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1492 Italian sailor Columbus Arrives in the Americas
1607 English settlers arrive at Jamestown (Virginia) 1775-1783 American Revolution July 4, 1776 Declaration of Independence 1861-1865 American Civil War 1865-1877 Reconstruction |
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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.
7.4a Throughout the American Revolution, the colonies struggled to address their differing social, political, and economic interests and to establish unity. The Articles of Confederation created a form of government that loosely united the states, but allowed states to maintain a large degree of sovereignty.
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.
7.4a Throughout the American Revolution, the colonies struggled to address their differing social, political, and economic interests and to establish unity. The Articles of Confederation created a form of government that loosely united the states, but allowed states to maintain a large degree of sovereignty.
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.
- Students will investigate the successes and failures of the Articles of Confederation, determine why many felt a new plan of government was needed, and explain how the United States Constitution attempted to address the weaknesses of the Articles.
- Students will examine the Constitutions of various states, their main ideas and provisions, and their influence on the formation of the United States Constitution.
US Lesson 18 - 4.1 A Weak Confederation
US Lesson 18 Part 1 - 4.1 A Weak Confederation Reading Assignment
Explain why state governments wrote constitutions.
- Identify the strengths and weaknesses of the Articles of Confederation.
- Describe the process the Articles created for admitting new states.
- Explain why many Americans called changes to the Articles.
- Summarize Shay's Rebellion and how it influenced leaders to change the Articles of Confederation.
Work with your cooperative learning group to read Chapter 4.1. Stop and discuss each subtopic (red titles) with your group as you read today. Focus particularly on the chart! What information does it provide?
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US Lesson 18 Parts 2/3/4 - 4.1 A Weak Confederation
Today you will see a transcript of the original Articles of Confederation. The four major parts of the Articles of Confederation are shown below. Although there are thirteen articles, you will only focus on the seven listed here. Google Classroom Assignment Open a new Google Doc and name it using the standard format (2022 1 Last Name Assignment). Type the heading and copy and paste the instructions below it. Then work with your group to discuss each of the seven articles. Write two sentences (except for the first article) in your own words that describe the important points. While each group member will create their own answers, all group answers should use the same two to five key words. Make the key words bold in your assignment. If your group needs help understanding an article, be sure to come up and ask for help. This assignment is due at the end of class on Friday. |
The Four Parts of the Articles of Confederation
Significant Articles In the Articles of Confederation
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Note- Students who are absent are required to complete this assignment on their own.
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US Lesson 19 State Constitutions Part I
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.
7.4a Throughout the American Revolution, the colonies struggled to address their differing social, political, and economic interests and to establish unity. The Articles of Confederation created a form of government that loosely united the states, but allowed states to maintain a large degree of sovereignty.
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.
7.4a Throughout the American Revolution, the colonies struggled to address their differing social, political, and economic interests and to establish unity. The Articles of Confederation created a form of government that loosely united the states, but allowed states to maintain a large degree of sovereignty.
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US Lesson 19 Part 1 - The First Massachusetts Constitution
"In 1780, when the Massachusetts Constitution went into effect, slavery was legal in the Commonwealth. However, during the years 1781 to 1783, in three related cases known today as 'the Quock Walker case,' the Supreme Judicial Court applied the principle of judicial review to abolish slavery."
Use the link below to access the article for today's assignment. Read the following sections and then discuss the information with your group. What are the first five paragraphs mostly about?
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Two Additional Quiz Questions
- What is defined as the power of the courts to strike down laws or executive actions that are determined to be unconstitutional?
- What is defined as a person who was ardently opposed to slavery in the period prior to the American Civil War?
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US Lesson 19 Part 2 - The First Massachusetts Constitution
Freedom Suits of the Pre-Constitutional Era
US Lesson 19 Part 3 - Massachusetts and John Adams
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US History Lesson 19 Part 4 Writing Assignment
Create a new document (Microsoft Word or Google Doc) and use the standard naming procedure to save it (2022 1 Last Name US Lesson 19 Part 4). Copy the instructions of this assignment to your document. Use the websites that we have used in class this week to answer the following questions. All answers must include a full quote from the two linked articles along with a parenthetical citation. Answer the questions using at least four sentences for each answer. Submit your completed assignment here in Google Classroom. Due- January 27th at 2:30 PM
Create a new document (Microsoft Word or Google Doc) and use the standard naming procedure to save it (2022 1 Last Name US Lesson 19 Part 4). Copy the instructions of this assignment to your document. Use the websites that we have used in class this week to answer the following questions. All answers must include a full quote from the two linked articles along with a parenthetical citation. Answer the questions using at least four sentences for each answer. Submit your completed assignment here in Google Classroom. Due- January 27th at 2:30 PM
Questions
1. Section- Slavery in Colonial and Revolutionary Massachusetts (Massachusetts Constitution and the Abolition of Slavery) – Describe slavery during the colonial and revolutionary periods in Massachusetts.
2. Section- Freedom Suits of the Pre-Constitutional Era (Massachusetts Constitution and the Abolition of Slavery) – What evidence is provided in this section to support the idea that slaves had some rights in Massachusetts?
3. Section- Conclusion (Massachusetts Constitution and the Abolition of Slavery) - What major contribution did Massachusetts make to the American legal system?
4. Section- Introduction (John Adams, Architect of American Government) - What major ideas were contained in John Adams’ “Thoughts on Government” pamphlet?
1. Section- Slavery in Colonial and Revolutionary Massachusetts (Massachusetts Constitution and the Abolition of Slavery) – Describe slavery during the colonial and revolutionary periods in Massachusetts.
2. Section- Freedom Suits of the Pre-Constitutional Era (Massachusetts Constitution and the Abolition of Slavery) – What evidence is provided in this section to support the idea that slaves had some rights in Massachusetts?
3. Section- Conclusion (Massachusetts Constitution and the Abolition of Slavery) - What major contribution did Massachusetts make to the American legal system?
4. Section- Introduction (John Adams, Architect of American Government) - What major ideas were contained in John Adams’ “Thoughts on Government” pamphlet?
US History Lesson 19 Part 5 Jamboard Assignment
US Lesson 20 State Constitutions Part II
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.
7.4a Throughout the American Revolution, the colonies struggled to address their differing social, political, and economic interests and to establish unity. The Articles of Confederation created a form of government that loosely united the states, but allowed states to maintain a large degree of sovereignty.
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 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.
7.4a Throughout the American Revolution, the colonies struggled to address their differing social, political, and economic interests and to establish unity. The Articles of Confederation created a form of government that loosely united the states, but allowed states to maintain a large degree of sovereignty.
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.
Writing Feedback – Lesson 19 Massachusetts Writing Assignment
- Area for Improvement - Reasoning / Comment on the Quote (11)
- Please submit your assignment even if you have not finished. It is better to submit 40 minutes’ worth than to get a zero. (4 )
- Do not end your answers with quotes. Always follow them with a comment or statement. (4)
- #4 Incomplete / Use the spell-check function to check your paper. (2)
- Use the article name instead of the URL in the paragraph and citation. (3)
- Area for Improvement - Proper Nouns (2)
- Do not end your answers with quotes. Always follow them with a comment or statement. (2)
- Overused - "This shows..." What might you write instead?
- Overused - "According to mass.gov," - How could you say this differently?
- Improvement- Several sentences are fragments and not complete sentences.
- Please follow the instructions. Quotes support your writing and should not take up half of the paragraph.
- Please follow the assignment instructions do not rush through the assignment.
- Areas for Improvement - Read each paragraph after you have written it. / Use the article name instead of the URL in the citation.
- Avoid using the word "evidence" in your answers.
- Remember to put your name and to bold the questions.
- Missing the Quote Source / Your Name
- Avoid starting sentences with the word "and."
- Area For Improvement- Quotation Marks and Punctuation (See me for details.)
- Read each paragraph as you finish them. Check for run-on sentences.
- Make sure the final sentence in each paragraph answers the question. / Use the article name instead of the URL.
US Lesson 20 Part 2 - Pennsylvania Constitution of 1776
During the Revolutionary Era the British colonial government was replaced briefly with a Council of Safety. Their task was to create a constitution for Pennsylvania. The final constitution was not voted on by the people and went into effect on September 28, 1776.
The following are characteristics of the Pennsylvania Constitution of 1776.
- the Pennsylvania Legislature consisted of a unicameral legislature called the Assembly
- instead of a chief executive (governor) there was a Supreme Executive Council
- it included a Declaration of Rights
- Article 1 stated "all men are born equally free and independent, and have certain natural, inherent and inalienable rights..."
- Article 2 expressed the right of freedom of religion
- Article 4 expressed that government officials were accountable to the people
- Article 11 expressed the right to a trial by jury
- Article 13 expressed the right to bear arms
- Article 16 expressed freedom of assembly by the people
Assignment- Pretend that the American Revolutionary War did not begin in 1775, but instead, is occurring now.
Your group is a committee that will create an article in the new Pennsylvania Constitution. What would you add? Person one in each group will log-in and be ready to email the group's answer when you are ready. First, think about what is missing from the bullet statements shown above. What would you add? What modern requirements or issues might need to be included?
The group must approve the group's typed answer prior to sending the email. Report out as soon as you have sent it.
US Lesson 20 Part 3 - Pennsylvania Constitution of 1776
While Pennsylvania was operated under the Constitution of 1776, the Supreme Executive Council passed the Divestment Act of 1779. This act confiscated 24,000.000 acres of land from and then compensated the Penn family.
Another act, called the Gradual Abolition Act of 1780 was also passed and was one of the first acts of its kind. Click on the link below to learn more about this important law.
Another act, called the Gradual Abolition Act of 1780 was also passed and was one of the first acts of its kind. Click on the link below to learn more about this important law.
US History Lesson 20 Part 3 Writing Assignment - Create a new document (Google Doc) and use the standard naming procedure to save it (2022 2 Last Name US Lesson 20 Part 3). Create the proper heading and then copy the instructions provided here.
Gradual Abolition Act of 1780 - Use the website link on the US History Lesson page to answer the following questions. All answers must include a full quote from the linked article along with a parenthetical citation. Submit your completed assignment here in Google Classroom. Note- Students who are absent are expected to complete this assignment at home and submit it in a timely manner.
Due- End of Class
Gradual Abolition Act of 1780 - Use the website link on the US History Lesson page to answer the following questions. All answers must include a full quote from the linked article along with a parenthetical citation. Submit your completed assignment here in Google Classroom. Note- Students who are absent are expected to complete this assignment at home and submit it in a timely manner.
Due- End of Class
- What were three important parts of the Gradual Abolition Act of 1780? (5 Complete Sentences)
- What was one argument against this Act? (3 Complete Sentences)
- What impact did the Gradual Abolition Act of 1780 have on the lives of African Americans? (4 Complete Sentences)
US Lesson 20 Part 4 - Review
The US History quiz tomorrow will cover only the information on the US History Lesson page. Focus specifically on the vocabulary, US History Lesson 19 Part 4 Writing Assignment questions, US Lesson 20 Part 2 - Pennsylvania Constitution of 1776 (Council of Safety), and US Lesson 20 Part 3 - Pennsylvania Constitution of 1776 (Divestment Act of 1779 and the Gradual Abolition Act of 1780), and the 13th Amendment to the US Constitution (Calendar page).
The US History quiz tomorrow will cover only the information on the US History Lesson page. Focus specifically on the vocabulary, US History Lesson 19 Part 4 Writing Assignment questions, US Lesson 20 Part 2 - Pennsylvania Constitution of 1776 (Council of Safety), and US Lesson 20 Part 3 - Pennsylvania Constitution of 1776 (Divestment Act of 1779 and the Gradual Abolition Act of 1780), and the 13th Amendment to the US Constitution (Calendar page).
US Lesson 20 Part 5 - 4.2 Drafting A Constitution
Work with your group today and read this short chapter about the making of this important document. Discuss the chapter as you read and focus specifically on the Venn diagram on page 187. You will be given a group activity after you read the section.
Work with your group today and read this short chapter about the making of this important document. Discuss the chapter as you read and focus specifically on the Venn diagram on page 187. You will be given a group activity after you read the section.
US Lesson 21 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.
US Lesson 21 Part 1 - 4.2 Drafting A Constitution
This week we will continue to learn about the supreme law of the land - the United States Constitution.
Writing Assignment
Describe each of the "Key Concepts" below using three bullet statements. While the bullets do not need to be full sentences, they do need make sense. This assignment needs to be completed by students using a pen and paper. Students who are absent may type their assignments and submit them via email.
This week we will continue to learn about the supreme law of the land - the United States Constitution.
Writing Assignment
Describe each of the "Key Concepts" below using three bullet statements. While the bullets do not need to be full sentences, they do need make sense. This assignment needs to be completed by students using a pen and paper. Students who are absent may type their assignments and submit them via email.
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.
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Key Concepts
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Recall that Massachusetts was the first state to ever hold a constitutional convention. A constitutional convention was later used to replace the Articles of Confederation. Three Branches of the Government Legislative Branch (Congress) Executive Branch (President and Cabinet) Judicial Branch (Supreme Court) What state did not attend the Constitutional Convention in 1787? Rhode Island
Legislative Branch (Congress) House of Representatives (435 Members) Senate (100 Members) |
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US Lesson 21 Part 2 - 4.4 Federalists, Antifederalists, and the Bill of Rights
Key Questions- Discuss the following questions and provide evidence from the text to support your answers.
- Step 1 Reading Assignment - Work with your group today and read this chapter about the ratification and amending of this important document. As you read, think about the major differences between the Federalists and Antifederalists.
- Step 2 Writing Assignment - Complete this assignment using a Google Doc and submit it via Google Classroom. Create the heading and copy the instructions as usual. Answer the "Key Questions" below using the at least three sentences. Restate the question, provide evidence in the form of a quote, and then comment on the evidence or provide additional evidence. You may use the entire textbook to find the answers to these questions.
Key Questions- Discuss the following questions and provide evidence from the text to support your answers.
- What were the key issues in the constitutional debate?
- Why might the authors of the Federalist Papers use pseudonyms instead of their real names?
- Who was George Mason and why was he an Antifederalist?
- Who is described as the father of the U.S. Constitution?
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Key Concepts
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Primary Source - Library of Congress
"Publius (pseudonym for James Madison). The Federalist. No. X in the New York Daily Advertiser, November 22, 1787. Serial and Government Publications Division (68.03.00) |
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US Lesson 21 Part 3 - 4.5 Understanding the U.S. Constitution
- What basic goals of the Constitution are reflected in the Preamble?
- What are the seven basic principles of the U.S. Constitution?
- What branch of the U.S. Government is described in Article I of the U.S. Constitution?
Students who are absent today need to read the chapter for homework.
- Step 1 Reading Assignment - Work with your group today and read this short chapter about the making of this important document. Discuss the chapter as you read and focus specifically on the responsibilities of each of the three branches.
- Step 2 Board Work- Work with your group to answer the following questions.
- What basic goals of the Constitution are reflected in the Preamble?
- What are the seven basic principles of the U.S. Constitution?
- What branch of the U.S. Government is described in Article I of the U.S. Constitution?
Students who are absent today need to read the chapter for homework.
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Seven Basics Principles of the Constitution
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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.
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.
Three Levels of American Government
National Government (Highest Level)
State Government
Local Government (Lowest Level)
National Government (Highest Level)
State Government
Local Government (Lowest Level)
US Lesson 21 Part 4 - 4.5 Understanding the U.S. Constitution
Writing Assignment - Complete this assignment using a Google Doc and submit it via Google Classroom. Create the heading and copy the title and all instructions. Answer the "Key Questions" below using the at least four sentences. Restate the question, provide evidence in the form of a quote, and then comment on the evidence or provide additional evidence. You may use the entire textbook to find the answers to these questions.
Key Questions
1. What is the elastic clause and why is so important?
2. What is the electoral college and how does it work?
3. How can a candidate lose the popular vote but still become President?
Students who have submitted their completed assignment may use the rest of the class period to work on homework.
US Lesson 21 Part 4 - 4.5 Understanding the U.S. Constitution
Writing Assignment - Complete this assignment using a Google Doc and submit it via Google Classroom. Create the heading and copy the title and all instructions. Answer the "Key Questions" below using the at least four sentences. Restate the question, provide evidence in the form of a quote, and then comment on the evidence or provide additional evidence. You may use the entire textbook to find the answers to these questions.
Key Questions
1. What is the elastic clause and why is so important?
2. What is the electoral college and how does it work?
3. How can a candidate lose the popular vote but still become President?
Students who have submitted their completed assignment may use the rest of the class period to work on homework.
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US Lesson 21 Part 5 - Q3 Test I
Students who know they will be absent need to take it during class on Thursday during class. It will be a long weekend and it is better to get it out of the way early.
Students who know they will be absent need to take it during class on Thursday during class. It will be a long weekend and it is better to get it out of the way early.
US Lesson 22 4.6 Amending the Constitution
DoDEA Standard 7.5 The Constitution in Practice
The United States Constitution serves as the foundation of the United States government and outlines the rights
of citizens. The Constitution is considered a living document that can respond to political and social changes.
7.5b The Constitution established three branches of government as well as a system of checks and balances that
guides the relationship between the branches. Individual rights of citizens are addressed in the Bill of Rights.
7.5c While the Constitution provides a formal process for change through amendments, the Constitution can respond to change in other ways.
The United States Constitution serves as the foundation of the United States government and outlines the rights
of citizens. The Constitution is considered a living document that can respond to political and social changes.
7.5b The Constitution established three branches of government as well as a system of checks and balances that
guides the relationship between the branches. Individual rights of citizens are addressed in the Bill of Rights.
7.5c While the Constitution provides a formal process for change through amendments, the Constitution can respond to change in other ways.
US Lesson 22 Part 1 - 4.6 Amending the Constitution
Reading Assignment - Work with your group today and read pages 219 and 220. Discuss the graphic titled "Methods of Amending the Constitution." Once you have finished reading and discussing the graphic, discuss the following questions.
Reading Assignment - Work with your group today and read pages 219 and 220. Discuss the graphic titled "Methods of Amending the Constitution." Once you have finished reading and discussing the graphic, discuss the following questions.
- What article of the U.S. Constitution describes how the Constitution can be amended?
- What are the two ways to propose an amendment?
- Which of the two has never been used?
- What are the two ways that an amendment can be ratified?
- What is the significance of the fractions 2/3 and 3/4?
US Lesson 22 Parts 2 and 3 - 4.6 Amending the Constitution
- Reading Assignment - Read with group with all members participating. Read pages 220 to 223 and then discuss the graphic titled "Choosing Amendments For the Bill of Rights." All members of the group need to understand what the data show. Do not miss the information on the left side of the graphic that describes what happened in 1992.
- 1st Amendment Assignment - Work with your group to learn the words to the words of the First Amendment to the U.S. Constitution. Report out when all members of the group are ready to demonstrate mastery of the task.
A Few of the 27 Amendments to the U.S. Constitution
1st Amendment - Freedom of Religion, Speech, Press, Assembly, and Petition the Government
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 - Women Were Given Equal Suffrage Rights in 1920
27th Amendment - Prevents Congressional Salary Raises Until After the Next Election (1992)
1st Amendment - Freedom of Religion, Speech, Press, Assembly, and Petition the Government
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 - Women Were Given Equal Suffrage Rights in 1920
27th Amendment - Prevents Congressional Salary Raises Until After the Next Election (1992)
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.
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.
US Lesson 23 Part 1 - George Washington's Presidency and Article II of the U.S. Constitution
Critical Vocabulary
Critical Vocabulary
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Cooperative Learning Assignment - A transcript of the U.S. Constitution is available at the back of the book. Article II of the U.S. Constitution, which focuses on the Executive Branch, is shown on pages 947-949. The actual words of the U.S. Constitution are shown in the tan sections on the pages. Words and sections that are shown in grey have been replaced with new Amendments. More importantly for you though are the words that are shown in white. These provide a summary of the specific clauses in modern language.
Work with your group to read Article II. Use the paper provided to make a list of at least ten important facts regarding the President and the Executive Branch. Make sure that your list is easy to read (no tiny writing or cursive) and can be hung in the classroom. More paper is available if you need it. This assignment is due at the end of class.
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Work with your group to read Article II. Use the paper provided to make a list of at least ten important facts regarding the President and the Executive Branch. Make sure that your list is easy to read (no tiny writing or cursive) and can be hung in the classroom. More paper is available if you need it. This assignment is due at the end of class.
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US Lesson 23 Part 2 - George Washington's Presidency Reading Assignment
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 presidents and traditions that are still with us today.
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.
Reading Assignment 5.1 -
Work with your cooperative learning group to read Chapter 5.1. Stop and discuss each subtopic (red titles) with your group as you read today. When you finish, work together to answer these questions. Report out when all members are ready to answer the questions. Each member of the group should be able to answer one of the questions.
Homework Assignment (Practice Quiz) Work Time - Use the remainder of class to complete and submit (if finished) the practice quiz. A practice quiz is not complete until it is completed in accordance with the instructions. Students who have completed and submitted their practice quizzes correctly may work on on other school work.
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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 presidents and traditions that are still with us today.
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.
Reading Assignment 5.1 -
Work with your cooperative learning group to read Chapter 5.1. Stop and discuss each subtopic (red titles) with your group as you read today. When you finish, work together to answer these questions. Report out when all members are ready to answer the questions. Each member of the group should be able to answer one of the questions.
- What were the first five Executive Departments?
- 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?
Homework Assignment (Practice Quiz) Work Time - Use the remainder of class to complete and submit (if finished) the practice quiz. A practice quiz is not complete until it is completed in accordance with the instructions. Students who have completed and submitted their practice quizzes correctly may work on on other school work.
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US Lesson 23 Part 3 - George Washington's Presidency
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US Lesson 23 Part 4 - George Washington's Presidency
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.
Judiciary Act of 1789
President Washington named John Jay the first Chief Justice of the U.S. Supreme Court.
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.
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.
US Lesson 24 5.2 Origin of Political Parties / 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.
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.
Chapter 5.1 Connection- State of the Union Address
US Lesson 24 Parts 1 and 2 - 5.2 The Origin of Political Parties Reading Assignment
Work with your cooperative le arning 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. Report out when all members of the group should be able to answer one of the questions.
Part 1 Board Work
- Who was responsible for creating the first political party?
- How were the views of Jefferson and Hamilton different?
Part 2 Cooperative Group Brief Writing Assignment - Who, What, When, Where, Why, and How
- What facts (information) can you glean from the graphic on page 250?
- How did the 12th Amendment to the U.S. Constitution change government? (Page 956)
Note- Keep your answers in your binder so that you can use them on tomorrow's assignment.
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US Lesson 24 Part 3 - 5.2 / 5.3 Individual Writing Assignment
Complete this assignment using the Google Form in Google Classroom. Restate the question, provide evidence in the form of a quote (and parenthetical citation), and then comment on the evidence or provide additional evidence. Use the textbook as the source of your answers.
Students who finish early need to review their notecards with a focus on the most recent set. While you are encouraged to complete this during the class period, you may take it home and finish it if necessary.
Students who finish early need to review their notecards with a focus on the most recent set. While you are encouraged to complete this during the class period, you may take it home and finish it if necessary.
Student Writing Feedback
3. What facts (information) can you glean from the graphic on page 250? *
From the graphic on page 250, you can develop an understanding of the outcome of The Election of 1796. This election, held in the United States nationwide, was between Thomas Jefferson and John Adams (Pearson 250). John Adams was more popular than Thomas Jefferson in both the electoral and popular vote. This resulted in John Adams becoming President because he won the electoral vote, and Thomas Jefferson becoming Vice President. There was increased political tensions after having two people from opposing parties take office.
3. What facts (information) can you glean from the graphic on page 250? *
The graphic on page 250 provides information about the Election of 1796. John Adams and Thomas Jefferson were both running for president. Adams won with 35,726 votes, but Jefferson lost with 31,115 votes. The percentage of John Adam's vote was 53.4%, and 46.6% for Hamilton's vote percentage (Pearson 250). Thomas Jefferson was the first Democratic Republican president of the United States.
1. Who was responsible for creating the first political party? *
The person responsible for creating the first political party was Thomas Jefferson. "Jefferson asked them to help defeat Hamilton's program by convincing New Yorkers to vote for Jefferson's supporters" (Pearson 248). Jefferson's supporters were called Democratic Republicans, or Republicans for short.
From the graphic on page 250, you can develop an understanding of the outcome of The Election of 1796. This election, held in the United States nationwide, was between Thomas Jefferson and John Adams (Pearson 250). John Adams was more popular than Thomas Jefferson in both the electoral and popular vote. This resulted in John Adams becoming President because he won the electoral vote, and Thomas Jefferson becoming Vice President. There was increased political tensions after having two people from opposing parties take office.
3. What facts (information) can you glean from the graphic on page 250? *
The graphic on page 250 provides information about the Election of 1796. John Adams and Thomas Jefferson were both running for president. Adams won with 35,726 votes, but Jefferson lost with 31,115 votes. The percentage of John Adam's vote was 53.4%, and 46.6% for Hamilton's vote percentage (Pearson 250). Thomas Jefferson was the first Democratic Republican president of the United States.
1. Who was responsible for creating the first political party? *
The person responsible for creating the first political party was Thomas Jefferson. "Jefferson asked them to help defeat Hamilton's program by convincing New Yorkers to vote for Jefferson's supporters" (Pearson 248). Jefferson's supporters were called Democratic Republicans, or Republicans for short.
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Major Topics in the Chapter
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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.
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. Photo Source- U.S. National Archives |
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US Lesson 24 Parts 4 and 5 - 5.3 John Adam's Presidency Writing Assignment
Complete this assignment using a Google Doc and submit it via Google Classroom. Create the heading and copy the title and all instructions. This assignment will be longer than previous assignments and will completed over two class periods. You are encouraged to take it home over the weekend! Instead get out, enjoy the sunshine, and get some exercise! :)
All questions require a minimum of five or six complete sentences with no more than one quote. Restate the question, provide evidence in the form of a quote (and parenthetical citation), and then comment on the evidence or provide additional evidence. Then add a paraphrased sentence of the information following by a comment. Use a concluding sentence to end each answer.
Use the textbook as the source of your answers.
Describe the important facts and significance of each of the following topics.
- XYZ Affair
- Federalist and Democratic Republican views on France
- Alien and Sedition Acts
- Nullification and the Kentucky and Virginia Resolutions
- The Election of 1800 (Graphic on Page 254)
- Important change in the U.S. Constitution prompted by the results of the 1800 election
US Lesson 25 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.
US Lesson 25 Parts 1 and 2 - 5.3 John Adam's Presidency Writing Assignment
Continue the assignment that you started on Friday. This assignment is due at the end of class on Tuesday. Students who are absent will need to complete this assignment as homework. Students who finish early need to review their notecards with a focus on the most recent set.
Continue the assignment that you started on Friday. This assignment is due at the end of class on Tuesday. Students who are absent will need to complete this assignment as homework. Students who finish early need to review their notecards with a focus on the most recent set.
US Lesson 25 Part 3 - 5.4 Jefferson's Presidency Reading and Note-taking Activity
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.
Note-taking Assignment- Each person in the group will record their notes on their own paper. Write the topic name, underline it, then list who, what, when, and where under each topic. Since you will use these notes in a later assignment, you will need to write only one full-sentence quote (with a parenthetical citation) for each of the five topics. All of the others should answer the basic questions, but do not require full sentences. You are encouraged to ask questions if you hit a snag or roadblock. Submit the completed assignment in Google Classroom.
Major Topics
- laissez faire
- The Wealth of Nations by Adam Smith
- small government
- John Marshall
- Marbury v. Madison
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. 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. The 12th Amendment also requires the Vice President to meet the same constitutional eligibility requirements as the President.
US Lesson 25 Part 4 - 5.4 Jefferson's Presidency Reading and Note-taking Activity
Reading Assignment- Read pages 260-262 in your textbook with your group. Discuss the pictures and key information.
Note-taking Assignment- Each person in the group will record their notes on their own paper. Write the topic name, underline it, then list who, what, when, and where under each topic. Since you will use these notes in a later assignment, you will need to write only one full-sentence quote (with a parenthetical citation) for each of the five topics. All of the others should answer the basic questions, but do not require full sentences. You are encouraged to ask questions if you hit a snag or roadblock.
Once you have finished, put your notes in your binder and keep them for a future assignment.
Major Topics
- The Louisiana Purchase
- Pinckney Treaty
- Toussaint L'Ouverture
US Lesson 25 Part 5 - 5.4 Jefferson's Presidency Reading and Note-taking Activity
Reading Assignment- Read pages 263-269 in your textbook with your group. Discuss the pictures, key information, and the graphic on page 269.
Note-taking Assignment- Continue to use the notes that you started yesterday. Write the topic name, underline it, then list who, what, when, and where under each topic. Since you will use these notes in a later assignment, you will need to write only one full-sentence quote (with a parenthetical citation) for each of the five topics. All of the others should answer the basic questions, but do not require full sentences. You are encouraged to ask questions if you hit a snag or roadblock.
Once you have finished, put your notes in your binder and keep them for a future assignment.
Major Topics
- Lewis and Clark
- Continental Divide
- Jefferson Protection of American Shipping
- The Embargo Act
- Nonintercourse Act
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US Lesson 26 5.4 Jefferson's / 5.5 Madison and the War of 1812
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.
US Lesson 26 Part 1 - 5.3 Lewis and Clark Cooperative Learning Activity
Work with your cooperative learning group learning group to read and discuss the online article. The article begins with an introduction and then is broken down into different subtopics. Use the paper provided to create a sentence for each subtopic of the article (including the introduction). The sentences should refer to new and significant information that is not discussed in the textbook. All of the sentences on the paper need to contain important information about the expedition. Be specific and include critical facts in your sentences. This assignment is due at the end of the class today.
Work with your cooperative learning group learning group to read and discuss the online article. The article begins with an introduction and then is broken down into different subtopics. Use the paper provided to create a sentence for each subtopic of the article (including the introduction). The sentences should refer to new and significant information that is not discussed in the textbook. All of the sentences on the paper need to contain important information about the expedition. Be specific and include critical facts in your sentences. This assignment is due at the end of the class today.
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US Lesson 26 Parts 2 and 3 (ELA and Science Interim Testing)
US Lesson 26 Parts 4 and 5 - 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 270-272 in the textbook. 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.
US Lesson 26 Part 5 - 5.5 Madison and the War of 1812 |
Shawnee Chief Tecumseh (1768-1813)
Image Source - Library of Congress |
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Reading Assignment - Work with your cooperative learning group learning group to read and discuss pages 273-281 in the textbook. Read Pages 273-281 in the textbook and keep the gold questions in mind. What were the causes of the War of 1812? What are the challenges that the U.S. faced in preparing for the War of 1812? 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. |
General William H. Harrison at the Battle of Tippecanoe (1840) Library of Congress
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"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
US Lesson 27 - 5.5 Madison / 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.
- Students will examine the Monroe Doctrine and its effects on foreign policy.
US Lesson 27 Part 1 - 5.5 Madison and the War of 1812 Writing Assignment
Complete this assignment that is accessible in Google Classroom. 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 (and parenthetical citation), and then comment on the evidence or provide additional evidence. Use the textbook as the source of your answers.
Submit your completed assignment in Google Classroom by the end of class.
Complete this assignment that is accessible in Google Classroom. 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 (and parenthetical citation), and then comment on the evidence or provide additional evidence. Use the textbook as the source of your answers.
Submit your completed assignment in Google Classroom by the end of class.
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US Lesson 27 Part 2 - 5.6 Monroe's Presidency
Reading Assignment - Work with your cooperative learning group learning group to read and discuss pages 282-287 and 292-294 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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Cooperative Learning Discussion - After you finish reading, discuss the following topics with your group members. Report out after all members of the group can answer these questions in detail.
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?
John C. Calhoun (c1852)
Library of Congress |
Henry Clay (c1850)
Library of Congress |
Daniel Webster (Undated)
Library of Congress |
US Lesson 27 Part 3 - Brief Review and Test
US Lesson 27 Part 4 - Vocabulary Focus
Quarter 4 - Westward Expansion and the U.S. Civil War
Enduring Understandings
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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 |
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.
US Lesson 28 - 6.1 Jackson Wins the Presidency
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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 28 Part 1 - 6.1 Jackson Wins the Presidency
Introduction Reading Assignment - Work with your cooperative learning group learning group to read and discuss pages 302-309 in the textbook. Pay particular attention the graphics titled "Class in America and Europe" on page 303, "The Election of 1824" on page 305, and "How Did John Quincy Adams Win the Presidential Election of 1824" on page 306. Cooperative Learning Discussion - After you finish reading, discuss the pages with an emphasis on the graphics detailed above. Report out after all members of the group can answer these questions in detail. US Lesson 28 Parts 2 and 3 - Westward Expansion Activity
Over the next two days you will rotate between six different stations as you learn about various topics related to Westward Expansion and President Andrew Jackson. You are expected to actively participate and complete the assigned writing assignments. Osceola - 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. US Lesson 28 Homework Assignment
This assignment is located in Google Classroom. Answer the questions in the space provided. Read each question carefully so that you will know whether the question requires an extended answer or a short answer. Questions four through ten can answered by going to the Internet site shown below. Due- Thursday 8:00 AM |
Andrew Jackson - Painted by D.M. Carter and Engraved by A.H. Ritchie (1860) Library of Congress
Osceola of Florida Drawn by George Catlin
(1838) Library of Congress |
US Lesson 28 Part 4 - 6.1 Jackson Wins the Presidency
Reading Assignment - Work with your cooperative learning group learning group to read and discuss pages 306 (yes, begin to on page 306 to review the content) to 312 in the textbook. Pay particular attention the following topics...
Reading Assignment - Work with your cooperative learning group learning group to read and discuss pages 306 (yes, begin to on page 306 to review the content) to 312 in the textbook. Pay particular attention the following topics...
- The Whig Party
- The Democratic Party
- Jacksonian Democracy
- The Spoils System
US Lesson 29 - 6.1 Jackson Wins the Presidency / 6.2
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 29 Parts 1 / 2 - 6.2 Political Conflict and Economic Crisis
Work with your cooperative learning group to read Chapter 6.2 Political Conflict and Economic Crisis. This chapter begins on page 313 and includes both the presidencies of Andrew Jackson and Martin Van Buren. A major concept that you must be familiar with is caucus.
Homework- Remember that there is a U.S. History quiz tomorrow. Be sure to study! The paragraph question on the back of the practice quiz is on the quiz. You must make sure that you know at least five significant facts! This will help to ensure that you get full credit for this answer.
US Lesson 29 Parts 3 and 4 - 6.1 and 6.2 Writing Assignment
Complete this assignment that is accessible in Google Classroom. 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 (and parenthetical citation), and then comment on the evidence or provide additional evidence. Use the textbook as the source of your answers. Complete and submit the completed assignment and submit it by the end of class.
Work with your cooperative learning group to read Chapter 6.2 Political Conflict and Economic Crisis. This chapter begins on page 313 and includes both the presidencies of Andrew Jackson and Martin Van Buren. A major concept that you must be familiar with is caucus.
Homework- Remember that there is a U.S. History quiz tomorrow. Be sure to study! The paragraph question on the back of the practice quiz is on the quiz. You must make sure that you know at least five significant facts! This will help to ensure that you get full credit for this answer.
US Lesson 29 Parts 3 and 4 - 6.1 and 6.2 Writing Assignment
Complete this assignment that is accessible in Google Classroom. 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 (and parenthetical citation), and then comment on the evidence or provide additional evidence. Use the textbook as the source of your answers. Complete and submit the completed assignment and submit it by the end of class.
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US Lesson 29 Part 5 - 6.3 Native Americans on the Frontier
Reading Assignment - Work with your cooperative learning group learning group to read and discuss pages 323-330 in the textbook. 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 the topics listed below. All members of the group must be ready to answer questions on all four of the topics. You are encouraged to take notes and to use them when you report out.
Each member of the group will be given one topic to describe. Bring your notes! Group members can work on school work, read, or study notecards when finished. |
"Sequoyah, inventor of the Cherokee alphabet." (1838)
Library of Congress |
US Lesson 30 - 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 30 Part 1 - 6.3 Native Americans on the Frontier
Reading Assignment and Discussion- Work with your cooperative learning group to read 328-330 in the textbook. Pay close attention to the graph on page 328 to answer the question below. After you finish reading, discuss the following topics with your group members.
What three tribes had the most people affected by Indian Removal?
Writing Assignment- Use notebook paper and a pen to complete this assignment. Begin by writing and underlining the topic. Below that you will write five bullet statements that describe and explain the significance of each topic. Use full sentences and proper punctuation.
Reading Assignment and Discussion- Work with your cooperative learning group to read 328-330 in the textbook. Pay close attention to the graph on page 328 to answer the question below. After you finish reading, discuss the following topics with your group members.
What three tribes had the most people affected by Indian Removal?
Writing Assignment- Use notebook paper and a pen to complete this assignment. Begin by writing and underlining the topic. Below that you will write five bullet statements that describe and explain the significance of each topic. Use full sentences and proper punctuation.
- Chickasaw
- Cherokee
- Trail of Tears
- Seminole
Due- US Lesson 30 Part 1 Assignment
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US Lesson 30 Part 2 - 6.3 Native Americans on the Frontier Reading Assignment
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 |
Reading Assignment and Discussion- Use the link below to access today's reading assignment. Read "Worcester v. Georgia" with your cooperative learning group. Discuss the case with the goal of being able to explain the case and why it was so important.
US Lesson 30 Part 3 - 6.2 Political Conflict and Economic Crisis Writing Assignment (Page 322)
Begin this assignment by creating a new Google Doc. Type your heading, copy the title and instructions, and then type the first of the five questions. Answer each question before typing the next question. Use the textbook as the source of your answers.
This assignment is different in that you will need a total of four sentences for a complete answer. Restate the question, provide evidence in the form of a quote (and parenthetical citation), and then comment on the evidence using one of the evidence stems. Finish each answer by using a recommended stem and adding an additional sentence that provides more details.
Use the highlighting function to highlight the quote stem only in yellow. Highlight the additional sentence stem in pink (the same color as the poster that lists the stems).
You will use this document again tomorrow when you add the 6.3 questions.
Begin this assignment by creating a new Google Doc. Type your heading, copy the title and instructions, and then type the first of the five questions. Answer each question before typing the next question. Use the textbook as the source of your answers.
This assignment is different in that you will need a total of four sentences for a complete answer. Restate the question, provide evidence in the form of a quote (and parenthetical citation), and then comment on the evidence using one of the evidence stems. Finish each answer by using a recommended stem and adding an additional sentence that provides more details.
Use the highlighting function to highlight the quote stem only in yellow. Highlight the additional sentence stem in pink (the same color as the poster that lists the stems).
You will use this document again tomorrow when you add the 6.3 questions.
US Lesson 30 Parts 4 / 5 - 6.3 Native Americans on the Frontier Writing Assignment (Page 330)
You will continue using yesterday's assignment by adding today's questions. Copy and paste the assignment title only, skip one line, and then type the first question. Answer each question before typing the next question.
Today's answer requirements are the same. You will need a total of four sentences for a complete answer. Restate the question, provide evidence in the form of a quote (and parenthetical citation), and then comment on the evidence using one of the evidence stems. Finish each answer by using a recommended stem and adding an additional sentence that provides more details.
Use the highlighting function to highlight the quote stem only in yellow. Highlight the additional sentence stem in pink (the same color as the poster that lists the stems).
You will be submitting this assignment in Google Classroom when it is complete.
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.
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.
US Lesson 31 Parts 1 & 2 Cherokee Nation Writing Assignment
All "full response" answers require a minimum of four complete sentences with no more than one quote. Restate the question, provide evidence in the form of a quote (and parenthetical citation), and then comment on the evidence using an approved stem. Add one additional sentence with more information using an appropriate stem (pink poster).
All "short answer" responses require a full sentence with no parenthetical citation. Use the three links from Lesson 30 as the source of your answers.
Due- Submit your completed assignment in Google Classroom by the end of class on Tuesday.
All "full response" answers require a minimum of four complete sentences with no more than one quote. Restate the question, provide evidence in the form of a quote (and parenthetical citation), and then comment on the evidence using an approved stem. Add one additional sentence with more information using an appropriate stem (pink poster).
All "short answer" responses require a full sentence with no parenthetical citation. Use the three links from Lesson 30 as the source of your answers.
Due- Submit your completed assignment in Google Classroom by the end of class on Tuesday.
US History US Q4 Test
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US Lesson 31 Part 3 - 6.4 Westward Movement
"The Jolly Flat Boat Men" Painted by G.C. Bingham (1847) - Library of Congress
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US Lesson 31 Part 4 - 6.4 Westward Movement Reading Assignment and Discussion- Work with your cooperative learning group to read this short chapter (pages 331-336). The chapter will give you insight into the various methods of transportation and general travel in the early 1800s. Think about the topics as you read the chapter. Cooperative Learning Assignment- Use the paper provided to make a list of the various methods that people used to move west. Use bullet statements (because they are not in any particular order) to list your answers. Focus first on the methods shown in the textbook. Then brainstorm together to see if you can add to the list. For each bullet statement, list the topic (and underline it), describe it, and explain the significance of each topic. |
"A historic conestoga wagon" (1862) Library of Congress
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You need to finish and have your books put away ten minutes before the end of class. At that time, your group will have to make a group decision about the project.
US Lesson 32 - 6.4 and 6.5 Settling Oregon Country
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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 Parts 1-5 - 6.4 Westward Movement and 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 available in the western half of the continent helped to spread the idea of Manifest Destiny. During this early period of U.S. history Oregon Country actually referred to a large area that now includes the states of Oregon, Idaho, Montana, and Washington. Unfortunately, most of the area was also claimed by Great Britain; they considered it to be part of British Canada. The boundary dispute was eventually settled when both countries signed the Oregon Treaty in 1846. They used the 49th Parallel, used in an earlier treaty further to the east, as the international boundary. Two years, 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. 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. Reading Assignment and Discussion- Work with your cooperative learning group to read this short chapter (pages 337-343). The maps on pages 338 and 343 are of particular importance. Much of the Oregon Trail was located next to what two major rivers? How role did missionaries play in settling Oregon? Note-taking Assignment- Use your notebook paper and a pen to complete this assignment. Begin by writing and underlining the key terms on page 337 of the textbook. Below that write bullet statements to describe and explain the significance of each topic. Use full sentences and proper punctuation. -------------------------------------------------------------------------------------------------------------------------------------------------------------- Pilgrims on the Plains Sketched by Theo. R. Davis (1869) Library of Congress |
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US Lesson 33 - 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.
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US Lesson 33 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. Locations
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US Lesson 33 Part 2- 6.6 Independence for Texas
Reading Assignment and Discussion- Work with your cooperative learning group to read this short chapter (pages 344-350). The maps on pages 345 and 349 are of particular importance.
Key Terms Whiteboard Assignment- Work with your cooperative learning group for this assignment. Write a description for all of the key terms listed on page 344. Use at least one complete sentence to describe the topic.
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Reading Assignment and Discussion- Work with your cooperative learning group to read this short chapter (pages 344-350). The maps on pages 345 and 349 are of particular importance.
Key Terms Whiteboard Assignment- Work with your cooperative learning group for this assignment. Write a description for all of the key terms listed on page 344. Use at least one complete sentence to describe the topic.
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US Lesson 33 Part 3 Note-taking Assignment
Use your notebook paper and a pen to complete this assignment. Write and underline the topics shown below. Below that, write at least four bullet statements to describe and explain the significance of each topic. Some answers will require more than four bullets. Use full sentences and proper punctuation. Remember to highlight all of the "significance" bullet statements (one for each topic). This assignment is due on Friday (30 Minutes After Class Begins).
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Texas State Capitol in Austin, Texas
The capital city of Texas is named in honor of Stephen F. Austin. |
Statue of Stephen F. Austin
Angleton, Texas |
Cotton In A Field
Robertson County, Texas |
The Alamo
San Antonio, Texas |
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US Lesson 33 Part 4- Texas Map Assignment- Listen carefully to the verbal instructions so that you can complete the assignment correctly. Label and shade (in that order) the map provided. Label and shade only the assigned locations.
Before you begin, review the "Map Basics" shown above on the graphic. |
Physical Geography
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Political Geography
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Political Geography
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US Lesson 33 Part 5 - 30 Minutes of Assignment Completion / Review / Pop Quiz (Based on the Topics in Part 3)
Brief Reading Assignment
Turn to page 355 in the textbook. Read the two paragraphs on the right-side of the page and continue to the final sentence on next page. These paragraphs finish the story of early Texas and how it became part of the United States.
Review Topics
Brief Reading Assignment
Turn to page 355 in the textbook. Read the two paragraphs on the right-side of the page and continue to the final sentence on next page. These paragraphs finish the story of early Texas and how it became part of the United States.
Review Topics
- Why did so many Tejanos join the Texas rebels against General Santa Anna?
- What was General Santa Anna forced to do after he was captured at the Battle of San Jacinto?
- What year did Texas become an independent republic?
- Why didn't the Texas become a state instead of an independent country? (Hint- Two Answers)
- What year did the United States annex Texas?
US Lesson 34 - 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.
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US Lesson 34 Part 1 - 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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Lesson 34 Part 2 - 8.1 Conflicts and Compromise Notes Assignment
Use your notebook paper and a pen to complete this assignment. Write and underline the topics shown above. Below that, write at least four bullet statements to describe and explain the significance of each topic. Some answers will require more than four bullets. Use full sentences and proper punctuation. Remember to highlight all of the "significance" bullet statements (one for each topic). This assignment is due Tomorrow at 8:00 AM in Google Classroom.
Lesson 34 Part 3 - 8.2 Growing Tensions Reading Assignment
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."
Use your notebook paper and a pen to complete this assignment. Write and underline the topics shown above. Below that, write at least four bullet statements to describe and explain the significance of each topic. Some answers will require more than four bullets. Use full sentences and proper punctuation. Remember to highlight all of the "significance" bullet statements (one for each topic). This assignment is due Tomorrow at 8:00 AM in Google Classroom.
Lesson 34 Part 3 - 8.2 Growing Tensions Reading Assignment
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."
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You will also be reading about an important U.S. Supreme Court case that occurred prior to the Civil War. 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 it can be a split decision. If there is a difference in opinions, the side that is supported by the majority of justices prevails. One of the those 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. Note that the names of the justices are shown along with how (or if) they ruled on the case. |
"GORSUCH, J., delivered the opinion of the Court, in which ROBERTS, C. J., and THOMAS, BREYER, KAGAN, KAVANAUGH, and BARRETT, JJ., joined. SOTOMAYOR, J., filed a dissenting opinion. ALITO, J., took no part in the consideration or decision of the case" |
Read pages 439-449 in the textbook and learn more about the Act and significant figures of this time period. Be ready to answer the gold question in a class discussion.
What was the Kansas-Nebraska Act and why was it so controversial?
You will also want to pay particular attention to the chart on page 448. Does anything surprise you about the data?
US Lesson 34 Parts 4 and 5 - 8.2 Notes Assignment
Use the paper provided to complete this assignment. Follow the instructions carefully so that you complete this assignment correctly. Remember to highlight all of the "significance" bullet statements (one for each topic). This assignment is due at the end of class on Friday in Google Classroom. When you submit the assignment, submit this assignment first, followed by the notes from earlier in the week.
What was the Kansas-Nebraska Act and why was it so controversial?
You will also want to pay particular attention to the chart on page 448. Does anything surprise you about the data?
US Lesson 34 Parts 4 and 5 - 8.2 Notes Assignment
Use the paper provided to complete this assignment. Follow the instructions carefully so that you complete this assignment correctly. Remember to highlight all of the "significance" bullet statements (one for each topic). This assignment is due at the end of class on Friday in Google Classroom. When you submit the assignment, submit this assignment first, followed by the notes from earlier in the week.
1858 Portrait of Abraham Lincoln Taken in Pittsfield, Illinois two weeks before the final Lincoln-Douglas Debate
Source - Library of Congress |
Image of the 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 |
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.
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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US Lesson 35 - 8.3 Division and Outbreak of 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.
7.8b 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.
US Lesson 35 Part 1 - 8.3 Division and Outbreak of War Reading Assignment
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.
Reading Assignment
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.
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.
Reading Assignment
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?
Four Major Figures of the Civil War (1861 - 1865)
Source of the Photographs Shown Above - Library of Congress
1865 Portrait of the U.S. President Abraham Lincoln
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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 |
Painting of the First Battle of Bull Run on July 21st 1861 Federal Forces Under Command of Gen. McDowell
Confederate Forces Under Command of Gen. Beauregard
Confederate Forces Under Command of Gen. Beauregard
US Lesson 38 Part 2 - 8.4 The Course of War Reading and Writing Assignment
The picture above depicts the first battle of the American Civil War. It took place in near Bull Run Creek and the town of Manassas, Virginia. Nothers referred to it as the Battle of Bull Run, while Southerns 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.
Reading Assignment
Read Chapter 8.4 in the textbook and learn more course of the American Civil War. Discuss the pictures, maps, and graphs before reporting out for the post-reading assignment.
The picture above depicts the first battle of the American Civil War. It took place in near Bull Run Creek and the town of Manassas, Virginia. Nothers referred to it as the Battle of Bull Run, while Southerns 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.
Reading Assignment
Read Chapter 8.4 in the textbook and learn more course of the American Civil War. Discuss the pictures, maps, and graphs before reporting out for the post-reading assignment.
Sailors On the Deck and Smoke From A Cookstove on the Ironclad U.S.S. Monitor on the James River in VirginiaPhotograph from Library of Congress (1862)
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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.
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Lesson 35 Part 3 - 8.3 / 8.4 Notes Assignment
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Allan Pinkerton, President Lincoln, and Major General John A. McClernand in Antietam, Maryland
Library of Congress (1862) 
Official Map of the Battle of Shiloh (Tennessee)
Library of Congress (c. 1862) |
US Lesson 35 Parts 4 and 5 - 8.3 / 8.4 Writing Assignment
Use the handout provided in class to complete this assignment. This assignment is due on Wednesday of next week.
Complete this writing assignment using the standard requirements.
Use the handout provided in class to complete this assignment. This assignment is due on Wednesday of next week.
Complete this writing assignment using the standard requirements.
US Lesson 36 - 8.5 / 8.6 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 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 Lessons 36 Part 1 and 2 - 8.5 Emancipation and Life in Wartime Reading / Writing Assignment
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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.
------------------------------------------------------------------------ The photograph to the right provides a glimpse into the life of some families during the Civil War.
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Soldiers and Families At A 31st Pennsylvania Infantry Camp Near Washington, D.C. - Library of Congress (1862)
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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. Brief Notes Assignment For this portion of the assignment you will be using pages 475 and 476 of your textbook. Use your own notebook paper to take notes on the following topics.
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An African American Soldier Guarding Cannons In City Point, Virginia - Library of Congress (1865)
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US Lessons 36 Part 2 - 8.6 The War's End Reading / Notes Assignment
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.
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.
US Lessons 36 Part 2 - 8.6 The War's End Reading / Notes Assignment
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.
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.
- July 1863
- Siege at Vicksburg
- Battle of Gettysburg
- Gettysburg Address
Print of the Battle of Gettysburg, Pennsylvania
Library of Congress (c. 1865)
Library of Congress (c. 1865)
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.
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 36 Parts 3 and 4 - 8.5 / 8.6 Assignment 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?". |
Abolitionist and Women's Rights Activist Sojourner Truth
Library of Congress (1863) |
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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