rescued land
Praise the Power that hath made and preserved 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!
36
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Name ________________________________________________Date ________________________
USA Studies Weekly—Ancient America to Reconstruction
3rd Quarter, Week 21
Read each question and the answer choices carefully. Then fill in the circle next to the best answer.
1. Why did the white settlers and the American Indians begin having conflicts?
A White settlers felt they had the right to settle on American Indian land.
B American Indians built fences to keep the settlers’ cattle out.
C White settlers kidnapped American Indian children.
D Gold was discovered on American Indian land.
2. Which American Indian tribe took the battle over the Indian Removal Act to court?
F the Seminole
G the Creek
H the Cherokee
I the Choctaw
3. Which of the following was NOT one of the causes of the War of 1812?
A the Indian Removal Act
B British and French blockades of the European coast
C British impressment of American sailors
D British support of American Indian tribes in the Northwest Territory
4. The name given to the terrible journey made by 70,000 American Indians when they were forced from
their land to Indian Territory was
F The Indian Removal Act
G the Trail of Tears
H Impressment
I the Death March
5. Who were the War Hawks?
A a group of American Indian chiefs who fought against the Indian Removal Act
B British statesmen who set up a blockade of the European coast
C Russian officials who drew up the peace treaty ending the War of 1812
D United States Congressmen who wanted to go to war against Great Britain
6. What were the results of the Battle of New Orleans?
F The United States lost the battle and agreed to surrender, giving the victory in the War of 1812 to
the British.
G The United States lost the battle and surrendered the Northwest Territory to the British.
H The United States won the battle, increasing America’s confidence in its military and patriotism for
the country.
I The “Star-Spangled Banner” was written about this battle.
7. Who wrote our country’s national anthem?
A Winfield Scott
B Francis Scott Key
C Dolley Madison
D Albert Gallatin
37
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
8. Why was the USS Constitution nicknamed Old Ironsides?
F In battle, cannonballs seemed to bounce right off the sides.
G Her sides were covered with sheets of iron.
H She was designed by Thomas J. Ironsides.
I She weighed as much as a ship made completely of iron.
9. When the White House was attacked by the British during the War of 1812, what did Dolley Madison
do?
A She tied up the British soldiers and held them at gunpoint.
B She invited the British soldiers to stay for dinner.
C She sneaked out the back way and watched the White House burn.
D She refused to leave the White House until important government documents and other valuables
were rescued from the building.
10. What was the main benefit of the War of 1812 for the United States?
F the feeling of confidence it created in the American people
G the capture of dozens of British ships
H thousands of dollars paid by the British in fines
I freedom from blockades and impressment
11. What was impressment? How did it help cause the War of 1812?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
12. What was the Indian Removal Act of 1830? Whose idea was it?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
38
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Name _________________________________________________
USA Studies Weekly—Ancient America to Reconstruction
Date ___________________
3rd Quarterly Assessment
Read each question and the answer choices carefully. Fill in the circle next to the best answer.
1. Deborah Sampson dressed up like a man because ________.
A Women’s clothing was uncomfortable.
B She wanted to ride horses.
C Women weren’t allowed to be soldiers.
D She didn’t have any shoes to match her dress.
2. To fight the Battle of Trenton, Washington and his troops had to cross the ________.
F Delaware River
G Trenton River
H Sahara Desert
I Washington Desert
3. This agreement officially ended the Revolutionary War.
A Treaty of Cornwallis, 1781
B Treaty of Osceola, 1843
C Treaty of Paris, 1783
D Treaty of Philadelphia, 1776
4. The Articles of Confederation provided for a ________.
F League of Women Voters
G ginseng exchange
H firm league of friendship
I national constitution
5. The Articles of Confederation were weak because they allowed ________.
A states to have power to add other states on their own
B states to tax each other and make their own money
C two or three people to rule the whole country
D a monarchy
6. The cotton gin _________.
F decreased slavery and increased cotton production
G increased tobacco production and decreased slavery
H increased silk production and increased slavery
I increased cotton production and increased slavery
7. If the president of the United States disagrees with a law passed by Congress, he or she can _______
this law.
A veto
B adopt
C ratify
D sign
39
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
8. The Constitution states that any powers not specifically given to the federal government are given to
______________.
F the national government
G the president of the United States
H the Supreme Court
I the state governments
9. Whom did some colonists believe were NOT included in Thomas Jefferson’s statement that “all men
are created equal”?
A the British
B slaves
C the Spanish
D the French
10. Why was Thomas Jefferson concerned about losing control of the port of New Orleans?
F He wanted to build a military base there.
G He had family living in New Orleans.
H He wanted to make sure the United States could ship its goods from the port.
I He was charging other countries a tax to use the port.
11. Which of the following was NOT one of the benefits of the Louisiana Purchase?
A It added Texas as the country’s newest state.
B It gave control of the port of New Orleans to the United States.
C It doubled the size of the United States.
D It gave the country room to expand.
12. Who was the leader of the Corps of Discovery?
F Toussaint Charbonneau
G William Clark
H Meriwether Lewis
I Sacagawea
13. Why did the white settlers and the American Indians begin having conflicts?
A White settlers felt they had the right to settle on American Indian land.
B American Indians built fences to keep the settlers’ cattle out.
C White settlers kidnapped American Indian children.
D Gold was discovered on American Indian land.
14. The name given to the terrible journey made by 70,000 American Indians when they were forced
from their land to Indian Territory was
F The Indian Removal Act
G the Trail of Tears
H H Impressment
I the Death March
40
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
15. When the White House was attacked by the British during the War of 1812, what did Dolley
Madison do?
A She tied up the British soldiers and held them at gunpoint.
B She invited the British soldiers to stay for dinner.
C She sneaked out the back way and watched the White House burn.
D She refused to leave the White House until important government documents and other valuables
were rescued from the building.
16. What were the results of the Battle of New Orleans?
F The United States lost the battle and agreed to surrender, giving the victory in the War of 1812 to the British.
G The United States lost the battle and surrendered the Northwest Territory to the British.
H The United States won the battle, increasing America’s confidence in its military and patriotism for
the country.
I The “Star-Spangled Banner” was written about this battle.
17. Which branch of the government do you see as having the most challenging job? Why? Which
branch of the government do you see as having the job that you would enjoy doing the most? Why?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
18. List three effects of the Louisiana Purchase.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
19. Why might a soldier in the Continental Army consider deserting?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
20. Name two causes and two effects of the War of 1812.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
41
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Week 15
3rd Quarter Answer Keys
Revolutionary War Battles,
Page 3
Fort Ticonderoga - Americans
Bunker Hill - British, but with
heavy losses
Trenton - Americans
Saratoga - Americans
Charleston - British
Yorktown - Americans
Think & Review Questions
1. Ethan Allen and The Green
Mountain Boys, Benedict
Arnold and the Continental
Army
2. She dressed as a man and
took a musket ball out of her
own leg with a knife to avoid
being caught.
3. He felt he wasn’t qualified;
he’d never led before; he
didn’t want to fail.
4. lack of food; little ammo;
little or no uniform; freezing
weather; sickness; low pay;
living outdoors in poor
conditions; the need to go
home to take care of family,
business and/or land
5. belief in the cause of
independence from Britain;
hatred of taxation without
representation; disagreement
with politics of the king;
inspired by George
Washington, Thomas Paine
and other leaders; needed the
pay; had no home/family
6. Answers will vary; promises
made to him by the British
in exchange for spying; a
change of heart.
7. because they were paid to by
the British; Answers may also
include: because they liked
the British and wanted to be
allies; because they didn’t
want Americans or French
to gain power; because they
were fearful of King George’s
power, etc.
8. If you’re willing, you will
find a way to make something
happen.
9. Various answers are
acceptable: a satire due to
its political mocking; an
anthem due to its use by the
Continental Army; a patriotic
American song.
Common Core Connection,
Teacher Supplement
1. rendezvous
2. pelts,
3. endurance
4. apprentice
5. cache
Assessment
1.C
2.F
3.A
4.G
5.A
6. H
7. D
8. I
9. B
10. H
11. He felt he wasn’t qualified;
he’d never led before; he
didn’t want to fail.
12. belief in the cause of
independence from Britain;
hatred of taxation without
representation; disagreement
with politics of the king;
inspired by George
Washington, Thomas Paine
and other leaders; needed the
pay; had no home/family
Week 16
Mapping and Charting, Page 4
Ohio, 1803, Columbus
42
Indiana, 1816, Indianapolis
Illinois, 1818, Springfield
Michigan, 1837, Lansing
Wisconsin, 1848, Madison
Minnesota, 1858, Saint Paul
Think & Review Questions
1. the surrender of Cornwallis at
Yorktown; the Treaty of Paris
of 1783
2. The British closed down
American trade routes
during the war to prevent
Americans from trading with
other countries and to force
Americans to trade only with
the British; after the war the
routes were opened.
3. His farm was in danger of
foreclosure; he couldn’t
pay money he owed; he
was going to be thrown into
debtors’ prison; he disagreed
with laws.
4. any four of: popular use of
ice cream; hot-air balloons;
hydrogen gas balloons;
bifocals; coin system; Great
Seal; schools encouraged
5. the Land Ordinance of 1785
6. established the Northwest
Territory of the U.S.;
provided land for westward
expansion; provided land for
more states to be added to the
original 13; abolished slavery
in that area; encouraged
education for all
7. states promised to cooperate
in unity; states formed a “…
firm league of friendship”
8. states acted like independent
countries; states printed
their own money, taxed each
other, established their own
alliances, had their own
continued
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
3rd Quarter Answer Keys
postal systems and fixed their
own trade rules; states had
more power then the national
government
9. first president, Revolutionary
War general and hero;
French and Indian War hero;
surveyor; leader; politician;
humble; honest; reliable;
had integrity; cared for the
country
10. There were no other forms
of communication; there were
no other readily available
sources of information – few
books, etc.; it was a good way
to leave a legacy.
Assessment
1.D
2.F
3.C
4.G
5.A
6. I
7. A
8. G
9. C
10. H
11. the surrender of Cornwallis
at Yorktown; the Treaty of
Paris of 1783
12. States acted like independent
countries; states printed
their own money, taxed each
other, established their own
alliances, had their own
postal systems and fixed their
own trade rules; states had
more power then the national
governement
Week 17
Primary Source: The
Preamble, Page 4
Interpretations will vary. Check
the paragraphs to see that
the meaning of the Preamble
has been preserved, or have
students grade each other’s
paragraphs.
9. liberty
Assessment
1. B
2. H
3. A
4. I
5. B
6. H
7. A
8. I
9. B
10. I
11. A system of checks and
balances keeps one branch of
government from becoming
more powerful than the
others. It keeps any of the
branches from overtaking
the others and destroying the
rights of the people.
12. That the law applies to
everyone, no matter their
race, age, position, sex or
status.
Think & Review Questions
1. Philadelphia, PA
2. To preserve the privacy of
members of the convention.
3. The introduction that tells the
purpose of the document.
4. A bill of rights.
5. A system of checks and
balances keeps one branch of
government from becoming
more powerful than the
others. It keeps any of the
branches from overtaking
the others and destroying the
rights of the people. 6. The
right to vote has been given to
all races and sexes; the voting
age has been reduced.
7. to change or add to it
8. the Bill of Rights
9. The law applies to everyone,
Week 18
no matter their race, age,
Think & Review Questions
position, sex or status.
1. Alexander Hamilton, James
10. The spinning jenny was an
Madison, John Jay, George
invention that increased the
Washington; that government
amount of yarn that could be
should be run by the “few”
wound at one time. It made
and that central government
it possible for new textile
should have more power than
factories to open in New
the states
England, opening up new jobs
2. Thomas Jefferson, Secretary
and making quality, cheap
of State; Edmund Randolph,
cloth available to Americans.
Attorney General; Alexander
Hamilton, Secretary of the
Analogies Activity, Teacher
Treasury; Henry Knox,
Supplement
Secretary of War
1. delegate
3. New York City (Washington,
2. propose
D.C. became capital in 1800.)
3. preamble
4. Federalists believed in
4. domestic
power of the few and a
5. amend
stronger central government;
6. establish
Democratic Republicans
7. union
believed in power by the
8. tranquility
continued
43
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
3rd Quarter Answer Keys
many and stronger state
governments.
5. a series of 85 newspaper
articles promoting ratification
of the Constitution and a
strong central government,
written by Alexander
Hamilton, James Madison
and John Jay
6. studies currency, e.g. coins,
medals and tokens; figures
out the history behind the
money
7. an invention that made it
possible for seeds to be
removed from cotton fibers
without any hand picking; Eli
Whitney
8. Opinions will vary but should
be supported by evidence
from the text and the student’s
prior knowledge..
9. headache, high fever, back
ache, vomiting, yellow skin
and eyes
10. A vaccine prevents the
disease.
Assessment
1.B
2.F
3.C
4.H
5.B
6.I
7.D
8.F
9. D
10. G
11. a series of 85 newspaper
articles promoting ratification
of the Constitution and a
strong central government,
written by Alexander
Hamilton, James Madison
and John Jay
12. an invention that made
it possible for seeds to be
removed from cotton fibers
without any hand picking; Eli
Whitney.
Week 19
Page 4, The Three-Headed
Eagle
Executive Branch: headed
by the resident of the United
States. This branch makes sure
that laws are carried out and
commands the military. (The
president’s Cabinet and other
government agencies may also
be listed as part of the executive
branch.)
Legislative Branch: made
up of the two houses of
Congress (Senate and House of
Representatives), this branch
makes the laws and imposes
taxes.
Judicial Branch: headed by
the Supreme Court and other
federal courts, this branch
interprets the laws and decides if
they follow the Constitution.
Think & Review Questions
1. We are born with them.
2. to protect our rights
3. executive, legislative, judicial
4. to interpret the laws and to
decide if they follow the
Constitution
5. Reserved powers are those
that are not specifically
mentioned in the Constitution.
They are reserved to the
states.
6. obey the laws of the land,
respect the rights of others,
respect property, serve on
a jury, serve in the military,
help police to keep our
nation safe, vote in elections,
pay taxes, volunteer in the
44
community, etc.
7. an invention that made it
possible for seeds to be
removed from cotton fibers
without any hand picking; Eli
Whitney
8. Each branch has the power to
limit the power of the others
by vetoing laws (executive),
overriding vetoes, declaring
laws unconstitutional
(judicial) or refusing
to approve government
appointments (legislative).
9. slaves
10. executive branch
Powers of Government (in
Teacher Supplement)
The Federal Government (left
circle)
• print money
• declare war
• build the military
• make treaties (agreements)
with foreign countries
• make rules for doing business
between the states and foreign
nations
• create post offices and issue
postage
• make laws to enforce the
Constitution
The State Governments (right
circle)
• determine how local
governments will be set up
• issue licenses (driver’s,
marriage, hunting, etc.)
• make laws for intrastate (within
the state) business
• hold elections
• ratify Constitutional
amendments
• protect health and safety
continued
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
3rd Quarter Answer Keys
Shared Powers (overlapping
section)
• set up courts
• collect taxes
• build roads
• borrow money
• make and enforce laws
• create banks
• spend money for the benefit of
the people
• take private property for
government use
Assessment Answer Key
1. B
2. H
3. A
4. I
5. B
6. I
7. C
8. G
9. A
10. F
11. obey the laws of the land,
respect the rights of others,
respect property, serve on
a jury, serve in the military,
help police to keep our
nation safe, vote in elections,
pay taxes, volunteer in the
community, etc.
12. Answers will vary.
Orleans
2. It was an important shipping
point for U.S. goods.
3. $15 million
4. He needed the money to
finance a war.
5. He was surprised but pleased
that the U.S. had been able to
buy so much land for so little
money.
6. Find a water route to
the Pacific Ocean; build
relationships with the
American Indians; and record
information about the area’s
soil, water, plants, animals,
weather, etc.
7. She made friends with the
American Indians they met;
she helped translate American
Indian languages; and the
group believed that she and
her baby brought them good
luck.
8. It doubled the size of the
United States; it gave control
of the port of New Orleans
to the U.S.; it gave the
country room to expand; and
it set a precedent for adding
territories to the United States
without bloodshed in the
future.
9.
May
1804; November 1805;
Week 20
September 1806; about two
Mapping and Charting, Page 4
and a half years, or 28 months
1. Spain
10. capsized boats; wet and
2. Spain
inadequate supplies; sickness
3. Louisiana, Arkansas, Missouri,
and injuries; severe weather;
Iowa, North Dakota, Texas,
wild animals, etc.
South Dakota, New Mexico,
Nebraska, Kansas, Wyoming, Assessment Answer Key
1. B
Minnesota, Oklahoma,
2. H
Colorado and Montana
3. D
4. Great Britain; 1845
4. H
5. about 2,000
5. A
Think & Review Questions
6. F
1. to try to buy the port of New
45
7. B
8. H
9. D
10. F
11. She made friends with the
American Indians they met;
she helped translate American
Indian languages; and the
group believed that she and
her baby brought them good
luck.
12.It doubled the size of the
United States; it gave control
of the port of New Orleans
to the U.S.; it gave the
country room to expand; and
it set a precedent for adding
territories to the United States
without bloodshed in the
future.
Week 21
Mapping the Trail of Tears,
Page 4
1. the Seminole; about 1,000
miles
2. the Seminole and the
Chickasaw tribes
3. five; Cherokee, Creek,
Choctaw, Chickasaw,
Seminole
4. the Seminole
5.three
Think & Review
1. a law that gave the president
the power to move the
American Indians away from
their homes to an area west
of the Mississippi River;
Andrew Jackson
2. Indian Territory; land west of
the Mississippi River
3. about 4,000, or one-fourth of
the tribe
4. the Trail of Tears
5. Impressment is forcing people
to serve in the military;
The British often captured
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
3rd Quarter Answer Keys
American ships and forced
British and sometimes
American sailors to serve
in the British military. This
practice made Americans
angry and helped start the
war.
6. This victory gave Americans
greater confidence in the
military and increased
patriotism for the still-new
country.
7. She loaded wagons with
important documents and
treasures, including a portrait
of George Washington, before
fleeing to safety. 8.During
a sea battle, the cannonballs
seemed to bounce off its sides
and a sailor said that its sides
must be made of iron.
9. a song chosen to represent
a country and its values;
Francis Scott Key
10. The ability to win another
war against the British
gave Americans a stronger
belief in the leadership and
militarypower of the new
country, and it increased
their confidence that America
could triumph over any
foreign nation.
Assessment
1.A
2.H
3.A
4.G
5.D
6.H
7.B
8.F
9. D
10. F
11. Impressment is forcing
people to serve in the
military; The British often
captured American ships and
forced British and sometimes
American sailors to serve
in the British military. This
practice made Americans
angry and helped start the
war.
12. a law that gave the president
the power to move the
American Indians away from
their homes to an area west
of the Mississippi River;
Andrew Jackson
Quarterly Assessment Answer
Key
1. C
2. F
3. C
4. H
5. B
6. I
7. A
8. I
9. B
10. H
11. A
12. H
13. A
14. G
15. D
16. H
17. Answers will vary but should
reflect an understanding of
the jobs and responsibilities
of the chosen branch of
government.
18. Effects - doubled the size
of the U.S.; U.S. controlled
port of New Orleans and
Mississippi River; allowed for
westward expansion; began a
pattern of buying land instead
of taking it by force; Corps
46
of Discovery explored the
territory and brought back
much knowledge
19. lack of food; little ammo;
little or no uniform; freezing
weather; sickness; low pay;
living outdoors in poor
conditions; the need to go
home to take care of family,
business and/or land
20. Causes – English blockades
in Europe; French blockade
of Britain; capture of
American sailors to work
in British army or navy;
American trade with Europe
interrupted; Britain worked
with American Indians to
attack American settlers.
Effects – war ended; peace
was restored; British stopped
supporting American Indians;
American Indians had to
sign treaties with the U.S.;
U.S. moved American
Indians off their land, so
American settlers could
move in; conquered territory
returned to owners; increased
patriotism and confidence in
the U.S.
continued
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
48