US Lessons 19-23 (4.1 /4.2 / 4.4 / 4.5) The Constitution
DoDEA Standard 7.4 HISTORICAL DEVELOPMENT OF THE CONSTITUTION
The newly independent states faced political and economic struggles under the Articles of Confederation. These challenges resulted in a Constitutional Convention, a debate over ratification, and the eventual adoption of the Bill of Rights.
7.4b The lack of a strong central government under the Articles of Confederation presented numerous challenges. A convention was held to revise the Articles, the result of which was the Constitution. The Constitution established a democratic republic with a stronger central government.
The newly independent states faced political and economic struggles under the Articles of Confederation. These challenges resulted in a Constitutional Convention, a debate over ratification, and the eventual adoption of the Bill of Rights.
7.4b The lack of a strong central government under the Articles of Confederation presented numerous challenges. A convention was held to revise the Articles, the result of which was the Constitution. The Constitution established a democratic republic with a stronger central government.
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Two Philosophers Who Influenced the American Constitution
- John Locke - Locke believed that people were built with natural rights (life, liberty, and property).
- Baron de Montesquieu - believed that separate branches should be created and that there should be a separation of powers.
Key Concepts
- Articles of Confederation - This document was the first constitution of the USA (states retained most of the power and it created a weak central government).
- Constitutional Convention of 1787 - This convention of delegates came from most of the states and were responsible for creating a new constitution.
- Virginia Plan - This proposal would have created two houses with seats based on population.
- New Jersey Plan - This proposal would have created one house with one seat for each state.
- Great Compromise - This compromise created a House of Representatives based on state population and a Senate with two representatives from each state.
- Three-Fifths Compromise - This compromise allowed states to include three-fifths of their slave populations when determining state populations.
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The United States Constitution was passed by the Continental Convention in 1787. Nine of the thirteen states were requited to ratify the Constitution before it could be considered "ratified." This occurred when New Hampshire ratified the Constitution in 1788. It began being used in 1789.
Article I - Article I defines the structure and responsibilities of the Legislative Branch of the government (Congress). The primary responsibility of Congress is to make the laws of the nation.
Article II - Article II of the Constitution defines the Executive Branch and the duties of the President. The President’s primary responsibility is to enforce the laws of the nation.
Article III - Article III of the Constitution defines the responsibilities of the Judicial Branch of government. The Supreme Court's primary responsibility is to ensure that the nation's laws are constitutional.
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Article I - Article I defines the structure and responsibilities of the Legislative Branch of the government (Congress). The primary responsibility of Congress is to make the laws of the nation.
Article II - Article II of the Constitution defines the Executive Branch and the duties of the President. The President’s primary responsibility is to enforce the laws of the nation.
Article III - Article III of the Constitution defines the responsibilities of the Judicial Branch of government. The Supreme Court's primary responsibility is to ensure that the nation's laws are constitutional.
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Lesson 21 Class Activity - Basic American Judicial Lesson / In-class Assignment (Learn the 1st Amendment)
So far you have learned about five of the twenty-seven amendments. Today you will expand your knowledge of the amendments and better understand your rights as an American citizen.
Today's Lesson Notes (Very Simplified Law)
So far you have learned about five of the twenty-seven amendments. Today you will expand your knowledge of the amendments and better understand your rights as an American citizen.
Today's Lesson Notes (Very Simplified Law)
- In 1966 the U.S. Supreme Court upheld a lower court ruling in the case of Miranda v. Arizona. The case resulted in the creation of the Miranda Warning. It requires police to advice suspects of their constitutional rights under the Fifth Amendment.
- The police investigate crimes.
- A person who is arrested for a crime must be read the Miranda Warning by the police officer prior to being interrogated.
- The person who is arrested has a right to request a defense attorney.
- Evidence and police reports are eventually forwarded to the prosecutor (prosecuting attorney). The prosecutor decides whether or not to send the case to a grand jury (who determines if there is enough evidence for a trial).
- If the case goes to court, a judge will preside over the trial.
- At the end of a trial a jury (usually twelve people) determines if the accused is guilty or not guilty.
First Amendment to the U.S. Constitution
Congress shall make no law 📜
respecting an establishment of religion, ✝☪✡
or prohibiting the free exercise thereof; 🚫
or abridging the freedom of speech, 📢🗯
or of the press; 📸
or the right of the people peaceably to assemble,👨👨👧👧
and to petition the Government for a redress of grievances. 🏛
Congress shall make no law 📜
respecting an establishment of religion, ✝☪✡
or prohibiting the free exercise thereof; 🚫
or abridging the freedom of speech, 📢🗯
or of the press; 📸
or the right of the people peaceably to assemble,👨👨👧👧
and to petition the Government for a redress of grievances. 🏛
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Major Topics in the Chapter
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A Few of the 27 Amendments to the U.S. Constitution
2nd Amendment - Right to Keep and Bear Arms 🗡
3rd Amendment - Prevents the Quartering of Troops in Private Homes ✋🏠
4th Amendment - Prevents Unlawful Searches and Seizures of Private Property ✋👮♂️
5th Amendment - Protects Against Self-incrimination 😶
6th Amendment - Right to a Speedy and Public Trial 👩⚖️⚖
13th Amendment - Abolished Slavery in 1865 ❌
19th Amendment - Right to Equal Suffrage For Women 👩 (1920)
27th Amendment - Prevents Congressional Salary Raises Until After the Next Election ✋💲(1992)
2nd Amendment - Right to Keep and Bear Arms 🗡
3rd Amendment - Prevents the Quartering of Troops in Private Homes ✋🏠
4th Amendment - Prevents Unlawful Searches and Seizures of Private Property ✋👮♂️
5th Amendment - Protects Against Self-incrimination 😶
6th Amendment - Right to a Speedy and Public Trial 👩⚖️⚖
13th Amendment - Abolished Slavery in 1865 ❌
19th Amendment - Right to Equal Suffrage For Women 👩 (1920)
27th Amendment - Prevents Congressional Salary Raises Until After the Next Election ✋💲(1992)
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Lesson 21 Seven Amendments Mini-poster Homework Assignment Create a mini-poster that highlights seven of the amendments listed on the U.S. class page in www.geo4u.net. Begin by placing your first and last name in the upper-right-hand corner of the page. All posters must focus one-fourth of the space on the 1st Amendment to the U.S. Constitution. You will determine which of the other six amendments to include in your mini-poster. Each amendment must include the title, the words of the amendments (words shown in on the website), and a picture scene demonstrating the amendment in action. The mini-poster must be neat, colorful, and accurate. Due- All posters are due electronically by 8:00 in the morning on Friday. The hard copy must be dropped off in the classroom sometime before the end of the school day. The poster will be displayed it in the common area. ------------------------------------------------------- |
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Topic 5 - The Early Republic (1789-1825)
US Lesson 23 5.1 Washington's Presidency
DoDEA Standard- 7.5d - Foreign and domestic disputes tested the strength of the Constitution, particularly the separation of powers, the system of checks and balances, and the issue of States rights. The United States sought to implement isolationism while protecting the Western Hemisphere from European interference.
Enduring Understanding - Washington's presidency created the Cabinet, court system, and other government institutions that continue today.
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US Lesson 23 George Washington's Presidency
President Washington was also the first president to enforce a Federal tax- the Whiskey Tax. Unfortunately, a group of angry citizens in Pennsylvania responded by taring and feathering the two tax collectors who attempted to collect the tax. Their actions became known as the Whiskey Rebellion. President Washington responded by leading an army of approximately 13,000 militia soldiers to confront the protestors. When the protestors saw what they were facing, they fled. Thus, the Whiskey Rebellion ended without a single shot being fired.
Lesson 23 5.1 George Washington's Presidency CER Writing Assignment
Answer the following questions using a Google Doc. Copy the title and all instructions and paste them in the Google Doc. All answers require a minimum of three complete sentences with no more than one quote. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning.
Title- 2023 2 last name US Lesson 23 5.1 CER Writing Assignment
Note- Use page numbers to show the source of your quote. Example- "the quote you are using" (Pearson 215).
Questions
US Lesson 23 George Washington's Presidency
President Washington was also the first president to enforce a Federal tax- the Whiskey Tax. Unfortunately, a group of angry citizens in Pennsylvania responded by taring and feathering the two tax collectors who attempted to collect the tax. Their actions became known as the Whiskey Rebellion. President Washington responded by leading an army of approximately 13,000 militia soldiers to confront the protestors. When the protestors saw what they were facing, they fled. Thus, the Whiskey Rebellion ended without a single shot being fired.
Lesson 23 5.1 George Washington's Presidency CER Writing Assignment
Answer the following questions using a Google Doc. Copy the title and all instructions and paste them in the Google Doc. All answers require a minimum of three complete sentences with no more than one quote. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning.
Title- 2023 2 last name US Lesson 23 5.1 CER Writing Assignment
Note- Use page numbers to show the source of your quote. Example- "the quote you are using" (Pearson 215).
Questions
- Why was it so important for President Washington to respond strongly to the Whiskey Rebellion?
- What are the three presidential qualifications that are described in Article II, Section 1, Clause 5 of the U.S. Constitution?
- What were the first five Executive Departments?
Article III of the United States Constitution - Section. 1
The judicial Power of the United States, shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish. The Judges, both of the supreme and inferior Courts, shall hold their Offices during good Behaviour, and shall, at stated Times, receive for their Services, a Compensation, which shall not be diminished during their Continuance in Office.
The judicial Power of the United States, shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish. The Judges, both of the supreme and inferior Courts, shall hold their Offices during good Behaviour, and shall, at stated Times, receive for their Services, a Compensation, which shall not be diminished during their Continuance in Office.
US Lesson 23- George Washington's Presidency
Judiciary Act of 1789
The French Revolution began during the first year of President Washington's presidency. It involved the French people rising up against the French King and taking power.
- President Washington's was very important for the United States. He was the first president to run the country under the new U.S. Constitution. Along the way he established several precedents and traditions that are still with us today.
- President Washington created the Cabinet, court system, and other government institutions that continue today.
- George Washington was inaugurated as the first president in New York City in 1789.
- An inauguration is a ceremony in which the electoral college winner takes the oath of office and officially becomes the President of the United States.
- Congress created five executive departments- the Department of State, Department of Treasury, Department of War, Office of the Attorney General, and the Postmaster General.
- The leaders of these executive departments comprised the advisors to the President and were referred to as the Cabinet.
Judiciary Act of 1789
- Established a Chief Justice of the Supreme Court and Five Associate Justices
- Established District and Circuit Courts
The French Revolution began during the first year of President Washington's presidency. It involved the French people rising up against the French King and taking power.
US Lesson 24 5.2 Origin of Political Parties
DoDEA Standard- 7.5d - Foreign and domestic disputes tested the strength of the Constitution, particularly the separation of powers, the system of checks and balances, and the issue of States rights. The United States sought to implement isolationism while protecting the Western Hemisphere from European interference.
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
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5.2 The Origin of Political Parties
Part 1 Reading Assignment (Pages 245-250)
Work with your cooperative learning group to read Chapter 5.2. Stop and discuss each subtopic (red titles) with your group as you read today. Pay particular attention to the diagram on page 248. "Differing Views: Jefferson vs. Hamilton." Report out when you finish.
Part 2 Board Work
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Part 1 Reading Assignment (Pages 245-250)
Work with your cooperative learning group to read Chapter 5.2. Stop and discuss each subtopic (red titles) with your group as you read today. Pay particular attention to the diagram on page 248. "Differing Views: Jefferson vs. Hamilton." Report out when you finish.
Part 2 Board Work
- Who was responsible for creating the first political party?
- How were the views of Jefferson and Hamilton different?
- What facts (information) can you glean from the graphic on page 250?
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US Lesson 24 - 5.3 John Adams
DoDEA Standard- 7.5d - Foreign and domestic disputes tested the strength of the Constitution, particularly the separation of powers, the system of checks and balances, and the issue of States rights. The United States sought to implement isolationism while protecting the Western Hemisphere from European interference.
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
The presidency of John Adams only lasted four years. Adams was continuously compared with President Washington and his legacy as the "Father of the Country." Like Washington, he also had to deal with both France and Britain. This was made more difficult because Adams had decided to keep several members of Washington's Cabinet. Some of these Cabinet members were duplicitous and worked behind the scenes to undermine President Adams. Adams is remembered in a positive way for expanding the American Navy and his foreign policy toward Europe. Unfortunately, he is also remembered for the unpopular Alien and Sedition Acts.
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
The presidency of John Adams only lasted four years. Adams was continuously compared with President Washington and his legacy as the "Father of the Country." Like Washington, he also had to deal with both France and Britain. This was made more difficult because Adams had decided to keep several members of Washington's Cabinet. Some of these Cabinet members were duplicitous and worked behind the scenes to undermine President Adams. Adams is remembered in a positive way for expanding the American Navy and his foreign policy toward Europe. Unfortunately, he is also remembered for the unpopular Alien and Sedition Acts.
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Although President Washington signed the law the Naval Act of 1794, it was President Adams who pushed for it to be carried-out and the six Navy frigates kept in service. The law required that the construction of six frigates be stopped if hostilities with France ended. One of the six frigates, the U.S.S. Constitution, is still an active ship in U.S. Naval service and is the oldest ship in the U.S. Navy. |
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5.3 John Adam's Presidency Reading Assignment - Work with your cooperative learning group to read Chapter 5.3. This chapter contains a lot of important information and highlights some problems discussed in the last chapter.
Stop and discuss each subtopic (red titles) with your group as you read today. Photo Source- U.S. National Archives
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Major Topics in the Chapter
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US Lesson 25 and 26 5.3 John Adams / 5.4 Jefferson's Presidency
DoDEA Standard- 7.5d - Foreign and domestic disputes tested the strength of the Constitution, particularly the separation of powers, the system of checks and balances, and the issue of States rights. The United States sought to implement isolationism while protecting the Western Hemisphere from European interference.
12th Amendment to the U.S. Constitution
The 12th Amendment to the U.S. Constitution (ratified in 1804) separated the ballot for electing a President and a Vice President.
Prior to this, the candidate who received the most votes became President, while the candidate with the second most votes became Vice President. Note- The 12th Amendment also requires the Vice President to meet the same constitutional eligibility requirements as the President.
The 12th Amendment to the U.S. Constitution (ratified in 1804) separated the ballot for electing a President and a Vice President.
Prior to this, the candidate who received the most votes became President, while the candidate with the second most votes became Vice President. Note- The 12th Amendment also requires the Vice President to meet the same constitutional eligibility requirements as the President.
5.3 Adams Notes
US Lesson 25 Part 1 - 5.4 Jefferson's Presidency Reading
Thomas Jefferson was born into to a wealthy family in 1743. His father was a slave-owning planter and his mother came from one of the most prominent families in Virginia. When he grew-up he attended the College of William and Mary, became a lawyer, married, and then became well-known for writing the Declaration of Independence. Jefferson became the third President of the United States and served two terms in office (1801-1809). Although Jefferson was a champion of states' rights, his biggest achievement, the Louisiana Purchase, reflected a strong central government. The Louisiana doubled the size of the country and would eventually lead to conflict over the issue of slavery.
Reading Assignment- Read pages 256-260 in your textbook with your group. Discuss the pictures and key information.
5.4 Jefferson’s Presidency Notes
The Louisiana Purchase
5.3 Adams Notes
- A major criticism of President Adams’ presidency was his support of the Alien and Sedition Acts.
- The Alien Act gave the President the authority to expel any foreigner who was considered too dangerous or a threat to the country.
- The Sedition Act made it possible to jail or fine citizens who criticized the government or government officials. This was a direct violation of the First Amendment to the U.S. Constitution.
US Lesson 25 Part 1 - 5.4 Jefferson's Presidency Reading
Thomas Jefferson was born into to a wealthy family in 1743. His father was a slave-owning planter and his mother came from one of the most prominent families in Virginia. When he grew-up he attended the College of William and Mary, became a lawyer, married, and then became well-known for writing the Declaration of Independence. Jefferson became the third President of the United States and served two terms in office (1801-1809). Although Jefferson was a champion of states' rights, his biggest achievement, the Louisiana Purchase, reflected a strong central government. The Louisiana doubled the size of the country and would eventually lead to conflict over the issue of slavery.
Reading Assignment- Read pages 256-260 in your textbook with your group. Discuss the pictures and key information.
5.4 Jefferson’s Presidency Notes
- The Federalists believed that government should take an active role in the economy of the nation by promoting trade and manufacturing.
- President Jefferson and his Secretary of the Treasury, Albert Gallatin, supported the economic idea of laissez faire. This French term can be translated as “allow to do” and referred to a minimum of government interference in the economy.
- Although a French word, it was promoted by the famous Scottish philosopher and economist Adam Smith.
- Adam Smith was known for his famous book titled The Wealth of Nations. Published in 1776, it promoted free markets and discouraged government intervention.
- Cut Spending
- Eliminated the Whiskey Tax
- Reduced the size of the U.S. Army
- Sent Vessels to Fight the Barbary Pirates of North Africa
- Purchased French Territory (the Louisiana Purchase)
The Louisiana Purchase
- The U.S. purchased the former French territory in the modern-day states from Louisiana to Montana (and a small piece of Canada).
- The eastern border of the territory was formed by the Mississippi River.
- Napoleon, the leader of France, decided to sell the territory after losing the French colony of Haiti. The people of Haiti, led by Toussaint Louverture, had previously rebelled against the French and established their own nation.
- The U.S. made the purchase for fifteen million dollars.
- The purchase doubled the size of the United States.
- In 1804 a team of explorers led by Meriwether Lewis and William Clark set out to explore the newly acquired territory.
Lesson 27 - 5.5 Madison and the War of 1812 / 5.6 Monroe's Presidency
DoDEA Standard - 7.5d Foreign and domestic disputes tested the strength of the Constitution, particularly the separation of powers,
the system of checks and balances, and the issue of States rights. The United States sought to implement
isolationism while protecting the Western Hemisphere from European interference.
the system of checks and balances, and the issue of States rights. The United States sought to implement
isolationism while protecting the Western Hemisphere from European interference.
- Students will examine events of the early nation including Hamilton’s economic plan, the Louisiana Purchase, the Supreme Court decision in Marbury v. Madison, and the War of 1812 in terms of testing the strength of the Constitution.
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US Lesson 27 Part 1- 5.5 Madison and the War of 1812
Think about this quote about the Shawnee Indian Chief Tecumseh... "'He is one of those uncommon geniuses which spring up occasionally to produce revolutions and overturn the established order of things.'" Reading Assignment - Work with your cooperative learning group learning group to read and discuss pages 270-281 in the textbook.
Causes of the War of 1812
Cooperative Learning Discussion - After you finish reading, discuss the following topics with your group members. Review the text and make sure that you describe and explain the significance of terms, treaties, and events listed below.
Report out whCooperative Group Discussion- Discuss this question with your group. Each person should state their point of view and support it with sound reasoning. Could the U.S. have avoided fighting the War of 1812? Report out when you are finished you are finished. 
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Shawnee Chief Tecumseh (1768-1813)
Library of Congress 
General William H. Harrison
at the Battle of Tippecanoe (1840) Library of Congress |
"Soon after, British troops marched into the capital. Dolley Madison gathered up important papers of the President and a portrait of George Washington. Then, she fled south. She was not there to see the British set fire to the White House and other buildings."
Image By George Munger - "U.S. Capitol after burning by the British" (1814) Library of Congress
Lesson 27 5.5 Madison and the War of 1812 Reading and Writing Assignment
Lesson 27 5.5 Madison and the War of 1812 Reading Assignment - Homework
Start on page 277 and finish reading the chapter.
Lesson 27 5.5 Madison and the War of 1812 Writing Assignment
Answer the following questions using a Google Doc. Copy the title and all instructions and paste them in the Google Doc. All answers require a minimum of three complete sentences with no more than one quote. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning.
Title- 2024 3 last name US Lesson 27 5.5 CER Writing Assignment
Note- Use page numbers to show the source of your quote. Example- "the quote you are using" (Pearson 215).
Questions
1. President Madison asked Congress to declare war on Britain in 1812. How did Congress respond and what was the decision? Be
specific and provide details.
2. What did Captain Oliver Hazard Perry do so that he could fight the British?
3. How did Dolley Madison gain fame during the War of 1812?
4. Who is described as the hero of the Battle of New Orleans and why was he called a hero?
Due- Thursday (End of Class)
Lesson 27 5.5 Madison and the War of 1812 Reading Assignment - Homework
Start on page 277 and finish reading the chapter.
Lesson 27 5.5 Madison and the War of 1812 Writing Assignment
Answer the following questions using a Google Doc. Copy the title and all instructions and paste them in the Google Doc. All answers require a minimum of three complete sentences with no more than one quote. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning.
Title- 2024 3 last name US Lesson 27 5.5 CER Writing Assignment
Note- Use page numbers to show the source of your quote. Example- "the quote you are using" (Pearson 215).
Questions
1. President Madison asked Congress to declare war on Britain in 1812. How did Congress respond and what was the decision? Be
specific and provide details.
2. What did Captain Oliver Hazard Perry do so that he could fight the British?
3. How did Dolley Madison gain fame during the War of 1812?
4. Who is described as the hero of the Battle of New Orleans and why was he called a hero?
Due- Thursday (End of Class)
Lessons 28-29 5.6 Monroe's Presidency
DoDEA Standard - 7.5d Foreign and domestic disputes tested the strength of the Constitution, particularly the separation of powers,
the system of checks and balances, and the issue of States rights. The United States sought to implement
isolationism while protecting the Western Hemisphere from European interference.
US Lesson 28 Part 1 - 5.6 Monroe's Presidency
Reading Assignment - Work with your cooperative learning group learning group to read and discuss pages 282-294 in the textbook. Pay particular attention on the "Sectional Leaders: Calhoun, Webster, and Clay" graphic on page 284, as well as the sections titled "Gaining Florida" and "The Monroe Doctrine."
the system of checks and balances, and the issue of States rights. The United States sought to implement
isolationism while protecting the Western Hemisphere from European interference.
US Lesson 28 Part 1 - 5.6 Monroe's Presidency
Reading Assignment - Work with your cooperative learning group learning group to read and discuss pages 282-294 in the textbook. Pay particular attention on the "Sectional Leaders: Calhoun, Webster, and Clay" graphic on page 284, as well as the sections titled "Gaining Florida" and "The Monroe Doctrine."
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John C. Calhoun
(c. 1852) Library of Congress |
Henry Clay
(c. 1850) Library of Congress |
Daniel Webster
(c. 1901) Library of Congress |
What was the Monroe Doctrine and what long term impact did it have?
What were the major views of John C. Calhoun, Henry Clay, and Daniel Webster?
What were the major views of John C. Calhoun, Henry Clay, and Daniel Webster?
Lesson 28 5.6 Monroe's Presidency Assignment
Answer questions one through five at the end of the chapter on a Google Doc. Copy the title and all instructions and paste them in the Google Doc. All answers require a minimum of three complete sentences with no more than one quote. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning.
Title- 2024 3 last name US Lesson 28 5.6 Monroe CER Writing Assignment
Note- Use page numbers to show the source of your quote. Example- "the quote you are using" (Pearson 265).
Due- End of Class
Lesson 28 5.6 CER Question Group Practice - The Monroe Doctrine
Work with your group to answer the following CER question. Although each person in the group will have a specific part of the CER question, it is important that you work together to make sure that your answer is accurate and correct.
Lesson 29 5.6 Monroe Presidency- Review and Lesson Starter
1896 Library of Congress Lithograph by Victor
Writing Assignment- Lesson 29 5.6 Part 2 (Tuesday) Monroe Doctrine CER Assignment
Answer questions one through five at the end of the chapter on a Google Doc. Copy the title and all instructions and paste them in the Google Doc. All the CER question using a minimum of three complete sentences with no more than one quote. Quotes should only be one or two sentences in length. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning. Submit your final assignment as a pdf in Google Classroom.
Title - 2024 3 last name US Lesson 28 5.6 Monroe CER Writing Assignment
Use paragraph numbers to show the source of your quote. Example- "the quote you are using" (Paragraph 2).
Due- End of the School Day Today
Note- Ask to be requested during Seminar if you need additional assistance.
Answer questions one through five at the end of the chapter on a Google Doc. Copy the title and all instructions and paste them in the Google Doc. All the CER question using a minimum of three complete sentences with no more than one quote. Quotes should only be one or two sentences in length. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning. Submit your final assignment as a pdf in Google Classroom.
Title - 2024 3 last name US Lesson 28 5.6 Monroe CER Writing Assignment
Use paragraph numbers to show the source of your quote. Example- "the quote you are using" (Paragraph 2).
Due- End of the School Day Today
Note- Ask to be requested during Seminar if you need additional assistance.
Westward Expansion
DoDEA Standard 7.6 Westward Expansion - Driven by political and economic motives, the United States expanded its physical boundaries to the Pacific Ocean between 1800 and 1860. This settlement displaced Native Americans as the frontier was pushed westward.
7.6a Some Native Americans who aligned with the British during the American Revolution lost land and were forced to move.
7.6b Conflict and compromise with foreign nations occurred regarding the physical expansion of the United States during the 19th century. American values and beliefs, such as Manifest Destiny and the need for resources, increased westward expansion and settlement.
7.6a Some Native Americans who aligned with the British during the American Revolution lost land and were forced to move.
7.6b Conflict and compromise with foreign nations occurred regarding the physical expansion of the United States during the 19th century. American values and beliefs, such as Manifest Destiny and the need for resources, increased westward expansion and settlement.
- Students will compare and evaluate the ways in which Florida, Texas, and territories from the Mexican Cession were acquired by the United States.
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Enduring Understandings
During the Jacksonian era, American democracy expanded, and the political party system developed.
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"Emigrant party on the road to California" (1850)
Library of Congress |
Test Reflection- You took a test prior to going on Spring Break. The most missed question (approximately 30% of you) incorrectly answered the question about the 12th Amendment. This is an important amendment that directly impacts how we elect our national leaders- and you need to get it right.
12th Amendment to the U.S. Constitution
The 12th Amendment to the U.S. Constitution (ratified in 1804) separated the ballot for electing a President and a Vice President.
Prior to this, the candidate who received the most votes became President, while the candidate with the second most votes became Vice President.
Note- The 12th Amendment also requires the Vice President to meet the same constitutional eligibility requirements as the President.
The 12th Amendment to the U.S. Constitution (ratified in 1804) separated the ballot for electing a President and a Vice President.
Prior to this, the candidate who received the most votes became President, while the candidate with the second most votes became Vice President.
Note- The 12th Amendment also requires the Vice President to meet the same constitutional eligibility requirements as the President.
US Lesson 30 - 6.1 Jackson Wins the Presidency
DoDEA Standard 7.6 Westward Expansion - Driven by political and economic motives, the United States expanded its physical boundaries to the Pacific Ocean between 1800 and 1860. This settlement displaced Native Americans as the frontier was pushed westward.
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US Lesson 30 Part 1 - 6.1 Jackson Wins the Presidency
Introduction and Focus on Osceola -
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6.1 Jackson Wins the Presidency Reading Assignment
Work with your cooperative learning group learning group to read and discuss pages 302-312 in the textbook. Pay particular attention to the graphics “The Election of 1824" on page 305, and "How Did John Quincy Adams Win the Presidential Election of 1824" on page 306.
6.1 Jackson Wins the Presidency Writing Assignment
Answer questions two through four on page 312 using a Google Doc. Copy the title and all instructions and paste them in the Google Doc. Answer all of the CER questions using a minimum of three complete sentences with no more than one quote. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning. Highlight the reasoning sentences in all of your answers. Submit your final assignment as a pdf in Google Classroom.
Title - 2024 4 last name US Lesson 30 - 6.1 CER Assignment
Due- April 5th (End of the School Day)
Work with your cooperative learning group learning group to read and discuss pages 302-312 in the textbook. Pay particular attention to the graphics “The Election of 1824" on page 305, and "How Did John Quincy Adams Win the Presidential Election of 1824" on page 306.
6.1 Jackson Wins the Presidency Writing Assignment
Answer questions two through four on page 312 using a Google Doc. Copy the title and all instructions and paste them in the Google Doc. Answer all of the CER questions using a minimum of three complete sentences with no more than one quote. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning. Highlight the reasoning sentences in all of your answers. Submit your final assignment as a pdf in Google Classroom.
Title - 2024 4 last name US Lesson 30 - 6.1 CER Assignment
Due- April 5th (End of the School Day)
US Lesson 31 - 6.3 Native Americans on the Frontier
DoDEA Standard 7.6 Westward Expansion - Driven by political and economic motives, the United States expanded its physical boundaries to the Pacific Ocean between 1800 and 1860. This settlement displaced Native Americans as the frontier was pushed westward.
US Lesson 31 – 6.2 Political Conflict and 6.3 Native Americans on the Frontier
Reading Assignment – Work with your cooperative learning group learning group to read and discuss the following sections.
Section 1- 6.2 Political Conflict (Tuesday)
Begin reading on page 313 and read to page 316. The focus of this section is the conflict over states’ rights, the Hartford Convention, and the nullification crisis. As you discuss these topics with your cooperative learning group describe what these three topics were and why they were important. Include the role that the following people played in these topics: Andrew Jackson, John Calhoun, Daniel Webster. Complete the planner notes using the instructions in class. Take a picture of the completed notes.
US Lesson 31 – 6.2 Political Conflict and 6.3 Native Americans on the Frontier
Reading Assignment – Work with your cooperative learning group learning group to read and discuss the following sections.
Section 1- 6.2 Political Conflict (Tuesday)
Begin reading on page 313 and read to page 316. The focus of this section is the conflict over states’ rights, the Hartford Convention, and the nullification crisis. As you discuss these topics with your cooperative learning group describe what these three topics were and why they were important. Include the role that the following people played in these topics: Andrew Jackson, John Calhoun, Daniel Webster. Complete the planner notes using the instructions in class. Take a picture of the completed notes.
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Section 2- 6.3 Native Americans on the Frontier (Thursday)
Begin reading on page 323 and read to page 327. After you finish reading, discuss the following topics with your group members.
US Lesson 31 – 6.2 Political Conflict and 6.3 Native Americans Notes Assignment Submit- 2 Pictures, Properly Labeled Title- 2024 4 Last Name 6.2 Political Conflict or 6.3 Native Americans Due- End of Class (Thursday) |
"Sequoyah, inventor of the Cherokee alphabet." (1838) Library of Congress
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US Lesson 31 Practice Quiz Westward Expansion 6.1-6.3
Use a pen with either blue or black ink to complete this assignment. Use the www.geo4u.net glossaries and U.S. page to answer the questions. All of the potential questions for the upcoming quiz are on the practice quiz. The questions highlighted in yellow will be on every version of the quiz.
Title- 2024 4 Last Name US L31 Practice Quiz
Submit- A picture of the Completed Practice Quiz in GC
Due- April 15th at 8:00 AM
Important- Use the practice quiz to prepare for the quiz in class (Monday).
Use a pen with either blue or black ink to complete this assignment. Use the www.geo4u.net glossaries and U.S. page to answer the questions. All of the potential questions for the upcoming quiz are on the practice quiz. The questions highlighted in yellow will be on every version of the quiz.
Title- 2024 4 Last Name US L31 Practice Quiz
Submit- A picture of the Completed Practice Quiz in GC
Due- April 15th at 8:00 AM
Important- Use the practice quiz to prepare for the quiz in class (Monday).
US Lesson 32 - 6.3 Native Americans on the Frontier
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DoDEA Standard 7.6 Westward Expansion - Driven by political and economic motives, the United States expanded its physical boundaries to the Pacific Ocean between 1800 and 1860. This settlement displaced Native Americans as the frontier was pushed westward.
US Lesson 32 - 6.3 Native Americans on the Frontier (Review) The Cherokee Nation lived on land in the northeastern corner Georgia. Their land had been guaranteed under previous treaties with the American Government. Unfortunately, Many non-Indians did not respect their borders, especially after gold was discovered on their land in 1828. Samuel Worcester was a Christian missionary who worked with the Cherokees on their land. In addition to spreading the Christian faith, Worcester and the other missionaries helped the Cherokee people to resist the encroachment of white settlers. Unfortunately, the State of Georgia passed a law prohibiting white people from working on Native American lands without state approval. |
Samuel Worcester (Library of Congress)
"The Five Civilized Tribes" Cherokee Chickasaw Choctaw Creek Seminole |
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Lesson 32 Section 3- 6.3 Native Americans on the Frontier Reading Assignment
Begin reading on page 323 and read to page 328. After you finish reading, discuss the following topics with your group members.
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Lesson 32 6.4 Westward Movement Reading and CER Writing Assignment
Part 1- 6.4 Reading Assignment- Read this short chapter (pages 331 to 336). Pay attention to maps and pictures.
Part 2 - 6.4 CER Writing Assignment- Answer questions three through five on page 336 using a Google Doc. Copy the title and all instructions and paste them in the Google Doc. Answer all of the CER questions using a minimum of three complete sentences with no more than one quote. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning. Highlight the reasoning sentences in all of your answers. Submit your final assignment as a pdf in Google Classroom.
Title - 2024 4 last name US Lesson 32 6.4 CER Assignment
Submit- A pdf of the Google Doc (with your answers) in GC
Due- April 22nd at 8:00 AM
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Lesson 32 Section 3- 6.3 Native Americans on the Frontier Reading Assignment
Begin reading on page 323 and read to page 328. After you finish reading, discuss the following topics with your group members.
- Trail of Tears (Tribes, Routes, Impact on the Native Americans)
- Indian Territory (Present-day Oklahoma)
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Lesson 32 6.4 Westward Movement Reading and CER Writing Assignment
Part 1- 6.4 Reading Assignment- Read this short chapter (pages 331 to 336). Pay attention to maps and pictures.
Part 2 - 6.4 CER Writing Assignment- Answer questions three through five on page 336 using a Google Doc. Copy the title and all instructions and paste them in the Google Doc. Answer all of the CER questions using a minimum of three complete sentences with no more than one quote. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning. Highlight the reasoning sentences in all of your answers. Submit your final assignment as a pdf in Google Classroom.
Title - 2024 4 last name US Lesson 32 6.4 CER Assignment
Submit- A pdf of the Google Doc (with your answers) in GC
Due- April 22nd at 8:00 AM
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US Lesson 33 - 6.5 Settling Oregon Country
DoDEA Standard 7.6 Westward Expansion - Driven by political and economic motives, the United States expanded its physical boundaries to the Pacific Ocean between 1800 and 1860. This settlement displaced Native Americans as the frontier was pushed westward.
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US Lesson 33 6.5 Settling Oregon Country
Oregon Country, as it was originally called, was originally explored by Lewis and Clark during President Jefferson's administration. Their details about the natural resources in the western half of the continent helped to spread the idea of Manifest Destiny. During this early period of American history, Oregon Country actually referred to a large area that now includes the states of Oregon, Idaho, and Washington. Unfortunately, most of the area was also claimed by Great Britain. The boundary dispute with the British was eventually settled when both countries signed the Oregon Treaty in 1846. Both countries agreed to use the 49th Parallel, as the boundary between the United States and British Canada. The 49th Parallel had been used previously to settle a different boundary dispute. Two years later, in 1848, Congress created the Oregon Territory. Prior to the arrival of the wagon trains, the area was settled by mountain men, fur trappers, and missionaries. |
Pilgrims on the Plains Sketched by Theo. R. Davis (1869)
Library of Congress |
By the early 1840s wagon trains began to travel in large numbers from Independence, Missouri. They usually began in the spring with hopes of arriving in Oregon before the first snowfall of winter.
US Lesson 33 6.5 Settling Oregon Country
6.5 Settling Oregon Country Reading Assignment –
Today’s reading will be read aloud as a class. Students may volunteer to read each page. Be sure to discuss the pictures and their relationship to the text. The assignment begins on page 337 and ends on page 343. After you complete the reading assignment, discuss the following questions with your group and then report out.
Much of the Oregon Trail was located next to what two major rivers?
How role did missionaries play in settling Oregon?
6.5 Settling Oregon Country Writing Assignment- Planner Notes
Work together with your table partner to take notes about the chapter. Focus on the key topics and record the important information about each topic.
Submit- Photo of Planner Notes in GC
Title- 2024 4 last name US Lesson 6.5 Planner Notes
Due- End of Class (All students must submit prior to leaving.)
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US Lesson 33 6.6 Independence for Texas
6.6 Independence for Texas Reading Assignment –
Today’s reading will be read aloud as a class. Students may volunteer to read each page. Be sure to discuss the pictures and their relationship to the text. The assignment begins on page 344 and ends on page 350.
6.6 Independence for Texas Writing Assignment- Planner Notes
Complete this writing for homework and submit it by the due date and time. Identify and provide information on the key terms Work together with your table partner to take notes about the chapter. Focus on the key terms (page 344) by explaining the significance of each term and important information associated with each one. Use a highlighter to set-up your notes and record it on page 109 of your planner.
Submit- Photo of Planner Notes in GC
Title- 2024 4 last name US Lesson 6.6 Texas Planner Notes
Due- April 30th at 8:00 AM
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US Lesson 33 6.5 Settling Oregon Country
6.5 Settling Oregon Country Reading Assignment –
Today’s reading will be read aloud as a class. Students may volunteer to read each page. Be sure to discuss the pictures and their relationship to the text. The assignment begins on page 337 and ends on page 343. After you complete the reading assignment, discuss the following questions with your group and then report out.
Much of the Oregon Trail was located next to what two major rivers?
How role did missionaries play in settling Oregon?
6.5 Settling Oregon Country Writing Assignment- Planner Notes
Work together with your table partner to take notes about the chapter. Focus on the key topics and record the important information about each topic.
Submit- Photo of Planner Notes in GC
Title- 2024 4 last name US Lesson 6.5 Planner Notes
Due- End of Class (All students must submit prior to leaving.)
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US Lesson 33 6.6 Independence for Texas
6.6 Independence for Texas Reading Assignment –
Today’s reading will be read aloud as a class. Students may volunteer to read each page. Be sure to discuss the pictures and their relationship to the text. The assignment begins on page 344 and ends on page 350.
6.6 Independence for Texas Writing Assignment- Planner Notes
Complete this writing for homework and submit it by the due date and time. Identify and provide information on the key terms Work together with your table partner to take notes about the chapter. Focus on the key terms (page 344) by explaining the significance of each term and important information associated with each one. Use a highlighter to set-up your notes and record it on page 109 of your planner.
Submit- Photo of Planner Notes in GC
Title- 2024 4 last name US Lesson 6.6 Texas Planner Notes
Due- April 30th at 8:00 AM
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US Lesson 34 - 6.6 Independence for Texas
DoDEA Standard 7.6 Westward Expansion - Driven by political and economic motives, the United States expanded its physical boundaries to the Pacific Ocean between 1800 and 1860. This settlement displaced Native Americans as the frontier was pushed westward.
Texas State Capitol in Austin, Texas
The capital city of Texas is named in honor of Stephen Austin. |
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US Lesson 34 Part 1- Western U.S. Map Assignment
Label and shade the map provided. Listen carefully to the verbal instructions so that you can complete the assignment correctly. Label and shade only the assigned locations. Begin by labeling all of the states West of the Mississippi River, Canada, and Mexico. |
Physical Geography Locations
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Political Geography
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U.S. Civil War
US Lesson 35 - 8.1/8.2 Conflict and Division Before the Civil War
DoDEA Standard 7.8 A Nation Divided
Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of states’ rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War.
7.8d The course and outcome of the Civil War were influenced by strategic leaders from both the North and South, decisive battles, and military strategy and technology that utilized the region's geography.
Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of states’ rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War.
7.8d The course and outcome of the Civil War were influenced by strategic leaders from both the North and South, decisive battles, and military strategy and technology that utilized the region's geography.
- Students will compare the advantages and disadvantages of the North and the South at the outset of the Civil War.
- Students will examine the goals and content of Lincoln’s Emancipation Proclamation.
- Students will examine how the use of various technologies affected the conduct and outcome of the Civil War.
- Students will examine the enlistment of freed slaves and how this helped to change the course of the Civil War.
- Students will examine the topography and geographic conditions at Gettysburg and Antietam, and analyze the military strategies employed by the North and the South at Gettysburg or Antietam.
- Students will examine the roles of women, civilians, and free African Americans during the Civil War.
- Students will examine the aftermath of the war in terms of destruction, effect on population, and economic capacity by comparing effects of the war on and Georgia and other states.
- Students will explain how events of the Civil War led to the establishment of federal supremacy.
U.S. Lesson 35 - 7.2 King Cotton and Life In the South
Lesson 35 King Cotton Reading and CER Assignment
Reading Assignment - 7.2 King Cotton and Life in the South
Due to 6th grade testing today's reading will be done individually. Begin reading on page 389 and continue to the end of the chapter on page 400. Pay particular attention to pictures and captions in this chapter. The chart on page 392 is particularly important as it shows the importance of the cotton crop in the South. Complete the writing assignment when you are finished reading the chapter.
Writing Assignment- Lesson 35 7.2 CER Questions 1-4
Copy the title and all instructions and paste them in the Google Doc. Answer the CER questions and use evidence from the chapter. All the CER question using a minimum of three complete sentences with no more than one quote. Quotes should only be one or two sentences in length. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning. Submit your final assignment as a pdf in Google Classroom. Highlight the reasoning in each of your answers.
Title - 2024 5 last name US Lesson 35 7.2 CER Writing
Submit- A pdf of the Google Doc
Due- End of the School Day Today
Reading Assignment - 7.2 King Cotton and Life in the South
Due to 6th grade testing today's reading will be done individually. Begin reading on page 389 and continue to the end of the chapter on page 400. Pay particular attention to pictures and captions in this chapter. The chart on page 392 is particularly important as it shows the importance of the cotton crop in the South. Complete the writing assignment when you are finished reading the chapter.
Writing Assignment- Lesson 35 7.2 CER Questions 1-4
Copy the title and all instructions and paste them in the Google Doc. Answer the CER questions and use evidence from the chapter. All the CER question using a minimum of three complete sentences with no more than one quote. Quotes should only be one or two sentences in length. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning. Submit your final assignment as a pdf in Google Classroom. Highlight the reasoning in each of your answers.
Title - 2024 5 last name US Lesson 35 7.2 CER Writing
Submit- A pdf of the Google Doc
Due- End of the School Day Today
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US Lesson 35 8.1 Conflicts and Compromise
Read Pages 429-438 in the textbook. Pay particular attention to the chart on page 434. Also focus on the following and learn about the significance of topic.
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US Lesson 35 8.1 Conflicts and Compromises
DoDEA Standard 7.8 A Nation Divided
Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of states’ rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War. 7.8b As the nation expanded geographically, the question of slavery in new territories and states led to increased sectional tensions. Attempts at compromise ended in failure.
8.1 Conflicts and Compromises Reading Assignment –
Today’s reading will be read aloud as a class. Students may volunteer to read each page. Be sure to discuss the pictures and their relationship to the text. The assignment begins on page 430 and ends on page 438.
8.1 Conflicts and Compromises Writing Assignment- Planner Notes
Complete this writing for homework and submit it by the due date and time. Focus on these terms: Missouri Compromise, Wilmot Proviso, Free-soil Party, Compromise of 1850, Fugitive Slave Act, and Uncle Tom's Cabin by Harriet Beecher Stowe. Describe and explain the significance of each topic. Highlight the topic in yellow. Use a highlighter to set-up your notes, record your notes in your planner, and then take photographs of your work.
Submit- Photo of Planner Notes in GC
Title- 2024 5 last name US Lesson 35 8.1 Planner Notes
Due- May 14th at 8:00 AM
Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of states’ rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War. 7.8b As the nation expanded geographically, the question of slavery in new territories and states led to increased sectional tensions. Attempts at compromise ended in failure.
8.1 Conflicts and Compromises Reading Assignment –
Today’s reading will be read aloud as a class. Students may volunteer to read each page. Be sure to discuss the pictures and their relationship to the text. The assignment begins on page 430 and ends on page 438.
8.1 Conflicts and Compromises Writing Assignment- Planner Notes
Complete this writing for homework and submit it by the due date and time. Focus on these terms: Missouri Compromise, Wilmot Proviso, Free-soil Party, Compromise of 1850, Fugitive Slave Act, and Uncle Tom's Cabin by Harriet Beecher Stowe. Describe and explain the significance of each topic. Highlight the topic in yellow. Use a highlighter to set-up your notes, record your notes in your planner, and then take photographs of your work.
Submit- Photo of Planner Notes in GC
Title- 2024 5 last name US Lesson 35 8.1 Planner Notes
Due- May 14th at 8:00 AM
US Lesson 37 8.2 Growing Tensions
DoDEA Standard 7.8 A Nation Divided
Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of states’ rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War. 7.8b As the nation expanded geographically, the question of slavery in new territories and states led to increased sectional tensions. Attempts at compromise ended in failure.
Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of states’ rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War. 7.8b As the nation expanded geographically, the question of slavery in new territories and states led to increased sectional tensions. Attempts at compromise ended in failure.
Photograph from March of 1861 of the Inauguration of Mr. Lincoln at the Capitol Building in Washington, D.C.
U.S. Lesson 37 - 8.2 Growing Tensions Overview and Notes
A major concept in this chapter is the Kansas-Nebraska Act. The textbook states that "In January 1854, Senator Stephen Douglas introduced a bill to set up a government for the lands covering the northwestern part of the Louisiana Purchase."
You will also be reading about an important U.S. Supreme Court case that occurred prior to the Civil War. It is important to understand the following about the Supreme Court decisions. Supreme Court cases, when accepted, often begin with oral arguments by attorneys from both sides of the case. The nine justices then consider the case and issue an opinion several months later. The opinion can be unanimous, or it can be a split decision. If there is a difference in opinions, the side with the majority of justices who agree, prevails; one or more of the Supreme Court justices will go on to write the "opinion of the Court." Justices who do not agree with the majority will sometimes issue what is called a "dissenting opinion." The example to the right is a quote from a recent Supreme Court case and was published on their internet page.
Abraham Lincoln has been elected to state Assembly in Illinois and was known around the state for Whig Party views. But it was not until the famous Lincoln-Douglas debates that he became known for outside of Illinois. Douglas, a Democrat, was in favor of slavery and thought that states had a right to decide for themselves whether slavery should be permitted. Lincoln was opposed to slavery. The debates were held at various locations around the state while Lincoln and Douglas campaigned for the U.S. Senate. Unfortunately for Lincoln, the Illinois State Senate was responsible for appointing U.S. senators. This was in accordance with Article 1, Section 3, of the U.S. Constitution. With a Democratic majority, they selected Douglas to be their U.S. senator.
Note- The 17th Amendment to U.S. Constitution was ratified in 1913. It amended Article 1, Section 3, by removing the vote from state legislatures and allowed for the direct election of senators by the citizens.
A major concept in this chapter is the Kansas-Nebraska Act. The textbook states that "In January 1854, Senator Stephen Douglas introduced a bill to set up a government for the lands covering the northwestern part of the Louisiana Purchase."
You will also be reading about an important U.S. Supreme Court case that occurred prior to the Civil War. It is important to understand the following about the Supreme Court decisions. Supreme Court cases, when accepted, often begin with oral arguments by attorneys from both sides of the case. The nine justices then consider the case and issue an opinion several months later. The opinion can be unanimous, or it can be a split decision. If there is a difference in opinions, the side with the majority of justices who agree, prevails; one or more of the Supreme Court justices will go on to write the "opinion of the Court." Justices who do not agree with the majority will sometimes issue what is called a "dissenting opinion." The example to the right is a quote from a recent Supreme Court case and was published on their internet page.
Abraham Lincoln has been elected to state Assembly in Illinois and was known around the state for Whig Party views. But it was not until the famous Lincoln-Douglas debates that he became known for outside of Illinois. Douglas, a Democrat, was in favor of slavery and thought that states had a right to decide for themselves whether slavery should be permitted. Lincoln was opposed to slavery. The debates were held at various locations around the state while Lincoln and Douglas campaigned for the U.S. Senate. Unfortunately for Lincoln, the Illinois State Senate was responsible for appointing U.S. senators. This was in accordance with Article 1, Section 3, of the U.S. Constitution. With a Democratic majority, they selected Douglas to be their U.S. senator.
Note- The 17th Amendment to U.S. Constitution was ratified in 1913. It amended Article 1, Section 3, by removing the vote from state legislatures and allowed for the direct election of senators by the citizens.
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U.S. Lesson 37 - 8.2 Growing Tensions Assignments (Notes/CER)
U.S. Lesson 37 Class Page Planner Notes
Read the notes on www.geo4u.net regarding the Kansas-Nebraska Act, U.S. Supreme Court decisions, the Lincoln-Douglas Debates, and 17th Amendment to the U.S. Constitution. Next, record at least four full-sentence notes about what you have read.
U.S. Lesson 37 - 8.2 Growing Tensions Reading Assignment
Read pages 439-449 in the textbook and learn more about the Act and significant figures of this time-period. You will also want to pay particular attention to the chart on page 448. Be ready to answer the gold questions in a class discussion.
What was the Kansas-Nebraska Act and why was it so controversial?
Does anything surprise you about the data?
U.S. Lesson 37 - 8.2 Growing Tensions Writing Assignment
Answer questions 1, 2, 4, and 5 using a Google Doc. Copy the title and all instructions and paste them in the Google Doc. Answer all of the CER questions using a minimum of three complete sentences with no more than one quote. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning. Highlight the reasoning sentences in all of your answers.
Title- 2024 5 last name US Lesson 36 - 8.2 Chapter Notes
Due- Today at 2:35 PM
Submit- A pdf of the Google Doc in GC and A Picture of the Notes
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U.S. Lesson 37 - 8.2 Growing Tensions Assignments (Notes/CER)
U.S. Lesson 37 Class Page Planner Notes
Read the notes on www.geo4u.net regarding the Kansas-Nebraska Act, U.S. Supreme Court decisions, the Lincoln-Douglas Debates, and 17th Amendment to the U.S. Constitution. Next, record at least four full-sentence notes about what you have read.
U.S. Lesson 37 - 8.2 Growing Tensions Reading Assignment
Read pages 439-449 in the textbook and learn more about the Act and significant figures of this time-period. You will also want to pay particular attention to the chart on page 448. Be ready to answer the gold questions in a class discussion.
What was the Kansas-Nebraska Act and why was it so controversial?
Does anything surprise you about the data?
U.S. Lesson 37 - 8.2 Growing Tensions Writing Assignment
Answer questions 1, 2, 4, and 5 using a Google Doc. Copy the title and all instructions and paste them in the Google Doc. Answer all of the CER questions using a minimum of three complete sentences with no more than one quote. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning. Highlight the reasoning sentences in all of your answers.
Title- 2024 5 last name US Lesson 36 - 8.2 Chapter Notes
Due- Today at 2:35 PM
Submit- A pdf of the Google Doc in GC and A Picture of the Notes
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1858 Portrait of Abraham Lincoln Taken in Pittsfield, Illinois two weeks before the final Lincoln-Douglas Debate Source- Library of Congress
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Harper's Ferry insurrection- The U.S. Marines storming the Engine House (1859) Source- Library of Congress
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Portrait of John Brown (circa) 1859 Source- Library of Congress
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U.S. Lesson 37 8.1 Group Board Review of Topics (Thurs.)
Refer to the "Key Terms" on page 430. Work with your group to define, describe, and or state the significance of the topics listed. You should work in pairs within the group to tackle each topic. Per standard class procedure, write two to three sentences for each topic. Each person will ultimately need to take a photo of their group board and submit it here prior to the end of class.
Title- 2024 5 last name US Lesson 37 - Group Board Review
Due- End of Class
Submit- A Picture Of Your Group Board
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Refer to the "Key Terms" on page 430. Work with your group to define, describe, and or state the significance of the topics listed. You should work in pairs within the group to tackle each topic. Per standard class procedure, write two to three sentences for each topic. Each person will ultimately need to take a photo of their group board and submit it here prior to the end of class.
Title- 2024 5 last name US Lesson 37 - Group Board Review
Due- End of Class
Submit- A Picture Of Your Group Board
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US Lesson 38 8.3 Division and Outbreak of War
US Lesson 39 - 8.3 Division and Outbreak of War Introduction Notes
The use of slaves in the Southern United States had created a huge agricultural industry, primarily cotton. Conversely, the Northern states had developed a strong industrial base with many factories. In fact, cotton from the southern states was shipped north to textile factories and made into manufactured goods. Thus, when the Civil War began, the north was in a better position to manufacture the materials necessary for the war effort.
Note- Cotton was also shipped in large quantities to the modern-day UK.
The picture to the right depicts the first battle of the American Civil War. It took place in near Bull Run Creek and the town of Manassas, Virginia. Others referred to it as the Battle of Bull Run, while Southerners referred to it as the Battle of Manassas. Members of Congress traveled the 30 miles from Washington, D.C. to view the battle. Unfortunately for them, they were forced to flee back to Washington when the Confederate troops prevailed.
The use of slaves in the Southern United States had created a huge agricultural industry, primarily cotton. Conversely, the Northern states had developed a strong industrial base with many factories. In fact, cotton from the southern states was shipped north to textile factories and made into manufactured goods. Thus, when the Civil War began, the north was in a better position to manufacture the materials necessary for the war effort.
Note- Cotton was also shipped in large quantities to the modern-day UK.
The picture to the right depicts the first battle of the American Civil War. It took place in near Bull Run Creek and the town of Manassas, Virginia. Others referred to it as the Battle of Bull Run, while Southerners referred to it as the Battle of Manassas. Members of Congress traveled the 30 miles from Washington, D.C. to view the battle. Unfortunately for them, they were forced to flee back to Washington when the Confederate troops prevailed.
US Lesson 38 - 8.3 Division and Outbreak of War Reading Assignment (Monday)
Read pages 450-460 in the textbook and learn more about the leadup to the American Civil War. Be ready to discuss the gold question after you have read the chapter.
What advantages did the northern states have when compared to the southern states?
The images below are four major figures of the U.S. Civil War (1861 - 1865).
Read pages 450-460 in the textbook and learn more about the leadup to the American Civil War. Be ready to discuss the gold question after you have read the chapter.
What advantages did the northern states have when compared to the southern states?
The images below are four major figures of the U.S. Civil War (1861 - 1865).
1865 Portrait of the U.S. President Abraham Lincoln
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c.1865 Portrait of the U.S. General Ulysses S. Grant
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c.1860 Portrait of Confederate President Jefferson Davis
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1864 Portrait of Confederate General Robert E. Lee
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Painting of the First Battle of Bull Run
On July 21, 1861 Federal Forces Under Command of Gen. McDowell Battled Confederate Forces Under Command of Gen. Beauregard
On July 21, 1861 Federal Forces Under Command of Gen. McDowell Battled Confederate Forces Under Command of Gen. Beauregard
US Lesson 38 - 8.3 Division and Outbreak of War Google Doc Notes Homework
Complete this writing for homework and submit it by the due date and time. Describe each topic and explain the significance. Write your notes using three to four bullet statements. Highlight the topic name bold and yellow.
Focus on these terms:
Title- 2024 5 last name US Lesson 36 8.3 Chapter Notes
Due- Wednesday At 8:00 AM
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Complete this writing for homework and submit it by the due date and time. Describe each topic and explain the significance. Write your notes using three to four bullet statements. Highlight the topic name bold and yellow.
Focus on these terms:
- martial law
- Robert E. Lee
- Jefferson Davis
- Fort Sumter
- Ulysses S. Grant
- the four border states
Title- 2024 5 last name US Lesson 36 8.3 Chapter Notes
Due- Wednesday At 8:00 AM
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US Lesson 38 8.4 The Course of the War
US Lesson 38 - 8.4 Reading Assignment (Wednesday)
Read pages 461-467 in the textbook and learn more about the leadup to the American Civil War. Focus on the picture captions and graphs in the chapter. Begin the writing assignment immediately after you finish the reading.
Read pages 461-467 in the textbook and learn more about the leadup to the American Civil War. Focus on the picture captions and graphs in the chapter. Begin the writing assignment immediately after you finish the reading.
Allan Pinkerton, President Lincoln, and Major General John A. McClernand in Antietam, Maryland
Library of Congress (1862) The map to right shows geographic features and locations of forces at the Battle of Shiloh. The battle was fought near the Tennessee River on April 6 and 7 in 1862. Approximately 23,000 Union and Confederate soldiers were injured or killed in the battle. General Grant's Union forces prevailed when they forced the Confederate forces to retreat back to Corinth, Mississippi.
Lesson 38 - 8.4 The Course of the War Notes Assignment Complete this writing for homework and submit it by the due date and time. Describe and explain the significance of each topic. Highlight the topic in yellow. Focus on these terms:
Submit- pdf of the Google Doc Title- 2024 5 last name US Lesson 37 8.4 Notes Due- Today By the End of Class |
Sailors On the Deck and Smoke From A Cookstove on the
Ironclad USS Monitor on the James River in Virginia Photograph from Library of Congress (1862) 
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US Lesson 38 8.5 Emancipation and Life in Wartime
DoDEA Standard 7.8 A Nation Divided
7.8d The course and outcome of the Civil War were influenced by strategic leaders from both the North and South, decisive battles, and military strategy and technology that utilized the region's geography.
Students will compare the advantages and disadvantages of the North and the South at the outset of the Civil War.
7.8e The Civil War affected human lives, physical infrastructure, economic capacity, and governance of the United States.
7.8d The course and outcome of the Civil War were influenced by strategic leaders from both the North and South, decisive battles, and military strategy and technology that utilized the region's geography.
Students will compare the advantages and disadvantages of the North and the South at the outset of the Civil War.
7.8e The Civil War affected human lives, physical infrastructure, economic capacity, and governance of the United States.
- Students will examine the roles of women, civilians, and free African Americans during the Civil War.
Print of the Battle of Gettysburg, Pennsylvania
Library of Congress (c. 1865)
Library of Congress (c. 1865)
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The photograph to the right provides a glimpse into the life of some families during the Civil War. Are you surprised that families lived among the troops in camp? What clues does the photograph provide about the role of women and children in Civil War camps? Photo Information Soldiers and Families At A 31st Pennsylvania Infantry Camp Near Washington, D.C. - Library of Congress (1862) |
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The Gettysburg Address
President Abraham Lincoln traveled to Gettysburg, Pennsylvania on November 19, 1863. The purpose of the visit was to dedicate a memorial cemetery at the site of the Battle of Gettysburg. The speech that he delivered is now referred to as the “Gettysburg Address” and the words are shown below. It has become one of the most famous speeches in American history.
President Abraham Lincoln traveled to Gettysburg, Pennsylvania on November 19, 1863. The purpose of the visit was to dedicate a memorial cemetery at the site of the Battle of Gettysburg. The speech that he delivered is now referred to as the “Gettysburg Address” and the words are shown below. It has become one of the most famous speeches in American history.
Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live.
It is altogether fitting and proper that we should do this. But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead who struggled here have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here.
It is for us the living rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion- that we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people shall not perish from the earth.
It is altogether fitting and proper that we should do this. But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead who struggled here have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here.
It is for us the living rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion- that we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people shall not perish from the earth.
The Gettysburg Address came during a critical time of the Civil War when the momentum was in favor of the Union. Although he spoke about "liberty" and the nation's history of freedom, he did not actually mention slavery. Why not? President Lincoln knew that he could not take a chance on alienating the four southern states that had not joined the Confederacy. He had to hold the Union together until the Confederacy had been defeated.
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US Lessons 38 8.5 Emancipation and Life in Wartime Reading and Writing Assignments
The chapter begins with the Emancipation Proclamation. Pay close attention to the quote and explanation of what it did and not do for enslaved people. The remainder of the chapter focuses on the role of women and African-Americans, as well as an analysis of the causes and effects of the American Civil War.
8.5 Emancipation and Life in Wartime Reading Assignment
Read pages 468-477 in the textbook With your cooperative learning group. All members of the group are required to share the task of reading aloud.
Discuss the causes and effects of the of the Civil War prior to reporting-out.
Lesson 38 - 8.5 Emancipation and Life in Wartime Notes Assignment
Complete this writing for homework and submit it by the due date and time. Describe and explain the significance of each topic. Underline the topic make it bold.
Focus on these terms:
Submit- pdf of the Google Doc
Title- 2024 5 last name US Lesson 38 8.5 Notes
Due- Today By the End of Class
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US Lessons 38 8.5 Emancipation and Life in Wartime Reading and Writing Assignments
The chapter begins with the Emancipation Proclamation. Pay close attention to the quote and explanation of what it did and not do for enslaved people. The remainder of the chapter focuses on the role of women and African-Americans, as well as an analysis of the causes and effects of the American Civil War.
8.5 Emancipation and Life in Wartime Reading Assignment
Read pages 468-477 in the textbook With your cooperative learning group. All members of the group are required to share the task of reading aloud.
Discuss the causes and effects of the of the Civil War prior to reporting-out.
Lesson 38 - 8.5 Emancipation and Life in Wartime Notes Assignment
Complete this writing for homework and submit it by the due date and time. Describe and explain the significance of each topic. Underline the topic make it bold.
Focus on these terms:
- The Emancipation Proclamation
- The two big exceptions to the Emancipation Proclamation
- Five Major Causes of the U.S. Civil War
- Five Major Effects of the U.S. Civil War
- Copperheads
- blockade
Submit- pdf of the Google Doc
Title- 2024 5 last name US Lesson 38 8.5 Notes
Due- Today By the End of Class
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US Lesson 39 8.6 The War's End
DoDEA Standard 7.8 A Nation Divided
Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of states’ rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War.
Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of states’ rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War.
- Students will examine the aftermath of the war in terms of destruction, effect on population, and economic capacity by comparing effects of the war on and Georgia and other states.
- Students will explain how events of the Civil War led to the establishment of federal supremacy.
US Lessons 39 8.6 The War's End Assignments
8.6 Reading Assignment
Read pages 468-477 in the textbook. This chapter highlights a major turning point in the war when Union forces gained momentum after winning several important encounters with the Confederate forces.
8.6 Reading Assignment
Read pages 468-477 in the textbook. This chapter highlights a major turning point in the war when Union forces gained momentum after winning several important encounters with the Confederate forces.
8.6 Brief Notes Assignment
Use your own notebook paper to take notes on the following topics. Include the key details needed to explain the topic, critical details, date, place, and the significance of each topic. Write complete sentences and use a highlighter to highlight significance.
Title- 2024 5 last name US Lesson 39 8.6 Notes
Due- Today By the End of Class
Use your own notebook paper to take notes on the following topics. Include the key details needed to explain the topic, critical details, date, place, and the significance of each topic. Write complete sentences and use a highlighter to highlight significance.
- July 1863
- Siege at Vicksburg
- Battle of Gettysburg
- Gettysburg Address
Title- 2024 5 last name US Lesson 39 8.6 Notes
Due- Today By the End of Class
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Abolitionist and Women's Rights Activist Sojourner Truth Library of Congress (1863) ------------------------------------------------------------- Brief Reading Assignment - Click on the National Park Service link below and learn about Sojourner Truth. Your cooperative learning group should take turns reading the information.
What is Sojourner Truth's legacy? Notes Assignment - Use the handout provided in class to complete today's assignment. Use the information on this page, the textbook, and the NPS link as your information sources. You have the entire class period today and ELA class tomorrow to complete this assignment. When you have finished, submit the handout and this week's other notes in Google Classroom. When you submit it, load the handout first, followed by the Part 2 notes, and the Part 1 notes last. This is your last assignment before the test! The photograph to the right shows Sojourner Truth with a photograph of her grandson James Caldwell in her lap. She was born in 1797 and given the name Isabella Baumfree, but she later changed her name to Sojourner Truth when she escaped slavery. During her long life she worked passionately as a mother, itinerate minister, abolitionist, and women's rights advocate. She is also known for her powerful poem titled "Ain't I Woman?".
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Federal Troops In Front of Appomattox Court House, Virginia - Library of Congress (1865)
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The Civil War should have ended when Confederate General Robert E. Lee surrendered to U.S. General Ulysses S. Grant. Lee signed his surrender at Appomattox Court House, Virginia on April 9, 1865. Technically this should have ended all fighting. But due to the lack of effective long-distance communication, several battles actually occurred after the surrender. The last land battle occurred at the Battle of Palmito Ranch near Brownsville, Texas. The battle, which was won by the Confederate forces, began on May 12th and ended on May 13th in 1865. At about the same time, the general in charge of Confederate forces in Texas surrendered to Union forces and fighting finally came to an end.
Federal forces finally arrived in Galveston, Texas on June 16, 1865. Their arrival signaled the end of the land war and the Confederate rebellion. Slaves in Galveston celebrated their emancipation with prayers and celebrations. Juneteenth began a tradition that was celebrated yearly by African Americans across Texas, and eventually, some surrounding states. In 1980 the State of Texas designated June 16th as "Emancipation Day in Texas," making it an official state holiday. Finally, in 2021, President Biden officially designated Juneteenth as a national holiday in the United States.
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The last naval engagement took place even later and did not end until the crew of the CSS Shenandoah surrendered their vessel on November 6, 1865. The ship and crew surrendered their vessel at the port of Liverpool, England. This was a deliberate effort to avoid surrendering to Union forces in the United States.
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The Civil War should have ended when Confederate General Robert E. Lee surrendered to U.S. General Ulysses S. Grant. Lee signed his surrender at Appomattox Court House, Virginia on April 9, 1865. Technically this should have ended all fighting. But due to the lack of effective long-distance communication, several battles actually occurred after the surrender. The last land battle occurred at the Battle of Palmito Ranch near Brownsville, Texas. The battle, which was won by the Confederate forces, began on May 12th and ended on May 13th in 1865. At about the same time, the general in charge of Confederate forces in Texas surrendered to Union forces and fighting finally came to an end.
Federal forces finally arrived in Galveston, Texas on June 16, 1865. Their arrival signaled the end of the land war and the Confederate rebellion. Slaves in Galveston celebrated their emancipation with prayers and celebrations. Juneteenth began a tradition that was celebrated yearly by African Americans across Texas, and eventually, some surrounding states. In 1980 the State of Texas designated June 16th as "Emancipation Day in Texas," making it an official state holiday. Finally, in 2021, President Biden officially designated Juneteenth as a national holiday in the United States.
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The last naval engagement took place even later and did not end until the crew of the CSS Shenandoah surrendered their vessel on November 6, 1865. The ship and crew surrendered their vessel at the port of Liverpool, England. This was a deliberate effort to avoid surrendering to Union forces in the United States.
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Take the Civil War Test - Last Grade of the School Year!
US Lessons 36 Part 4 - 9.1 Early Reconstruction
If time permits after taking the test, read pages 492-498 in the textbook.
US Lessons 36 Part 4 - 9.1 Early Reconstruction
If time permits after taking the test, read pages 492-498 in the textbook.
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