2024-2025 U.S. History

U.S. Lessons 19-21 Understanding 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.

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.

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.

Legislative Branch

Passes Laws
Appropriates Money
Approve Treaties and Presidential Appointments
Can Override Presidential Vetoes

Executive Branch

Carries out Laws
Serves as Commander and Chief of the Armed Forces
Can Propose Laws
Can Veto Laws Passed by Congress

Judicial Branch

Interprets Laws
Can Declare Laws Unconstitutional
Can Declare Executive Actions Unconstitutional

Lesson 19 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.

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. 🏛

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)

U.S. Lesson 20 4.5 Understanding 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.
7.4c Advocates for and against a strong central government were divided on issues of States rights, role/limits of federal power, and guarantees of individual freedoms. Compromises were needed between the states in order to ratify the Constitution.  Students will examine from multiple perspectives arguments regarding the balance of power between the federal and state governments, the power of government, and the rights of individuals.

US Lesson 20 Part 1 – 4.5 Understanding the Constitution Reading Assignment
Today’s lesson will be chunked into three parts. Your group will draw an up-side-down “T” to divide the board into three parts. Read about the executive branch, pages 210 through 212, with your cooperative learning group. Then write four major points about the executive branch on yours assigned whiteboard. Then read about the judicial branch, pages 212 through 213, with your cooperative learning group. Then write four major points about the judicial branch on yours assigned whiteboard. Then finish reading the chapter to page 218 and record four major facts. Report out when you are finished.

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.

Note- The number of U.S. Supreme Court justices has varied over throughout American history. Congress determines the number justices. The first justices were appointed after passage of the first Judiciary Act (1789) and there were six justices. There are currently nine justices, including the Chief Justice of the Supreme Court.

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Homework - US Lesson 20 Practice Quiz – The U.S. Constitution
Use your text and the notes (from www.geo4u.net) to complete this practice quiz. Complete this using either dark blue or black ink. Submit a photograph of the completed assignment in GC by the deadline. Study the practice to prepare for the quiz.

Title- 2025 1 Last Name US L20 PQ
Due- January 23rd at 8:00AM in GC
Submit- Picture of the Completed Practice Quiz

Important- Use the practice quiz to prepare for the quiz in class (Thursday).
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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 advise 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. The grand jury has to determine 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.

US Lesson 21 Part 2 - 4.6 Amending the Constitution Reading Assignment
Work with your group today and read pages 219 and 223. Discuss the graphics titled "Methods of Amending the Constitution" and "Choosing Amendments For the Bill of Rights." All members of the group need to understand and explain the information. Do not miss the information on the left side of the graphic that describes what happened in 1992. Report out when your group has completed this assignment.

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U.S. Lesson 21 Understanding the Constitution Wrap-up

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.
7.4c Advocates for and against a strong central government were divided on issues of States rights, role/limits of federal power, and guarantees of individual freedoms. Compromises were needed between the states in order to ratify the Constitution.  Students will examine from multiple perspectives arguments regarding the balance of power between the federal and state governments, the power of government, and the rights of individuals.

US Lesson 21 - 4.6 Amending the Constitution CER Writing Assignment
Open a new Google Doc and follow these instructions. Copy and paste all these instructions into the Google Doc. The question should be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. All answers require you to restate the question, provide evidence in the form of a quote with parenthetical citation, and comment on the evidence.

CER Highlights (as discussed in class)
C - Light Blue
E - Light Green
R - Yellow

Title- 2025 1 27 Last Name US L20 4.6 CER Writing
Due- Today (By the End of Class In GC)
Submit- pdf of the Google Doc

What article of the U.S. Constitution describes how the Constitution can be amended?
What are the two ways to propose amendments and which one has never been used?
What is the significance of the fraction 3/4 and ratification of new amendments?
What is the significance of the fraction 2/3 and passing a new amendment?
What is the significance of 1992? (This refers to the graphic on page 23.)

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U.S. Electoral College

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Topic 5 - The Early Republic (1789-1825)

US Lessons 22-23 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.

US Lesson 22 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.

5.1 George Washington's Presidency Notes

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

President Washington named John Jay the first Chief Justice of the U.S. Supreme Court.
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.

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U.S. Lesson 22 5.1 Washington's Presidency Reading Assignment
Work with your cooperative learning group and read pages 234-244. Focus on the following topics as you read: Judiciary Act of 1789, tariff, legacy, precedent, and the Whiskey Rebellion. Important- Make sure that everyone in the group is familiar with these key terms before your group reports out.

U.S. Lesson 23 5.1 Washington's Presidency CER Writing Assignment
Open a new Google Doc and follow these instructions. Copy and paste all these instructions into the Google Doc. The question should be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. All answers require you to restate the question, provide evidence in the form of a quote with parenthetical citation, and comment on the evidence.

CER Highlights (as discussed in class)
C - Light Blue
E - Light Green
R - Yellow

1. What were the first five Executive Departments created by Congress?
2. What did the Judiciary Act accomplish?
3. Why was it so important for President Washington to respond strongly to the Whiskey Rebellion?
4. What did President Washington warn against in his farewell address?

Title- 2025 2 Last Name US L23 5.1 CER Writing Assignment
Due- February 12th at 8:00 AM
Submit- pdf of the Google Doc In GC
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US Lesson 23 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.

U.S. Lesson 23 5.2 Reading Assignment
Read chapter 5.2 with your cooperative learning group. Take turns reading the paragraphs and stop occasionally to discuss the pictures, maps, and other graphics. The graphics on pages 248 and 250 are particularly important in Chapter 5.2.

Whiteboard Activity
Work with your group to complete this assignment.

Describe the election of 1796 using the graphic on page 250. Present your data in a similar fashion as the graphic.
How did the views of Jefferson and Hamilton differ in regard to the interpretation of the U.S. Constitution?
What was the first American political party and who created it?

Title- 2025 2 Last Name US L23 5.2 Whiteboard Assignment
Due- February 12th (End of Class)
Submit- Picture of your Whiteboard Answers
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US Lesson 24 5.3 Adam's Presidency

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.

Major Topics in the Chapter

XYZ Affair
Federalist view of France
Alien and Sedition Acts
Nullification and the Kentucky and Virginia Resolutions
The Election of 1800 (Graphic on Page 254)
End of the Federalist Era
Duel Between Alexander Hamilton and Aaron Burr

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.
Photo Source- U.S. National Archives

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.

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.

U.S. Lesson 24 - 5.3 Reading Assignment
Read chapter 5.3 with your cooperative learning group. Take turns reading the paragraphs and stop occasionally to discuss the pictures, maps, and other graphics. Pay close attention to the Alien and Sedition Acts Chapter 5.3.

U.S. Lesson 24 5.3 Writing Assignment (Answer Four of the Following)
Open a new Google Doc and follow these instructions. Copy and paste all these instructions into the Google Doc. All questions need to be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. All answers require you to restate the question, provide evidence in the form of a quote with parenthetical citation, and comment on the evidence.
CER Highlights
C - Light Blue
E - Light Green
R - Yellow

Why were Americans when they leaned about the XYZ Affair?
What was the purpose of the Alien and Sedition Acts?
Why did some Americans consider the Alien and Sedition Acts to be unconstitutional?
In what way did Kentucky and Virginia attempt to nullify Federal laws?
How did the Twelfth Amendment change the American election system?

Title- 2025 2 18 last name U.S. Lesson 5.3 Assignment
Due- February 18th (End of Class)
Submit- pdf of your Google Doc
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Homework- Complete and submit the Lesson 23 Practice Quiz.

US Lesson 24 5.4 Jefferson's Presidency

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.

Manifest Destiny
(noun)
a widely held belief in the 1800s
that Americans would inevitably
settle and govern
from coast to coast

laissez faire
(noun)
the idea that there should
be a minimum government interference in the economy

Note- This is a French term that can be translated as “allow to do.”

U.S. Lesson 24 - 5.4 Jefferson's Presidency Introduction and Key Points
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.

The Federalists believed that government should take an active role in the economy of the nation by promoting trade and manufacturing. Whereas 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.
Marbury v. Madison

U.S. Lesson 24 5.4 Jefferson's Presidency Reading Assignment Part 1
Read Chapter 5.3 (pages 225-260) with your cooperative learning group. Take turns reading the paragraphs and stop occasionally to discuss the pictures, maps, and other graphics.
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U.S. Lesson 24 5.4 Jefferson's Presidency Part 1 Whiteboard Review
Work with your cooperative learning group to answer the review question. What was the significance of Marbury v. Madison?

U.S. Lesson 24 5.4 Jefferson's Presidency Reading Assignment Part 2
Read Chapter 5.3 (pages 260-269) with your cooperative learning group. Take turns reading the paragraphs and stop occasionally to discuss the pictures, maps, and other graphics.

Post Reading Assignment

Draw and label the map on page 263.
What can the data on the chart (page 269) tell you about the impact of the trade embargo?

Homework- Complete and Study Lesson 25 Practice Quiz

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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.

The First Five Major Actions By President Jefferson

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)

history.com - Lewis and Clark Expedition

Encyclopedia Brit - Lewis and Clark

Lesson 26 - 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.

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.

1910 The Battle of New Orleans by E. Percy Moran (Library of Congress)

Shawnee Chief Tecumseh (1768-1813)
(Library of Congress)

U.S. Lesson 26 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.'"

U.S. Lesson 24 5.5 Madison and the War of 1812 Reading Assignment
Finish reading Chapter 5.5 (pages 270-281) with your cooperative learning group. Take turns reading the paragraphs and stop occasionally to discuss the pictures, maps, and other graphics. Pay close attention map on page 271, the chart on page 275, and section of on the impact of the war.

U.S. Lesson 24 5.5 Writing Assignment (Answer all four of the questions.)
Open a new Google Doc and follow these instructions. Copy and paste all these instructions into the Google Doc. All questions need to be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. All answers require you to restate the question, provide evidence in the form of a quote with parenthetical citation, and comment on the evidence.
CER Highlights
C - Light Blue
E - Light Green
R - Yellow

1. What were two major causes of the War of 1812?
2. Was the U.S. prepared to fight the War of 1812?
3. What did Captain Oliver Hazard Perry do so that he could fight the British?
4. Who was Tecumseh and why did he support the British?
5. How did Dolley Madison gain fame during the War of 1812?
6. Who is described as the hero of the Battle of New Orleans and why was he called a hero?

Title- 2025 3 4 last name U.S. Lesson 26 5.5 Assignment
Due- Today (End of the School Day)
Submit- pdf of the Google Doc

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Lesson Notes - Causes of the War of 1812

The British supplied weapons to the Native Americans.
The British encouraged Native Americans to attack American settlements.
The British were seizing American ships, cargo, and crews.
The “War Hawks” in Congress wanted to go to war so that the U.S. could expand into Florida and Canada.

Engraving of Dolley Todd Madison
(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."

1814 Image By George Munger - "U.S. Capitol after burning by the British" (Library of Congress)

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.

Treaty of Greenville (Who signed it? What problem did it solve?)
Tecumseh (Do you agree with quote above? Why or why not?)
Tenskwatawa (What was his title? What did he do?)
confederation (Who organized a confederation? Who was part of it?)
Battle of Tippecanoe (Who? What? Where?)

Cooperative 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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Lessons 26 5.6 Monroe's Presidency

Lithograph by Victor Library of Congress (1896)

During the time of President Monroe’s presidency there was an increase in the number of independent countries in the Americas. All with this came the idea that both North and South America were in our “backyard” and that European countries needed to back off. The picture.

U.S. Lesson 26 5.6 Monroe’s Presidency Reading Assignment
Read Chapter 5.6 (282-294) with your cooperative learning group. Take turns reading the paragraphs and stop occasionally to discuss the content. Pay close attention the graph on page 286, the Supreme Court case of McCulloch v. Maryland, and the Monroe Doctrine.

U.S. Lesson 27 5.6 Writing Assignment
Open a new Google Doc and follow these instructions. Copy and paste all these instructions into the Google Doc. All questions need to be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. Answer three of the four questions. All answers require you to restate the question, provide evidence in the form of a quote with parenthetical citation, and comment on the evidence.
CER Highlights
C - Light Blue
E - Light Green
R - Yellow (Provide two full sentences as part of your reasoning.)

1. Following the War of 1812 British products were again being imported. Why were imported British products less expensive than products in the United States?
2. What was the significance of the Supreme Court case of McCulloch v. Maryland?
3. What was the significance of the Supreme Court case of Gibbons v. Ogden?
4. What was the Monroe Doctrine and how was it used long after it had been created?

Title- 2025 3 11 last name U.S. Lesson 27 5.6 Assignment
Due- Today (End of the School Day)
Submit- pdf of the Google Doc

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?

#1 U.S. Department of State - Monroe Doctrine

#2 history.com - Monroe Doctrine

#3 Library of Congress - Today In History

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Westward Expansion

Students will compare and evaluate the ways in which Florida, Texas, and territories from the Mexican Cession were acquired by the United States.

7.6c Westward expansion provided opportunities for some groups while harming others.

Enduring Understandings
During the Jacksonian era, American democracy expanded, and the political party system developed.

Jacksonian Democrats wanted limited government, while Whigs wanted the government to support the economy.
The United States forced Native Americans to leave the Southeast to make way for settlers.
Americans moved west to seek economic opportunity and reshaped the landscape in the process.
The United States expanded its borders from the Atlantic to the Pacific through compromise and conflict, including the Mexican - American War.
People from many cultures shaped the American West.

"Emigrant party on the road to California" (1850) Library of Congress

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US Lessons 27-28 - 6.1 Jackson Wins the Presidency

US Lesson 30 Part 1 - 6.1 Jackson Wins the Presidency
Introduction and Focus on Osceola -

Osceola
The Whig Party
The Democratic Party
Jacksonian Democracy
The Spoils System

A Native American named Osceola was a leader of Seminole warriors during the Second Seminole War (1835-1842). Although not a chief, he led the opposition against the forced movement of the Seminoles from Florida to land west of the Mississippi River. The Seminoles fled to the Everglades and participated in guerilla warfare for several years against the American Army. He and other Seminole leaders were eventually captured when they arrived for peace talks in San Augustine, Florida in 1837. Osceola died a year later while in custody in South Carolina.

6.1 Jackson Wins the Presidency Reading Assignment Part 1
Today you will work with your cooperative learning group to read and discuss pages 302-309 in the textbook. Pay particular attention to the chart on page 306.

U.S. Lesson 27 6.1 Jackson Wins the Presidency Whiteboard Activity
Work with your group to interpret the information on the chart (page 306). Translate and explain the information about the election of President Jackson. Express the information in your own imaginative way and make it colorful. Think outside the box! Your assignment is due at the end of class.
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A Native American named Osceola was a leader of Seminole warriors during the Second Seminole War (1835-1842). Although not a chief, he led the opposition against the forced movement of the Seminoles from Florida to land west of the Mississippi River. The Seminoles fled to the Everglades and participated in guerilla warfare for several years against the American Army. He and other Seminole leaders were eventually captured when they arrived for peace talks in San Augustine, Florida in 1837. Osceola died a year later while in custody in South Carolina.

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Andrew Jackson - Painted by D.M. Carter and Engraved by A.H. Ritchie (1860)
Library of Congress

Osceola of Florida by George Catlin(1838)
Library of Congress

Lesson 28 6.1 Jackson Wins the Presidency Reading Assignment Part 2
Work with your cooperative learning group learning group to read and discuss pages 309-312 in the textbook. Today you will work with your cooperative learning group to read and discuss pages 309-312 in the textbook. Pay particular attention to the map on page 309 and the pictures / picture captions.

U.S. Lesson 28 6.1 Jackson Wins the Presidency CER Writing Assignment
Open a new Google Doc and follow these instructions. Copy and paste all these instructions into the Google Doc. All questions need to be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. Answer four of the following questions. All answers require you to restate the question, provide evidence in the form of a quote with parenthetical citation, and comment on the evidence.
CER Highlights
C - Light Blue
E - Light Green
R - Yellow (Provide two full sentences as part of your reasoning.)

1. In what way did suffrage increase in the 1820s and 1830s?
2. What limits on suffrage prevented some people voting during the 1820s and 1830s?
3. What bargain was made in the election of 1824?
4. What were the view of the Whig party?
5. What were the views of the new Democratic Party?
6. What is the spoils system and how did if differ under President Jackson?

Title- 2025 3 17 last name U.S. L28 6.1 CER Assignment
Due- Today (End of the School Day)
Submit- pdf of the Google Doc

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US Lesson 28 - 6.2 Political Conflict and Economic Crisis

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.

U.S. Lesson 28 6.2 Political Conflict and Economic Crisis
Recall earlier in the year when we learned about the about the struggle between the Federalists and Antifederalists. Federalists were in favor of a strong national government, whereas Antifederalist believed that the states should be more powerful. The Antifederalists belief is generally referred to as states’ rights. The Federalists prevailed in the struggle, but many people continued to hold strong views on states’ rights.

There are also three other focus topics in this chapter: the Second Bank of the United States, the nullification crisis, and the Panic of 1837. The Panic of 1837 resulted from the land speculation. Speculators are people who invest in land or economic ventures in hopes of making a profit. Many speculators of this time period took out large loans to purchase land. The demand for land made the price of land go up. Unfortunately, with the increased prices, many people were unable to afford to purchase land. Consequently, the Federal Government took steps to limit speculators. As you read today, you will learn how they did it.

Additional Notes

South Carolina passed the Nullification Act in 1832.
Speculators caused the price of land to skyrocket in the 1830.
A new method of determining a political party’s candidate for the presidency, called nominating conventions, began to be used in the 1830s.

6.2 Political Conflict and Economic Crisis Reading Assignment
Work with your cooperative learning group to read and discuss pages 313-322 in the textbook.  Pay particular attention to the graphic on page 316 (Milestones in the States’ Rights Debates) and on page 317 (Functions of the Second Bank). Be ready to describe the four topics of this chapter.

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U.S. Lesson 28 6.2 Whiteboard Activity
Work with your group to interpret the information on the chart (page 306). Explain the information in your own imaginative way and make it colorful. Think outside the box! Put your initials next to the work you completed. Your assignment is due at the end of class in Google Classroom.

1. What was the Nullification Act and why did it lead to a crisis?
2. Describe the functions of the Second Bank of the United States using a combination of
    words and pictures.
3. What was a positive result of political parties holding nominating conventions?
4. What is an economic depression and how does it impact people?

Title- 2025 3 19 last name U.S. L28 6.2 Whiteboard
Due- End of Class
Submit- A picture of your group work
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U.S. Lesson 28 6.2 and Basic Economics Lesson and Activity

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U.S. Lesson 29 6.2 Political Conflict and Economic Crisis CER Writing Assignment
Open a new Google Doc and follow these instructions. Copy and paste all these instructions into the Google Doc. All questions need to be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. Answer five of the following questions. All answers require you to restate the question, provide evidence in the form of a quote with parenthetical citation, and comment on the evidence.
CER Highlights
C - Light Blue
E - Light Green
R - Yellow  (Provide two full sentences as part of your reasoning.)

1. Who was opposed to the tariffs of 1928 and why were they so upset?
2. What argument did Daniel Webster make for opposing nullification?
3. What state passed the Nullification Act and why did they do it?
4. What is significant about the state banking era described on page 319?
5. What impact did speculators have on land prices?
6. In what way did President Jackson change the way speculators purchased land?

Title- 2025 3 25 last name U.S. L28 6.2 CER Assignment
Due- Today (End of the School Day)
Submit- pdf of the Google Doc
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US Lesson 30 - 6.3 Native Americans on the Frontier

Students will explain how the idea of Manifest Destiny and the need for resources led to westward expansion and settlement.
Students will describe territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California (Mexican Cession).
Students will describe the technological advances impacting Westward Expansion.

esson 30 - 6.3 Native Americans on the Frontier
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 Americans 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. This allowed them to control the people who wanted to help the Cherokee people. Samuel Worcester did not comply with the law and was eventually arrested. The legal eventually made it all the way to the U.S. Supreme Court.
Additional Notes

The Seminoles were a Native American nation that lived in modern-day Florida.
The Creek and Cherokee nations lived in modern-day Alabama and Georgia.
The Potawatomi nation lived in modern-day Indiana and Illinois.

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Work with your cooperative learning group to read and discuss pages 323-330 in the textbook. Pay particular attention to the maps on page 325 (Native American Groups, 1820) and 330 (The Trail of Tears). After you finish reading, discuss the following topics with your group members.

The Five Civilized Tribes
Sequoya (Tribe, Importance, and Role)
Indian Removal Act (1830)
Worcester v. Georgia (1832)
Trail of Tears (Tribes, Routes, Impact on the Native Americans)
Indian Territory (Present-day Oklahoma)

U.S. Lesson 30 6.3 Native Americans on the Frontier Review Whiteboard Activity
Work with your group to complete this assignment at your assigned whiteboard. Express the information in your own imaginative way and make it colorful. Think outside the box! Your assignment is due at the end of class.

Describe the U.S. Supreme Court ruling in Worcester v. Georgia.
How did President Jackson respond to the Supreme Court ruling?
Describe the Indian Removal Act and the impact that it had on Native Americans.

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U.S. Lesson 30 Native Americans on the Frontier Extension Activity
Create a mini poster that describes the history of one of the Five Civilized Tribes. Your finished assignment should include a combination of words and pictures that reflect what you have learned about the tribe. You should have at least ten pieces of information in the form of words, graphs, maps, and pictures (that explain a significant event in the tribe's history).
Step 1- Decide as a group on the tribe that you want to learn about.
Step 2- Use the links provided or find links to gather information.
Step 3- Divide the assignment among the group members. Each person will focus on a different aspect of tribal history.
Step 4- Complete the assignment and submit it by the end of the school day.

Title- 2025 4 9 last name U.S. L30 6.3 Extension Activity
Due- Submit this assignment by the end of the school day.
Submit- A picture of your poster here in Google Classroom and the poster itself in the inbox.
  Or
U.S. Lesson 30 6.3 Native Americans on the Frontier Reading Assignment
Step #1- Read the Handout titled “Worcester v. Georgia.”
Each person will receive a handout. You are encouraged to use a highlighter to annotate important information about this Supreme Court case and the impact that it had on the Cherokees.
Step #2 – Cherokee Nation Internet Page
Read the information on the Cherokee Nation website. Stop when you get to the section titled “The Civil War Comes to the Indian Territory.”

U.S. Lesson 30 6.3 Native Americans on the Frontier Review Whiteboard Activity
Work with your group to complete this assignment at your assigned whiteboard. What new information have you learned? Express the information in your own imaginative way and make it colorful. Think outside the box!   Your assignment is due at the end of class.

Describe the Treaty of Echota, the Trail of Tears, and the impact that it had on Native Americans.
Describe the importance of Sequoyah and his contributions to the Cherokee Nation.

Title- 2025 4 9 last name U.S. L30 6.3 Whiteboard
Due- End of Class
Submit- A picture of your group work

The Indian Removal Act
President Andrew Jackson signed the Indian Removal Act into law in 1830.

The new law gave the U.S. Government the right to negotiate treaties with Native Americans to exchange their existing land with land west of the Mississippi River.

Samuel Worcester (Library of Congress)

"The Five Civilized Tribes"
Cherokee
Chickasaw
Choctaw
Creek
Seminole

"Sequoyah, inventor of the Cherokee alphabet." (1838) Library of Congress

Chickasaw Nation Link

Cherokee Nation

britannica.com

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US Lesson 30 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- 2025 4 7 Last Name US L30 Practice Quiz
Submit- Picture of the Completed Practice Quiz in GC
Due- April 9th at 8:00 AM

Important- Use the practice quiz to prepare for the quiz in class (Monday).

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US Lesson 31 - 6.4 Westward Movement

Students will explain how the idea of Manifest Destiny and the need for resources led to westward expansion and settlement.
Students will describe territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California (Mexican Cession).
Students will describe the technological advances impacting Westward Expansion.

U.S. Lesson 30 6.4 Westward Movement Introduction - This chapter describes the many ways that Americans made their way west. It coincided with the new inventions and more efficient means of transporting people and goods.

U.S. Lesson 30 6.3 Native Americans on the Frontier Reading Assignment –Work with your cooperative learning group to read and discuss pages 331-336 in the textbook. Pay particular attention to the map on page 332 (New States, 1792-1819).

U.S. Lesson 30 6.4 Westward Movement CER Writing Assignment
Open a new Google Doc and follow these instructions. Copy and paste all these instructions into the Google Doc. All questions need to be in bold and your answer should start on the next line (not in bold). Skip a line between the previous answer and the next question. Answer all six of the following questions. All answers require you to restate the question, provide evidence in the form of a quote with parenthetical citation, and comment on the evidence.
CER Highlights
C - Light Blue
E - Light Green
R - Yellow (Provide two full sentences as part of your reasoning.)

1. What is a turnpike and how did it impact westward expansion?
2. Where was the first National Road located and how did it change over time?
3. What were the benefits of having steam engines in transportation?

Title- 2025 4 11 last name U.S. L30 6.4 CER Assignment
Due- Today (End of the School Day)
Submit- pdf of the Google Doc

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US Lesson 31 - 6.5 Settling Oregon Country

Students will explain how the idea of Manifest Destiny and the need for resources led to westward expansion and settlement.
Students will describe territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California (Mexican Cession).
Students will describe the technological advances impacting Westward Expansion.

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.

U.S. Lesson 31 Oregon Trail Introductory Activity
Several of you learned about the Oregon Trail in fourth grade. Others may not have every studied this important part of American history. So, today you will work with your cooperative learning group to learn the basic details regarding the Oregon Trail. Use a variety of Internet sourced (not including the textbook) to learn about the Oregon Trail. Use your whiteboard to record what you have learned about the who, what, when, where, why, and how regarding the Oregon Trail. Your finished work must include a map and several pictures that help to explain the Oregon Trail.

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?
What 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.

Title- 2024 4 last name US Lesson 6.5 Planner Notes
Submit- Photo of Planner Notes in GC
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 32 - 6.6 Independence for Texas

1836 1836 1836 1836 1836 1836 1836 1836 1836 1836 1836 1836

U.S. Lesson 32 6.6 Independence for Texas Introduction
The land that we now call Texas was originally inhabited by Native American tribes such as the Comanche, Apache, and Tonkawa tribes.
Eventually the land was claimed by Spain and became a colony. The Spanish established religious missions and forts to protect their settlers.
Then, in 1821, Mexico gained its independence from Spain and the land became Mexican territory.
Throughout this period though, the population of Mexican settlers remained relatively low. This provided an opportunity for Americans to move in and settle. But cultural differences and the issue of slavery created conflict between Mexicans and Americans.
It eventually led to fighting and independence for the Republic of Texas. Texas remained an independent country for nearly 10 years before being annexed by the United States on December 29, 1845.

Texas State Capitol in Austin, Texas
The capital city of Texas is named in honor of Stephen F. Austin.

A Spanish Mission in San Antonio, Texas

The Alamo in San Antonio, Texas

Cotton Plant

U.S. Lesson 32 6.6 Independence for Texas Reading Assignment
Work with your cooperative learning group to complete today’s reading assignment. The map on page 349 titled “Texas War for Independence” is very important. Spend a few minutes discussing map key and the meaning of the map. The chapter begins on page 344 and ends on page 350. After you complete the reading assignment, discuss the following questions with your group and then report out.

Why did so many Tejanos join the Texas rebels against General Santa Anna?
Why didn't Texas become a state instead of an independent country?

US Lesson 32 Texas Map and Question 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

Gulf of Mexico
Rio Grande River
Brazos River
Red River
Chihuahuan Desert
Llano Estacado
Gulf Coastal Plain

Political Geography

Austin (capital)
San Antonio
Houston
Dallas
Fort Worth
El Paso
Mexico
Louisiana
Oklahoma
New Mexico
Big Bend National Park

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US Lesson 33 - 6.7 Manifest Destiny in California and the Southwest

DoDEA Standard 7.6 Westward Expansion - 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 describe territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California (Mexican Cession).

U.S. Lesson 33 6.7 Manifest Destiny in California and the Southwest Introductory Activity
Use the maps at the back of the book and the map on page 355 to complete this activity. Draw a map of the western United States from Missouri to the Pacific Ocean.

Part I – Political and Physical Geography Locations:

States and Capital Cities
Rocky Mountains
Three Major Rivers (one of which must the Colorado River)
Mexico
Gulf of California (Mexico)
Grand Canyon National Park (Arizona)

Part II – Map Key and Trails

Map Key (Page 355)
Draw and Label the Major Trails

Map of the Rio Grande River Between Texas and Mexico

U.S. Lesson 33 6.7 Manifest Destiny in California and the Southwest
This chapter continues the theme of settlement with a focus on the southwest. A war erupted between the United States and lasted from 1846-1848. It ended with the signing of the Treaty of Guadalupe-Hidalgo. The treaty increased the size of the United States and included parts of modern-day Texas, California, Nevada, Utah, New Mexico, and Arizona. It also established the Rio Grande River as the border between Texas and Mexico.
Later, the United States purchased additional land in modern-day New Mexico and Arizona from Mexico. Referred to as the Gadsden Purchase, the 1853 treaty allowed the United States to purchase the land for ten million dollars.

U.S. Lesson 33 6.7 Manifest Destiny in California and the Southwest Reading Assignment
Work with your cooperative learning group to complete today’s reading assignment. The chapter begins on page 351 and ends on page 362. The map on page 355 titled “Westward Expansion in the Mid-1800s” is very important. Spend a few minutes discussing map key and the meaning of the map. After you complete the reading assignment, discuss the following questions with your group and then report out.

What was the Mexican Cession and why was it important in American history?
How did settlement in the American Southwest differ from settlement in Oregon?

U.S. Lesson 33 6.7 Manifest Destiny in California and the Southwest Assignment
Each group will create a Google Slides presentation highlighting the major facts and content of the chapter. Create a Google slide and then format it using the assignment directions. Once it is formatted, duplicate the slide two to three times, depending on your group size. The number of slides in your presentation depends on the number of group members (three people, three slides). Share the slide presentation with the group members and the teacher. Each person in the group is responsible for a specific part of the chapter.
Basic Requirements

Colorful Background (Not White)
Font Color That Contrasts Well with the Background
Chapter Title Across the Top
Group Member Names at the Bottom (In A Text Box)
Include A Subtopic of Your Focus Area
Include Six Significant Facts Related to Your Chapter Topic
Include Two Pictures (From Either the Library of Congress or the National Archives)
All Slides Need to Be Neat and Readable

Title – 2025 5 5 Last Names Group # Lesson 34 6.7
Due- End of Class
Submit- pdf of the Assignment

Note- Only submit the slide that you completed.

US Lesson 34 - 7.1 The Industrial Revolution and Life in the North

Society and Culture Before the Civil War Enduring Understandings

During the early 1800s, the Industrial Revolution brought urban and economic growth to the North.
Plantation agriculture and slave labor dominated the economy of the South, with cotton the leading crop.
African Americans and some northern whites pushed for abolition, or an end to slavery.

U.S. Lesson 34 7.1 The Industrial Revolution and Life in the North Reading Assignment
Work with your cooperative learning group to complete today’s reading assignment. The chapter begins on page 368 and ends on page 388. The map on page 382 titled “Expansion of U.S. Railroads, 1850-1860.” Spend a few minutes discussing map key and the meaning of the map. After you complete the reading assignment, discuss the following questions with your group and then report out.

Note- The picture to the right is the first steam engine designed and built in the United States, by Oliver Evans, of Philadelphia, Pennsylvania.
(Library of Congress 1801 / Drawing by Thos. Arnold McKibbin)

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US 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

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U.S. Civil War

US Lesson 35 - 8.1 and 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.

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.

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.
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 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.

U.S. Lesson 35 8.1 Conflicts and Compromise Reading Assignment
Look at the map on page 431 “Missouri Compromise.” It reflects one way that the politicians attempted to maintain the balance of slave and non-slave states while the country expanded. The Missouri Compromise temporarily solved the problem. It was followed thirty years later by the “Compromise of 1850” and the Kansas Nebraska Act of 1854. Ultimately though, it was not enough to prevent the nation from going to war in 1861.

U.S. Lesson 35 8.1 Conflicts and Compromise 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.

U.S. Lesson 35 8.1 Conflicts and Compromise Writing Assignment
Open a new Google Doc, add all of these instructions in the assignment, and complete the assignment. Focus on these terms: Missouri Compromise, Compromise of 1850, Fugitive Slave Act, and Uncle Tom's Cabin by Harriet Beecher Stowe. Describe the term (what it is and what and explain the significance of each topic. Submit the assignment here in Google Classroom using a pdf.

Title – 2025 5 15 Last Names Lesson 35 8.1 Compromise
Due- End of Class
Submit- pdf of the Assignment

Portrait of Author and Abolitionist Harriet Beecher Stowe (1855, Library of Congress)

US Lesson 36 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.

U.S. Lesson 36 - 8.2 Growing Tensions Introduction
The last chapter described a very popular book by author Harriet Beecher Stowe. Titled “Uncle Tom’s Cabin,” it helped to highlight the inhumane treatment of slaves. You also learned about how the U.S. Government passed laws to maintain a balance between the slave and non-slave states.
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Today’s chapter begins with another attempt at maintaining the balance between slave and non-slave states. Called the Kansas-Nebraska Act, it divided a large area of the former Louisiana Purchase into two new territories, the Kansas Territory and the Nebraska Territory. The people who lived in those territories were given the right to decide the slave issue on their own. Ultimately, instead of maintaining the peace, it resulted in violent clashes between people who were either pro-slavery or anti-slavery. It was during this time period when abolitionist John Brown began to use violence to actively oppose slavery.

You will also read about a controversial U.S. Supreme Court case that occurred prior to the Civil War. It involved the case of Dred Scott v. Sandford. The U.S. Supreme Court ruled that slaves were not citizens and that slaves were property. 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.

1858 Portrait of Abraham Lincoln Taken in Pittsfield, Illinois two weeks before the final Lincoln-Douglas Debate Source- Library of Congress

Harper's Ferry insurrection- The U.S. Marines storming the Engine House (1859) Source- Library of Congress

Portrait of John Brown (circa) 1859 Source- Library of Congress

This chapter also introduces us to Abraham Lincoln and his famous debates with Stephen Douglas. It was not until the famous Lincoln-Douglas debates that he became known outside of Illinois. Douglas, a Democrat, was in favor of slavery and thought that states had a right to decide for themselves the issue of slavery. Lincoln, a Republican, 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 36 - 8.2 Growing Tensions Reading Assignment
Work with your group to read pages 439-449 in the textbook. You will also want to pay particular attention to the chart on page 448 titled “The Changing Perception of Slavery.” Be ready to answer the gold questions in a class discussion.

What was the Kansas-Nebraska Act and why was it so controversial?
What are five descriptions that you can make about the data on the chart?

U.S. Lesson 36 - 8.2 Growing Tensions Writing Assignment
Answer questions 1 - 3 on page 449 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- 2025 5 19 last name US Lesson 36 8.2 Chapter Notes
Due- Today at 2:36 PM
Submit- A pdf of the Google Doc

US Lesson 36 8.3 Division and Outbreak of War

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.
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.

US Lesson 36 - 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. Cotton was also shipped in large quantities to the modern-day UK. Conversely, the Northern states had developed a strong industrial base with many factories. Interestingly, the southern states shipped most of their cotton to textile factories in the north to make cloth. Thus, when the Civil War began, the north was in a better position to manufacture the materials necessary for the war effort.
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. Northerners 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. U.S. Civil War was fought from 1861-1865 and resulted in approximately 700,000 deaths.

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

U.S. Lesson 36 - 8.3 Division and Outbreak of War Reading Assignment
Work with your group to read pages 450-460 in the textbook. You will also want to pay particular attention to the chart on page 456 titled “Choosing Sides.” Be ready to answer the gold questions in a class discussion.

What were the four (later five) border states?
What were the strengths of the Northern states?
What were the strengths of the Southern states?

Picture Caption
Photograph from March of 1861 of the Inauguration of Mr. Lincoln at the Capitol Building in Washington, D.C.
(Library of Congress)

Four Major Leaders of the U.S. Civil War

1865 Portrait of the U.S. President Abraham Lincoln

c.1865 Portrait of the U.S. General Ulysses S. Grant

c.1860 Portrait of Confederate President Jefferson Davis

1864 Portrait of Confederate General Robert E. Lee

U.S. Lesson 36 - 8.3 Growing Tensions CER Assignment
Answer questions 3 - 5 on page 460 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.

Due- End of Class
Title- 2025 5 21 last name U.S. L36 8.3 CER
Submit- A pdf of the Google Doc

US Lesson 37 8.4 The Course of the War

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.

Allan Pinkerton, President Lincoln, and Major General John A. McClernand in Antietam, Maryland
Library of Congress (1862)

U.S. Lesson 37 8.4 The Course of War Introduction
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.
This chapter also describes the use of ironclad ships. This was a new technology that marked a transition from convention ships to ships that defended themselves with armor mounted on the exterior of ships.
Focus on these terms:

Battle of Bull Run
USS Monitor
Confederate Vessel Virginia
Battle of Antietam
Battle of Shiloh.

U.S. Lesson 37 8.4 The Course of the War Reading Assignment
Work with your group to read pages 461-467 in the textbook. You will also want to pay particular attention to the map on page 463 titled “The Civil War in the East.”
You will notice that this is the first major war recorded with photographs. Be sure to look at the photographs in the chapter.

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)

US Lesson 37 8.4 The Course of the War CER Writing Assignment
Answer questions 1,2, and 4 on page 467 using a Google Doc. Copy the title and all instructions and paste them in the Google Doc. Type the questions and then answer them using the CER format. Use a minimum of three complete sentences with no more than one quote each. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning. Highlight in accordance with the established class procedures.

Due- End of Class
Title- 2025 5 27 last name U.S. L37 8.4 CER
Submit- A pdf of your Google Doc

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US Lesson 38 8.5 Emancipation and Life in Wartime

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.

US Lessons 38 8.5 Emancipation and Life in Wartime
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
Work with your group to read pages 468-477 in the textbook. You will also want to pay particular attention to the map on page 469 titled “Areas Under Union and Confederate Control, 1862” and the chart on page 475 titled “Civil War.” The chart shows the causes and effects of the Civil War.

Discuss the causes and effects of the of the Civil War prior to reporting-out.
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Photo Information
Soldiers and Families At A 31st Pennsylvania Infantry Camp Near Washington, D.C. - Library of Congress (1862)

Lesson 38 - 8.5 Emancipation and Life in Wartime CER Assignment
Answer questions 1,2, and 3 on page 477 using a Google Doc. Copy the title and all instructions and paste them in the Google Doc. Type the questions and then answer them using the CER format. Use a minimum of three complete sentences with no more than one quote each. Restate the question, provide evidence in the form of a quote (with parenthetical citation), and then provide the reasoning. Highlight in accordance with the established class procedures.

Title- 2024 5 29 last name US Lesson 38 8.5 CER
Due- Today By the End of Class
Submit- pdf of the Google Doc

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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!

NPS Link - Sojourner Truth

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?".

Abolitionist and Women's Rights Activist Sojourner Truth
Library of Congress (1863)
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US Lesson 39 8.6 The War's End

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.

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.”
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. The Gettysburg Address, shown below, has become one of the most famous speeches in American history.

Print of the Battle of Gettysburg, Pennsylvania
Library of Congress (c. 1865)

The Gettysburg Address

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.

U.S. Lesson 39 8.6 The War's End 8.6 Reading Assignment
Read pages 478-487 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.

U.S. Lesson 39 8.6 The War's End Whiteboard Assignment
Work with your group to describe the following topics using two to three bullet statements.

Siege of Vicksburg
Battle of Gettysburg
Sherman’s March to the Sea
Confederate Surrender at Appomattox
Costs of the Civil War Graph

Federal Troops In Front of Appomattox Court House, Virginia - Library of Congress (1865)

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U.S. Lesson 39 8.6 The War’s End Notes and Additional Information
Siege of Vicksburg
The Union siege and ultimate victory at Vicksburg, Mississippi was a significant win for the North. It gave General Grant control over a major crossing point on the Mississippi River. Along with other battlefield successes, it allowed the troops to control virtually the entire Mississippi River.

Battle of Gettysburg
The Battle of Gettysburg in Pennsylvania was a major turning point in the war. The Union victory resulted in a win, but it also allowed many Confederate troops to escape back to the South. Over 50,000 troops were killed in this significant battle.

Sherman’s March to the Sea
Union General William Tecumseh Sherman captured the city of Atlanta, Georgia in 1864. With orders to destroy everything that would be useful to Confederate forces, Tecumseh’s troops burned and otherwise destroyed everything in their path to the Atlantic Ocean.

Confederate Surrender at Appomattox
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 Quiz- 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.

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US Lesson 39 9.1 Early Reconstruction

U.S. Lesson 39 9.1 Early Reconstruction Reading Assignment
Work with your group to read pages 492-498 in the textbook. Automatically begin the whiteboard assignment as soon as your group has completed the writing assignment.

US Lesson 39 8.6 The War’s End Whiteboard Assignment
Work with your group to describe the following topics using two to two to three bullet statements. Define and explain the significance of each term. Include at least three pictures (total) to accompany your sentences.

freedman
Reconstruction
Ten Percent Plan
amnesty
Freedmen’s Bureau
Thirteenth Amendment

U. S. History Lesson Page - Second Semester

U.S. Lessons 19-21 Understanding the Constitution

U.S. Lesson 20 4.5 Understanding the Constitution

U.S. Lesson 21 Understanding the Constitution Wrap-up

US Lesson 23 5.2 Origin of Political Parties

US Lesson 24 5.3 Adam's Presidency

US Lesson 24 5.4 Jefferson's Presidency

Lesson 26 - 5.5 Madison and the War of 1812 / 5.6 Monroe's Presidency

Lessons 26 5.6 Monroe's Presidency

Westward Expansion

​US Lessons 27-28 - 6.1 Jackson Wins the Presidency

​US Lesson 28 - 6.2 Political Conflict and Economic Crisis

​US Lesson 30 - 6.3 Native Americans on the Frontier

​US Lesson 31 - 6.4 Westward Movement

US Lesson 31 - 6.5 Settling Oregon Country ​

US Lesson 32 - 6.6 Independence for Texas ​

US Lesson 33 - 6.7 Manifest Destiny in California and the Southwest

US Lesson 34 - 7.1 The Industrial Revolution and Life in the North

US Lesson 35 - 7.2 King Cotton and Life in the South

U.S. Civil War

US Lesson 35 - 8.1 and 8.2 Conflict and Division Before the Civil War ​

​US Lesson 35 8.1 Conflicts and Compromises​

​US Lesson 36 8.2 Growing Tensions

​US Lesson 36 8.3 Division and Outbreak of War

Four Major Leaders of the U.S. Civil War

​US Lesson 37 8.4 The Course of the War

​US Lesson 38 8.5 Emancipation and Life in Wartime

​US Lesson 39 8.6 The War's End

The Gettysburg Address

​US Lesson 39 9.1 Early Reconstruction

US Lessons 27-28 - 6.1 Jackson Wins the Presidency

US Lesson 28 - 6.2 Political Conflict and Economic Crisis

US Lesson 30 - 6.3 Native Americans on the Frontier

US Lesson 31 - 6.4 Westward Movement

US Lesson 31 - 6.5 Settling Oregon Country

US Lesson 32 - 6.6 Independence for Texas

US Lesson 35 - 8.1 and 8.2 Conflict and Division Before the Civil War

US Lesson 35 8.1 Conflicts and Compromises

US Lesson 36 8.2 Growing Tensions

US Lesson 36 8.3 Division and Outbreak of War

US Lesson 37 8.4 The Course of the War

US Lesson 38 8.5 Emancipation and Life in Wartime

US Lesson 39 8.6 The War's End

US Lesson 39 9.1 Early Reconstruction