Grade 7 Social Studies - richland.k12.la.us

Grade 7 Social Studies


Table of Contents

Unit 1: The American Revolution (1776–1789) ..............................................................1 Unit 2: Building a New Nation (1789–1800) ..................................................................13 Unit 3: Expansion and Conflict (1800–1850) .................................................................39 Unit 4: Growth of a Nation (1800–1860) ........................................................................56 Unit 5: Reform Movements (1800–1861) .......................................................................69 Unit 6: The Civil War (1861–1865) ................................................................................82 Unit 7: Reunion and Reconstruction (1865–1877) ........................................................94

Louisiana Comprehensive Curriculum, Revised 2008 Course Introduction

The Louisiana Department of Education issued the Comprehensive Curriculum in 2005. The curriculum has been revised based on teacher feedback, an external review by a team of content experts from outside the state, and input from course writers. As in the first edition, the Louisiana Comprehensive Curriculum, revised 2008 is aligned with state content standards, as defined by Grade-Level Expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The order of the units ensures that all GLEs to be tested are addressed prior to the administration of iLEAP assessments. District Implementation Guidelines Local districts are responsible for implementation and monitoring of the Louisiana Comprehensive Curriculum and have been delegated the responsibility to decide if

• units are to be taught in the order presented • substitutions of equivalent activities are allowed • GLES can be adequately addressed using fewer activities than presented • permitted changes are to be made at the district, school, or teacher level

Districts have been requested to inform teachers of decisions made. Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the Grade-Level Expectations associated with the activities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who need additional instruction. Appropriate accommodations must be made for students with disabilities. New Features Content Area Literacy Strategies are an integral part of approximately one-third of the activities. Strategy names are italicized. The link (view literacy strategy descriptions) opens a document containing detailed descriptions and examples of the literacy strategies. This document can also be accessed directly at http://www.louisianaschools.net/lde/uploads/11056.doc. A Materials List is provided for each activity and Blackline Masters (BLMs) are provided to assist in the delivery of activities or to assess student learning. A separate Blackline Master document is provided for each course. The Access Guide to the Comprehensive Curriculum is an online database of suggested strategies, accommodations, assistive technology, and assessment options that may provide greater access to the curriculum activities. The Access Guide will be piloted during the 2008-2009 school year in Grades 4 and 8, with other grades to be added over time. Click on the Access Guide icon found on the first page of each unit or by going directly to the url, http://sda.doe.louisiana.gov/AccessGuide.

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Louisiana Comprehensive Curriculum, Revised 2008

Grade 7 Social Studies ◊ Unit 1 ◊The American Revolution (1776-1789) 1


Unit 1: The American Revolution (1776–1789) Time Frame: Three weeks Unit Description This unit is a study of the American Revolution, the emerging tensions, conflicting loyalties, and resulting independence from Great Britain. Student Understandings Students understand British policies for the thirteen colonies and how those policies led to the American Revolution. Students understand that colonists were divided in their support for the American Revolution. Students learn about the role key figures played in events that led to the conclusion of the American Revolution. Students use geographic tools and historical narrative to explain American Revolution events and compare the interdependence of Great Britain and the American colonies with the current global economy. Guiding Questions

1. Can students identify and describe significant physical and human features that influenced U.S. historical events?

2. Can students compare the interdependence of Great Britain and the American colonies to the global economy today?

3. Can students use economic concepts to explain mercantilism and describe its role in British colonization and the conflict between the thirteen American colonies and Great Britain?

4. Can students explain the causes, course, and consequences of the American Revolutionary War, identify key figures, and explain their roles?

5. Can students compare and contrast the strategies and motivations of the Patriots, Loyalists, and British during the American Revolution?

6. Can students explain how the American Revolution affected the politics, society, and economy of the new nation?



Unit 1 Grade-Level Expectations (GLEs)

GLE # GLE Text and Benchmarks Geography Places and Regions 3. Identify and describe significant physical features that influenced U.S.

historical events (e.g., Ohio River Valley in the American Revolution) (G-1B-M2)

Physical and Human Systems 7. Compare the interdependence of Great Britain and the American colonies to

the global economy today (G-1C-M6) Economics Fundamental Economic Concepts 41. Use economic concepts (e.g. supply and demand, interdependence) to explain

Mercantilism and describe its role in British colonization and the conflict between the thirteen American colonies and Great Britain (E-1A-M9)

Individuals, Households, Businesses, and Governments 42. Identify U.S. exports and imports that contributed to the U.S economic

interdependence with Europe and other parts of the world during the eighteenth and nineteenth centuries (E-1B-M6)

Historical Thinking Skills 43. Construct a timeline of key events and key figures in U.S. history from 1763 to

1877 (H-1A-M1) 44. Interpret a timeline to identify cause-and-effect relationships among events in

U.S. history (H-1A-M1) 50. Conduct historical research using a variety of resources, and evaluate those

resources for reliability and bias, to answer historical questions related to U.S. history (H-1A-M6)

History United States History 51. Explain the causes, course, and consequences of the American Revolutionary

War (H-1B-M6) 52. Compare and contrast the strategies and motivations of the Patriots, Loyalists,

and British during the American Revolution (H-1B-M6) 53. Explain the role of key figures in the American Revolution (H-1B-M6) 54. Explain how the American Revolution affected the politics, society, and

economy of the new nation (H-1B-M7) Activity 1: Colonial Life Before Revolution (GLEs: 41, 51, 53) Materials List: outline maps of the thirteen colonies, overhead projector (optional), Advantages and Disadvantages of Being English Colonists BLM Ask students to share their knowledge of colonial American history prior to the American Revolution. Write the following heading on the board: New England Colonies, Middle Colonies,



and Southern Colonies. Ask students to brainstorm about life in these regions. The teacher may record each student’s ideas under the headings written on the board. Have students utilize information to write a paragraph summary of life in the thirteen colonies. Review content from earlier grades concerning:

• differences among the Northern, Middle, and Southern colonies. • colonial experience with government (e.g., town meetings, colonial legislatures, and

British king and Parliament). • trading patterns in the colonies and between the colonies and England (e.g., supply

and demand, interdependence). Students will review why Western European countries explored and colonized the New World. Guide discussion to emphasize the search for precious metals and natural resources. The Spanish experience in finding vast quantities of gold prompted other nations to desire gold and wealth for the Mother Country. Provide copies of outline maps of the thirteen colonies. Have them add labels for the thirteen colonies and major cities in the three regions into which colonies were grouped. For an outline map, see the following websites: . http://www.civics-online.org/library/formatted/images/13_colonies.html http://www.graphicmaps.com/webimage/countrys/namerica/usstates/colonies.htm Define mercantilism and describe it as the policy that dominated British and colonial trade after 1660. Use the following terms as support for the unit and activity: supply and demand, economics, interdependence, economy, politics, society, taxes. Have students brainstorm and then determine and list examples of how colonial trade with other countries and the manufacturing of goods in the colonies were limited. How did this give England control over colonial resources? Record answers on the board, a transparency, or poster board. Divide the class into groups according to class size. Have each group represent a sector of society in colonial America. A suggested list follows:

• A sailor working on a ship • Virginia tobacco farmer • New England shipbuilder • New England producer of tar and pitch (used for ships) • A colonist elected to a legislative body • A New Yorker starting a clothing manufacturing business • A colonial newspaper printer • A colonial teacher • Education • Religion

Ask each group what its attitude would have been toward mercantilism and have students engage in a roundtable discussion. Appoint a student from each group to keep notes on the discussion and the various arguments presented within the group. At the end of their small-group discussion, have students review the notes taken and add any they feel were not documented.

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Ask one representative (other than the note-taker) from each group to report to the class the consensus of the group. Next, set up a contemporary economic simulation to replicate mercantilist conditions after 1660 between the British and the colonists. Suggested questions for the groups to address might include:

• Why did mercantilist policy result in a further division between the British and their American colonists?

• How did the mercantilist policy help to bring about the American Revolutionary War?

• Why were colonists opposed to this policy? • How did the policy contribute to illegal activities in the colonies?

How did the students feel about their situation? What responses did they consider? Using RAFT writing (view literacy strategy descriptions), students should develop an essay to describe life as an early colonist. Students should use the above examples to develop their essay or use other representatives of society during early colonial life. Description of RAFT Writing:

R – Role (role of the writer – who is telling the story?) ( e.g. Colonist who owns a general store) A—Audience (to whom or what the RAFT is being written) (e.g. A British Governor) F—Form (the form the writing will take, as in letter, song, first person, third person, etc.) (e.g. Angry Letter) T—Topic (the subject focus of the writing) (e.g. Effect of unfair mercantilist policy on small business)

RAFT writing should be creative and informative. It can also explain a process, describe a point of view, or solve a problem. Give students the opportunity to share their RAFTs in small groups or with the whole class. Students should listen for accurate information in the RAFTs, and should keep their writing in a log or journal. Based on reviews of colonial America, ask students to complete the Advantages and Disadvantages of Being Colonists. See BLM for Unit 1, Activity 1.




Activity 2: Physical Geography and Colonial Activities (GLE: 3) Materials List: poster paper, construction paper, colored pencils, map of North America about 1770 Provide a map of North America about 1770 showing the thirteen American colonies, major cities, British fortifications, areas of French and Spanish claims, the Proclamation Line of 1763, and physical features. For map see: http://www.earlyamerica.com/earlyamerica/maps/13colonies/enlargement Guide student discussion on the following questions.

• Where were major cities located and why? Illustrate the importance of rivers and ocean ports.

• Why were the Appalachian Mountains important for British defense of the colonies? • Why did the British locate outposts (forts) as indicated on the map? Discuss invasion

routes of the French and the Spanish. • Why was the Proclamation Line of 1763 drawn as it was? • What impact did the Proclamation of 1763 have on westward expansion by English

colonists? • How did the Proclamation of 1763 influence colonial historical events?

Divide students into groups and have them research one of the following physical features and present how it influenced historical events by using student-made maps, drawings, photographs, skits, summaries, presentations, etc.:

• Ohio River Valley • Mississippi River • Appalachian Mountains • Chesapeake Bay

Activity 3: Colonial Interdependence (GLEs: 7, 41) Discuss the Navigation Acts enacted by Parliament in the reign of Charles II in 1660 and how these acts (laws) were designed to make Britain richer at the expense of the colonies. Have students brainstorm reasons why the colonies and the Mother Country were dependent on each other for natural resources and manufactured goods. Based on reviews of regional differences in the colonies—climate, physical features, and products—have students explain why trade among the colonies became important. Lead students to discover the motivation of the British behind the Navigation Acts. Have students compare colonial interdependence with interdependence today. Ask students to list products in their homes that were made in another country. Compare that list with products made in the United States. What would happen to our lifestyle if trade did not occur? Students will present the advantages and disadvantages, such as these:



• Dependence on trade with other countries is good for Americans. • Interdependence (trade both ways) is good for Americans.

Conclude this activity with a discussion of interdependence in Colonial America compared with that of today. Using RAFT writing (view literacy strategy descriptions), students should develop an essay explaining similarities and differences among the original thirteen colonies. Who in modern America might be opposed to interdependence? Who in the colonies was opposed to interdependence? Activity 4: Navigation Acts (GLE: 41) Materials List: Navigation Acts … Advantages and Disadvantages BLM Trade was vital to each of the colonies, but the colonies produced and traded different goods. Review knowledge of the three regions in Colonial America, asking students to

• name the resources important to each colony/region, and • name countries involved in trade with that colony/region.

Chart responses on the chalkboard or chart. Review British actions that influenced trade. Construct a chart on the advantages and disadvantages of the Navigation Acts for the colonial economy. (See Navigation Acts…Advantages and Disadvantages BLM.) Divide students into groups to investigate and research the impact of each of the following:

• Navigation Acts on trade and business • A tax on a product (tea or tobacco) and sales of the product • Restrictions on manufacturing (Iron Act, Hat Act) and the impact on prices

Have students create cause and effect or action/reaction charts or models showing the impact of the Navigation Acts on supply, demand, and prices. Using SPAWN writing (view literacy strategy descriptions), provide students the following alternative viewpoint prompt: Defend or refute the Navigation Acts based on the point of view of either the colonists or the British. SPAWN is an acronym that stands for five categories of writing options.

• Special Powers • Problem Solving • Alternative Viewpoints • What If? • Next

Different writing prompts from these categories can be given to students throughout the unit. Students should keep their writing in a log or journal.





SPAWN writing should be used to reflect or think more critically about the lesson and what has been learned. It is an excellent writing strategy for reflection of lesson objectives and follow-up for the unit activity. Allow students to share their writing in small groups or with the whole class. Students should listen for accurate information. Activity 5: Triangular Trade (GLEs: 41, 42) Materials List: Triangular Trade Map, Triangular Trade: Advantages for both Britain and Colonies BLM Review the following terms: export and import. Also, review the Triangular Trade among Africa, the Caribbean Islands, and the New England Colonies. Have students use outline maps to trace trade routes and the types of cargo being traded between the regions in the Triangular Trade. See the following website for Triangular Trade route: http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/index.html Have students respond to the following:

• Did Triangular Trade violate the policy of mercantilism? • Why were New England traders permitted to continue illegal trade? • Did the British benefit from violations of the Navigation Acts?

Have students complete the Triangular Trade: Advantages for both Britain and Colonies BLM. (See BLM.) To further expand this activity reciprocal teaching (view literacy strategy descriptions) can be used to summarize and clarify how both Britain and the Colonies would continue to find success with Triangular Trade. Reciprocal teaching highlights four comprehension processes: summarizing, questioning, clarifying, and predicting. Because emphasis is on understanding processes, students will need many exposures to all comprehension processes. Activity 6: Cause/Effect Events Preceding Revolution (GLEs: 43, 44, 51) Materials List: Factors That Helped Cause the Revolutionary War BLM, Revolutionary War Cause/Effect Chart BLM Briefly review Cause and Effect with students, emphasizing multiple causation and different viewpoints of the same event. Have students work in small groups to complete the Factors That Helped Cause the Revolutionary War BLM. Discuss and correct the BLM as a whole group. (See BLM.)




Provide students with a two-column cause/effect chart listing major events preceding the Revolutionary War. The left column of the chart should be titled British Actions with the events already listed. The right column should be titled Colonists’ Reactions. Using resources and information discovered during their research, students will complete the chart, identifying effects the events had on life in the colonies and/or how these events caused colonists to oppose British rule. Have students complete the chart in small groups. (See the Revolutionary War Cause/Effect Chart BLM and its sample below.)

British Actions: Colonists’ Reactions: Navigation Acts Example: had to trade only with England French and Indian Wars Example: believed they could defend themselves Proclamation of 1763 ______________________________________ Colonial Actions: Effect: First Continental Congress _______________________________ Second Continental Congress _______________________________ Convert individual cause/effect charts into a large classroom cause/effect chart, completing the “Colonists’ Reactions” portion in class discussion. Have students write letters to members of the Continental Congress, as if they were living during the time of the American Revolution. In these letters, knowing what they know now of the causes and effects of the war, ask students to advise leaders on what to do and why. Divide the class into groups. Each group will be responsible for collecting information and creating a timeline of key events leading up to the American Revolution. Timelines can be posted and presented to the class, and discussion of information gathered should be encouraged. Activity 7: Causes of the American Revolution (GLEs: 51, 52, 54) To illuminate differences among Patriots, Loyalists, and the British, ask students to role-play one of the following scenarios in class: Have students develop arguments for and against independence and write persuasive essays stating their opinions.

• You are a colonist who has been forced to quarter a British soldier in your home. Together with another student acting as that British soldier, explain your feelings. Have students create a two-column pro/con chart analyzing the causes of the American Revolution. Have them then refer to the following website: http://www.learner.org Click on America’s History in the Making.

• You are a colonist. Give your response to the Quartering Act. • You are King George III. Justify and defend the practice of levying taxes.

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• You are a newspaper editor in colonial Massachusetts. Report and defend a newspaper headline that appeared the day after the Battles of Lexington and Concord.

• You are a colonist. Address King George III, asking him to repeal the taxes Britain has levied on the colonists. Include your reasons for the repeal.

• You are a colonial merchant making your living selling British tea. The Townshend Acts are now being enforced. Explain why you will or will not join the boycott against British goods.

• You are a newspaper reporter in colonial Boston. Report your description of the Boston Massacre.

• You are a contemporary history teacher. Compare how taxes are viewed today with how they were viewed during the colonial era.

• Interview Samuel Adams regarding the Stamp Act protests. • You are a colonist in sympathy with the British. Describe the Boston Massacre from

your point of view. • You are a slave in Virginia in 1775. Explain why you would or would not have been

loyal to the British. • You are a history teacher. Explain American justification for the Revolutionary War. • You are a resident of London. Express your opinion of the decision of Parliament to

tax the colonies instead of increasing taxes in Britain. During the process above, have students work on a chart that compares and contrasts the strategies and motivations of the Patriots, Loyalists, and the British. Have students create a classroom cause/effect chart showing how the American Revolution affected politics, society, and the economy of America. Activity 8: Pursuit of the Revolutionary War (GLEs: 43, 44, 51) Materials List: map and/or timeline of the Revolutionary War, teacher-made story of the Revolutionary War Provide a map for students to locate the battles of the Revolutionary War. For a map and/or timeline use the following websites: http://www.ushistory.org/valleyforge/history/index.html http://www.ushistory.org/valleyforge/history/timelinefull.html Have students listen to a teacher-made story of the Revolutionary War read aloud. Have students mark maps with codes that correspond with the reader to indicate that the listener understands how to find locations on a map. The story can help the reader locate geographical areas during the Revolutionary War. For example:

After the Boston Tea Party, the British government issued the Intolerable Acts. General Gage and ten thousand Redcoats occupied Boston, took over the government, and closed the harbor. Boston was now under a military dictatorship and its economy was dead.

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Underline Boston in blue. The seeds of the beginning of the Revolutionary War were sown here.

Divide the class into six groups with each assigned to investigate one of the following famous battles/events between 1775 and 1781. The list must include the following:

Famous Battles/Events (1775-1781)

Lexington/Concord

(1775) Bunker Hill

(1775) The Battle of Trenton

(1776) Saratoga (1777)

The Battle of Germantown (1777)

The Battle of Brandywine (1777)

Valley Forge (1777–78)

Bonhomme Richard (1779)

Yorktown (1781)

After each cooperative learning group has researched its battle/event, have them imagine being an American soldier in the battle previously researched. Ask the students to write a few paragraphs describing the battle, geographical influences, and how they might feel as a Colonial soldier. As a group project have students create a class timeline for the period from 1775 to 1781. Each group should share information gathered and discuss events of the time period. (See the website above for a timeline of the Revolutionary War.) Activity 9: Leaders During the Revolutionary War (GLEs: 43, 44, 53) Have students generate a list of important figures in the American Revolution. The list should include but not be limited to the following:

Important Figures in the American Revolution

Samuel Adams Patrick Henry Thomas Paine John Adams Paul Revere George Washington Thomas Jefferson Benjamin Franklin John Hancock King George III Lord North Lord Cornwallis Crispus Attucks Molly Pitcher John Paul Jones Benedict Arnold Deborah Sampson

(a.k.a. Robert Shurtleff)

Betsy Ross Marquis de Lafayette

Group students in pairs and let each pair select (or assign to each pair) an important American and/or Englishman from this period. Each pair is responsible for researching and producing materials for a class book on leaders in the Revolutionary War. The materials might include:

• A typed biographical sketch of a famous Revolutionary War leader focusing on his/her role in the Revolution



• A student-created or computer-generated picture of the famous American or of something significant about the person

• A bio-poem about the famous person • A timeline detailing actions of the famous person

Ask students to give oral reports on their work as the class book is compiled or have students create individual books on which to report. Activity 10: Wrap It Up (GLEs: 50, 51, 52, 54) Provide students with questions constructed on the content of the unit. Questions should include varying levels of difficulty. More difficult questions should require research in newspapers, magazines, Internet, and other library resources. Provide students with time to share with small groups and whole group. Ask students: Were the colonists justified in declaring independence? Why or why not? Provide time for reflection and time to discuss this in small groups. Allow opposing viewpoints. Ask students to write a brief journal entry explaining their point of view based on evidence. Volunteers may share and debate their point of view with the class.

Sample Assessments

General Guidelines

• Use a variety of performance assessments to determine student comprehension. • Students should be monitored throughout the work on all activities via teacher

observation, log/data collection entries, report writing, group discussion, and journal entries.

• Select assessments that are consistent with the types of products that result from the student activities, and collaboratively develop a scoring rubric with other teachers or students.

• All student-developed products and student investigations should be evaluated as the unit progresses. When possible, students should assist in developing any rubrics that will be used.

General Assessments

• Construct a concept wall and use a dictionary to define difficult vocabulary throughout the unit.

• Compile a portfolio of charts, drawings, study guides, photographs, and timelines of unit material.

• Write papers, summaries, letters, paragraphs, bio-poems, and journals. • Collaborate and make group presentations.



• Participate in class discussions defending viewpoints of Patriots, Loyalists, and the British.

• Determine geographic and political boundaries of regions using maps. • Conduct research to answer historical questions throughout the unit. • Construct timelines and student-made maps as study guides.

Activity-Specific Assessments

• Activity 2: Have each group compile student-made maps, drawings, photographs, and

summaries and present findings and visual aids to the class. • Activity 4: Have students chart advantages and disadvantages of the Navigation Acts for

the colonial economy. Have students investigate and research the impact of the Navigation Acts on trade and business, imported items, and restrictions on colonial manufacturing.

• Activity 5: Provide outline maps for students to trace trade routes and the types of cargo

being traded among the regions in the Triangular Trade. Have students write a paragraph explaining why the British never fully enforced the Navigation Acts and mercantilist policy.


Grade 7 Social Studies Unit 2 Building a New Nation (1789–1800) 13


Unit 2: Building a New Nation (1789–1800) Time Frame: Nine weeks Unit Description Students study the U.S. Constitution, its purpose, principles, structure, and practices in building a new nation. Student Understandings Students understand the purpose of government and the ideas and events that led to the formation of the U.S. Constitution. Students understand the principles of government embodied in the U.S. Constitution and how they have shaped the lives of U.S. citizens in building a new nation. Guiding Questions

1. Can students explain and evaluate the major purposes of government and distinguish among various forms of government?

2. Can students explain the meaning of the term federalism? 3. Can students explain how separation of powers limits government and describe the

U.S. government system of checks and balances? 4. Can students identify the powers of the U.S. federal government and the powers it

shares with state governments according to the U.S. Constitution? 5. Can students identify the structure and powers of the three branches of the federal

government, the limits of those powers, and key positions within each branch? 6. Can students identify qualifications and terms of office for elected officials at the

national level? 7. Can students identify current government leaders at the national level? 8. Can students describe the powers/responsibilities and limits of power for government

officials at the national level? Unit 2 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks Civics Structure and Purposes of Government 10. Explain and evaluate the major purposes of government (C-1A-M1) 11. Explain the meaning of the term federalism (C-1A-M2)



GLE # GLE Text and Benchmarks 12. Distinguish between various forms of government (e.g., monarchy,

totalitarian) and describe their characteristics and organization (C-1A-M2) 13. Explain how separation of powers limits government and describe the U.S.

government system of checks and balances (C-1A-M3) 14. Identify the powers of the U.S. federal government and the powers it shares

with state governments according to the U.S. Constitution (C-1A-M3) 15. Identify the structure and powers of the three branches of the federal

government, the limits of those powers, and key positions within each branch (C-1A-M5)

16. Identify qualifications and terms of office for elected officials at the national level (C-1A-M6)

17. Identify current government leaders at the national level (C-1A-M6) 18. Describe the powers/responsibilities and limits of power for government

officials at the national level (C-1A-M6) 19. Explain how a bill becomes law at the federal level (C-1A-M7) 20. Examine a given law or court ruling and evaluate it based on given criteria

(e.g., Dred Scott Decision) (C-1A-M7) 21. Evaluate a type of tax in an historical context (e.g., Stamp Act, Tea Tax) (C-

1A-M10) Foundations of the American Political System 22. Identify problems the United States faced after the American Revolution that

led to the writing of the U.S. Constitution (C-1B-M1) 23. Compare and contrast the Articles of Confederation with the U.S.

Constitution (C-1B-M1) 24. Identify the roles of the Continental Congress and the Great Compromise in

forming the American constitutional government and the federal union (C-1B-M1)

25. Identify the arguments of the Federalists and Anti-Federalists (C-1B-M1) 26. Explain how historical English documents, such as the Magna Carta and the

English Bill of Rights, influenced American democracy (C-1B-M1) 27. Explain how ancient governments influenced American democracy and

culture (C-1B-M1) 29. Define and explain the ideas expressed in the Mayflower Compact and the

Declaration of Independence (C-1B-M3) 30. Explain the principles of government embodied in the U.S. Constitution (C-

1B-M3) 31. Analyze methods used to institute change or resolve social conflict in U.S.

history (e.g., War of 1812, states’ rights theory) (C-1B-M4) 32. Explain how changes are made in a democratic society (C-1B-M5) History Historical Thinking Skills 47.

Explain how a given historical figure influenced or changed the course of U.S. history (H-1A-M3)



GLE # GLE Text and Benchmarks 48. Compare and contrast two primary sources related to the same event in US

history. (H-1A-M4) 49. Propose and defend an alternative course of action to a given issue or problem

in U.S. history (H-1A-M5) United States History 55. Describe the issues involved in the creation and ratification of the U.S.

Constitution (H-1B-M8) 56. Explain the significance of the Bill of Rights and its specific guarantees (H-

1B-M8) 57. Describe major events and issues involving early presidencies (H-1B-M8)

Sample Activities Activity 1: Purposes of Government (GLEs: 10, 48) Materials List: copy of the Preamble to the U.S. Constitution, The Preamble to the U.S. Constitution BLM, chart paper, copies of the Preamble to the Louisiana and U. S. Constitutions Pose a hypothetical situation to the class. Imagine that, on a field trip to Tahiti, the students became stranded—without any adults and with little hope of being rescued in the foreseeable future—on a very hospitable tropical island. Start with a brief, general discussion about such matters as the following:

• How will you work together? • How will you create rules? • How will you deal with people who group members think are not following the rules?

Have students read the Preamble to the United States Constitution, which lists promises the new government made to its citizens. Ask students working in pairs to compare promises in the Preamble. As a class activity, ask the pairs to complete a classroom wall chart like the one below. (See The Preamble to the U. S. Constitution BLM and sample below.) GOALS STATED IN THE PREAMBLE EXAMPLES OF THE GOAL TODAY To form a more perfect union To establish justice To ensure domestic tranquility

Working in small groups (if desired, groups can be assigned the questions below), make lists of the things the group would have to consider in developing its own government. Help the students by asking these guiding questions, which relate to phrases from the Preamble:

• How will you make sure that anyone who feels unfairly treated will have a place to air complaints? (establishing justice)

• How will you make sure that people can have peace and quiet? (ensuring domestic tranquility)



• How will you make sure that group members will help if outsiders arrive who threaten your group? (providing for the common defense)

• How will you make sure that the improvements you make on the island (such as shelter, clothing, and the like) will be used fairly? (promoting the general welfare)

• How will you make sure that group members will be free to do what they want as long as it doesn’t hurt anyone else? (securing the blessings of liberty to ourselves)

• How will you make sure that the rules and organizations you develop protect future generations? (securing the blessings of liberty to our posterity)

If the students worked in groups, allow time for sharing. Provide copies of the Preamble to the Louisiana Constitution, http://www.harbornet.com/rights/louisana.txt and the Preamble to the United States Constitution. Ask students to complete a Venn diagram to compare and contrast the two Preambles. Then, ask students to use RAFT writing (view literacy strategy descriptions) to describe in essay form how both constitutions compare. Have students discuss findings with the class. Activity 2: Federalism (GLEs: 11, 14) Materials List: poster paper, National and State Governments BLM Tell students to examine the balance of governmental power as set up by the Constitution. Make a three-column chart with one column labeled “State,” one labeled “Federal,” and one labeled “Both.” Using brainstorming (view literacy strategy descriptions), have students list powers held by the state government and the federal government and document these on the chart. Place powers shared by both governments in the column labeled “Both.” Define federalism as: a system of government in which power is distributed between national and state governments (e.g., National Laws/State Laws). Distribute the National and State Governments BLM (see sample below) and have students compare it to their brainstorming list:

National Government State Governments

• print money • regulate interstate (between states)

and international trade

• issue licenses • regulate intrastate (within the state)

businesses Ask students if they can think of any other powers that are not on the BLM list. For example, providing education (which is part of providing for the general welfare) is shared, though mostly delegated to state and local governments. Have students discuss and defend why particular powers might be placed where they are. Lead students into a discussion on shared (or concurrent)

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powers. Have students make an additional list of what they think would be concurrent powers. The list may include, but is not limited to, the following:

• collect taxes • build roads • borrow money • establish courts • make and enforce laws • charter banks and corporations • spend money for the general welfare • take private property for public purposes, with just compensation

In small groups ask students to make posters with various national, state, and concurrent powers. Have a representative from each group share information about individual powers with the class. In small groups, have students respond to the following questions, collaborating before writing down their final answers:

• What is the relationship between state and federal governments in the U.S.? How are they similar? How are they different? Which has more power?

• What are the advantages of a federal government in which power is divided between national and state governments? What are the advantages of a centralized government (as in France or Great Britain) where all the power rests with the national government?

• Why did the “Founding Fathers” ultimately decide on a federal government? • What kinds of laws do states make? What kinds of laws does the federal government

make? Why? • What might happen if a state could override a federal law, as Thomas Jefferson once

suggested? • What issues or conflicts might arise from divisions of power between state and

federal governments? Use examples. Activity 3: Governmental Systems (GLE: 12) Materials List: blank sheets of 8 1/2” x 11” paper, Contrasting Governmental Systems BLM Using vocabulary cards, (view literacy strategy descriptions), provide the following definitions: democracy, aristocracy, and autocracy. By using vocabulary cards students will be able to define, list characteristics, give examples, and illustrate an understanding of unfamiliar terms. (e.g., democracy- people elected to power in government) Have students write their own definition of the vocabulary word and use for practice and review of terms throughout the unit. Explain demokratia in Ancient Greek, where demo meant people and kratia (cracy) meant power or rule; autocracy where auto meant self or one ruler; and aristocracy where aristo meant elite rulers. Have students determine the differences among monarchies, oligarchies, and totalitarian governments. Ask students to research (or the teacher will provide) brief descriptions of governments in Saudi Arabia, the former Soviet Union, Nazi Germany, Great Britain, France, and/or others.




To review difficult vocabulary throughout the unit, give each student one sheet of white 8.5” x 11” paper. Ask students to fold the paper in half then in half again. After unfolding the paper the students should have four squares creased in one sheet of paper. Assign one vocabulary word to every student. Ask the students to write the vocabulary word in the upper left hand square, the definition in the upper right corner, and a sentence utilizing the vocabulary word in the lower left corner. Then they can draw a picture that represents the vocabulary word in the lower right corner. Have the students share their words with the class and display. Ask students to locate different types of governments on a chart according to their definitions. Use the charts in a discussion focusing on the rights of the people. (See the Contrasting Governmental Systems BLM and the sample below.) Have the students sort the countries below according to the types of government that best represent their systems. (The following website provides various information about each country: http://www.hg.org/1table.html .)

Great Britain Nazi Germany Former Soviet Union United States Pakistan France Saudi Arabia Zimbabwe Sweden North Korea Canada Syria

DEMOCRACY AUTOCRACY ARISTOCRACY Example: United States Example: Nazi Germany Example: Ancient Roman

Empire

Some governments may be judged both aristocratic (Communist Party rule in the former Soviet Union) and autocratic (totalitarian dictatorship under Stalin in the former Soviet Union). Discuss differences as well as difficulties in classifying governments under each concept heading. Questions for guiding the student placement of individual governments:

• Who is the source of power in the country? • Are the rulers elected? • Does the government recognize a privileged class? • What is the difference between a direct democracy and an indirect democracy? • What countries have had presidents? kings? prime ministers? Do these titles indicate a

certain type of government? Give examples. Ask students to use the above questions to search the Internet, reference materials, or U. S. State Department publications for a descriptive paragraph on the government of each country. Ask students to review findings in oral presentations.



Activity 4: Separation of Powers and Checks and Balances (GLE: 13) Materials List: area in classroom for concept wall; Inspiration© software (optional); overhead projector or presenter; Article I, United States Constitution BLM Provide a graphic organizer or use a software program like Inspiration© to create an outline of the three branches of government, their powers, and limitations using brainstorming (view literacy strategy descriptions). Have students use prior knowledge to organize special powers given to each branch.

Provide students with the following information either using an overhead projector, presenter, or handout. Have the students work in small groups to complete the following activity using the Constitution, the textbook, or the Internet to fill in the Article I, United States Constitution BLM (see sample below). (See the following website for information directly explaining checks and balances in the government: http://www.usconstitution.net/consttop cnb.html.) Article I establishes the legislature that represents the people (republic) in making rules governing the country. The article has ten sections. In the space provided below, write a summary of the section in your own words. Section 1 Congress Explain what vested means. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ This activity should be further expanded for Articles II and III in regard to separation of powers and checks and balances. Students can use data and concepts generated by small group discussion. When initial work has been completed, reinforce that the Constitution provides for three branches of government while students explain the powers of each branch. Introduce the concept of checks and balances. Ask students to use their study guides to explain how powers are separated among the different branches of government and how one branch of government checks on the power of other branches. What does balance mean in the phrase checks and balances? Activity 5: Important Federal Offices (GLEs: 15, 16, 17, 18) Materials List: 8½” x 11” white paper, Branches of Government BLM, computer (optional) Have students use brainstorming (view literacy strategy descriptions) to identify what constitutes an important position in the United States government. In teams of three, students will use the government website on the Internet (http://www.whitehouse.gov/government) to research important positions in each of the three branches of the federal government and name the person(s) holding those positions. Next, have students create charts showing offices of



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importance for each branch of government, including the names of individuals currently holding those offices at the national levels, their roles in those positions, qualifications, and terms. Finally, students will mark each position as E = elected or A = appointed. (See the Branches of Government BLM and sample below.) Person holding

office Qualifications to hold office

Term to serve in office

Mark “E” if elected

or “A” if appointed

Legislative (Congress)

Representative: Senate:

Ask students to use the Internet to identify the political affiliation of each person holding an important position in contemporary national government. As they record this additional data, ask students to explain why political affiliations are not listed for the judicial branch of government. Review the powers and responsibilities of each branch of national government while posing questions displaying student knowledge, such as:

• Where does appointive power reside? • What branch has advise and consent power over appointments? • What powers are denied to Congress? • What powers are denied to the executive branch? • What does “supreme” mean in Supreme Court?

Using SPAWN writing, (view literacy strategy descriptions) ask students to compare those officials elected by the people and those appointed, and to speculate why some positions are elected and why some are appointed. Do they agree on the idea of appointment of officers? Explain why or why not. Other suggested writing prompts could be to have students write papers that discuss and contrast the terms of office for elected officials with those of federal judges who are appointed for life. Have them include their positions on the merits of this difference. SPAWN writing sample related to activity: S-Special Powers: You have been given the power to change a country’s government from Autocracy or Aristocracy to a Democracy. Describe how you would make the change and what changes the new government would have. What benefits would the new government have on its people? P- Problem Solving: We have been reading and learning about our government and governments of other countries. How is our government different from other countries which do not have a democracy?




A-Alternative Viewpoints: Pretend you are the newly elected official (president) of the country which just became a democracy. Write a letter to the people of the country explaining your feelings toward the new government. Explain what benefits the country will experience. W-What If? With what challenges would the new government be faced? N-Next: We have learned how the autocracy and aristocracy differ from a democracy. Do you think our government is better? Explain why. Activity 6: Historical Events of Conflict (GLEs: 20, 49) Materials List: computer, overhead projector (optional), PowerPoint© (optional) Write the following scenario on the board or overhead:

• The Congress passes a law that says all citizens who were not born in this country must return to their country of birth within one month.

• The President signs the law and says he will have the armed forces help to enforce compliance.

Hold a class discussion using the following questions about the scenario above:

• Can anything be done about this? Propose and defend an alternative course of action to this issue.

• Ask the question, “What is judicial review?” Give response time and lead students into the following scenario:

In the United States, all courts have the power to review decisions of other branches and determine their constitutionality, but the “final” power of judicial review rests with nine appointed judges on the U. S. Supreme Court. In England, the decisions of the highest court are subject to review by the legislature.

Who is best suited to have this authority? Explain and defend answers. • Could the United States have a workable system of government without judicial

review? How would such a system be organized? • Does the fact that the Supreme Court currently has the power to review actions of the

legislative and executive branches relieve these two branches of the obligation to review their own decisions to be certain they are constitutional?

Have students choose one of the following and explain why it was important for each branch of government—executive, legislative, and judiciary. Some of the historic events involving conflicts between branches include the following:

• the impeachment of President Andrew Johnson (1868) (Use the following website to locate information on the impeachment of President Andrew Johnson. Click on Impeachment and Trial of President Andrew Johnson: http://memory.loc.gov/ammem/amlaw/lwcg-imp.html. This site also has many political cartoons that can be used with the unit.)

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• the Alien and Sedition Acts (1798) (Use the following website for information on the Acts: www.law.ou.edu/ushistory/sedact.shtml)

• Supreme Court cases such as Marbury v. Madison (1803) (Use the following website for information on the court case of Marbury v. Madison: http://usinfo.state.gov/usa/infousa/facts/democrac/9.htm)

• the Dred Scott Decision (1857) (Use the following website for information on the Dred Scott Decision: http://www.pbs.org/wnet/slavery/experience/legal/history2.html)

• McCulloch v. Maryland (1819) (Use the following website for information on the McCulloch v. Maryland court case: http://usinfo.state.gov/usa/infousa/facts/democrac/10.htm)

• the Watergate incident (1972) during President Richard Nixon’s tenure in office (Use the following website for information on the Watergate incident: http://watergate.info/)

Using split-page notetaking (view literacy strategy descriptions), have students identify information from the websites to share with the class. The class can be broken into groups to research one, two, or all of the topics. Information can be shared with whole-group discussion or turned in for assessment by the teacher. With information gained from the websites, have students record their findings on the chart. Model the approach by placing on the board or overhead a split-page sample such as the one below. Explain the value of taking notes in this format by saying it logically organizes information and ideas. It is a source that allows inductive and deductive prompting for rehearsing and remembering information.

Split-Page Notetaking Date: 1803

Topic: Marbury v. Madison Information gathered:

An additional method to present their information is to have students present their findings to the class using software such as PowerPoint©. They should include the facts of the case or incident; the arguments before the Supreme Court, Senate, or Congress; the decision (including the actual vote) or outcome; reasons for the decision or outcome; and possible alternative courses of action for this issue. Have students include the process of checks and balances as it pertains to the case.

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Activity 7: Taxation and Liberty (GLE: 21) Materials List: computer with software to create pamphlets (optional), Taxes BLM Ask the students to think about taxes and what comes to mind when they hear the word. Write the word on the chalkboard. Allow one minute for the students to think about the word. Ask students to share their ideas with the class and write their ideas about taxes on the chalkboard. It has often been said that the “power to tax is the power to destroy”. In pairs, have students interpret the meaning of this statement and explain why only the House of Representatives can initiate revenue bills. Why did the authors put this provision in the Constitution? Review the hated Tea Tax levied by the British government and the reactions of the colonists. The Stamp Act (1765), passed by Parliament, required stamps to be purchased and then placed on newspapers, almanacs, pamphlets, legal documents, dice, and playing cards. Why was this tax considered so offensive? Ask students to predict and describe citizen reactions to a tax they deem to be unfair. Discussion topic: Would an unfair tax pass the test of “promote the general welfare” in the Preamble? Provide a list of different types of taxes: excise tax, sales tax, income tax, graduated income tax, poll tax, tariff, etc. Have students complete the Taxes BLM, listing the type of tax, definition, and examples. (See BLM and sample below.)

Type of Tax Definition Example

Excise tax

Sales tax

Students will be able to use this knowledge to design a pamphlet calling for colonists to fight against British taxation. Assignment to students:

Imagine you are a Patriot living in Boston in 1774. On a separate sheet of paper, design a pamphlet describing the wrongs imposed on colonists by English taxation. Your pamphlet should include persuasive arguments for the continued fight against British taxation.

Activity 8: Problems Facing the New Nation (GLE: 22) Ask students to generate a list of problems confronting the new states after independence was declared in 1776 and before the Articles of Confederation took effect in 1781. Create a classroom list of these problems (e.g., control of trade, power to tax, negotiating treaties, declaring war, raising an army).



Have groups discuss their views on each topic listed above. A recorder for the group should note all major discussion points and differing points of view. Call on group representatives to report on the groups’ findings. Ask students to write a sentence describing how each of the problems on the list was corrected (at least partially) by writing and implementing the United States Constitution. Using RAFT writing (view literacy strategy descriptions), have students write a letter to the editor as if they were living in 1781. What concerns would they address, and what opinions would they have on the issues discussed?

Note: R- Role (person living in 1781), A- Audience (newspaper reader), F- Form (letter to the editor), T- Topic (opinions on the issue being discussed).

Activity 9: Articles of Confederation (GLE: 23) Materials List: copies of the Articles of Confederation, Articles of Confederation BLM It took four years (1777–1781) for all of the states to ratify the Articles of Confederation. The new states often quarreled over tariffs, trade restrictions, and boundaries. When the Articles were ratified, the provisions created a weak central government with powerful state governments. Provide students with the framework of the Articles of Confederation (primary resource) to work through the Articles of Confederation BLM. Using this BLM, have students read through the provisions of the Articles of Confederation and indicate whether each provision strengthened (S) or weakened (W) the national government. In the space provided, explain the choice. Then, write how the United States Constitution corrected the weaknesses of the Articles. (See BLM and sample below.)

1. The Articles created a loose confederation of independent states that gave limited powers to a central government. Circle: S W ___________________________________________________________________

2. The national government consisted of a single house of Congress where each state would have one vote. Circle: S W ___________________________________________________________________

Have students fill in the chart above, using the following information and discussing each topic:

Government Under the Articles • Unicameral legislature • One vote per state • Two-thirds majority needed to pass legislation. • Unanimous vote needed to amend Articles.

Weaknesses and/or problems of the Articles




• No national executive • No national court system • National government could not enact taxes. • National government could not raise a standing army. • National government could not regulate trade. • Currency problems: Many states printed their own money. The national currency,

meanwhile, became almost worthless. • Interstate commerce: States placed tariffs on each other’s goods. This, combined with

currency problems, led to a sharp decline in interstate commerce. • Foreign trade: Other countries placed tariffs and trade restrictions on U.S. goods, and

the U. S. was not able to reciprocate. The absence of a strong navy also left the U.S. merchant ships vulnerable to pirates.

Foreign affairs: The inability of the national government to raise a standing army left the U.S. vulnerable. For example, key provisions of the Treaty of Paris, which ended the Revolutionary War, were not enforced. As a result, the British continued to occupy forts in the Northwest Territory—land that had been ceded to the United States. Next, have the students do the following:

• Create a chart comparing weaknesses of the Articles of Confederation to strengths of the Constitution

• Create a political cartoon illustrating at least one of the weaknesses of the Articles of Confederation

• Create a bumper sticker supporting the ratification of the Articles of Confederation. Activity 10: Constitutional Convention (GLEs: 24, 55) Materials List: computer (optional), articles on the Constitutional Convention Using the content literacy strategy, process guide, (view literacy strategy descriptions) have students read, in pairs, from the text or from teacher provided articles about the Constitutional Convention and the impact the Great Compromise had on forming the national government. Suggested websites for reading materials: http://www.sagehistory.net/constitution/constitutionalconv.htm http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/conhist.html . As the students complete the readings, have them respond to the following questions/ statements:

• Where was the Constitutional Convention held and what was the date on which it convened?

• Who presided over the meeting and was he more qualified than others attending? Why? • Who is known as the father of the Constitution and what contribution did he make for

him to receive such a title? • Explain what impact the idea of creating a two-house legislature had on the success of the

meeting.


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• Explain how the Great Compromise impacted the outcome of the meeting. Give details to support answers.

• Why were the meetings of the convention held secretly?

Once the students have answered the above questions/statements, have a whole-group review discussion. Students should be encouraged to share their thoughts and ideas regarding the important task with which the Constitutional Convention was faced. Students can also role-play what life was like as a member of the Convention or debate issues with which the members were faced. The process guide promotes applied thinking and reasoning of an article being read. It is designed to stimulate students’ thinking during and after their reading, listening, or involvement in any content area instruction. Guides also help students focus on important information and ideas, making their reading or listening more efficient. Activity 11: How a Bill Becomes a Law (GLE: 19) Materials List: computer (optional), How Laws Are Made BLM With teacher guidance, students will construct a “How a Bill Becomes a Law” chart in class. Use one or both of the models from: http://www.bensguide.gpo.gov/ (click on grades 6-8) http://www.esditement.neh.gov/ To help students, begin the process with a series of questions about who can propose a law. Does it make a difference what type of law is proposed (e.g., revenue bills)? Use the above chart to illustrate student knowledge of checks and balances. When the chart is complete, distribute copies of a similar chart from the text or other source such as the How Laws Are Made BLM. (See the BLM and the copy of it below.) Ask students to compare the charts to verify and correct their work. Post the completed (as corrected) chart on the classroom wall. The sample chart below should not be distributed to students until after they have created their own chart.

How Laws Are Made

Laws may be initiated in either chamber of Congress, the House of Representatives or the Senate. For this example, we will track a bill introduced in the House of Representatives. For more information, try How Our Laws Are Made (Senate Document 105-14) Text (166k) PDF (327k). (Note: Underlined words are links to this document.)

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1. When a Representative has an idea for a new law, he/she becomes the sponsor of that bill and introduces it by giving it to the clerk of the House or by placing it in a box, called the hopper. The clerk assigns a legislative number to the bill, with H.R. for bills introduced in the House and S. for bills introduced in the Senate. The Government Printing Office (GPO) then prints the bill and distributes copies to each representative.

Let’s track the bill history of the International Dolphin Conservation Act.

2. Next, the bill is assigned to a committee (the House has twenty two standing committees, each with jurisdiction over bills in certain areas) by the Speaker of the House so that it can be studied. The standing committee (or often a subcommittee) studies the bill and hears testimony from experts and people interested in the bill. The committee then may release the bill with a recommendation to pass it, or revise the bill and release it, or lay it aside so that the House cannot vote on it. Releasing the bill is called reporting it out, while laying it aside is called tabling.

3. If the bill is released, it then goes on a calendar (a list of bills awaiting action). Here the House Rules Committee may call for the bill to be voted on quickly, limit the debate, or limit or prohibit amendments. Undisputed bills may be passed by unanimous consent, or by a two-thirds vote if members agree to suspend the rules.

4. The bill now goes to the floor of the House for consideration and begins with a complete reading of the bill (sometimes this is the only complete reading). A third reading (title only) occurs after any amendments have been added. If the bill passes by simple majority (218 of 435), the bill moves to the Senate.

5. In order to be introduced in the Senate, a senator must be recognized by the presiding officer and must announce the introduction of the bill. Sometimes, when a bill has passed in one house, it becomes known as an act; however, this term usually means a bill that has been passed by both houses and becomes law.

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6. Just as in the House, the bill then is assigned to a committee. It is assigned to one of the Senate’s sixteen standing committees by the presiding officer. The Senate committee studies and either releases or tables the bill just like the House standing committee.

7. Once released, the bill goes to the Senate floor for consideration. Bills are voted on in the Senate based on the order they come from the committee; however, an urgent bill may be pushed ahead by leaders of the majority party. When the Senate considers the bill, it can debateon it indefinitely. When there is no more debate, the bill is voted on. A simple majority (51 of 100) passes the bill.

8. The bill now moves on to a conference committee, which is made up of members from each House. The committee works out any differences between the House and Senate versions of the bill. The revised bill is sent back to both houses for their final approval. Once approved, the bill is printed by the Government Printing Office (GPO) in a process called enrolling. The clerk from the introducing house certifies the final version.

9. The enrolled bill is now signed by the Speaker of the House and then the vice president. Finally, it is sent for presidential consideration. The president has ten days to sign or veto the enrolled bill. If the president vetoes the bill, it can still become a law if two-thirds of the Senate and two-thirds of the House then vote in favor of the bill.

Copies of bills are provided as a service of the Superintendent of Documents, U.S. Government Printing Office. http://bensguide.gpo.gov/ (click on grades 6-8.) Have students create a short script showing the process of how a bill becomes a law. Assign parts, have students create a bill that the class would like to see become a law, and simulate the process of a bill’s becoming a law. Ask students to create a song/poem telling the process of how a bill becomes a law. School House Rock has a song about how a bill becomes a law (see http://www.schoolhouserock.tv/Bill.html).

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Activity 12: Political Parties (GLE: 25) Materials List: Views of Hamilton and Jefferson BLM, online activity: excerpts from The Federalist Papers The Federalists and Anti-Federalists began debating the pros and cons of the Constitution before it was ratified, and those groups quickly formed the first American political parties. The two most famous representatives of these parties were Thomas Jefferson (Anti-Federalist) and Alexander Hamilton (Federalist). If technology is available, ask students to complete the online activity, You Decide: Jefferson or Hamilton, at http://www.learner.org/biographyofamerica/prog05/index.html which is available through the EDSITEment-reviewed resource Learner.Org. The site is presented in an interesting point/counterpoint format, in which quotations from Hamilton and Jefferson are interwoven with background text and the recurring question, “Who had the more enduring vision for the United States?” Using an opinionnaire (view literacy strategy descriptions), have students list major arguments for and against ratification of the Constitution. Opposing teams will debate major arguments on ratification. Create a comparison chart representing the characteristics and beliefs of Hamilton and Jefferson and their respective political parties. (See the Views of Hamilton and Jefferson BLM and the sample below.)

Characteristic Alexander Hamilton (Federalist)

Thomas Jefferson (Anti-Federalist)

Occupation Lawyer Plantation owner Experience Experienced in diplomacy

and negotiation More characteristics can be added to further explain the differences between the Federalist and the Anti-Federalist parties. When the chart is complete, ask individual students to explain how Hamilton and Jefferson would have reacted, or did react, to selected issues addressed by the new Constitution (e.g., powers of the national government, role of the executive, limitations on the government). Assign students to role-play a Federalist arguing for a strong central government and an Anti-Federalist arguing to preserve power for the states. Provide selected portions of The Federalist Papers (primary resource) for comparison with role-play. See the following websites for information on The Federalist Papers: http://odur.let.rug.nl/~usa/D/1776-1800/federalist/fedxx.htm http://thomas.loc.gov/home/histdox/fedpapers.html Using the questions or statements below, have students work in small groups taking only two questions per group. Research information either with student textbooks or the Internet to answer the assigned information. Use the following website for information regarding political parties: http://en.wikipedia.org/wiki/List_of_political_parties_in_the_United_States. View the


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content box and choose the party or time period of the party. Allow time for discussion at the end of the class period. Students should take notes from each presenter about information shared.

• What does the Constitution say about political parties? • Trace the history of political parties. • What is the purpose of these parties? • Identify and describe various political parties of the United States. • Describe the organization of the parties on national, state, and local levels. • Define terms such as political party, two-party system, demographics, and socioeconomic

status. • Describe the demographics of each party (age, socioeconomic status, gender, race,

geographic location, etc). • Today, which party has the largest percentage of people who identify themselves as

members? • What is the role of third parties? • What are some recent and somewhat successful third parties?

Activity 13: Principles of American Government (GLE: 26) Materials List: Documents of the Nation BLM, Internet access (optional) Ask students to complete the following chart using the attached websites as a reference for information about each document. Students should locate important principles and give an example of how the document influences our government today. (See BLM.)

Documents of the Nation Important Document Important Principle Example of How the

Document Influences American Government

Today Magna Carta 1215 www.law.ou.edu/ushistory/ Click on Magna Carta.

Mayflower Compact 1620 www.law.ou.edu/ushistory/ Click on Mayflower Compact.

Declaration of Independence 1776 http://bensguide.gpo.gov/ Click on 6-8, then click on Historical Documents.

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Articles of Confederation 1781 http://bensguide.gpo.gov/ Click on 6-8, then click on Historical Documents.

Activity 14: Greco-Roman Concepts of Government (GLE: 27) Materials List: A Representative Congress or the Internet BLM The ancient Athenians practiced a form of direct democracy where all eligible citizens (free men) participated in the government of the city-state. An indirect democracy is what is practiced in the United States. Its origins are the representative democracy of the Romans. Have students hypothesize the meaning of an indirect democracy. Tell the students that the principal has just asked them to vote for a class president for the entire seventh grade. Tell the students that for each ten students in the class, the class will have a representative that will count as one vote. How many votes will their class cast if there are thirty students in the class? Have the students then vote for their class president and tally the votes. Whoever received the most class votes (direct democracy) will receive three votes (indirect democracy) for the school tally. Next, have students create a class government modeled on the town meeting (direct democracy). Challenge the class to create rules governing an important activity in which they would have a variety of interests. Guide discussion of the activity, illustrating the difficulty individuals have in directly shaping laws. Contrast the difficulty of a direct democracy with the ease of an autocracy—where one person is the government deciding the law. With the Internet, there is the ability to let everyone vote on each law that is presented before Congress. Would it be a good idea to replace representative democracy (Congress) with a direct democracy using the Internet? Using an opinionnaire, (view literacy strategy descriptions) have students create an opinion guide on the above question. (See A Representative Congress or the Internet BLM.) Activity 15: Primary Documents of Early America (GLE: 29) Materials List: copies of the Mayflower Compact, Mayflower Compact BLM Provide copies of the Mayflower Compact so that students can examine each part of it. Use the following website for a copy of the compact: http://usinfo.state.gov/usa/infousa/facts/democrac/2.htm. Using RAFT writing, (view literacy strategy descriptions), have students define and express the ideas in the Mayflower Compact. (See the Mayflower Compact BLM and sample below.)







Mayflower Compact

After reading and discussing the opening sentence of the Mayflower Compact, write a sentence describing how the colonists believed in the divine right of the English King. Mark words from the document that support your statement.

In the name of God, Amen. We, whose names are underwritten, the Loyal Subjects of our dread Sovereign Lord, King James, by the Grace of God, of Great Britain, France and Ireland, King, Defender of the Faith, etc. ________________________________________________________________________

Activity 16: Primary Documents of America (GLEs: 29, 30, 48) Materials List: overhead projector, Primary Documents of America BLM; copies of the Declaration of Independence, Constitution, and Bill of Rights Hold a discussion on the Declaration of Independence of 1776, the Constitution of 1787, and the Bill of Rights of 1791, focusing on the Preamble and its subsequent parts. Pass out copies of the Declaration of Independence and the Bill of Rights so students can read and discuss the documents along with the teacher. Have students complete the Primary Documents of America BLM marking (+) if that concept is found in that document or (-) if not. (See BLM and sample below.)

Rights of All Persons Declaration of Independence

1776

Constitution of 1787

Bill of Rights 1791

Exercise free speech (-) (-) (+) Self-government Secure homes

When the chart is complete, ask students to explain how the Declaration of Independence contributed to development of the Constitution and why a Bill of Rights became important. Using an overhead projector, the teacher should fill in the blanks and lead discussion of each statement. Students should be encouraged to share ideas and feelings about the Declaration of Independence, the Constitution, and the Bill of Rights.



Activity 17: Simulating the Necessity of Law (GLE: 30) Materials List: space for simulation of activity, chart paper Create a simulation in which students assume they are isolated and living together without a government or rule of law. Establish rules by which students can conduct discussion on the creation of a government. Encourage students to use the following questions to raise probing thoughts about establishing a government that would work effectively.

• Why might their attempts at government fail? • Why is the rule of law so important? • Discuss the importance of government, the rule of law, and consent of the governed.

Relate that experience to Americans forming a new government after declaring independence from England in 1776.

Review the principles of government that are embodied in the U.S. Constitution. Using split-page notetaking (view literacy strategy descriptions), students should use the following examples on the Necessity of Law to record the effect of each in creating a successful government.

Necessity of Law Principles Examples of how they help create a successful government

Federal union Popular sovereignty Respect for individual rights Checks and balances Separation of powers Consent of the governed Divide the students into cooperative learning groups to locate evidence of these principles in the Constitution, and list the examples under the appropriate principle. Have the groups present and explain their information and create a wall chart displaying their findings. Have students explain how these principles are the foundation for the established rules of our government by the people and for the people as a necessary means of law and order. Activity 18: Change in a Democratic Society (GLEs: 31, 32) Materials List: overhead projector (optional) Guide class discussion on the following ways a representative democracy addresses the need for change. Ask students to describe the ways in which a representative democracy makes changes in society. Guide a discussion of the following:

• persuasion/consensus • supreme court cases • impeachment • petition • laws (majority rule)




• elections and voting (changing the majority) • amendments to the Constitution • judicial review (protection of minority rights)

Divide the class into two groups. Have one group favor an amendment and the other group oppose the amendment. Create an informal classroom debate on the following:

• How did the abolition of slavery (Thirteenth Amendment) change democracy? The Fourteenth Amendment?

• How did granting women the right to vote (Nineteenth Amendment) impact democracy?

• How did lowering the voting age (Twenty-Sixth Amendment) impact democracy? Using SPAWN writing (view literacy strategy descriptions), have students write a paper based on a special problem prompt on any issue and explain the process that led to change in U.S. history. In the paper, have the students include what issue the country may have faced if this change had never occurred. Whom would it have affected and why? How would things be different today? Have students bring in articles that display the potential for change in American society today (e.g., new amendments to the Constitution, petitions on a local level, Supreme Court cases, etc.). Activity 19: Changing Government by Amendment (GLEs: 32, 49) Materials List: overhead projector (optional) Adding amendments to the Constitution creates changes in the supreme law of the land. Provide a study guide for Articles IV-VII of the Constitution as follows:

Articles IV-VII U.S. Constitution Summarize the content of these articles of the Constitution in your own words: Article IV. Relationship between States and the Federal Government Why is it important that every state have a republican form of government? What is meant by the phrase “a republican form of government”? Note: A republican form of government is not a reference to the Republican Party. How did the Constitution treat runaway slaves? Why is it important that citizens in one state have the rights of citizenship in all other states? What does full faith and credit mean? Article V. Amending Process What are the two ways amendments to the Constitution may be proposed?




What are the two ways amendments to the Constitution may be ratified? What special provision was made concerning slavery until 1808? Article VI. Supreme Law of the Land What does supreme law of the land mean? Article VII. Ratification What were the provisions established for ratifying this Constitution?

Building on the study guide, ask students to explain the two ways an amendment can be proposed and the two ways amendments can be ratified. Ask the students to describe the process and construct a model on the chalkboard. Ask individual students to add new concepts with definitions to the concept wall. Discuss the fact that dozens of Constitutional amendments are proposed in every Congressional session, but few make it out of committee. Students can research the status of these pending amendments and then make a presentation showing the viewpoints of both sides of the issue. Then have each student propose and defend an alternative course of action. Suggested amendments could include the following:

• repeal the Second Amendment. • provide for direct election of the president and vice president. • disallow the desecration of the American flag. • make English the official language of the United States. • allow a naturalized citizen of the United State to become president.

Activity 20: Historical Figures (GLE: 47) Materials List: computer, Microsoft Publisher software (optional) Have students conduct research on a historical figure who influenced or changed the course of U.S. history (e.g., George Washington, Thomas Jefferson, James Madison, etc.). Have students create a project poster online using website such as http://poster.4teachers.org/. The project poster should include an essay, other links that relate to the historical figure, and a picture if possible. Students can also use the presentation software called Microsoft Publisher. Have students create five “Who Am I?” questions to ask the class about their historical figure. Have students play in teams, with the team that guesses the historic figure first, using the fewest clues, declared the winner. Each class member must have a different historical figure approved by the teacher before research begins. While they are creating their questions, have students focus on the impact the individual had on U.S. history.

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Activity 21: Bill of Rights (GLE: 56) Materials List: The Bill of Rights BLM Working in groups of three, students make a list of ten rights of individuals that all three members agree upon. Each group must agree unanimously! Put these lists on the board. Identify the rights agreed on most frequently. Have students vote on each right and cross off any right that does not secure a three-fourths majority vote by the class. (If students come up with the same provisions found in the Bill of Rights, adjust the activity.) Ask students to list rights not included in the Bill of Rights, such as the right to vote. Trace the origin of individual rights beginning with the Rights of Englishmen, Virginia Declaration of Rights, and the Declaration of Independence. During this review, have students explain how Americans came to believe that all citizens had basic human rights. Suggested sites for students to locate information that support the activity are as follows: http://www.populistamerica.com/direct_democracy_rights http://en.wikipedia.org/wiki/Virginia_Declaration_of_Rights http://www.constitution.org/bcp/virg_dor.htm http://www.nationalcenter.org/VirginiaDeclaration.html During class discussion, ask students to identify historical reasons why each right was included in the Bill of Rights. For example, no quartering of soldiers can be traced to the Quartering Act (quartering of British soldiers in private homes) during the period preceding the Revolutionary War. Have students complete The Bill of Rights BLM. (See the BLM and the sample below.)

The Bill of Rights Match the following freedoms and rights to specific amendments in the Bill of Rights and write a summary in your own words indicating the importance of each amendment: Amendment Amendment Number Number _____freedom of speech _____ due process _____freedom of religion _____ right to a speedy trial _____freedom of the press _____ right to a public trial

Have students complete a Bill of Rights project. For each amendment, students will complete the following:

• Write out the amendment as it is in the Constitution. • Write what the amendment means to them and what it guarantees.

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• Draw a picture of what the amendment entails or cut out an article or political cartoon that represents the amendment and provide a written explanation of how it does so.

Activity 22: Major Events (GLE: 57) Materials List: reading materials on the Whiskey Rebellion, XYZ Affair, appointment of John Jay, and the French Revolution; computer (optional) Provide reading material that describes the Whiskey Rebellion, XYZ Affair, appointment of John Jay, and the French Revolution. Review the facts of each event and divide the class into groups. Assign each group one major event and have them research information, listing what each was and how it impacted the nation. The following websites can be used to support assignment tasks: The Whiskey Rebellion:http://www.earlyamerica.com/earlyamerica/milestones/whiskey/ XYZ Affair: http://ap.grolier.com/article?assetid=042592000&templatename=/article/article.html Appointment of John Jay: http://www.leftjustified.com/leftjust/lib/sc/ht/fed/jbio.html The French Revolution: http://www.victorianweb.org/history/hist7.html Other suggested events: Creation of the first Cabinet, creation of federal judges, etc. Allow time for students to share information obtained from the websites with the class. All students should use the split-page notetaking (view literacy strategy descriptions) strategy to record information obtained from the assignment.

Sample Assessments

General Guidelines





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General Assessments

• Students will identify vocabulary words and create a concept wall of definitions unique to this unit of study.

• Students will collaborate and share ideas surrounding the Preamble, concurrent powers, taxes, etc.

• Students will investigate the concepts essential to democracy (e.g., checks and balances, limitations on government, etc.)

• Students will conduct a simulation on a real-world problem using a system of separation of powers and checks and balances. Students will create a short script and simulate the process of how a bill becomes a law and the principles of government.

• Students will create political cartoons illustrating at least one of the weaknesses of the Articles of Confederation.

• Students will conduct a scenario on how the three branches of government work together.


• Activity 2: Project Poster Activity: Students will make posters that correspond to various national, state, and concurrent powers. Students will create drawings, pictures, or other types of visual images that correspond to the powers held or shared by national and state governments.

• Activity 3: Vocabulary Activity: Students will review difficult vocabulary throughout

the unit. Students will create vocabulary cards on which they will write a vocabulary word, its definition, a sentence utilizing the vocabulary word, and then draw a picture that represents the vocabulary word. The cards will be shared with the class and placed on display.

• Activity 7: Pamphlets Activity: Students will design a pamphlet calling for colonists to

fight against British taxation including persuasive arguments for the continued fight against British taxation.

• Activity 11: Ask students to create a song/poem telling the process of how a bill becomes

a law. • Activity 13: Students will create a classroom tree (diagram) and/or a timeline tracing

important documents and events leading up to the writing of the United States Constitution.

• Activity 14: Students will participate in a mock campaign and election.

• Activity 21: Bill of Rights Project: Students will write out an amendment as it is in the

Constitution; write what the amendment means to them; and what it guarantees. They will draw a picture of what the amendment entails or cut out an article or political cartoon that represents the amendment and provide a written explanation of how it does so.


Grade 7 Social Studies Unit 3 Expansion and Conflict (1800–1850) 39


Unit 3: Expansion and Conflict (1800–1850) Time Frame: Five weeks Unit Description Students study the development of early foreign policy and the territorial expansion of the United States. Student Understandings Students understand the reasons for foreign policy and how events in early American history shaped early and future policies with nations and regions of the world. Students understand that expansion of the U.S. was facilitated by cooperation and conflicts with foreign governments and indigenous peoples. Students learn to use geographic tools and information to explain international interaction. Guiding Questions

1. Can students analyze various types of maps, charts, graphs, and diagrams related to U.S. history?

2. Can students analyze methods used to institute change or resolve social conflict in U.S. history?

3. Can students describe political divisions of the world? 4. Can students explain various processes/strategies nations use to interact? 5. Can students explain how U.S. foreign policy is formed and carried out? 6. Can students identify types of foreign policy issues with reference to current and

historical examples? 7. Can students compare and contrast two primary sources related to the same event in

U.S. history? 8. Can students propose and defend an alternative course of action to a given issue or

problem in U.S. history? 9. Can students explain Napoleon’s reasons for selling the Louisiana territory to the

United States and the impact of that acquisition? 10. Can students explain why President Madison asked Congress for a declaration of war

in 1812, the sectional divisions over the war, and the consequences of the Native American alliance with the British?

11. Can students explain westward movement of the United States, the changes it created, and its effects on relations with Native Americans?



12. Can students describe diplomatic and political developments that led to the resolution of conflicts with Britain, Spain, and Russia from 1815 to 1850?

13. Can students explain Manifest Destiny and its economic, political, social, and religious roots?

14. Can students identify the causes, courses, and consequences of the Texas War for Independence and the Mexican-American War?

Unit 3 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks Geography 1. Analyze various types of maps, charts, graphs, and diagrams related to U.S.

History (G-1A-M2) Physical and Human Systems 8. Explain how cooperation and conflict affected the changing political

boundaries of the United States to 1877 (e.g., Missouri Compromise) (G-1C-M7

Civics Foundations of the American Political System 31. Analyze methods used to institute change or resolve social conflict in U.S.

history (e.g., War of 1812, states’ rights theory) (C-1B-M4) International Relationships 34. Describe political divisions of the world (nation-states) (C-1C-M1) 35. Explain various processes/strategies nations use to interact (C-1C-M1) 36. Explain how U.S. foreign policy is formed and carried out (C-1C-M2) 37. Identify types of foreign policy issues with reference to current and

historical examples (e.g., Middle East conflicts) (C-1C-M3) History Historical Thinking Skills 49. Propose and defend an alternative course of action to a given issue or

problem in U.S. history (H-1A-M5) United States History 58. Explain Napoleon’s reasons for selling the Louisiana territory to the United

States and the impact of that acquisition (H-1B-M9) 59. Explain President Madison’s reason for declaring war in 1812, the sectional

divisions over the war, and the consequences of the Native American alliance with the British (H-1B-M9)

60. Describe provisions of the Monroe Doctrine and its influence on U.S. foreign relations (H-1B-M9)

61. Explain westward movement of the United States, the changes it created, and its effects on relations with Native Americans (H-1B-M9)

62. Explain Manifest Destiny and its economic, political, social, and religious roots (H-1B-M9)

63. Describe diplomatic and political developments that led to the resolution of conflicts with Britain, Spain, and Russia from 1815 to 1850 (H-1B-M9)



GLE # GLE Text and Benchmarks 64. Identify the causes, course, and consequences of the Texas War for

Independence and the Mexican-American War (H-1B-M9)

Sample Activities Activity 1: Emerging Sectionalism (GLE: 61) Materials List: Emerging Sectionalism BLM, PowerPoint software (if available) Review colonial interest in expanding westward before the Revolutionary War began. Ask students to explain (review) how and why colonists had objected to the Proclamation of 1763. With independence, the question was who should control the frontier—the states or the national government. The Northwest Ordinance of 1787 provided for the following:

• admission of new states in the Old Northwest Territory • schools in the new territories • no slavery in the territory

Like explorers who sailed to the New World, colonial adventurers sought to create new settlements and acquire land beyond the Appalachian Mountains. Ask students to list reasons why people were pulled and pushed to explore and settle west of the Appalachian Mountains. Ask them to compare these adventurers with the early European explorers. Reintroduce sectional differences between the northern and southern colonies (i.e., states under the new Constitution). Ask the students to review their work on the region to suggest how sectional differences provided motives for people to move westward after 1790. Inform the class that westward expansion is the focus of this unit. Create five research teams, each responsible for a decade of early American history. Assign each team one of the following time periods: 1789–1810, 1811–1820, 1821–1830, 1831–1840, and 1841–1850. Each group will present its research at the appropriate time. Students should use their textbooks or the following website for research material: http://www.britannica.com/ebi/article-209317. Click on Growth of American Democracy, 1789–1850. The site gives a variety of events that occurred during this time period. The presentations must include the following elements along with descriptive data (see Westward Expansion BLM):

• Important events (including timelines) that occurred in the period, including formation of political parties and their representatives. (Include analyses of the administrations of sitting presidents during the period.)

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• Expansions of American territory, including reasons for movement and settlements, and how the expansion was accomplished, including maps with labels

• Maps illustrating routes followed in moving westward, physical features of importance in the expansion

• Changes that were created by westward expansion during this time period • Effects or relations with Native Americans during this time period

The following is a sample from the Westward Expansion BLM on how this information can be organized by students:

Westward Expansion Elements Descriptive Data

Maps illustrating routes followed in moving westward, physical features of importance in the expansion

Flat boats on the Ohio River Oregon Trail

Inform student teams that they are responsible for leading discussions when their assigned period in Westward Expansion is presented in class. They should include an explanation of the impact of westward expansion on relations with Native Americans. Provide a PowerPoint© presentation or copies of the charts and questions to all students so they can record notes during class discussion. Critique the work and report of each group for accuracy during the presentations. Activity 2: Physical Features and American History (GLE: 1) Materials List: computer/Internet, topographical map of the U. S., historical atlas, map of territorial expansion (1800-1850) Provide students with a historical atlas of the United States. Ask students to compare a topographical map (physical features labeled) of the United States with a map of territorial expansion during 1800–1850. See the following websites for these various maps or print material for students’ use: http://www.lib.utexas.edu/maps/united_states/us_terr_1830.jpg http://www.lib.utexas.edu/maps/united_states/us_terr_1800.jpg http://www.lib.utexas.edu/maps/historical/west_expansion_1815-1845.jpg Working in small groups, students will develop responses to the following series of questions:

• Why was the Old Southwest (Alabama, Mississippi) settled? o What section of the United States were the settlers from? o What was their motivation for settling the region? o Why was the Coastal Plain important? o In which direction do rivers flow in the South and the Old Southwest? o How did these rivers aid transportation for export but make communication

among states difficult? o What types of farmers and planters would move into this area?

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• Why were settlements quickly developed in the grasslands of Kentucky and Tennessee? o What was the importance of the Appalachian Mountains? o What was the impact of the Cumberland Gap and Wilderness Trail? o What types of farmers would be interested in settling in this area?

• Why were the Ohio River and its tributaries important to the northern and middle states? o Why did this river system further isolate the North from the South? o Speculate on whether the states in the Northwest would favor or oppose slavery. o How were flatboats on the Ohio and Mississippi rivers used to benefit the North

and the South?

Have groups report their responses. Guide the discussion by illustrating the importance and location of roads and, later, railroads; rivers as barriers and as transportation routes; mountains as barriers making gaps important; and climate and soils for growing crops. Activity 3: Map Labs (GLE: 1) Materials List: computer/Internet (optional), historical atlas, U.S. and Louisiana maps, 3”x 5” index cards Using a historical atlas of the United States, ask students to study and interpret information from a series of maps. Have them work in pairs, explaining the title, legend, scale, and compass rose (cardinal and intermediate directions) on each map as a review exercise. Provide a series of exercises that require use of the legend, compass rose (cardinal directions), and scale (e.g., measuring distances, determining direction from one place to another). Ask students to compare the maps by title and explain the purpose of each. The students will be familiar with the following websites if they were used in Activity 2 or material can be printed for students’ use: http://www.lib.utexas.edu/maps/united_states/us_terr_1830.jpg http://www.lib.utexas.edu/maps/united_states/us_terr_1800.jpg http://www.lib.utexas.edu/maps/historical/west_expansion_1815-1845.jpg Map suggestions:

• The War of 1812, Northern and Southern Campaigns, 1812-1815 • Congressional Votes on the War of 1812 • The Missouri Compromise, 1820 • Major Roads, 1820-1850 • The Louisiana Purchase, 1803 • United States Maps, 1800-1860 • Removal of Native Americans, 1820-1840 • Trails West, 1820-1860 (Example: The Oregon and California Trails) • Texas War for Independence, 1835-1836 • The Mexican-American War, 1846-1848



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Students should construct a series of maps that illustrate expansion of the United States from 1800–1853. Provide students with statistical information to complete the following:

• Have students work in small groups to construct a series of maps that illustrate the expansion of the United States, beginning with the original states and ending with the Gadsden Purchase.

• Make a timeline for the period, labeling the date for each territorial acquisition. Below each entry place a 3”x 5” card describing briefly why the expansion occurred.

• Make a bar graph illustrating the number of slave (red) and free (blue) states in 1800, 1810, 1820, 1830, 1840, and 1850. Below the bar, list the new states added in each decade and explain how they came to be added.

Students will work in groups of three or four. In larger classes some groups may be assigned the same map to complete. Groups will present their findings to the class. Discuss or debate any differences in findings for an overall consensus. To further expand the lesson, have students use a modern U.S. or Louisiana map to identify various locations. Name a beginning location and have the students find other designated areas using cardinal directions. Activity 4: Conflict Resolution in American History (GLE: 31)

Materials List: computer with PowerPoint© or Hyperstudio© software (optional), poster paper (optional) Westward expansion in United States history was marked by conflict—conflicts with other countries, sectional conflicts, and political conflicts. Have students work in small groups to brainstorm (view literacy strategy descriptions) why conflicts over westward expansion occurred. Students should consider the following in their discussions:

• The English refused to recognize American independence and impressed American seaman as if they were still Englishmen between the end of the Revolutionary War (1783) and the War of 1812.

• The South’s argument for states’ rights (outlined by John C. Calhoun) versus the North’s argument for a federal union of all the states.

• Americans settled in the Mexican territory (now Texas) and challenged Mexican authority.

• Americans settled new lands, pushing Native Americans farther westward. • The election of 1800 created a tie in the Electoral College between Aaron Burr and

Thomas Jefferson.

Have students construct a cause and effect chart using their brainstorming ideas about the above events. The student research groups should report their findings to the class by developing posters or use presentation software such as PowerPoint© or Hyperstudio©. Write the resolution for each conflict on the chalkboard or on a transparency. Guide discussion so students compare how conflict resolution differed from one situation to another.




Activity 5: Nation-States and Countries (GLE: 34) Materials List: student dictionaries, overhead projector (optional) Using vocabulary self-awareness (view literacy strategy descriptions), have students complete the Nation-States and Countries Vocabulary Chart using classroom dictionaries. (See sample chart below.) The purpose for using a vocabulary self-awareness chart with this activity is to bring a range of word understanding to the task of reading content texts, and to assess students’ knowledge before reading and/or other tasks involving text occurs. Words are introduced at the beginning of the unit or activity and students complete a self-assessment of their knowledge of the words. Teachers should identify target vocabulary for the activity which directly impacts lesson objectives. Students should rate the words according to their understanding of meaning on a scale from being very comfortable to unfamiliar or brand new. As the unit continues, additional words can be added to the chart. The goal is to bring students to a level of understanding which is comfortable and the definitions familiar to them. Ask students to prepare definitions of nation, state, country, and nation-state and to write them on a concept wall. This is a challenging conceptual problem. Begin by recalling that the term city-state (e.g., Athens, Carthage, Rome) was used to identify cities that expanded outward to create government over a sizable area and number of people sharing a common culture. Nation was defined as people inhabiting a territory with a common culture and language; thus, the United States signed treaties with Native American tribes (calling each tribal group a nation, e.g., the Sioux Nation). State was defined as any authority represented by a body of people politically organized under one government. Thus, a nation-state was a government representing a territory inhabited by a people sharing a common culture and language. Country means the whole land representing a nation or state.

Nation-States and Countries Vocabulary Chart Word Definition Example Nation People inhabiting a

territory and having a common culture and language

America

State Have students collect newspaper clippings or notes from the news regarding countries that are experiencing political divisions. Have the students determine the geographic boundaries of the regions and determine the political boundaries using a map. Have the students discuss areas of concern in the region and what land is in question. Extend the activity by raising questions about political changes in the British Isles. England was a nation-state that conquered the Scots, Welsh, and Irish, changing their government’s name to the United Kingdom. Were they still a nation-state or did they become a country containing more than one nation? The world is divided mostly into countries that are recognized as such by other countries. Some are nation-states and some are countries consisting of people of different cultures, languages, and religions. Allow time for class discussion of cultures, languages, and religions.




Activity 6: International Relations and American Foreign Policies (GLEs: 8, 35, 36) Materials List: Inspiration© software (if available) Define international relations. Ask students to list some problems they think a new nation might face as it becomes involved in threats of force, foreign policy statements, (e.g., Monroe Doctrine), and war by using a graphic organizer such as Inspiration© software. During the period of expansion 1800–1850, the new United States government was forced to interact with countries and peoples on its borders as well as peoples who threatened the security of the new nation. The United States in 1800 lacked an army and navy adequate to defend against the great powers of Europe involved in Canada, Louisiana, and Mexico. Ask students to identify and describe various ways the United States government took action between 1800 and 1850 to achieve security (conduct successful foreign policy) using aid, sanctions, or treaties. Divide the class into research teams to present and explain how the young nation developed foreign policy strategies and/or processes to achieve national goals during each time period in the following areas involving international relations:

• Louisiana Purchase • Mexican Cession • Monroe Doctrine • Gadsden Purchase • Securing the northern border of Maine • Barbary Pirates • Displacement of Native Americans

The teacher will guide discussion, asking students to consider the range of activities used to reach national goals: negotiation and treaties, military threats of force, Monroe Doctrine (foreign policy statements), and war. Activity 7: Formation of American Foreign Policy (GLEs: 8, 36) Materials List: Foreign Policy BLM Introduce this activity by explaining what foreign policy is and how it affects nations. Discuss how America began trading with other countries and foreign policy was needed to assure fair and equal agreements between all parties involved. Ask students to complete the Foreign Policy BLM (see sample below). Instruct students to list the roles of the president, Secretary of State, and Congress (House and Senate) in the formation and execution of foreign policy. Students may refer to a copy of the U.S. Constitution if necessary. Complete the chart in class and recall characteristics of each foreign policy process. Other foreign policy actions can be added or substituted in the chart.



Foreign Policy Foreign Policy President and

Secretary of State Congress

(House and Senate) Treaty Making Forming a Policy Declaring War

Have students examine how selected foreign policy actions were accomplished, such as:

• Purchase of Louisiana (1803) • Treaty of Ghent (1815) • Monroe Doctrine (1823)

Using RAFT writing (view literacy strategy descriptions), have students develop an essay describing how foreign policy protects a country. In their explanation, have them discuss how foreign policy is formed and carried out, and how it affects a nation. Description of RAFT related to this activity is as follows:

R – Role (who the writer is: Thomas Jefferson, James Monroe, Robert Livingston, etc) A- Audience (to whom or what the RAFT is being written: Napoleon, the country of France, etc.) F- Form (the form the writing will take, as in a letter) T- Topic (the subject focus of the writing or why the letter is being written: to persuade, to explain, etc.)

The essays should be shared with a partner or the whole class. Students should listen for information which is logical and accurate. Activity 8: Tariffs and Foreign Policy Goals (GLE: 36) Materials List: concept wall Trade and tariffs were frequently at the center of political debates in the United States between 1800 and 1850. (Add tariff to the concept wall.) The South wanted low tariffs to expedite trade with England and Europe, while the North wanted high tariffs to protect emerging business and industry. Ask students to explain how the following actions impacted trade between the United States and other countries and how they impacted sections of the country differently:

• Tariff of Abominations (A tariff passed by Congress in 1828 on goods manufactured in Europe.) Southerners hated it, believing it would raise the price of goods in America. Meanwhile, Northerners approved of it saying it would raise the price of European goods; therefore, American goods would be a better value.

• Embargo of 1807 (An embargo was passed by Congress in 1807, aimed at banning trade with Great Britain, but it prohibited trade with other countries as well). This embargo proved to be unsuccessful for America and was repealed on March 1, 1809).




Using brainstorming (view literacy strategy descriptions), have students list advantages and disadvantages of a tariff placed on goods both in America and from another country. They should include how a tariff could increase or decrease the demand of a product. Activity 9: Negotiating Past and Present Foreign Policies (GLE: 37) Materials List: computer/Internet (optional), poster paper Ask students to research the history of American government policies toward Native Americans between 1800 and 1850, and create a poster to demonstrate some of the struggles and conflicts with which the Native Americans were faced. Ask students to discuss Indian policies and actions during their previously assigned time periods (e.g., 1789–1810, 1811–1820, 1821–1830, 1831–1840, and 1841–1850). Guide class discussion to explain the following:

• How and why did the policy change over the years? • Why were Native Americans considered nations capable of negotiating treaties with

the sovereign United States? • What was the impact of the Trail of Tears? • How did Native Americans resist encroachment by the Americans (e.g., war,

negotiations, and withdrawal from American settlements)? Use the textbook or the following website to answer questions related to Native Americans and the Trail of Tears: http://www.kidskonnect.com/TrailofTears/TrailofTearsHome.html. Using SPAWN writing (view literacy strategy descriptions), have students develop an essay which reflects upon a Native American faced with the loss of his/her tribe and land. Students should take the position as the Native American himself or herself and describe how life changed during that time. Description of SPAWN related to this activity is as follows: SPAWN writing is informal writing which categorizes writing options such as (Special Powers, Problem Solving, Alternative Viewpoints, What If? And Next) For this activity only Problem Solving and Alternative Viewpoints will be addressed. The teacher should only be identifying these two areas for an informal assessment of class progress. Below are suggested prompts for the activity:

• Policy changes brought about a great adjustment for my country. I feel our country would have benefitted more if…..

• As a Native American, negotiations were…. • I traveled hundreds of miles on the Trail of Tears. This is my story….. • Our land was taken. Life now is ….

Students should share their writing with the class or in small groups.


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Activity 10: Louisiana Purchase (GLE: 58) Materials List: The Louisiana Purchase BLM Explain the significance of the development of the Louisiana Purchase, who was involved with the initial proposal (Robert Livingston), and why the territory around the mouth of the Mississippi River was important to the nation. Continue to explain the role of Livingston’s negotiations with Napoleon and the surprising outcome of purchasing such a large tract of land. Have students complete The Louisiana Purchase BLM chart during class discussion. (See BLM.) Ask students to lead a discussion of the Louisiana Purchase with particular emphasis on:

• Napoleon’s reasons for selling Louisiana • Jefferson’s reasons for purchasing Louisiana • Lewis and Clark’s expedition (why their exploration was important)

Ask the class to consider if, under the Constitution, a president has the right to add new territories to the United States by purchase or otherwise. In writing, have the students justify Jefferson’s action (students may use the U.S. Constitution for guidance). Ask students to share their writings and debate any misconceptions. Ask students to respond to the following: Jefferson argued that the Louisiana Purchase was constitutional because it came under the president’s implied powers to protect the nation. Ask students whether they think Jefferson’s point of view was valid. Was the Louisiana Purchase a good deal for both France and the United States, and what was the impact for both countries? Have students list their findings. For example, the purchase:

• gave the United States access to the Mississippi River. • gave the United States access to the port of New Orleans. • eliminated France as a territorial threat to the United States.

Activity 11: War of 1812 (GLEs: 49, 59) The War of 1812 is known as a war forgotten by many. The war, which lasted two years, ended much like it began. The major battles, which are noted as historical successes for the nation, were fought in New Orleans and Baltimore. Continue to lead a discussion on the War of 1812. Using the textbook, have students meet in small groups to investigate the answers to the following:

• Why did Madison ask Congress to declare war on the British? • What did the British do to provoke Madison and Congress? • What impact did this war have on Native Americans who helped the British? • How did attitudes toward the war differ in various sections of the country? • Explain alternative courses of action that could have prevented the war from taking

place.



Give students the opportunity to compare answers with other groups before discussing answers as a class. Have them arrive at a consensus about what they believe to be the best answers. Have students write answers down and share them with the class. Organize the class into two debate teams, one side pro and the other side con. Debate the following statement: New England states have the right not to support the war against the British. After groups prepare their pro and con arguments, have them debate the issue. Conclude with a discussion on how Americans have protested U.S. involvement in later wars. Activity 12: Monroe Doctrine (GLE: 60) Materials List: computer/Internet (optional), copies of the Monroe Doctrine, The Monroe Doctrine BLM

• Explain to the class what the Monroe Doctrine is and how it impacted the independence of America. Ask students to brainstorm the following questions: Who was James Monroe? Who assisted in writing the document? How did it benefit Americans? Was everyone in favor of the changes that emerged from the doctrine? Ask students to read an excerpt from the Monroe Doctrine in preparation for a class discussion in which the document will be analyzed. Use the following websites as a resource to read about the Monroe Doctrine: http://usinfo.state.gov/usa/infousa/facts/democrac/50.htm or http://en.wikipedia.org/wiki/Monroe_Doctrine . Then, ask students to identify positive actions in the document by completing The Monroe Doctrine BLM. (See sample below.) Note: A copy of the Monroe Doctrine should be given to students before the class is divided into groups of three or four to complete the chart.

The Monroe Doctrine

Positive Principles 1. 2. Examples of positive principles might include:

1. The American continents were no longer subject to colonization. 2. The political system in the Americas was different from Europe (constitutional

monarchies) and interference from Europe would be considered a threat to them. Guide discussion to illustrate the importance of the British navy in controlling the Atlantic. How did the Monroe Doctrine improve United States relations with other countries in North and South America? How did this doctrine keep the U.S. free from the politics of Europe and devastating wars precipitated by European countries in the 1800’s?


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Have students imagine they are European diplomats in the United States. Ask students to write a letter to their government describing the Monroe Doctrine and suggest how their government should react to it. Activity 13: Westward Expansion (GLEs: 8, 61) Materials List: poster paper, 3” x 5” note cards, computer with Timeliner® software (optional) Introduce the lesson by reviewing Westward Expansion, the conflicts pioneer settlers encountered with Native Americans, and the hardships they suffered. Divide students into groups that will take turns leading class discussions of the time periods involved in western expansion. Each group must use or make maps illustrating:

• territorial changes in the time period • physical features critical to westward migrations

Students must explain motivations for movement and settlement, conflicts involved in westward movement, and the impact of expansion on Native Americans, settlers, and national politics. The content of the reports must include, but not be restricted to the following:

• Group I—1789–1810—George Washington, Jeffersonian Democracy, Era of Good Feelings, judicial review, John Marshall, Louisiana Purchase

• Group II—1810–1820—War of 1812, James Madison, Battle of New Orleans, burning of the capitol, struggles with Native Americans, Florida acquisition

• Group III—1820–1830—Monroe Doctrine, Industrial Revolution, Tariff of Abominations, spoils system, Missouri Compromise

• Group IV—1830–1840—Jacksonian Democracy, national bank, Texas question, Tariff Crisis of 1832-33, Panic of 1837

• Group V—1840–1850—California Gold Rush; immigration of Irish, Germans, English, Polish, and Chinese; Mexican-American War; Compromise of 1850; acquisition of Oregon Territory

As the discussions are presented, each group will add major events (presidencies, wars, conflict issues) on a classroom timeline. Each entry on the timeline will have a 3”x 5” card attached describing the event. Timelines may be created using software Timeliner®. Display work in class. Guide a summary discussion where the class reviews push and pull reasons for human migration. Going back over the group reports, ask students to explain if westward movements were the result of being pushed out of settled areas or being pulled to new lands and economic opportunity. Ask if the answer would be different for Native Americans.



Activity 14: Manifest Destiny (GLE: 62) Materials List: Manifest Destiny BLM, overhead projector Define manifest destiny as it came to be understood in the United States. Ask students to explain how manifest destiny influenced or was influenced by the following:

• Christian beliefs about proselytizing (converting) nonbelievers and the belief that man was to have dominion over the earth

• political parties and their leaders who wanted to protect the borders of the United States against foreign (language and culture) elements that might threaten the country

• rich soils and precious metals discovered in previously unclaimed Native American territories

• markets for growing industries • places for minority groups (e.g., Mormons) to settle

Guide the discussion to include an evaluation of the positive and negative characteristics of manifest destiny. Using an overhead projector, complete the following chart as a whole group activity. The teacher should guide students with discussion for both positive and negative characteristics as the students fill in the Manifest Destiny BLM. (See BLM.) Use this BLM as a study guide for further assessment. Activity 15: Territorial Conflicts (GLE: 63) Divide the class into groups of three or four to research and respond to the following question: How did the United States conduct diplomatic relations to resolve territorial conflicts with Britain, Spain, Russia, and Mexico between 1800 and 1853? The responses must include the following:

• the Treaty of Ghent (1814) ending the War of 1812 • the purchase of Florida in 1819 • 54º 40’ limiting Russian settlements in Oregon (1824) • the division of the Oregon Territory (1846) • the Gadsden Purchase (1853)

The Treaty of Ghent was signed in Europe on December 24, 1814, but not ratified by the U. S. Senate until later in 1815. Also, the Battle of New Orleans was fought on January 8, 1815, two weeks after the signing of the treaty, due to poor communications at the time, which prevented either army from knowing that the war had ended. Without a large military, how did the United States succeed in the above diplomatic endeavors? What events in Europe caused the world’s powers to be more involved at home? Could the United States have remained isolated from the world? Have groups present their findings in a whole-class discussion. Allow time to present information.



Activity 16: Texas and the Mexican-American War (GLE: 64) Materials List: computer/Internet, overhead (optional) Provide the class with background knowledge of the Mexican-American War. Guide students in a discussion of the Mexican-American War listing prior knowledge, information, or comments on the board or overhead. Discuss the impact the war had on Texas. Divide the class into two groups. One will investigate Texas from 1820–1836 and the other will focus on 1836–1850. The 1820–36 group should begin the presentations, while the 1836–50 group will conclude the exercise. They must inform the class about the causes, sequencing of events, and consequences of the Texas War for Independence and the Mexican-American War, including information such as:

• important figures in the settlement of Texas, Mexican leaders, dates of first settlements;

• a timeline of important events leading up to independence; • questions that resulted from independence (Texas as nation or state) and the Mexican-

American War; • prominent persons involved in the debate to annex Texas; • sequence of events leading to Mexican-American War; and • consequences of the Mexican-American War—territorial changes, Mexican and Latin

American attitudes toward the United States. Suggested websites for information to address the above information: http://www.lone-star.n http://www.geocities.com/cvallence007/RI335-Assignment.htmlet/mall/texasinfo/mexicow.htm http://www.azteca.net/aztec/war/Mexican-American-War.html Guide discussion to include students’ opinions on the justification for annexing what had been Mexican territory. Have students write a position paper: Was manifest destiny an important motivation to extend United States influence to the Pacific coast? Why or why not?

Sample Assessments

General Guidelines





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General Assessments

• Construct a concept wall and use a dictionary to define difficult vocabulary throughout the unit.

• Apply concepts to a series of situations to distinguish nation-states and countries. • Using maps, determine geographic and political boundaries of regions. • Conduct research to answer historical questions throughout the unit. • Construct charts, timelines, and maps as study guides.


• Activity 2: Compare a topographical map of United States with a territorial expansion map during 1800-1850. Students will respond to questions based on maps.

• Activity 3: Students will use a United States atlas to interpret a series of maps to explain

the title, legend, scale, and compass rose, and will complete a series of exercises that require use of them. They will also construct a series of graphs that illustrate expansion of the United States between 1800–1850 as illustrated through a circle graph, timeline, and bar graph.

• Activity 5: Collect newspaper clippings or notes regarding countries that are

experiencing political divisions for discussion.

• Activity 7: The student will complete a chart on the formation and execution of American foreign policy listing the roles of the president, Secretary of State, and Congress by examining foreign policies carried out as described in the Louisiana Purchase, Treaty of Ghent, and Monroe Doctrine.

• Activity 9: Students will trace the history of American government policies toward

Native Americans between 1800 and 1850, discussing Indian policies and actions during their time periods (e.g., 1789–1810, 1811–1820, 1821–1830, 1831–1840, and 1841–1850).

• Activity 10: Students will justify in writing how President Jefferson had the right to add,

by purchase or otherwise, new territories to the United States under the Constitution of the United States. Students will discuss the impact of the Louisiana Purchase on the United States and France.

• Activity 11: Students will discuss protests of the War of 1812, and will compare them to

modern-day protests.

• Activity 12: Students will discuss negative and positive principles of the Monroe Doctrine by:

o imagining they are European diplomats in the United States, and



o writing a letter to their government describing the Monroe Doctrine with suggestions of how their home government should react to it.

• Activity 15: Construct a map and timeline of all the United States territories acquired up

to 1853 (ending with the Gadsden Purchase) that became part of what is known as the continental United States. Write a descriptive report telling how the territory was added and who the previous owner was.


Grade 7 Social Studies Unit 4 Growth of a Nation (1800–1850) 56


Unit 4: Growth of a Nation (1800–1860) Time Frame: Five weeks Unit Description Students study the political, economic, and geographic influences on the growth of the United States as a nation.

Student Understandings Students understand that historical experiences shaped participatory behavior and political culture in the American political system. Students understand that geographic considerations shaped immigration and migration patterns, cultural diffusion, and the uses of particular places or regions in the United States. Students understand how international trade, technological development, national economic policies, and differing physical environments shaped economic activity in the United States. Guiding Questions

1. Can students explain how physical features and climate affected migration, settlement patterns, and land use in the United States through 1877?

2. Can students describe Jacksonian Democracy, the influence of Jackson on the U.S. political system, and Jackson’s Indian Removal Policy?

3. Can students explain ways in which goals, cultures, interests, inventions, and technological advances have affected perceptions and uses of places or regions in the United States?

4. Can students explain patterns of rural/urban migration and the positive and negative consequences of urban development in the United States?

5. Can students identify selected racial, ethnic, and religious groups that settled in the United States and explain the political, cultural, or economic reasons for immigration?

6. Can students explain how the different physical environments in the American North and South led to different economic activities?

7. Can students describe historical experiences and factors that defined, influenced, and helped shape American political culture?

8. Can students describe the role of political parties in the American political system? 9. Can students identify the qualifications or requirements for U.S. citizenship,

including naturalization?



10. Can students identify U.S. exports and imports that contributed to the U.S. economic interdependence with Europe and other parts of the world during the eighteenth and nineteenth centuries?

11. Can students identify major technological developments related to land, water, and transportation and explain how they transformed the economy, created international markets, and affected the environment?

12. Can students analyze national policies on a protective tariff, a national bank, federally funded improvements, and educational and prison reforms?

13. Can students identify the causes and explain the effects of new waves of immigration prior to the Civil War?

Unit 4 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks Geography Places and Regions 2. Explain how physical features and climate affected migration, settlement

patterns, and land use in the United States through 1877 (G-1B-M1) 4. Explain ways in which goals, cultures, interests, inventions, and

technological advances have affected perceptions and uses of places or regions in the United States (G-1B-M4)

Physical and Human Systems 5. Explain patterns of rural/urban migration and the positive and negative

consequences of urban development in the United States (G-1C-M3) 6. Identify selected racial, ethnic, and religious groups that settled in the

United States and explain the political, cultural, or economic reasons for immigration (G-1C-M4)

Environment and Society 9. Explain how the different physical environments in the American North and

South led to different economic activities (G-1D-M2) Civics Foundations of the American Political System 28. Describe historical experiences and factors that defined, influenced, and

helped shape American political culture (C-1B-M2) 33. Describe the role of political parties in the American political system (C-

1B-M6) Roles of the Citizen 38. Identify the qualifications or requirements for U.S. citizenship, including

naturalization (C-1D-M1) Economics Individuals, Households, Businesses, and Governments 42. Identify U.S. exports and imports that contributed to the U.S economic




GLE # GLE Text and Benchmarks History United States History 65. Describe Jacksonian Democracy, the influence of Jackson on the U.S.

political system, and Jackson’s Indian Removal Policy (H-1B-M10) 66. Identify major technological developments related to land, water, and

transportation and explain how they transformed the economy, created international markets, and affected the environment (H-1B-M10)

67. Analyze national policies on a protective tariff, a national bank, federally funded improvements (e.g., roads, canals, railroads), and educational and prison reforms (H-1B-M10)

68. Compare ways of life in northern and southern states and identify factors that caused rapid urbanization and the growth of slavery (H-1B-M10)

69. Identify the causes and explain the effects of new waves of immigration prior to the Civil War (H-1B-M10)

Sample Activities Activity 1: Physical Geography and Sectional Differences (GLE: 2) Materials List: Emerging Sectionalism in the United States (c. 1860) BLM This activity is about sectional differences that increasingly divided the United States between 1800 and 1860. As the new nation expanded, political, economic, and social values that began in the colonial period were carried with settlers into new lands. Inventions, industry, slavery, trade and tariffs, and immigration all served to alter views in the young nation. Cries of “union” in the North and “states’ rights” in the South became louder as both sections were under pressure to adapt. Using brainstorming, (view literacy strategy descriptions), have students list reasons for expansion of the United States. Encourage discussion within small groups to share reasons, ideas, and/or benefits for moving westward. Allow about ten minutes for students to respond and share with the class as a whole. Create research and study groups to represent each of the sections of the United States emerging by 1860—the South, the North, the middle and border states, the Northwest, and the Far West. Each group will report information using visuals such as models, timelines, diagrams, or charts based on specific categories. (See the Emerging of Sections in the United States BLM and sample below.) The following website can be used as a resource to identify information needed for the activity: http://usinfo.state.gov/usa/infousa/facts/factover/ch2.htm


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Emerging Sectionalism in the United States (c. 1860) Questions and Categories Information and Data

Describe your section in terms of physical features—major rivers, plains, valleys, mountains, deserts, and climate.

Distribute blank copies of the section guides for the students to take notes during presentations. Once students have completed the BLM, whole group discussion should be held to share research. All groups should take notes as information is shared. As an alternative, multiple copies of the BLM can be passed out so that all students will be able to assemble information for use of the BLM as a study guide. Activity 2: Physical Features and Sectional Differences (GLE: 2) Materials List: computer (optional), wall map of the United States, PowerPoint® or Hyperstudio® software (optional), poster paper, glue, scissors, area to display posters, pictures representing various sections of the United States Display a map of the United States. Have teams of students choose a geographic section and provide descriptions of it, including climate and physical features of importance (e.g., major rivers, mountains, and gaps) and location by latitude. Have students organize information by creating a chart or filling in a teacher-made chart. Ask each group to explain what makes the section unique, how the section was settled, the routes traveled by settlers, and products of the section. Pose questions for each group to answer and share, such as the following:

• How did latitude impact products grown in the section? • What was the role of railroads in your section? What routes did the railroads follow? • How did climate affect migration and settlement patterns?

Have students display a large United States map (or a blown-up map showing their section) and refer to the physical features as they present their material. Ask students to work with a group to prepare a presentation using PowerPoint® or Hyperstudio® software (if available) on a region of the United States. Have students compile a variety of pictures that represent each region of the United States and discuss the representation of pictures chosen for the project. Activity 3: Physical Geography and Sectional Differences (GLE: 9) Materials List: computer/Internet (optional) Divide students into teams and assign them different sections of the United States to explain how climate, soils, and rivers and bays influenced agriculture and business in their sections (e.g., sizes of farms, products, transportation, social life in rural communities, and business). Ask the research groups representing the North and South to explain how those sections differed in 1860 regarding the following:



• population density • growth of cities • immigration • investment in factories and transportation • competition for jobs • skilled workers • labor force • social influences • cultural influences

Suggested websites to locate information are as follows: http://library.thinkquest.org/CR0215469/sectional_division.htm http://www.123helpme.com/view.asp?id=23382 http://www.cwc.lsu.edu/beyondfacevalue/economics/index.htm Each of these sites will allow students to read about the sectional differences of the North and the South. Using SPAWN writing, (view literacy strategy descriptions), students should develop an essay to answers to the following questions: SPAWN: Special Powers, Problem Solving, Alternative Viewpoints, What If?, and Next.

• How did rivers divide rather than unify the South? How did rivers unite the Midwest and the North?

• How did climate and soils force New England farmers into cities or to settle the West? How did climate and soils encourage the spread of plantation life and slavery?

• How were climates of the North and West familiar to Irish and Germans? • How did slavery compete with immigrant labor for jobs?

Activity 4: Inventions and Changes in American History (GLEs: 4, 66) Materials List: Inventions and Changes in American History BLM, computer/Internet (optional) Have students research inventions in transportation, communication, industry, and agriculture. Then, have them produce cause-and-effect charts, as shown below, listing the inventor, the invention, the date of the invention, and its impact on American life. (See the Inventions and Changes in American History BLM and sample below.) The following website is a resource for inventors and inventions of this era. Students can choose from a variety of sources or the teacher can assign a specific invention/inventor to be investigated. For assistance, see: http://www.enchantedlearning.com/inventors/1800a.shtml. Suggested topics include barbed wire, the cotton gin, reaper, steamboat, steel moldboard plow, spinning jenny, windmill, steam locomotive, and telegraph.

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Inventions and Changes in American History

Invention: __________________ Inventor: ____________________ Date: ______

Before the Invention After the Invention Impact on Society

Post or distribute copies of the reports as springboards for class discussion. After reviewing student work on the causes and effects of inventions in American life, ask them to generalize about the impacts that inventions and discoveries have had on how Americans perceived the following:

• the South, slavery, and plantation life • the North, industry, and immigrant labor • the Northwest, farming, and feeding the nation • the border states • the Far West

Ask students how someone living in New York, Charleston, Nashville, San Francisco, and/or Chicago in 1850 and/or an immigrant coming to the United States would perceive life in different sections of the country. How did the goals, culture, and interests differ? Ask students to explain how and why inventions had an impact on life in each section of the United States. Have students generalize about the impacts of these technologies on producing and shipping goods to domestic and international markets and how the new technologies were diffused to other countries. Have students write summaries describing how one of the inventions transformed the economy, created international markets, and affected the environment. Ask students to write a journal entry explaining how one invention has changed their lives and why? Activity 5: Industrial Revolution and Social Reforms (GLE: 5) Materials List: 8 ½” x 11” paper, markers, computer/Internet (optional), Readings and/or videos Have students trace the patterns of immigration between 1800 and 1880 (e.g., where immigrants were coming from, where they arrived in the United States, and where they settled). Ask students to construct line graphs showing changing immigration (by decades) for English, Irish, and Germans. Locate on a map of the United States where Irish and Germans settled (e.g., Irish and German communities within cities [New York, Boston] and German settlements in Missouri [St. Louis] and Wisconsin [Milwaukee]). Supply readings or videos on the Industrial Revolution in America and the social implications that resulted from Europeans being pulled to migrate to the United States.



The following are suggested websites which can be used to research information for line graphs: http://library.thinkquest.org/20619/Chinese.html http://www.yale.edu/ynhti/curriculum/units/1999/3/99.03.01.x.html Using RAFT writing, (view literacy strategy descriptions), ask students to explain why this change in population patterns happened and to identify the positive and/or negative impact of the growth of cities. Guide discussion about how growing cities: RAFT: R- Role of the writer, Audience-(to whom or what the RAFT is being written), Form-(the form the writing will take, as in letter, song, etc) Topic-(the subject of the writings).

• demanded more social services (sewers/water/transportation) • created immigrant communities • increased religious conflicts among American and immigrant groups • forced political parties to offer programs that appealed to immigrants

Activity 6: Immigrant Populations and Patterns (GLEs: 6, 69) Materials List: 8 ½” x 11” paper, poster paper (optional) Ask the class to explain the political, cultural, or economic reasons why each group of immigrants came to America, marking each as a pull or push factor. Example: Irish

• famine (push) • overpopulation (push) • job opportunities (pull) • British rule (push)

Provide poster paper to the students and have them create a chart to organize their work. Using the opinionnaire strategy (view literacy strategy descriptions), have students present their personal thoughts, feelings, and ideas about immigration to America. Ask students to write a structured essay identifying where immigrants came from (1820–1860), why they chose to immigrate (push/pull), where they settled, and how that immigration influenced sections of the United States. Have them display this information on a map showing the new waves of immigration prior to the Civil War. Activity 7: Political Parties (GLE: 28, 33) With the birth of the new nation in 1789, Washington hoped that political parties would not form and divide the country. In fact, debate over the Constitution and policies of the new government gave rise to two prominent parties—Federalist (Hamilton) and Anti-Federalist (Jefferson). Provide a list of political parties in the United States between 1800 and 1870, along with dates of origin and principal ideas: Federalist, Whigs, Democratic-Republicans, Anti-Federalist,

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Democrats, Know-Nothings, National Republicans, Free Soilers, and Republicans. Divide students into research groups representing each party. Ask the groups to report on the importance of each party and why it had appeal, including the section of the country where it was most powerful. During their presentations, students will share a campaign ad of the time period for their respective political party, illustrating the beliefs and philosophies of that party. Finally, ask students to indicate important events that changed politics in their section of the country, such as:

• Compromise of 1850 • admission of California as a free state • growing presence of Catholic Irish • slavery issue

Ask students to explain why the United States has a two-party political system today, even though numerous political parties are often listed on election ballots.

• Is a two-party system a good thing? • How do citizens who disagree with both parties influence politics? • Do minor or third parties have an impact?

Using RAFT writing (view literacy strategy descriptions), have students develop an essay which describes the beliefs of one of the political parties. The role of the writer should assume the position as one who supports the party chosen or assigned. RAFT: R- Role of the writer, Audience-(to whom or what the RAFT is being written), Form-(the form the writing will take, as in letter, song, etc.), Topic-(the subject of the writings). Activity 8: Parties, Politics, and Government (GLE: 33) Materials List: computer/Internet (optional), poster paper (optional) Stimulate thoughts by asking students what they know or have heard about the two major political parties. Ask students to think of the roles political parties perform in a representative democracy. Post the list, which should include:

• organizing people of similar political beliefs • choosing candidates for public office that best represent those beliefs • preparing platforms stating views on political issues • electing party candidates and shaping public policy

Ask students to explain the political positions of Democrats and Republicans on some current issues, such as the following:

• education • healthcare • taxation policies • immigration (legal and illegal) • labor/business




Ask the class to consider the following questions: • Does everyone in a party hold the same views on all issues? • How do political parties help form public policy? • How do political parties impact the lives of citizens who do not identify with a party?

Divide students into groups and have them develop a slide show or posters to answer the above information and questions. Allow time for presentations throughout the week or unit. Activity 9: Presidential Elections (GLE: 33) Materials List: overhead projector, local newspapers Focus class discussion on an important presidential election between 1800 and 1860, asking the class to research the role of political parties. Using the overhead projector, list the following political parties: Federalists, Whigs, Democratic-Republicans, Anti-Federalists, Democrats, Know-Nothings, National Republicans, Free Soilers, and Republicans. Then, have students answer the following questions:

• Whom did the party nominate for president? Why, and in what year? • What political beliefs did the party represent at that time? • What campaign materials or strategies did the party use to elect their candidate? How did

the party gain support of non-party citizens? How do campaigns increase citizen participation?

• Who won the election? • How did the election impact the section of the country you represent in class?

Discuss the impacts of several elections using similar questions. Ask students to write a brief paper describing the importance of political parties in representative democracies. Develop the concept that an informed voter uses his/her voting power to support issues that are important to him/her. Using brainstorming (view literacy strategy descriptions), have students brainstorm various issues debated by candidates today. Ask students to work in groups to focus the issues on four or five basic ones (e.g., the environment, taxes, health care for all Americans, education, etc.). Have students read local newspapers to address any popular local issues. Activity 10: Qualifications for Citizenship (GLE: 38) Materials List: computer (optional), copy of the U. S. Constitution, colored markers (optional) Ask students to use a copy of the United States Constitution and to list the provisions indicated in the document about citizenship. Go to http://www.infoplease.com/spot/constitutionday.html for a copy of the U.S. Constitution and other historical documents as needed.


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Ask students to explain how immigrants to the United States become citizens and the status of a child born in the United States of parents who are not citizens. If possible, have students visit the following website: http://uscis.gov/graphics/index.htm. After they have browsed the site, ask the following questions:

• What are the seven general requirements for naturalization as a U.S. citizen? • If someone immigrated to the United States and wanted to become a citizen, when

would their time as a permanent resident begin? • Once an application for citizenship has been submitted, how long does the

naturalization process usually take? • Can a person give up his or her U.S. citizenship? If so, how?

Create an information brochure for someone seeking U.S. citizenship. Include information that will be helpful to a person in this position, such as requirements, fees, frequently asked questions, etc. Use color and other visual effects to make your brochure appealing. Have students respond to the following questions:

• If an immigrant (alien) enters the United States legally and does not seek citizenship, what is his or her status?

• How does a legal alien resident differ from an illegal alien resident of the United States? Activity 11: Rights and Responsibilities of Citizenship (GLE: 38) Materials List: Rights and Responsibilities of Citizenship BLM Ask students to chart the rights and responsibilities of each of the following persons living in the United States (See the Rights and Responsibilities of Citizenship BLM):

• Citizens born in the United States • Naturalized citizens • Resident aliens (legal) • Resident aliens (illegal)

Do illegal aliens have the same rights to social services as do legal alien residents and citizens? Why is it a controversial topic today? What would Americans have thought in 1840? Ask students to review the waiting period and process immigrants must follow to become citizens. Activity 12: Trade and Tariff Policy (GLE: 42) Materials List: half sheet of poster paper or 8 ½” x 11” paper Guide a discussion generalizing about economic interdependence among sections of the United States and the interdependence of the United States and other countries, especially those in

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Europe. Encourage students to reflect on special relationships between the South (e.g., exporter of raw materials, such as sugar, cotton, tobacco) and Europe. Ask them to explain why the South felt independent of the rest of the country. Further discuss how young industries in the North often competed with industries in Europe and depended on the West for agricultural products. Conclude with a discussion of tariff policies in the nineteenth century. Have students explain northern and southern feelings about trade and tariffs. Have students draw maps to represent exports and imports. Conclude by having students share their reports and findings. Activity 13: Jacksonian Democracy (GLE: 65) Materials List: Andrew Jackson’s Presidency BLM The first president of the United States to be elected from one of the new states outside of the original thirteen states was Andrew Jackson (Tennessee). In pairs, have students explore and discuss important events that were associated with Andrew Jackson’s presidency (1829–1837). As a discussion guide, provide students with copies of the Andrew Jackson’s Presidency BLM. Using information gained in the BLM chart, have students write a brief descriptive paper explaining one detail of Jackson’s beliefs and actions. The following topics can be used to generate writing prompts: the concept of Jacksonian Democracy, Jackson’s impact on the U.S. political system, or Jackson’s Indian Removal Policy. Activity 14: National Economic Policies, Internal Improvements, and Reforms (GLE: 67) Materials List: computer/Internet (optional) Have students brainstorm (view literacy strategy descriptions), national policies in a particular time period with particular emphasis on the following:

• protective tariffs and embargoes • national bank versus state banks • national turnpikes and roads • canals • railroads • educational reforms • prison reforms

Suggested time periods to use include: • 1789–1810 • 1811–1820 • 1821–1830 • 1831–1840 • 1841–1850 • 1851-1860




The following website can be used for research on the above topics: http://www.nationalcenter.org/HistoricalDocuments.html. Click on topic or time periods. Have students include visuals such as pictures, drawings, maps, diagrams, and/or charts to display their information. As each research team presents its analysis, summarize important points for the class. Using a graphic organizer (view literacy strategy descriptions), have students display important points concerning national economic policies, internal improvements, and reforms during the first half of the nineteenth century. Activity 15: Sectional Differences in the North and South (GLE: 68) Life in the North and in the South differed in many ways. For instance, people living in the North were accustomed to a society which had thriving manufactures and schools, while people living in the South were accustomed to agriculture as a specific means of survival and more informal schooling. Divide the class into two groups representing the North and the South. As they report on lifestyles in their sections, make corrections and/or add emphasis to their data. Their reports on life in those two regions must include the following:

• agricultural (farms and/or plantations) lifestyles • industries (factories, power sources and labor) • urban growth • immigration • economic changes in the sections between 1815 and 1860 • political views (Union versus states’ rights)

When the reports have been completed, guide discussion to produce generalizations about the growth of cities in the North and the extension of slavery and plantation life in the South.

• Why did immigrants choose to settle in the North? • Why did planters believe that slavery was essential to their way of life?

Sample Assessments General Guidelines





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General Assessments

• Complete graphic organizers for study guide assistance. • Interpret and use charts to answer questions. • Conduct research. • Make presentations. • Write summaries, essays, and other papers. • Construct and use maps.


• Activity 1: Have students complete a graphic organizer in research teams about sectional differences to be utilized as a study guide for the unit.

• Activity 2: Have students utilize a United States map to explain physical features and

sectional differences. Ask students to construct a collage of pictures that depicts the physical features of the United States and explain how these physical features had an impact on settlement patterns.

• Activity 3: Have students conduct research in teams to explain how climate, soils, rivers,

and bays influenced agriculture and business in their sections. Ask teams to represent the North and South to explain each section’s geographical and physical differences. Have students write a summary explaining the impact of geographical and physical differences in the North and South.

• Activity 5 : Ask students to explain in writing how the Industrial Revolution had a direct

impact on the growth of cities. Have students explain positive and negative effects of increased population in cities. Ask students to explain the rise of social reforms in populated areas.

• Activity 8: Have students participate in a political debate by developing questions,

listening, and analyzing responses.

• Activity 10: Have students utilize the following web site to answer questions to outline the qualifications of a citizen: http://uscis.gov/graphics/index.htm

• Activity 13: Have students choose one of the following topics: the concept of

Jacksonian Democracy, Jackson’s impact on the U.S. political system, or Jackson’s Indian Removal Policy. Using the information in the chart, have them write a brief descriptive paper explaining one detail of Jackson’s beliefs or actions.

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Grade 7 Social Studies Unit 5 Reform Movements (1800–1861) 69


Unit 5: Reform Movements (1800–1861) Time Frame: Three weeks Unit Description This is a study of the role individual citizens and groups have played in major reform movements in the United States. Student Understandings Students understand that citizens have individual rights and responsibilities that are related to the individual and to society at large. Students understand that the U.S. Constitution provides for these rights and responsibilities for all citizens. Students learn to explain, propose, and defend alternative courses of action in analyzing historical reform initiatives. Guiding Questions

1. Can students analyze methods used to institute change or resolve social conflict in U.S. history?

2. Can students explain the importance of various rights and responsibilities of citizenship to the individual and to society at large?

3. Can students explain issues involving rights and responsibilities of individuals in American society?

4. Can students explain the point of view of key historical figures and groups in U.S. history?

5. Can students explain the causes, effects, or impact of a given historical event in U.S. history?

6. Can students propose and defend an alternative course of action to a given issue or problem in U.S. history?

7. Can students explain the importance of the Second Great Awakening, the ideas of its principal leaders, and how it affected public education, temperance, women’s suffrage, and abolition?

8. Can students identify the major antebellum reform movements, their leaders, and the movements’ effects on the United States?

9. Can students describe the fundamental beliefs of abolitionists, and compare the positions of those who favored gradual versus immediate emancipation?



Unit 5 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks Civics Foundations of the American Political System 31. Analyze methods used to institute change or resolve social conflict in U.S.

history (e.g. War of 1812, states’ rights theory) (C-1B-M5) Roles of the Citizen 39. Explain the importance of various rights and responsibilities of citizenship

to the individual or to society at large (e.g., Bill of Rights) (C-1D-M2) 40. Explain issues involving rights and responsibilities of individuals in

American society (e.g., rights of individuals with disabilities, responsibility to pay taxes) (C-1D-M3)

History Historical Thinking Skills 45. Explain the point of view of key historical figures and groups in U.S.

history (H-1A-M2) 46. Explain the causes, effects, or impact of a given historical event in U.S.

history (H-1A-M3) 48. Compare and contrast two primary sources related to the same event in U.S.

history (H-1A-M4) 49. Propose and defend an alternative course of action to a given issue or

problem in U.S. history (H-1A-M5) 50 Conduct historical research using a variety of resources, and evaluate those


United States History 70. Explain the importance of the Second Great Awakening, ideas of its

principal leaders, and how it affected public education, temperance, women’s suffrage, and abolition (H-1B-M11)

71. Describe fundamental beliefs of abolitionists and compare positions of those who favored gradual versus immediate emancipation (H-1B-M11)

72. Identify the major antebellum reform movements, their leaders, and the movements’ effects on the United States (H-1B-M11)



Sample Activities Activity 1: Reform Movements and Social Change in the Nineteenth Century (GLE: 72) Materials List: computer/Internet Ask students (or a student) to look up the meaning of reform and add the definition to the concept wall. Ask them what is meant by “reform movements.” Guide the discussion toward the definition of reform as: “to make better by removing faults and defects and/or to correct abuses and malpractice”. Ask the class to make a list of elements in the United States between 1810 and 1860 that needed to be reformed. Then ask the class to consider slavery as a moral (socially or religiously accepted) or immoral practice (socially or religiously unaccepted), and to consider the following questions:

• How did southern planters justify slavery as moral action? • What was the role of churches in the case of slavery? • How did northerners come to think of slavery as immoral? • Did some southerners believe slavery to be immoral (e.g., George Washington and

Thomas Jefferson)? Why didn’t they end slavery on their plantations during their lifetimes?

Reform movements were alive and growing during the nineteenth century. This unit examines their origins, activities, and successes between 1800 and 1861. Divide the class into research groups and have each represent one of the reform movements in the period. Their task is to research and identify the causes and the need for reform(s), accomplishments of the movement, key persons in the movement, and how the reform movement impacted national policy. The Second Great Awakening sparked many reform movements, some of which are listed below. Assign groups one of the following topics to be researched:

• temperance • women’s suffrage • public education • prison reform • abolition of slavery • utopias • rights of women and children • abolition • organized labor

In their research, have students include the following information: • the causes and need for reform(s) • accomplishments of the movement • ideas of principal leader(s) in the movement



• how the reform movement impacted national policy Suggested websites: The Great Awakening http://www.answers.com/topic/second-great-awakening http://en.wikipedia.org/wiki/Second_Great_Awakening http://xroads.virginia.edu/~MA95/finseth/evangel.html http://www.sullivan-county.com/immigration/2nd_awakening.htm (Scroll down to the impact of the Great Awakening.) Temperance websites http://en.wikipedia.org/wiki/Temperance_movement http://www.spartacus.schoolnet.co.uk/REtemperance.htm Women’s suffrage websites http://teacher.scholastic.com/activities/suffrage/history.htm http://www.spartacus.schoolnet.co.uk/USAsuffrage.htm (This site provides research on women who supported the movement.) http://womenshistory.about.com/od/suffrage/a/suffrage.htm (Click on women of the 19th century.) Public education websites http://www.chesapeake.edu/library/EDU_101/eduhist_19thC.asp http://www.publicbookshelf.com/public_html/The_Great_Republic_By_the_Master_Historians_Vol_IV/19thcentu_fh.html http://www.servintfree.net/~aidmn-ejournal/publications/2001-11/PublicEducationInTheUnitedStates.html Critique the reports before presentations are made, making comments to improve accuracy of the data. Activity 2: Methods of Social Change (GLE: 31) Ask students to indicate whether changes brought about by reform were the result of:

• political debate and changes in public policy • moral persuasion • riots, protests, and violence • war (e.g. War of 1812) • some combination of the above items • states’ rights theory

Ask the class to consider the following questions on social reform and have a roundtable discussion. Have students document their thoughts before the discussion and then revisit their

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ideas. Ask students to express their thoughts, while the teacher may record them on the board, so the whole class can revisit the ideas.

• Does the need for reform ever justify violence? • Does it justify war? • Why does the process of moral persuasion take so long to achieve success? • Why are social reforms difficult to accomplish through political debate? • How are reform ideas diffused to the people?

Activity 3: Rights and Responsibilities of Citizens (GLEs: 39, 40) Materials List: computer/Internet (optional), newspaper articles (optional), chart paper Information on the Bill of Rights can be found in the text or at: http://usinfo.state.gov/usa/infousa/facts/funddocs/billeng.htm. Ask students what they believe their rights are in this society. Ask the class to make a list of rights contained in the Bill of Rights from memory. Encourage them to recall the amendment guaranteeing each right (if possible). Then have students read excerpts from the Bill of Rights to complete the task. Ask the class to consider how and why individual rights come under attack (e.g., free speech during wartime). Are individual rights under attack today? If so, which ones? Have students clip articles or headlines or take notes from the national news and bring them into class. Have students create a wall chart listing the amendments. Students can place their articles, headlines, or notes under the amendment that is being addressed. Are any of these rights being violated? Are certain people being accorded too many or too few rights (e.g., prisoners, celebrities)? Using reciprocal teaching (view literacy strategy descriptions), have students choose one article or news topic and write a paper discussing rights and responsibilities of citizenship for an individual or for the society. Why are they important? Ask students: Do you think there are too many rights? Not enough rights? Have them explain their positions. Reciprocal teaching highlights four comprehension processes: summarizing, questioning, clarifying, and predicting. Introduce the lesson by summarizing content which has been taught. Use the students’ articles or provide articles for each group. Lead students into questioning, clarifying, and predicting what their article may demonstrate according to its headline. Monitor student groups, giving necessary guidance as the activity is completed. Activity 4: Citizenship Characteristics and Special Rights (GLEs: 39, 40) Materials List: poster paper Begin this activity with these questions: How are the rights and responsibilities of citizens important to American society? How do individuals who are free to express their opinions

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protect a democratic society? How do freedom of religion and separation of church and state improve society? Conduct informal debates on the following propositions:

• Guaranteed rights of individuals protect minority opinion and actions • Individuals with rights have responsibilities to protect the rights of others • Reform movements are dependent on individual rights • Individuals have the responsibility to pay taxes

In addition to rights guaranteed by the Bill of Rights, other rights exist under public laws (e.g., equal opportunity, equal access). Ask students to explain the rights of the following:

• improved access, reserved parking (Ask students to explain the responsibilities of the majority toward the disabled).

• minority hiring (Ask students to explain responsibilities of employers to ensure that racial and ethnic minorities and women have equal access to employment.)

Using SPAWN writing (view literacy strategy descriptions), have students write a persuasive essay about one of the topics they discussed as a class and encourage them to use supporting details in order to provoke thinking by their audience. SPAWN: Special Powers, Problem Solving, Alternative Viewpoints, What If?, and Next. Have students create posters illustrating characteristics of citizenship. Have students share their essays and posters with the class. Discuss any essays that caused students to change their views. What were some thought-provoking points? Why? Activity 5: Perspectives and American Leaders (GLE: 45) Create a list of important persons and groups in American history between 1800 and 1861. The list should include reformers, adventurers, politicians and military leaders, reform movements, political parties, etc. Examples include, but are not limited to, the following:

Andrew Jackson Horace Greeley Dorothea Dix States’ Righters Alexander Hamilton Henry Clay Robert Owen Jacksonians John C. Calhoun William Lloyd Garrison Abolitionists Democrats Stephen Austin Harriet Beecher Stowe Know-Nothings Republicans Whigs Harriet Tubman

Using the following statements or questions, direct students to research information about the above people or movements. Once they have identified various facts and/or found responses to the following questions, the students should give an oral report of their findings.

• Their important beliefs • Actions taken on their beliefs • Why they held that perspective

Have students present their research as if they are the historical figure or a group member and are being interviewed by a reporter.




Have students explain how the acts of individuals had a direct impact on reform movements in the United States. For example, William L. Garrison’s The Liberator, founded in 1831, brought about a profound change in the attitude of Southern slaveholders from being apologists for slavery to one of proslavery (benefits of slavery for the South), resulting in the escalation of the abolitionist crusade in the North. Activity 6: Student as Historian (GLE: 46) Materials List: computer with Timeliner® software (if available), Cause/Effect of a Historical Event BLM Distribute copies of the Cause/Effect of a Historical Event BLM to each student. Ask students to choose an important event in the historical period 1800–1861 from the list on the BLM, and explain the causes and effects (impact) of that event. (See the BLM and the sample below.)

Event Mexican War War of 1812 The Alamo

Cause Effect

Using RAFT writing (view literacy strategy descriptions), ask students to take the position of someone who had witnessed one of the above events and write a letter to a friend explaining the cause and effect of the event selected. RAFT: R- Role of the writer, Audience-(to whom or what the RAFT is being written), Form-(the form the writing will take, as in letter, song, etc.) Topic-(the subject of the writings). Invite students to give oral presentations of their papers. Have the class serve as a jury on the accuracy of the reports. Once presentations are complete, have students create a timeline using Timeliner® software that includes each event that was presented. Activity 7: Primary Sources (GLE: 48) Materials List: computer/Internet, primary source on Harriet Hanson Robinson (The Lowell Girls) Have students write down at least five reasons why they think the Lowell Girls were overworked and underpaid. Then compare their reasons with those given in their textbooks. Discuss the similarities and differences between the lists. Introduce questioning the author (view literacy strategy descriptions) and have students read from one the following primary source, or provide the source in hand-out form.






• http://historymatters.gmu.edu/d/5714 Lowell Mill Girls Go on Strike, 1836 by Harriet Hanson Robinson

• http://www.fordham.edu/halsall/mod/robinson-lowell.html Modern History Sourcebook, Harriet Robinson: Lowell Mill Girls

Each student will then write a paper based on the following guidelines: • Compare a primary source with one other source on the same topic and discuss how

the sources show similarities and differences. • Include the main ideas of the resources examined and how well the writers support

them. • Discuss: What was the impact of the person, event, or idea in the primary source? • List the comparative source at the end of the paper using correct bibliographical form.

Students should develop additional questions that could be answered from a primary source article. As a whole group, discuss questions that students have developed. Activity 8: Conflict Resolution (GLE: 49) Present a conflicted issue in American history similar to the one described below. By the year 1800, Thomas Jefferson and Patrick Henry openly wrote of the evils of slavery, stating that the institution was immoral by any Christian, yet both feared events that would follow manumission (the formal act of freeing slaves). Some church leaders in the South argued that slavery was a justifiable way of bringing Christianity to African American slaves. Businessmen in the North, desiring access to raw goods from the South, wanted the issue of slavery to go away. The Ordinance of 1787 had declared all lands to the north of the Ohio River to be forever free of slavery. In 1831, William Lloyd Garrison declared that he would not stop fighting slavery until the institution was eliminated. Ask students to form a list of alternative solutions to the slavery question in the year 1830. The list might include the following:

• compensate the owner for each African American given freedom. • limit slavery to those states with significant populations of African Americans. • convert slavery to a five-year apprenticeship—then manumission. • embargo all products produced under slave labor. • pass a federal law freeing all African American slaves. • invade the South to free all slaves.

Guide discussion of these alternatives and ask students to write a paper evaluating the potential for the success of each alternative.

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Activity 9: Abolitionists (GLEs: 71, 72) Materials List: computer/Internet (optional) Ask students to think of some nonviolent protests or revolutions they know about. Then ask them to think of some violent protests or revolutions. Have students consider the following questions about violent and nonviolent means of protest:

• Did these movements have similar goals? • Why were they fought in such different ways? • Who decided how they would be fought? • Which tactic—nonviolent or violent—seems to be more successful, or do both tactics

tend to result in similar outcomes? Ask students whether the Underground Railroad was an act of violent or nonviolent protest. Are they aware of violent activities related to the Underground Railroad? Under what circumstances might some conductors on the Underground Railroad have thought violence was appropriate or necessary? Have students review information about the abolitionist movement in general and John Brown in particular. Ask them to describe the key actions Brown is famous for, including the Pottawatomie Massacre in 1856 and the raid on Harper’s Ferry in 1859. Ask students to investigate John Brown’s role in the Underground Railroad, his attitudes toward violence and nonviolence, and the ways he differed from other abolitionists. Have them use the following websites to write responses to the discussion questions below:

• National Geographic: The Underground Railroad: http://www.nationalgeographic.com/railroad/index

• American Friends Service Committee: http://www.afsc.org/about/mission • Fugitive Slave Act: http://www.history.rochester.edu/class/ugrr/hor2 • Fugitive Slave Bill of 1850:

http://www.education.ucdavis.edu/new/stc/lesson/socstud/railroad/SlaveLaw (click on the posters)

• PBS: Africans in America Resource Bank: http://www.pbs.org/wgbh/aia/part4/index (Check out the entries under Abolitionism: People & Events.)

• PBS: John Brown’s Holy War: http://www.pbs.org/wgbh/amex/brown (Click on The Film & More and Interview Transcripts).

Discussion questions should include: • What effect did the Fugitive Slave Act of 1850 have on the abolitionist movement?

How did this law help make violence seem unavoidable in the Underground Railroad?

• What was John Brown’s attitude toward violence? How did he justify it? How did this attitude differ from that of the Quakers and other abolitionists?

• How did John Brown view and treat African Americans, and how did this view differ from the attitudes of others who spoke out against slavery?

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Have students imagine they were part of the Underground Railroad and then write paragraphs explaining whether they would have been aligned more closely with John Brown, the Quakers, or other pacifist abolitionists. Next, have students compare beliefs of abolitionists with beliefs of those favoring compromise (e.g., Henry Clay) and those who believed that slavery would fail without action. When the comparison is completed, form teams to role-play a discussion among congressmen representing different points of view. Activity 10: Second Great Awakening and Reform Movements (GLE: 70) Materials List: computer/Internet (optional) The Second Great Awakening in the early nineteenth century occurred primarily in the Northern states, where science began to challenge church doctrine. Free public education came into being, and many new colleges and universities were founded at this time. Ask students to study social reform movements such as public education, temperance, women’s suffrage, and abolition between 1820 and 1860 by examining the lives and contributions of reformers (e.g., Horace Mann, Dorothea Dix, Horace Greeley, Louis Agassiz, women attending the Seneca Falls Convention, William Lloyd Garrison, James Smithson, Joseph Henry). How did the Second Great Awakening influence them? The Southern states did not experience the same liberal education and free public education was not successful as in the Northern states. Ask students to suggest reasons why the South was not influenced by reform thinking about education and science. The teacher could provide selected readings on some of the reformers in this activity or provide the following website for research: http://www.pbs.org/. Type in the reformer’s name in the word search for a quick reference to readings, timelines, pictures, and reviews with varying points of view. Activity 11: Student as Historian: Conducting Historical Research (GLE: 50) Materials List: computer/Internet (optional) Have an open-ended discussion about questions such as the following:

• How did individual slaves before the Civil War view daily life? • How did individual slaves after the Civil War view daily life? • Did emancipation change their lives? If so, how? • What do oral histories teach us about historical events? What questions do they raise?

Are memories and personal stories always factually correct? Have students interpret primary source oral history documents, summarize narratives of former slaves, and evaluate oral history sources, including their strengths and limitations, by reading stories of former slaves. (Resource: http://edsitement.neh.gov/)

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To find examples of stories of former slaves, research texts at Born in Slavery (Resource: http://memory.loc.gov/ammem/snhtml/snhome.html). This site archives 2,300 oral histories, which can be browsed by narrator, keyword, or state. It is important to discuss with students the different words used to describe African Americans in these stories. Many use terms that we now consider derogatory and insulting, and students will need to demonstrate understanding and sensitivity to this. The teacher should use proper judgment in choosing readings appropriate for students. Sample stories for this grade range include the following:

• Silas Abbott, Arkansas • Betty Abernathy, Missouri • Bill Austin, Florida • Sarah Ashley, Texas • William Baltimore, Arkansas • Charley Barber, South Carolina • Millie Barber, South Carolina • Adah Isabelle Suggs, Indiana • Abe Whitess, Alabama • Mary Jane Wilson, Virginia (pioneer teacher)

Note: Each of the above names is hyperlinked. Click on the name to find these stories on the Internet. After students read the selections, ask them to summarize and review the material. Have students create a story pyramid. A story pyramid is constructed with the main character’s name at the top, two words that describe the character on the next line, three words that describe the setting on the next line, four words that describe the important events on the next line, and five words describing the main idea at the pyramid’s base. These words should be descriptive, but they are not necessarily complete sentences. Story pyramids focus on a character and his or her story, like the source narratives themselves. This strategy helps students identify key aspects of a reading, and is useful because oral history tends to be loosely organized and rambling, like extemporaneous dialogue. The brief, poetic quality of story pyramids also suits the unique characters represented in the narratives. The teacher should provide a model of a story pyramid with a sample narrative before assigning one to the students.

Character Name Two words describing the character Three words describing the setting Four words describing important events Five words describing the main idea

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http://memory.loc.gov/cgi-bin/query/S?ammem/mesnbib:@field(AUTHOR+@od1(Abbott,+Silas))�

http://memory.loc.gov/cgi-bin/query/S?ammem/mesnbib:@field(AUTHOR+@od1(Abernathy,+Betty))�

http://memory.loc.gov/cgi-bin/query/S?ammem/mesnbib:@field(AUTHOR+@od1(Austin,+Bill))�

http://memory.loc.gov/cgi-bin/query/S?ammem/mesnbib:@field(AUTHOR+@od1(Ashley,+Sarah))�

http://memory.loc.gov/cgi-bin/query/S?ammem/mesnbib:@field(AUTHOR+@od1(Baltimore,+William))%20�

http://memory.loc.gov/cgi-bin/query/S?ammem/mesnbib:@field(AUTHOR+@od1(Barber,+Charley))�

http://memory.loc.gov/cgi-bin/query/S?ammem/mesnbib:@field(AUTHOR+@od1(Barber,+Millie))%20�

http://memory.loc.gov/cgi-bin/query/S?ammem/mesnbib:@field(AUTHOR+@od1(Suggs,+Adah+Isabelle))�

http://memory.loc.gov/cgi-bin/query/S?ammem/mesnbib:@field(AUTHOR+@od1(Whitess,+Abe))�

http://memory.loc.gov/cgi-bin/query/S?ammem/mesnbib:@field(AUTHOR+@od1(Wilson,+Mary+Jane))�



Activity 12: Student as Historian: Using Primary Sources (GLE: 50) Materials List: computer/Internet (optional) Ask students to imagine they are runaway slaves or antislavery sympathizers in the 1830s. Then have them write autobiographical narratives in the tradition of historical characters that they have studied. The narratives will describe how they ran away or how they helped runaways and should include how old they are, what work they do, what skills they have, and where they live. Students should base their narratives on historical evidence, such as authentic narratives, letters, and period newspaper articles. The teacher may also want to have students read one of the following historical novels, based on real incidents and people: Long Journey Home: Stories from Black History, by Julius Lester (New York: Puffin, 1998); Letters from a Slave Girl: The Story of Harriet Jacobs, by Mary E. Lyons (New York: Aladdin, 1996); Underground Man, by Milton Meltzer (San Diego: Odyssey Classics, 1990); Harriet Tubman, by Ann Petry (New York: Harper Trophy, 1996). Students who are writing as runaway slaves should consider the following questions:

• What will you need to have and to know? How will you obtain the necessary materials and information?

• Whom will you need to trust? • What obstacles or challenges will you face? How might you overcome them? • What are the risks if you are captured?

Students who are writing as antislavery activists should consider the following questions:

• What will you need to know and to do? How will you find this information and decide what action to take?

• Whom will you need to trust? • What obstacles or challenges will you face? How might you overcome them? • How will you persuade others to support antislavery? • What are the risks encountered if you are discovered in the North? In the South?

In closing, discuss the following: Compare the lives of individual slaves before the Civil War and afterwards.

• Did emancipation change their lives? If so, how? • What do oral histories teach us about historical events? What questions do they raise?

Are memories and personal stories always factually correct?



Sample Assessments General Guidelines





General Assessments

• Complete graphic organizers for study guides. • Construct concept wall of definitions. • Interpret and use charts to answer questions. • Conduct an informal debate. • Make presentations/role-play. • Write summaries, essays, and other papers. • Construct and use timelines of events studied throughout the unit.


• Activity 3: Ask students to create a wall chart listing the amendments. Have students place their articles, headlines, or notes under the amendment that is being addressed. Students should answer the following:

Are rights being violated? Are certain people receiving too many rights (e.g., prisoners, celebrities)?

• Activity 6: Ask individual students to choose an important event (1800–1861) and

explain the causes and effects (impact) of that event. Ask students to write a summary paper explaining the cause and effect of the event. Ask students to give oral presentations of their papers. Have the class serve as a jury on the accuracy of the reports. Have students create a timeline that includes each event that was presented.

• Activity 8: Have students compare beliefs of abolitionists with beliefs of those favoring

compromise (e.g., Henry Clay) and those who believed that slavery would fail without action. Have students work in teams to role-play a discussion among congressmen representing different points of view toward the abolition of slavery.


Grade 7 Social Studies Unit 6 The Civil War (1850-1865) 82


Unit 6: The Civil War (1861–1865) Time Frame: Four weeks Unit Description This unit focuses on the reasons for growing sectionalism, the resulting secession, and the events that led to the conclusion of the Civil War. Student Understandings Students understand how economic, social, cultural, and political differences led to sectionalism. Students understand that government decisions and amendments to the U.S. Constitution provided for changes in American life, leading to conflict and the resolution of conflict. Students learn to use timelines to identify key figures and interpret events in the Civil War. Students learn to research Civil War topics to answer historical questions, past and present. Guiding Questions

1. Can students explain how cooperation and conflict affected the changing political boundaries of the United States to 1877?

2. Can students identify U.S. exports and imports that contributed to U.S. economic interdependence with Europe and other parts of the world during the eighteenth and nineteenth centuries?

3. Can students construct a timeline of key events and key figures in U.S. history from 1763 to 1877 that dealt with increased tensions between Northern and Southern states?

4. Can students interpret a timeline to identify cause-and-effect relationships among events in U.S. history?

5. Can students conduct historical research using a variety of resources, and evaluate those resources for reliability and bias, to answer historical questions related to U.S. history?

6. Can students describe the economic, social, and cultural differences between the North and South, including the advantages and disadvantages each had at the outbreak of the Civil War?

7. Can students explain the impact of the compromises on the issue of slavery and impact of the Dred Scott decision on increasing tensions between the North and South?

8. Can students describe the course of the Civil War, including major turning points and the war’s immediate and long-term impact on the North and the South?



9. Can students explain the purpose, significance, and results of Lincoln’s Emancipation Proclamation?

10. Can students describe provisions of the Thirteenth Amendment and Lincoln’s reasons for advancing it, as well as the purpose and significance of the Fourteenth and Fifteenth amendments?

Unit 6 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks Geography Physical and Human Systems 8. Explain how cooperation and conflict affected the changing political

boundaries of the United States to 1877 (e.g., Missouri Compromise) (G-1C-M7)

Economics Individuals, Households, Businesses, and Governments 42. Identify U.S. exports and imports that contributed to the U.S. economic


History Historical Thinking Skills 43. Construct a timeline of key events and key figures in U.S. history from 1763 to

1877 (H-1A-M1) 44. Interpret a timeline to identify cause-and-effect relationships among events in

U.S. history (H-1A-M1) 50. Conduct historical research using a variety of resources, and evaluate those


United States History 73. Describe the economic, social, and cultural differences between the North and

South, including the advantages and disadvantages each had at the outbreak of the Civil War (H-1B-M12)

74. Explain the impact of the compromises on the issue of slavery and the Dred Scott decision on increasing tensions between the North and South (H-1B-M12)

75. Explain the immediate and long-term causes of the secession of the Southern states and the outbreak of the Civil War (H-1B-M12)

76. Describe the course of the Civil War, including major turning points and the war’s immediate and long-term impact on the North and the South (H-1B-M12)

77. Explain the purpose, significance, and results of Lincoln’s Emancipation Proclamation (H-1B-M12)



Sample Activities Activity 1: Sectionalism Under Review (GLEs: 43, 73) Materials List: poster paper (optional) Sectionalism and secession are at the center of this unit. In the previous three units, student groups reflected on how different sections of the United States developed while remaining loyal to the country. Economic differences, which in turn produced social differences within sections, were often influenced by climate and physical features. People migrated to form new communities as immigrants entered the country to do the same. By 1860, the differences between the North and South had become so great the Northerners and Southerners felt as if they belonged to two different countries. Use the following questions for class lecture, encouraging students to respond with comments and concerns.

• What were some of these differences? • Which ones were important enough to lead to war? • What was the response of Europe to the war and the potential involvement of European

countries in the Civil War? • What effect did the Civil War have on the home front?

Explain to students that they are going to begin this unit with a study of life in the United States in the years before the Civil War to gain a better understanding of why people were willing to fight to defend their way of life. Divide the class in half, with one side studying the North and the other side the South. Separate each of those teams into three subgroups. These subgroups will investigate one of the following for their region: the economy, the social aspects, or the culture. The groups for the North and South will work together on their assigned topics and will then return to their large groups to share information gained. On the board or on a large poster, have students create a Venn diagram displaying the similarities and differences between the North and the South in regard to economic, social, and cultural aspects prior to the war. Using the information gathered to fill in the diagram, have students list the advantages and disadvantages each side had at the outbreak of the war. To culminate this activity, ask groups to demonstrate their knowledge of daily life before the Civil War, with an emphasis on differences between the North and South (e.g., culture). Have students set up a timeline display of the meaningful events, issues, and key figures studied, with appropriate captions. Allow time for students to post and explain their timelines in a whole group discussion.



Activity 2: Compromise and Political Boundaries (GLEs: 8, 43) Materials List: poster paper, markers, computer (optional) Have students construct a pictorial timeline on poster paper (date, title, caption, and picture) illustrating congressional efforts to resolve sectional tensions over slavery by statutory compromise, such as the following:

• Mason–Dixon Line of 1767 • Northwest Ordinance 1787 • Missouri Compromise of 1820 • Compromise of 1850 • Kansas–Nebraska Act of 1854

Using the following information, have students utilize the split-page notetaking (view literacy strategy descriptions), strategy to organize information regarding the following topics:

• Underground Railroad • Violence in Iowa, Missouri, Kansas, and Nebraska (e.g., Pottawatomie Massacre) • John Brown at Harper’s Ferry • Firing on Fort Sumter

The following is a sample of the split-page notetaking activity:

Date: Topic: Underground Railroad

1864

Slaves used stars as reference points to lead them to safe places where they could receive food and shelter on their journey to freedom.

Using notes made on the split-page activity, allow students to study in peer groups. Remind students that split-page notetaking is a way to recall information and to organize notes for tests and quiz preparation. Students should get into small groups to study, calling out information one to another. Students should be encouraged to share as much information as they can during study time. The teacher should monitor by asking questions at each study groups’ area. Ask students to discuss why other peaceful alternatives were not tried. Had the South defended its position for too long? Had the North made “union” the rallying cry? Students can participate with an interactive game on the Internet at: http://www.nationalgeographic.com/railroad/. Enter the site and follow the path of someone hiding on the Underground Railroad or use the dropdown bar and choose other activities related to the Underground Railroad and other topics.


http://www.nationalgeographic.com/railroad/�



Activity 3: Trade and Interdependence (GLE: 42) Assign half the class to investigate and present information illustrating problems in the South, such as the following:

• planters increasingly in debt and dependent on credit in Europe • South —poor road and railroad systems—cut off from the rest of the country • dependence on foreign markets for exports/imports • religious defense of slavery emphasized a system of social class • absence of free labor to replace costs of slave system • needed imports very expensive because of high tariffs • farmers made vulnerable because of dependence on single crop economies (e.g.,

cotton)

Assign the other half of the class to investigate and present information illustrating economic changes in the North, such as the following:

• Industrial Revolution reaches America • increased demand for resources and labor • cities grow rapidly with immigration and cheap labor • immigrant groups intensely antislavery • new industries protected from European competition in American markets by high

tariffs Have students list and identify U.S. exports and imports that contributed to U.S. economic interdependence with Europe and other regions of the world. Ask students to describe the Southern response to the Tariff of Abominations of 1828. Does this explain why John C. Calhoun began discussions of states’ rights (e.g., right of secession and nullification)? Ask students to define these terms and add them to the concept wall. Activity 4: Timelines (GLEs: 43, 44) Materials List: computer (optional), poster paper Using the computer or on poster paper have students create a series of timelines illustrating the following:

• presidential administrations 1789–1872 • territorial acquisitions by the United States • admission of new states (1789-1865) with names (add labels free or slave) • wars, treaties, and acts of compromise from 1763–1877

Have students construct the timelines on a classroom wall for easy comparison. Ask students to provide a single statement that best describes each timeline. Then, ask them to write a paragraph that summarizes the most dynamic elements illustrated by the timeline data. Have students discuss in peer groups cause-and-effect relationships among the events in U.S. history in relation to information displayed on the timelines.



Activity 5: Compromise and Slavery (GLE: 74) Materials List: computer (optional), case summary of Dred Scott Decision of 1857 Provide a case summary of the Dred Scott Decision (e.g., facts of the case, questions before the court, the decision, and justification for the decision) for distribution to the class. (Resource: http://www.pbs.org/wgbh/aia/part4/4p2932.html) After reviewing the case, ask students to explain how the decision made it increasingly difficult for Congress to reach compromises on slavery. Allow time for students to respond and discuss the following questions.

• Because slaves were considered chattel in the Constitution (Three-Fifths Compromise), could the Supreme Court have reached a different decision?

• How do you think the Supreme Court should have acted? • Was the Supreme Court fair in their decision? How so? • Did the Supreme Court decision change legislation?

Once the class has openly discussed the Dred Scott Decision, have them refer back to information found on the above website or in the text to support the following writing assignment. Using RAFT (view literacy strategy descriptions), have students write multi-paragraph summaries about the decision and the impact it had on society. What changes came from it? Who benefitted and how?

• R- Role (A Supreme Court Justice) • A- Audience (United States Citizens) • F- Form (Summary of the case) • T- Topic (Rights former slaves were given)

Allow time for students to read summaries in a class groups setting. Encourage discussion after each summary is delivered. Post writings in classroom. Activity 6: Causes for Southern Secession (GLE: 75) Materials List: computer (optional) Set the scene for students by providing the following information in a teacher-made PowerPoint® presentation or a typed handout for students to review before beginning research.

• Each state made its own decisions concerning states’ rights. • The U.S. Constitution made no provision prohibiting states from seceding. • Southern states wanted to preserve their way of life. • Anti-slavery movements were gaining in popularity. • Lincoln became president. • Southern states were very dependent on slave labor. • The North was establishing personal liberty laws to counter the fugitive slave laws. • States began seceding from the Union. • It was questionable whether new states entering the Union could be slave states.

http://www.pbs.org/wgbh/aia/part4/4p2932.html�




Divide the class into small groups and assign a Southern state that seceded from the Union to each group. Have each group answer the following questions during research:

• What were the major points of contention for the states that are seceding? • What appeared to be the most important issue that runs through each declaration of

secession? • Why did the states feel it was important to secede? • What were the states’ positions on slaves? Federal power?

Using any of the following websites, have students read and analyze the Crittenden Compromise that attempted to resolve the secession crisis: http://education.yahoo.com/reference/encyclopedia/entry/CrittendCo http://sunsite.utk.edu/civil-war/critten.html http://www.tulane.edu/~latner/CrittendenComp.html Have students evaluate the compromise for strengths and weaknesses and determine why the compromise did not work. Assign roles to reenact events leading up to state decisions to secede from the Union. Roles might include Robert E. Lee, a southern planter, and a reformer in the South. Role-players must speak to both long-term and immediate issues, such as:

• increasing populations in free states tipping the political balance in Congress • economic policies (tariffs) that continued to make the South fear for its future • attacks on slavery and the planter society by reformers • a growing belief in states’ rights in Southern states • election of Abraham Lincoln as president.

Role-players must analyze the call for secession. Activity 7: The Nation at War (GLE: 76) Materials List: Causes of the Civil War BLM, visual aids on the consequences of the Civil War (photographs, drawings, charts, maps, speech segments, etc.) Reviewing sectional differences between North and South, ask students to list causes for the Civil War (permit the use of notes). Post the causes on the chalkboard and ask students to identify alternatives that might have been used to ameliorate the cause. Then, ask students to rank the causes by their importance. Allow time for teacher-led interactive discussion of the causes of the Civil War and how sectional differences were viewed.

http://sunsite.utk.edu/civil-war/critten.html�

http://www.tulane.edu/~latner/CrittendenComp.html�



Have students complete the Causes of the Civil War BLM. See the sample below.

Event Consequence Have groups of students provide visual aids such as photographs, drawings, charts, maps, speech segments, etc., to illustrate the consequences of war listed above. Activity 8: A Soldier’s Letter (GLE: 50) Materials List: computer (optional) Present background information to the students on specific battles of the Civil War such as:

• Fort Sumter • Manassas • Fredericksburg • Chancellorsville • Vicksburg • Spotsylvania • Shiloh • Antietam • Gettysburg • Cold Harbor

Using the split-page notetaking (view literacy strategy descriptions) strategy, have students identify important facts for each of the above. For example:

Date: 1861 Battle: Fort Sumter

Outcome: Southern victory occurring at the beginning of the Civil War

Have students conduct research to obtain information about the lives of soldiers and battles they were involved in by reviewing letters online at http://etext.virginia.edu/civilwar/bitner/. Each letter can be accessed through the Images of Battle section of the website above by simply scrolling down. Pair students in small groups and assign two or three battles from the above list to be researched. Students will read various letters written by soldiers who survived the battle in which they fought. Have students use the split-page notetakeing strategy (view literacy strategy descriptions) to organize information obtained in their research. By using the split-page notetaking strategy, students can use their notes and recall information about the event. Students should share content of the letters in peer groups and use the information organized to study for tests and/or quizzes.


http://etext.virginia.edu/civilwar/bitner/�





Activity 9: Surrender at Appomattox (GLE: 76) Materials List: computer (optional) Provide notes for students on the following:

• General Grant’s army was gaining in strength and numbers. • Union troops were well supplied as opposed to the Confederate troops that lacked food

and money. • Confederate troop morale was low. • General Lee tried to reach the railroad at Lynchburg, Virginia, to join Joseph Johnson’s

army in North Carolina, but failed. • General Lee began to retreat after he realized he could not hold Petersburg against

General Grant. • After General Lee realized he could not hold Petersburg, he ordered his troops to retreat

to Appomattox. • General Lee knew food and supplies would be waiting in Appomattox. • General Grant knew this retreat was important and moved to cut off General Lee’s supply

trains ahead of General Lee’s army. Have students refer to the following websites for research on the surrender at Appomattox: http://www.eyewitnesstohistory.com/appomatx.htm http://www.chr.vt.edu/CivilWar/Retreat/Battles/Apr9/Surrender.html http://en.wikipedia.org/wiki/Battle_of_Appomattox_Court_House Using the Internet or textbooks, have students answer the following questions:

• What were the movements of troops on both sides on April 8, 1865? • How did General Lee surrender to General Grant on April 9, 1865? • How did General Lee react to the surrender? What was General Grant’s reaction? • What were the terms of surrender? • Why did the surrender of General Lee result in the collapse of the Confederacy?

Ask students to discuss their answers with the class. Have students brainstorm about the ramifications the surrender of the South may have had on the following:

• Reconstruction • Freeing of all the slaves • The fate of the newly freed slaves • The rise of the KKK

http://en.wikipedia.org/wiki/Battle_of_Appomattox_Court_House�



Activity 10: Emancipation Proclamation (GLE: 77) Materials List: computer (optional), copies of the Emancipation Proclamation Provide copies of Lincoln’s Emancipation Proclamation for class reading and discussion of the following:

• Exactly where did it abolish slavery? Did it abolish slavery everywhere? Why or why not?

• How did African Americans (slaves) react to the document? People in the South? • Why did Lincoln make this proclamation? What did he intend to accomplish? Was he

successful?

See the following website for the Emancipation Proclamation: http://www.nps.gov/ncro/anti/emancipation.html. Divide the class into teams of approximately four students each. Using the following website have students conduct research to compile information for a portfolio (Resource: http://www.pbs.org/wgbh/aia/part4/4h1549t.html). Have the teams create a portfolio documenting the spectrum of contemporary opinions, positions, and attitudes about the Emancipation Proclamation. Have each team prepare a table of contents and introduction to its portfolio, in which team members organize findings according to some interpretative principle (e.g., chronologically, geographically, ideologically, etc.) and summarize their view of the significance, purpose, and results of the Emancipation Proclamation. The suggested guidelines for the portfolio:

Table of Contents: Introduction: Answers the following questions:

• Define the Emancipation Proclamation. • What was the purpose of the Emancipation Proclamation? Exactly where did it

abolish slavery? Did it abolish slavery everywhere? Why or why not? • How did free African Americans and slaves react to the document? People in the

South? • Why did Lincoln make this proclamation? What did he intend to accomplish? Was

he successful? Collection of Varying Viewpoints on the Emancipation Proclamation

a. Opinions b. Position taken c. Attitude taken

Summary: Should include significance, purpose, and result of the Emancipation Proclamation.

http://www.nps.gov/ncro/anti/emancipation.html�

http://www.pbs.org/wgbh/aia/part4/4h1549t.html�



Sample Assessments

General Guidelines





General Assessments

• Complete graphic organizers/lists for study guide assistance. • Interpret and use charts to answer questions. • Conduct research. • Make presentations/role-play. • Write summaries, essays, and other papers. • Construct and use maps/timelines.


• Activity 6: Students will examine secession documents created by Southern states and learn why some Southern states wanted to secede from the Federal Union. Students will utilize internet access to:

Describe circumstances that led to states meeting on the decision of secession Identify reasons why states chose to secede from the Union List common points of interest among Southern states Create the students’ own declaration of secession

• Activity 8: Students will be able to witness specific battles of the Civil War through the

eyes of soldiers. Students will utilize Internet access to: Identify major aspects of specific battles of the Civil War Examine the battles from the letters written by soldiers in the battles Reply to the soldier by writing a letter of response Identify how major battles affected the outcome of the Civil War



• Activity 9: Students will examine General Lee’s retreat and surrender at Appomattox

Courthouse. Students will utilize Internet access to: Identify reasons for General Lee’s surrender at Appomattox Supply a chronology of the events of the day before and the day of the surrender Summarize the information read by the teacher and on the website Design the students’ own terms of surrender Discuss the ramifications of the South’s loss


Grade 7 Social Studies Unit 7 Reunion and Reconstruction (1865-1877) 94


Unit 7: Reunion and Reconstruction (1865–1877) Time Frame: Two weeks Unit Description This unit is a study of the efforts to reunite the nation, covering plans, development and conflicts which the country experienced during the era of Reconstruction. Student Understandings Students understand that efforts to reunite the nation were impeded by political disagreement. Students understand the plans, resulting successes and failures, and the impact Reconstruction had on the South. Guiding Questions

1. Can students describe, compare, and evaluate various reconstruction plans of the post-Civil War South?

2. Can students explain the growing conflict between Andrew Johnson and Congress, and the reasons for and consequences of his impeachment and trial?

3. Can students describe the successes and failures of Reconstruction, as well as its impact on the South?

4. Can students explain how the presidential election of 1876 led to the Compromise of 1877 and brought about an end to Reconstruction in the South?

Unit 7 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks History United States History 78 Describe provisions of the Thirteenth Amendment and Lincoln’s reasons for

advancing it, as well as the purpose and significance of the Fourteenth and Fifteenth Amendments (H-1B-M12)

79. Describe, compare, and evaluate various reconstruction plans of the post-Civil War South (H-1B-M13)

80. Explain the growing conflict between Andrew Johnson and Congress, and the reasons for and consequences of his impeachment and trial (H-1B-M13)



GLE # GLE Text and Benchmarks 81. Describe the successes and failures of Reconstruction, as well as its impact

on the South (H-1B-M13) 82. Explain how the presidential election of 1876 led to the Compromise of

1877 and brought about an end to Reconstruction in the South (H-1B-M13)

Sample Activities Activity 1: Reconstruction of a Nation Divided (GLE: 81) Materials List: computer (optional), overhead projector, Inspiration© software (optional), Timeline of African American History (see activity for link to this document) Inform students that the Reconstruction of the South was perceived differently by different groups of Americans. Conditioned by Lincoln’s special understanding of a nation divided, his rhetoric had the potential to heal the nation. Unfortunately, his death let loose rigorous debates. Some wanted to punish the South so states’ rights and slavery would never rebound, while others desired a peaceful rebuilding of the nation with an educated class of African Americans taking their rightful place in society as free, voting citizens. Ask students to consider how they would have acted to end the hostilities. List their proposals on the chalkboard or overhead, or use Inspiration© software. Use this list throughout the unit to make comparisons with the actual events and policies. Using brainstorming (view literacy strategy descriptions), have students develop a list of new and intensifying problems the nation faced before and after Reconstruction. Use previous knowledge acquired about conditions during Reconstruction and racial attitudes in the region to develop ideas. Follow the steps below to record content information:

• Record ideas on a piece of paper. • Study the Timeline of African American History, 1881–1900. (Resource:

http://lcweb2.loc.gov/ammem/aap/timelin2.html) • Click on the timeline for 1852-1880 to review the period of Reconstruction. • Compare the political changes over time for the nation during and after

Reconstruction. • Chart the political change in the South over time on a student-made timeline (e.g.,

Republican to Democratic in the South at the end of Reconstruction). Have students use the timeline and their own ideas to develop a list of three-to-five important changes African Americans were faced with in the South during and after Reconstruction.

When students have completed their lists, discuss them with the rest of the class.


http://lcweb2.loc.gov/ammem/aap/timelin2.html�



Activity 2: The Civil War Amendments (GLE: 78) Materials List: computer, guides for reading and interpreting the Thirteenth, Fourteenth, and Fifteenth Amendments Provide students with guides for reading and interpreting the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution. Use guided discussion to determine student comprehension of the amendments. Using data from the text and/or other sources, have students explain the following: What were President Abraham Lincoln’s reasons for advancing the Thirteenth Amendment? Inform students that Lincoln took an active role in pushing the Thirteenth Amendment through Congress. He insisted that the passage of the Thirteenth Amendment be added to the Republican Party platform for the upcoming presidential election in 1864, and used all of his political skill and influence to convince additional Democrats to support the amendment’s passage. His efforts finally met with success when Congress passed the bill in January 1865. In addition, Lincoln supported those congressmen who insisted Southern state legislatures must adopt the Thirteenth Amendment before those states would be allowed to return with full rights in Congress. The fact that Lincoln had difficulty gaining passage of the amendment toward the closing months of the war and after his Emancipation Proclamation had been in effect for over one year is illustrative. There were still a reasonably large number of Northern people, or at least their elected representatives, who were either indifferent toward or directly opposed to freeing the slaves. Ask students to explain why many Northerners held these views. The Fourteenth Amendment secures the rights of former slaves and mandates that states provide equal protection for all citizens. It also includes “due process” and “equal rights” for all citizens. It has been used in court cases such as Brown vs. Board of Education. The Fifteenth Amendment prohibits federal or state governments from using race, color, or previous slavery status as a means to prevent someone from voting. Once this Amendment passed, African Americans were elected to various positions throughout the South during Reconstruction. Ask students to evaluate the purpose and significance of these amendments in the nineteenth century. Have them choose a contemporary issue or court case where the Thirteenth, Fourteenth, or Fifteenth Amendment is cited and write an essay discussing the significance of the amendment. Have teams of students trace the influence of the Thirteenth, Fourteenth, and Fifteenth Amendments. Have them work in teams to conduct research, and do a summary and presentation on one of the amendments and its impact in the United States today. Ask teams to include pictures, posters, or timelines as a visual portion of the presentation for class viewing. Ask students to explain in their presentation and in their writing the significance of the Thirteenth, Fourteenth and Fifteenth Amendments.



Activity 3: Elements of Reconstruction (GLEs: 79, 80, 81) Materials List: Elements of Reconstruction BLM, Reconstruction Plans BLM Ask students to use the Elements of Reconstruction BLM to describe and evaluate items or activities related to Reconstruction. (See this BLM and the sample below).

Reconstruction Activities Purpose and Description Success/Failure Creation of Military Districts in the South

Restoration of Southern States to the Union

African American Participation in Reconstruction of State Governments

Focus discussion on a series of questions:

• What political gains did northern Radical Republicans hope to gain by reconstructing the South?

• Why did some actions taken during Reconstruction result in positive reforms while others destroyed the traditional southern way of life?

• Lincoln argued that states could not secede; thus, they had never left the Union. Explain his reasoning.

• What was the Radical viewpoint on the secession of the Southern states? • What actions did the Radicals take to punish southern state governments?

Using the textbook, have students compare the Lincoln and Johnson Presidential Reconstruction plans with the Congressional Radical Republican plan. Students will complete Reconstruction Plans BLM, identifying the main points of each plan. After completing the chart, students will explain how Johnson’s view of the president’s role in Reconstruction conflicted with the view of Congress, and how this led to Johnson’s impeachment. (See the Reconstruction Plans BLM and sample below.)

RECONSTRUCTION PLANS Lincoln’s Plan Johnson’s Plan Congressional Plan

Have students explain the following:

• Why Andrew Johnson opposed Radical plans to carry out punitive measures against Southern states.

• Why Johnson refused to accept conditions set by the Radicals in the Tenure of Office Act.

• Why Radicals impeached the president.



• Why Johnson’s impeachment and the Senate’s failure to convict him were important to the nation.

Using split-page notetaking (view literacy strategy descriptions), have students organize their notes from the lesson. Review content of activity with whole class discussion allowing time for questions or comments to be addressed. Students are to use the split-page notetaking strategy to reinforce both prior knowledge and new information about Reconstruction. Remind students how to study from their split-page notes by covering one column and using information in the other to try to recall the covered information. Students may study their notes together in order to prepare for tests and quizzes.

Elements of Reconstruction

Description:

Northern Reaction Southern Reaction Activity 4: Reconstruction Analyzed (GLE: 81) Reconstruction ended an era in America where states in the North and South had been divided. Once again, America is a united nation showing much progress toward many issues which had once plagued both the North and South. Use the following statements to prompt students to discuss and share their opinions about the ever-changing times.

• Why was Grant’s administration plagued with scandals, and why did his administration support Radical Reconstruction of the South?

• Are there any effects of Reconstruction that can be identified in the South today? Allow time for class discussion and then use the RAFT strategy (view literacy strategy descriptions) to write about the change some African American Southerners experienced after Reconstruction. Use the following as a prompt for RAFT writing:

• R- Role (A Former slave) • A- Audience (Public listeners) • F- Form (Through a poem) • T- Topic ( Life after Reconstruction)

Students should be given time to share poems in small groups or as a class. Students should listen for accuracy and logic in their classmates’ RAFTs. Post poems so that they are visible in the classroom.






Activity 5: Reconstruction Comes to an End (GLE: 82) Materials List: computer (optional) In 1876, Rutherford B. Hayes, a Republican, challenged Samuel Tilden, a Democrat, for the presidency. Republicans said Democrats were still the party of treason. Democrats blamed Republicans for the corruption of the Grant administration. On Election Day, Tilden won more popular votes than Hayes and was thought to have won the presidency, but elections in South Carolina, Florida, and Louisiana were disputed. Congress set up a committee of fourteen congressmen and one U. S. Supreme Court Justice to decide the winner of the presidential election. The northern Republicans and the southern Democrats reached a compromise, in which the committee would proclaim Hayes the winner of the election, and the new president would end Southern Reconstruction and grant concessions to the southern states. This contest is considered one of the most controversial and closest elections ever. Comparing the elections of 1876 and 2000, show that history can be used to understand the present. Why were the top vote-getters in the elections of 1876 and 2000 not able to become President? Hold a class debate on the election of 1876 and the Compromise of 1877. Divide the class into teams and assign small groups to prepare for the developmental briefs and closing arguments. The following website can be used to acquire additional information and questions which support the activity: http://www.angelfire.com/ok/ush2civilrights/compromiseof1877.html Have students select a problem faced by Americans in the post-Reconstruction South. Examples of problems which evolved in the nation are: the spread of corruption in Reconstruction and post-Reconstruction Southern state governments, corruption in the Grant administration, removal of political rights (voting and office holding) from African Americans in the South, terrorist activities by white supremacist groups, intimidation of Republican voters in the South, second-class citizenship forced upon African Americans in the nation and South, reforms by Republicans in the South during Reconstruction, and the return of pre-Civil War Democrats as leaders of southern states after Reconstruction. Ask students to answer the following questions about the problem they selected:

• Who was involved with these changes? • What was at stake? • How serious were the changes? • How did the changes affect the South after Reconstruction? • What was one solution proposed for this problem? • What were some arguments for and against this proposed solution?

When they have completed their research, ask students to prepare a five-minute presentation about changes and a proposed solution. Once students have completed their presentations, have the class list successes and failures of Reconstruction based on the presentations.

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Sample Assessments

General Guidelines





General Assessments

• Conduct research to answer historical questions throughout the unit. • Construct charts, timelines, and maps as study guides. • Write essays, summaries, and personal opinion papers. • Hold a class debate on the election of 1876.


• Activity 1: Have students use both timelines (1852-1880 and 1881-1900) on the Internet to compare and contrast the changes in the nation (notably the changes for the African American group)

• Activity 2: Have students construct a chart listing the rights the Thirteenth, Fourteenth, and Fifteenth Amendments gave Americans. Give two examples which support the rights of the Amendments.

• Activity 3: Have students construct a timeline of Reconstruction activities and describe

their purpose, success, and failure. Ask students to compare the reconstruction plans of Lincoln, Johnson, and the Radicals in chart form. Have students write an essay explaining why Andrew Johnson opposed Radical plans to carry out punitive measures against Southern states, why he refused to accept conditions in the Tenure of Office Act, and why Radicals impeached the president.



Resources

Other Websites

• Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938 http://memory.loc.gov/cgi-bin/query/S?ammem/mesnbib:@field(AUTHOR+@od1(McIntosh,+Susan)

o Eighty-seven-year-old ex-slave Susan McIntosh describes Georgia plantation life before and after the Civil War in this 1938 interview from the Library of Congress's American Memory website. View the page images to access McIntosh's stories of work, food, clothing, church, emancipation, and the destruction of Atlanta.

• The New Man: Twenty-Nine Years a Slave, Twenty-Nine Years a Free Man http://docsouth.unc.edu/bruce/bruce.html#bruce112

o Part of the University of North Carolina-Chapel Hill's Documenting the American South archive, H. C. Bruce's personal memoir was written in 1895. Bruce describes his own experience in Kansas at the end of the Civil War, and the situation of newly freed slaves, "set free without a dollar, without a foot of land, and without the wherewithal to get the next meal even."

• America's Reconstruction: From Slave Labor to Free Labor http://www.digitalhistory.uh.edu/reconstruction/section3/section3_intro.html

o The Digital History website, a collaboration among the University of Houston, the Gilder Lehrman Institute of American History, and other institutions, presents an online version of Eric Foner and Olivia Mahoney's exhibit on Reconstruction. This section includes a gallery illustrating labor issues for freed slaves and planters.

• Freedom: A Documentary History of Emancipation, 1861-1867 http://www.history.umd.edu/Freedmen/sampdocs.htm

o The Freedmen and Southern Society Project at the University of Maryland presents sample documents, including a newspaper article describing General Sherman's historic Savannah meeting with black leaders in 1865 to discuss freed slaves' options at the end of the Civil War, and the act of Congress establishing the Freedmen's Bureau.

• The Freedmen's Bureau Online http://www.freedmensbureau.com/

o This site publishes a sampling of National Archives documents relating to freedmen's labor contracts, murders and other outrages against freedmen, marriage records, and miscellaneous documents organized by state.

• W.E.B. Du Bois on the Freedmen's Bureau http://www.theatlantic.com/issues/01mar/dubois.html

o The Atlantic magazine reprints a 1901 article by influential black intellectual W.E.B. Du Bois analyzing the Freedmen's Bureau as an important attempt by Americans to "grapple with vast problems of race and social condition’.

• Historic Meeting in Savannah, January 12, 1865 http://www.savasalh.org/page6.html

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o The Association for the Study of African American Life and History has a description of General Sherman's meeting with African American leaders in Savannah on its website, along with a painting of the historic event.

Books

• Berlin, Ira. Slaves Without Masters: The Free Negro in the Antebellum South. New York: Pantheon Books, 1977.

• Billington, Ray Allen (Ed.). The Journal of Charlotte Forten. New York: Dryden Press, 1953.

• Cimbala, Paul A. and Randall Miller . The Freedmen's Bureau and Reconstruction: Reconsiderations. New York: Fordham University Press, 1999.

• Duncan, Russell. Freedom's Shore: Tunis Campbell and the Georgia Freedmen. Athens, Georgia: University of Georgia Press, 1986.

• Oubre, Claude F. Forty Acres and a Mule: The Freedmen's Bureau and Black Land Ownership. Baton Rouge: Louisiana State University Press, 1978.

• Painter, Nell Irvin. Exodusters: Black Migration to Kansas after Reconstruction. Boston: Alfred A. Knopf, 1976.

• Rose, Willie Lee. Rehearsal for Reconstruction. New York: Oxford University Press, 1976.

• Sterling, Dorothy (Ed.). The Trouble They Seen: The Story of Reconstruction in the Words of African Americans. New York: Da Capo Press, 1994.

• Testimony Taken by the Joint Select Committee to Inquire into the Condition of Affairs in the Late Insurrectionary States. Vol. 5: The Ku Klux Klan Conspiracy. Government Printing Office, 1872.

• Towne, Laura M. Letters and Diary of Laura M. Towne: Written from the Sea Islands of South Carolina, 1862-1884. Cambridge, Massachusetts: Riverside Press, 1912.