Web-quests
October 30, 2012: People of the American Revolution
http://library.thinkquest.org/TQ0312848/people.htm
http://www.theamericanrevolution.org/people.aspx
http://legacy.mckinneyisd.net/Campuses/school_websites/glenoaks/Library/Resources/important_people_in_the_american.htm
Haym Soloman
Bernado de Galvez
Marquis de Lafayette
James Armistead
Wentworth Cheswell
King George III (look particularly in the 4th paragraph)
Research your individual. You may use these 3 websites only. Find out how they had a hand or impact in the American Revolution. What was their role? Who were they? Create a PowerPoint slide about the character.
Make sure you answer these 3 questions on your PowerPoint slide:
1. How did I (your individual) contribute to the revolution?
2. What event(s) did I contribute in?
3. What was my role in the revolution?
4. You must have one quote per individual.
November 5, 2012:
The Articles of Confederation
Use these links to find information about the Articles of Confederation. Use the information to fill out your worksheet.
The Articles of Confederation
The Articles of Confederation (Site 2)
Fact Monster--Articles of Confederation
The Constitution for Kids
The Articles of Confederation
HOW (look under the contents section to see what the document contained)
WHO>Who was involved?
WHAT>What was it? We know it is The Articles of Confederation...so what are The Articles of Confederation? (give me a definition)
WHEN>Date
WHERE>place
WHY> Why were they written?
HOW>How is it put together? What does it contain?
November 6: ELECTION DAY!
Today is a big day. Tonight we will learn if we have a new President, or if President Obama will be elected to serve another term. What do you know about the election process? What do you know about the requirements and jobs of the President? To be able to choose a leader for our country, we must first be knowledgeable about the process and why we choose to vote for a particular person.
1. First, go to The Process of Electing a President, and click through the slideshow to find out how the specifics of election day and becoming President. Make sure the answer the worksheet! :)
2.Now let's see where the Presidential Candidates stand on the issues. Click on each category, read and find out where each person stands--answer on the worksheet.
3. Now that we know all the specifics, find out what you would do If You Were President.
November 9: Catch Up/Review Day
1. Make sure you have completed and turned in any missing work you may have. To make sure you aren't missing any work, look on the board in class. There is a list of names along with the missing assignments of students who owe work. Remember: The end of the 6 weeks is TODAY!! Make sure you have turned in all work.
2. Next, click on this link "Leaders of the American Revolution" to review the leaders who made an impact in the revolution.
3. If you are caught up, I want you to review for the test we will have next week over the American Revolution.
Click on this link below to review the causes.
Causes of the American Revolution
4. Finally, click on this link "Revolution Game" to test your knowledge of the American Revolution in a fun game.
After this review, you should be ready for the test next week!
December 4, 2012:
Congratulations! It's 1783, you're a founding father among the ranks of Jefferson, Franklin, and Washington, and you've overthrown your government! The British have been kicked out, and you've successfully won your freedom. However, things aren't working as great as you've hoped. For 5 years, the Article of Confederations were the law of the land. But now people are starting to think maybe this isn't working so well, and some people think it works great. Your job is to find out what each side is thinking and why. You will split into groups, and then furthermore into teams. These teams will research the different sides arguing, and why they are arguing like they are. From there, you'll present your findings, demonstrating what you've learned.
TASK:
Your job is to learn about the debates between the two groups known as the Federalists and the anti-Federalists. As a group of six, you will split into two teams of three. One team (team A) will research the Federalists and one team (team B) will research the anti-Federalists. One person on team A will research the key individuals who supported the Federalist movement, and provide biographical information; another will research what federalism is and why it was relevant; the last will research the Federalist papers. One person on team B will research the key individuals who supported the anti-Federalist movement; another will research what anti-federalism is and why it was relevant; the last will research the Articles of Confederation.
PROCESS:
Federalists:
Your tasks are as follows:
The Biographer: You will research some of the important people behind the Federalist movement.
The Political Scientist: You will research the political theory behind federalism, and why people were talking about it in the early Republic
The Specialist: You will research the Federalist papers, and provide information including, but not limited to, a summary of the key points, significant quotes, and what it all means.
Upon completing these individual tasks, you will all gather and synthesize. Please, help each other out along the way. The Specialist could tell the Biographer who the authors of the Federalist papers are, and the Political Scientist could help the Specialist understand the Federalist Papers. You will put together a Glog presentation, to be done for the class, which discusses in detail the nature of federalism. By the end of your presentation, the class should have a solid grasp on federalism and its implications in early America.
Federalist Resources:
The Specialist:
The Federalist Papers ; the actual Federalist papers, made available on-line. This is a primary source useful for obtaining quotes and reference.
About the Federalist Papers
The Federalist Papers Summary
Biographer: You are in charge of two individuals--Alexander Hamilton and James Madison. Tell us about them and their role, ideas and thoughts of Federalism.
Alexander Hamilton ; biography of Alexander Hamilton, for the Biographer.
James Madison ; biography of James Madison, for the Biographer.
Political Scientist:
Federalism ; a discussion of the different types of federalism
Antifederalists:
Your tasks are as follows:
The Biographer: You will research some of the important people behind the anti-Federalist movement.
The Political Scientist: You will research the political theory behind anti-federalism, and why people were talking about it in the early Republic. Be sure to include some discussion of the Articles of Confederation.
The Specialist: You will research the Bill of Rights, and provide information including, but not limited to, a summary of the key points, significant quotes, and what it all means.
Upon completing these individual tasks, you will all gather and synthesize. Please, help each other out along the way. You will put together a Glog presentation, to be done for the class, which discusses in detail the nature of anti-federalism. By the end of your presentation, the class should have a solid grasp on anti-federalism and its implications in early America.
Anti-Federalist Resources:
The Specialist:
Bill of Rights ; actual text of the Bill of Rights. Useful for quotes and direct understanding.
Ratification and the Bill of Rights
The Political Scientist:
History of the Articles of Confederation
Anti-federalist Papers ; collection of documents which were composed in response to the Federalist papers; useful for finding out who was an anti-Federalist, and what they were thinking about.
Theory Behind Anti-Federalism
Biographer: You are in charge of two individuals--Patrick Henry & George Mason. Tell us about them and their role, ideas and thoughts of Anti-Federalism.
Patrick Henry Quotes ; quotations of Patrick Henry, one of the leading anti-Federalists.
Patrick Henry; biography of Patrick Henry, for the Biographer.
Patrick Henry's speech against ratification
George Mason; biography of George Mason, for the Biographer.
WORKSHEET HELP:
Federalism
Federalism
Federalist & Anti-Federalist
Anti-Federalism & Anti-Federalist Papers
CATCH-UP DAY:
Make sure you have finished your Government Web-quest PowerPoint, Glog, and any other missing assignments you may have.
Checks and Balances
Branches of Government
Leadership in the Judiciary: January 14, 2013:
Last week we discussed characteristics of leaders--specifically those who hold office in the U.S. The purpose of this lesson is to determine criteria for leadership in America. You will examine the leadership qualities of Founding Fathers whose leadership changed or designed American government by completing this webquest. Use each link under each question (found also on your worksheet) to complete your assigned worksheet.
Marbury vs. Madison PowerPoint: at the bottom of the page.
To get a little background information, please read ALL 3 pages of information from this website--Social Studies for kids
**Hint--Judiciary: The judicial authorities of a country; judges collectively
4. How does the Constitution describe the power of the judiciary?
Powers of the Supreme Court --(Make sure to look under "Powers of the Supreme Court" heading)
What is constitutionality?
Constitutionality definition
Which principles of government are evident in the way that Justice Marshall changed to role of the judiciary? Why?
There is no website on this one--use your brain! :) Remember the "principle" we studied last week... ex. "federalism, popular sovereignty"
Great work! Thank you for working so diligently to finish your worksheet!
January 28-29, 2013: Leaders Contribute to Society
Within your group, use these different links to answer the information on your "Leaders Contribute to Society Worksheet.
George Washington
John Adams
Thomas Jefferson
James Monroe
James Madison
Alexander Hamilton
http://library.thinkquest.org/TQ0312848/people.htm
http://www.theamericanrevolution.org/people.aspx
http://legacy.mckinneyisd.net/Campuses/school_websites/glenoaks/Library/Resources/important_people_in_the_american.htm
Haym Soloman
Bernado de Galvez
Marquis de Lafayette
James Armistead
Wentworth Cheswell
King George III (look particularly in the 4th paragraph)
Research your individual. You may use these 3 websites only. Find out how they had a hand or impact in the American Revolution. What was their role? Who were they? Create a PowerPoint slide about the character.
Make sure you answer these 3 questions on your PowerPoint slide:
1. How did I (your individual) contribute to the revolution?
2. What event(s) did I contribute in?
3. What was my role in the revolution?
4. You must have one quote per individual.
November 5, 2012:
The Articles of Confederation
Use these links to find information about the Articles of Confederation. Use the information to fill out your worksheet.
The Articles of Confederation
The Articles of Confederation (Site 2)
Fact Monster--Articles of Confederation
The Constitution for Kids
The Articles of Confederation
HOW (look under the contents section to see what the document contained)
WHO>Who was involved?
WHAT>What was it? We know it is The Articles of Confederation...so what are The Articles of Confederation? (give me a definition)
WHEN>Date
WHERE>place
WHY> Why were they written?
HOW>How is it put together? What does it contain?
November 6: ELECTION DAY!
Today is a big day. Tonight we will learn if we have a new President, or if President Obama will be elected to serve another term. What do you know about the election process? What do you know about the requirements and jobs of the President? To be able to choose a leader for our country, we must first be knowledgeable about the process and why we choose to vote for a particular person.
1. First, go to The Process of Electing a President, and click through the slideshow to find out how the specifics of election day and becoming President. Make sure the answer the worksheet! :)
2.Now let's see where the Presidential Candidates stand on the issues. Click on each category, read and find out where each person stands--answer on the worksheet.
3. Now that we know all the specifics, find out what you would do If You Were President.
November 9: Catch Up/Review Day
1. Make sure you have completed and turned in any missing work you may have. To make sure you aren't missing any work, look on the board in class. There is a list of names along with the missing assignments of students who owe work. Remember: The end of the 6 weeks is TODAY!! Make sure you have turned in all work.
2. Next, click on this link "Leaders of the American Revolution" to review the leaders who made an impact in the revolution.
3. If you are caught up, I want you to review for the test we will have next week over the American Revolution.
Click on this link below to review the causes.
Causes of the American Revolution
4. Finally, click on this link "Revolution Game" to test your knowledge of the American Revolution in a fun game.
After this review, you should be ready for the test next week!
December 4, 2012:
Congratulations! It's 1783, you're a founding father among the ranks of Jefferson, Franklin, and Washington, and you've overthrown your government! The British have been kicked out, and you've successfully won your freedom. However, things aren't working as great as you've hoped. For 5 years, the Article of Confederations were the law of the land. But now people are starting to think maybe this isn't working so well, and some people think it works great. Your job is to find out what each side is thinking and why. You will split into groups, and then furthermore into teams. These teams will research the different sides arguing, and why they are arguing like they are. From there, you'll present your findings, demonstrating what you've learned.
TASK:
Your job is to learn about the debates between the two groups known as the Federalists and the anti-Federalists. As a group of six, you will split into two teams of three. One team (team A) will research the Federalists and one team (team B) will research the anti-Federalists. One person on team A will research the key individuals who supported the Federalist movement, and provide biographical information; another will research what federalism is and why it was relevant; the last will research the Federalist papers. One person on team B will research the key individuals who supported the anti-Federalist movement; another will research what anti-federalism is and why it was relevant; the last will research the Articles of Confederation.
PROCESS:
Federalists:
Your tasks are as follows:
The Biographer: You will research some of the important people behind the Federalist movement.
The Political Scientist: You will research the political theory behind federalism, and why people were talking about it in the early Republic
The Specialist: You will research the Federalist papers, and provide information including, but not limited to, a summary of the key points, significant quotes, and what it all means.
Upon completing these individual tasks, you will all gather and synthesize. Please, help each other out along the way. The Specialist could tell the Biographer who the authors of the Federalist papers are, and the Political Scientist could help the Specialist understand the Federalist Papers. You will put together a Glog presentation, to be done for the class, which discusses in detail the nature of federalism. By the end of your presentation, the class should have a solid grasp on federalism and its implications in early America.
Federalist Resources:
The Specialist:
The Federalist Papers ; the actual Federalist papers, made available on-line. This is a primary source useful for obtaining quotes and reference.
About the Federalist Papers
The Federalist Papers Summary
Biographer: You are in charge of two individuals--Alexander Hamilton and James Madison. Tell us about them and their role, ideas and thoughts of Federalism.
Alexander Hamilton ; biography of Alexander Hamilton, for the Biographer.
James Madison ; biography of James Madison, for the Biographer.
Political Scientist:
Federalism ; a discussion of the different types of federalism
Antifederalists:
Your tasks are as follows:
The Biographer: You will research some of the important people behind the anti-Federalist movement.
The Political Scientist: You will research the political theory behind anti-federalism, and why people were talking about it in the early Republic. Be sure to include some discussion of the Articles of Confederation.
The Specialist: You will research the Bill of Rights, and provide information including, but not limited to, a summary of the key points, significant quotes, and what it all means.
Upon completing these individual tasks, you will all gather and synthesize. Please, help each other out along the way. You will put together a Glog presentation, to be done for the class, which discusses in detail the nature of anti-federalism. By the end of your presentation, the class should have a solid grasp on anti-federalism and its implications in early America.
Anti-Federalist Resources:
The Specialist:
Bill of Rights ; actual text of the Bill of Rights. Useful for quotes and direct understanding.
Ratification and the Bill of Rights
The Political Scientist:
History of the Articles of Confederation
Anti-federalist Papers ; collection of documents which were composed in response to the Federalist papers; useful for finding out who was an anti-Federalist, and what they were thinking about.
Theory Behind Anti-Federalism
Biographer: You are in charge of two individuals--Patrick Henry & George Mason. Tell us about them and their role, ideas and thoughts of Anti-Federalism.
Patrick Henry Quotes ; quotations of Patrick Henry, one of the leading anti-Federalists.
Patrick Henry; biography of Patrick Henry, for the Biographer.
Patrick Henry's speech against ratification
George Mason; biography of George Mason, for the Biographer.
WORKSHEET HELP:
Federalism
Federalism
Federalist & Anti-Federalist
Anti-Federalism & Anti-Federalist Papers
CATCH-UP DAY:
Make sure you have finished your Government Web-quest PowerPoint, Glog, and any other missing assignments you may have.
Checks and Balances
Branches of Government
Leadership in the Judiciary: January 14, 2013:
Last week we discussed characteristics of leaders--specifically those who hold office in the U.S. The purpose of this lesson is to determine criteria for leadership in America. You will examine the leadership qualities of Founding Fathers whose leadership changed or designed American government by completing this webquest. Use each link under each question (found also on your worksheet) to complete your assigned worksheet.
Marbury vs. Madison PowerPoint: at the bottom of the page.
To get a little background information, please read ALL 3 pages of information from this website--Social Studies for kids
**Hint--Judiciary: The judicial authorities of a country; judges collectively
4. How does the Constitution describe the power of the judiciary?
Powers of the Supreme Court --(Make sure to look under "Powers of the Supreme Court" heading)
What is constitutionality?
Constitutionality definition
Which principles of government are evident in the way that Justice Marshall changed to role of the judiciary? Why?
There is no website on this one--use your brain! :) Remember the "principle" we studied last week... ex. "federalism, popular sovereignty"
Great work! Thank you for working so diligently to finish your worksheet!
January 28-29, 2013: Leaders Contribute to Society
Within your group, use these different links to answer the information on your "Leaders Contribute to Society Worksheet.
George Washington
John Adams
Thomas Jefferson
James Monroe
James Madison
Alexander Hamilton
January 30, 2012: Political Parties
First, make sure you have turned in your worksheet from yesterday. If you do not turn it in today, you have to come to tutoring tomorrow. You may NOT do it in class today. If you do, the substitute will take it up.
Secondly, be the mature, responsible young adults that you are for the substitute. If she has any trouble with any of you, she is going to write your name down and you will come see me tomorrow after school in tutoring.
Now, for the fun part! Learning about the political parties! :) You should have a good basis of why we have them and where they came from due to your assignment yesterday. So, today we are going to review and refresh your memories of all of the details of the creation of the political parties.
NO MUSIC OR CELL PHONES WHILE COMPLETING THIS ASSIGNMENT!
Assignment:
1. Open the Federalist vs. Democratic Republican PowerPoint-- you must download the file
First, make sure you have turned in your worksheet from yesterday. If you do not turn it in today, you have to come to tutoring tomorrow. You may NOT do it in class today. If you do, the substitute will take it up.
Secondly, be the mature, responsible young adults that you are for the substitute. If she has any trouble with any of you, she is going to write your name down and you will come see me tomorrow after school in tutoring.
Now, for the fun part! Learning about the political parties! :) You should have a good basis of why we have them and where they came from due to your assignment yesterday. So, today we are going to review and refresh your memories of all of the details of the creation of the political parties.
NO MUSIC OR CELL PHONES WHILE COMPLETING THIS ASSIGNMENT!
Assignment:
1. Open the Federalist vs. Democratic Republican PowerPoint-- you must download the file
Federalist vs. Democratic Republican PPT | |
File Size: | 899 kb |
File Type: | ppt |
2. Go to the front of the room and pick up a Federalist vs.
Democratic Republican Comparison Worksheet
3. Once the PowerPoint is opened, click "Slideshow" tab, then "From Beginning" button. The slideshow should show full screen on your computer. Read through the PowerPoint--advancing through using your enter key.
4. As you go through the PowerPoint, answer the Federalist vs. Democratic Republican Comparison Worksheet --do not forget there is a back page to the worksheet.
***THE POWERPOINT IS NOT GOING TO GIVE YOU THE ANSWERS WORD-FOR-WORD. YOU MUST READ THROUGH THE POWERPOINT, PUT THE INFORMATION TOGETHER,THINK-THINK-THINK, AND ANSWER THE QUESTIONS.
5. You must complete the worksheet---the chart AND all 5 questions. If you finish, please turn it in. If you do not finish it is DUE TOMORROW.
*On writing the play script, do your best to create a play about a conversation had between the two leaders of the political parties. Do your very best to be creative and have fun with it. The most creative, well planned, informative and organized play script out of each class period will receive FIVE bonus points on their test next week! FIVE BONUS points...That's right---FIVE BONUS POINTS.
***Your script only has to be a 1/2 page to 1 page in length.
3. Once the PowerPoint is opened, click "Slideshow" tab, then "From Beginning" button. The slideshow should show full screen on your computer. Read through the PowerPoint--advancing through using your enter key.
4. As you go through the PowerPoint, answer the Federalist vs. Democratic Republican Comparison Worksheet --do not forget there is a back page to the worksheet.
***THE POWERPOINT IS NOT GOING TO GIVE YOU THE ANSWERS WORD-FOR-WORD. YOU MUST READ THROUGH THE POWERPOINT, PUT THE INFORMATION TOGETHER,THINK-THINK-THINK, AND ANSWER THE QUESTIONS.
5. You must complete the worksheet---the chart AND all 5 questions. If you finish, please turn it in. If you do not finish it is DUE TOMORROW.
*On writing the play script, do your best to create a play about a conversation had between the two leaders of the political parties. Do your very best to be creative and have fun with it. The most creative, well planned, informative and organized play script out of each class period will receive FIVE bonus points on their test next week! FIVE BONUS points...That's right---FIVE BONUS POINTS.
***Your script only has to be a 1/2 page to 1 page in length.
January 31, 2013:War of 1812
Second War of Independence
The War of 1812
Perry's Victory on Lake Erie
Timeline of War of 1812
3 Video Clips--look on the ride hand side of the screen, there are 3 different videos
Social Studies for Kids--War of 1812
Second War of Independence
The War of 1812
Perry's Victory on Lake Erie
Timeline of War of 1812
3 Video Clips--look on the ride hand side of the screen, there are 3 different videos
Social Studies for Kids--War of 1812
*** If the video is having trouble (not working correctly), click this link to watch video: War of 1812 Video
War of 1812 PPT | |
File Size: | 314 kb |
File Type: | ppt |
George Washington's Farewell Address
The Monroe Doctrine
Questions to Answer:(after watching video & reading documents)
The Monroe Doctrine
Questions to Answer:(after watching video & reading documents)
- What advice does George Washington give in his Farewell Address?
- What does James Monroe suggest about interactions with foreign nations?
- What were the foreign policies of presidents Washington through Monroe, and what was the impact of Washington’s Farewell Address and the Monroe Doctrine?
February 11, 2013
Introduction
Over the next two days you are going to be investigating the life and presidency of Andrew Jackson. Think of yourself as an amateur historian trying to unlock some of the mysteries and controversies of the 1820's and 1830's. Using the PBS Andrew Jackson Web site, you will be looking at some short video clips, maps, and primary source documents written over 150 years ago. For each activity you will answer a big-picture question and then report back to class where you will explore the topic more thoroughly. Good luck, and have fun!
Here's our first mystery: Who was Andrew Jackson? Today, it is up to you to try to understand who this guy really was. You've been given a short video, a document written by a historian soon after Jackson's death, and a series of portraits that Jackson sat for during his life. You know that Jackson was a controversial president, but that's about it. It's time to see what you can figure out about Andrew Jackson, the seventh president of the United States.
Task
Use your skills of historical reasoning to answer the question "Who was Andrew Jackson?"
Process
Introduction
Over the next two days you are going to be investigating the life and presidency of Andrew Jackson. Think of yourself as an amateur historian trying to unlock some of the mysteries and controversies of the 1820's and 1830's. Using the PBS Andrew Jackson Web site, you will be looking at some short video clips, maps, and primary source documents written over 150 years ago. For each activity you will answer a big-picture question and then report back to class where you will explore the topic more thoroughly. Good luck, and have fun!
Here's our first mystery: Who was Andrew Jackson? Today, it is up to you to try to understand who this guy really was. You've been given a short video, a document written by a historian soon after Jackson's death, and a series of portraits that Jackson sat for during his life. You know that Jackson was a controversial president, but that's about it. It's time to see what you can figure out about Andrew Jackson, the seventh president of the United States.
Task
Use your skills of historical reasoning to answer the question "Who was Andrew Jackson?"
Process
- Read the excerpt from James Parton's biography of Andrew Jackson. Use a dictionary and the Andrew Jackson glossary if necessary, to look up words you don't understand.
- Closely examine each of Jackson's portraits. What do you see? How does Jackson change over time? What do we know about Jackson based upon these portraits?
- Watch the Introduction video.
- Think about the quote and the images and then answer the question "Who was Andrew Jackson?" on your piece of notebook paper.
- Be ready to share your responses with the class.
February 13, 2013
Introduction
Today you are going to make some very important observations. For years, the Native Americans purchased manufactured goods by relying upon the profits gained by selling deerskins and other commodities to the British. After the Revolutionary War, this market experienced a significant decline. First as Secretary of State under Washington and later as President, Thomas Jefferson encouraged Native Americans to focus their energies on commercial farming. If they transitioned to an agriculturally based lifestyle, similar to the white landowners in the South, Jefferson hoped that the Native Americans would be able to support themselves, assimilate into the American economy, and sell portions of their former hunting grounds, now considered to be surplus land, to the states.
Despite some cultural barriers, most notably the notion that farming was women's work, over the next thirty years some Native Americans began adopting parts of Jefferson's "civilization program." Farmers implemented numerous commercial agricultural methods, including slavery. During this time, Native Americans explored other political, social, and economic changes that lessened the differences between the notions of American and Indian "civilizations." Despite these changes, President Jackson's Indian Removal Act of 1830 required all Indian nations to give up their tribal lands and relocate to federally owned land west of the Mississippi.
In this Web assignment, it is up to you to examine the style-of-life experienced by the Cherokee Indians in the 1830's and determine if their practices were compatible with the United States at that time.
Task
Analyze the state of the Cherokee nation prior to Indian removal and answer the question, "Did the Cherokee Indians change their lifestyle to reflect white American standards of the time?" Make sure to include examples.
Process
Introduction
Today you are going to make some very important observations. For years, the Native Americans purchased manufactured goods by relying upon the profits gained by selling deerskins and other commodities to the British. After the Revolutionary War, this market experienced a significant decline. First as Secretary of State under Washington and later as President, Thomas Jefferson encouraged Native Americans to focus their energies on commercial farming. If they transitioned to an agriculturally based lifestyle, similar to the white landowners in the South, Jefferson hoped that the Native Americans would be able to support themselves, assimilate into the American economy, and sell portions of their former hunting grounds, now considered to be surplus land, to the states.
Despite some cultural barriers, most notably the notion that farming was women's work, over the next thirty years some Native Americans began adopting parts of Jefferson's "civilization program." Farmers implemented numerous commercial agricultural methods, including slavery. During this time, Native Americans explored other political, social, and economic changes that lessened the differences between the notions of American and Indian "civilizations." Despite these changes, President Jackson's Indian Removal Act of 1830 required all Indian nations to give up their tribal lands and relocate to federally owned land west of the Mississippi.
In this Web assignment, it is up to you to examine the style-of-life experienced by the Cherokee Indians in the 1830's and determine if their practices were compatible with the United States at that time.
Task
Analyze the state of the Cherokee nation prior to Indian removal and answer the question, "Did the Cherokee Indians change their lifestyle to reflect white American standards of the time?" Make sure to include examples.
Process
- Examine the primary source documents for signs that the Cherokee Nation had adopted economic, social, and political practices shared by citizens of the United States living in the same region.
- Write a letter to Lewis Cass, Jackson's Secretary of War, describing your findings. Include specific examples of how the Cherokees had changed over the last thirty years and that the Indian Removal Act was unjust.
- Be ready to share your letter with the class.
- In your letter, you must include specific examples from the Cherokee farming methods, the Cherokee Constitution, The case of Worcester v. Georgia, Jackson's Message to Congress on Indian Removal, and the letter from Chief John Ross.
Use these primary sources to comprise your letter to Lewis Cass:
February 15, 2013:
The curators (managers) of the Hermitage (museum) take great care in preserving the history of President Jackson. To encourage students to learn about him, they have decided to hold a contest to decide what five objects best represent the former president, his actions, and his contributions to the United States. Each item you choose must represent or symbolize a positive or negative event or stage from Jackson's life or an idea central to his philosophy of life.
Your group will be judged based on the creativity you show in the objects you select and your justification for selecting them.
Potential Topics:
Task
4. Working individually, you should return to the resources and take specific notes on your selected topics. Make sure you indicate on your notes where you found the information.
5. As a group, draw a picture or symbol for each object.
6. As a group, come up with a paragraph justification on why the object should be added to the Hermitage contest.
What you will turn in:
The curators (managers) of the Hermitage (museum) take great care in preserving the history of President Jackson. To encourage students to learn about him, they have decided to hold a contest to decide what five objects best represent the former president, his actions, and his contributions to the United States. Each item you choose must represent or symbolize a positive or negative event or stage from Jackson's life or an idea central to his philosophy of life.
Your group will be judged based on the creativity you show in the objects you select and your justification for selecting them.
Potential Topics:
- Jackson's Personality
- Battle of New Orleans
- The Hermitage
- 1824 election
- 1828 election
- The Veto
- Democratic Party
- Spoils System
- Indian Removal
- Trial of Tears
- States' Rights
- Bank War
- Rise of Corporations
- Decline of Southern Plantations
- Nullification
- Slavery
Task
- Break into groups (3 students per group). Select a leader who will be in charge of group discussions and keeping track of the work you accomplish both individually and as a group.
- As a group, review the provided resources, discussing possible objects that you could use.
4. Working individually, you should return to the resources and take specific notes on your selected topics. Make sure you indicate on your notes where you found the information.
5. As a group, draw a picture or symbol for each object.
6. As a group, come up with a paragraph justification on why the object should be added to the Hermitage contest.
What you will turn in:
- Research notes with sources cited
- A sketch or drawing of each object
- At least 100 words that explain how this item represents the topic
February 25th: Moving West
1803:Louisiana Purchase
1803-1806: Lewis & Clark Expedition
1816: Settlers move west of the Appalachian Mountains
1821: 1. Santa Fe Trail opens. 2. Stephen F. Austin establishes first American colony in Texas
1830: Congress creates the Indian Territory
1834: 1. Protestant missions are established in Oregon. 2. Santa Anna seizes power in Mexico.
1836: Texas wins independence from Mexico
1842: Migrants set out on the Oregon Trail
1845: U.S. annexes Texas
1846: Mexican War breaks out. U.S. & Britain reach agreement on Oregon
1847: Mormons settle in Utah
1848: Oregon Territory organized. Treaty of Guadalupe Hidalgo ends Mexican War.
1851: Fort Laramie treaty is signed with Plains Indians
1803:Louisiana Purchase
1803-1806: Lewis & Clark Expedition
1816: Settlers move west of the Appalachian Mountains
1821: 1. Santa Fe Trail opens. 2. Stephen F. Austin establishes first American colony in Texas
1830: Congress creates the Indian Territory
1834: 1. Protestant missions are established in Oregon. 2. Santa Anna seizes power in Mexico.
1836: Texas wins independence from Mexico
1842: Migrants set out on the Oregon Trail
1845: U.S. annexes Texas
1846: Mexican War breaks out. U.S. & Britain reach agreement on Oregon
1847: Mormons settle in Utah
1848: Oregon Territory organized. Treaty of Guadalupe Hidalgo ends Mexican War.
1851: Fort Laramie treaty is signed with Plains Indians
February 26th: The Northwest Ordinance
Across the Continent : "Westward the course of empire takes its way"
Albert Bierstadt, Emigrants Crossing the Plains
John Gast, American Progress
Across the Continent : "Westward the course of empire takes its way"
Albert Bierstadt, Emigrants Crossing the Plains
John Gast, American Progress
Northwest Ordinance Links:
Read this one first! :)
Original Document
The Northwest Ordinance
The Northwest Ordinance--History of Wisconsin
The Northwest Ordinance Guarantees Tribal Land Rights
Read this one first! :)
Original Document
The Northwest Ordinance
The Northwest Ordinance--History of Wisconsin
The Northwest Ordinance Guarantees Tribal Land Rights
March 1st:
Geography Impacts Manifest Destiny
California Gold Rush
All you need to know about the Gold Rush! :)
The Pacific Ocean
The first large-scale immigration of Asians into the U.S. didn't happen until 1848. Around that time gold was discovered in America. Lured by tales and dreams of making it rich on "Gold Mountain" (which became the Chinese nickname for California), The Gold Rush was one of the pull factors that led many Chinese to come to the U.S. to find their fortune and return home rich and wealthy. Most of these early Chinese workers were from the Guangdong (also called Canton) province in China. However, there were also push factors that drove many to want to leave China. The most important factor was economic hardship due to the growing British dominance over China, after Britain defeated China in the Opium War of 1839-1842.
In addition to prospecting for gold in California, many Chinese also came as contract laborers to Hawai'i to work in sugarcane plantations. While in California, Chinese miners experienced their first taste of discrimination in the form of the Foreign Miner Tax. This was supposed to be collected from every foreign miner but in reality, it was only collected from the Chinese, despite the multitude of miners from European countries there as well.
When some Chinese miners objected and refused to pay the unfair tax, they were physically attacked and even murdered. Eventually, the Chinese tried to go to court to demand justice and equal treatment but at the time, California's laws prevented Chinese immigrants from testifying against Whites in court. As a result, many murders went unsolved as many murderers went free.
The Chinese also worked as small time merchants, gardeners, domestics, laundry workers, farmers, and starting in 1865, as railroad workers on the famous Transcontinental Railroad project. The project pitted the Union Pacific (working westward from Nebraska) and the Central Pacific (working eastward from Sacramento) against each other for each mile of railroad track laid.
At its peak, 9,000 to 12,000 Chinese worked for the Central Pacific in some of the dirtiest and most dangerous jobs (different sources have different estimates on exact numbers). Many sources claim that up to 1,000 Chinese died during the project as a result of avalanches and explosive accidents as they carved their way through the Sierra Mountains (other sources claim much lower numbers of casualties).
Even though the Chinese workers performed virtually all of the hardest, dirtiest, and most dangerous jobs, they were only paid 60% of what European immigrant workers got paid. The Chinese workers actually went on strike for a few days and demanded that they get paid the same amount as the other ethnic groups. Officials of the Central Pacific were able to end the strike and force the Chinese workers back to work by cutting off their food supply and starving them into submission.
Rocky Mountains
Explorers, traders and trappers pushed into the unknown lands before settlers. These men were tremendously tough in body and mind. They learned Indian survival methods in the wild, and could stand months of isolation. Trappers, or “mountain men” were the most independent of all the frontiersmen; loners who had turned their back on settled life. It was their stories of trails and passes through mountains that helped government explorers to map the new lands properly. There was one government expedition which went where no white man had ever been before. In 1803, the United States had made the Louisiana Purchase purchasing many hundred thousands of square miles of land between the Mississippi and the Rocky Mountains which was claimed by the French. Napoleon, the ruler of France, was fighting wars in Europe and did not care much about America. So, in order to finance his wars in Europe he agreed to sell the French claim to the land. Daniel Boone explored the territories of Kentucky and Tennessee west to Missouri. Under the leadership of Meriwether Lewis and William Clark, 48 tough young men set off in the spring of 1804 up the river Missouri into the unknown. Aided by an Indian woman named Sacajawea, they reached the Rocky Mountains in May 1805 and finally the Pacific Ocean in November. Before settlers could immigrate in quantity: 1) the newly discovered territories needed to be mapped more thoroughly, and 2) more contacts made with the Indians. Traders were vital in this role. They set up remote trading posts and dealt with the Indians and white trappers buying furs and selling everything from blankets and knives to salt and tobacco. Life was often dangerous since the Indians were not always friendly, and trappers not always honest. The job of opening up the West was also done by Commercial fur hunters and trappers between 1820 and the 1840’s. Commercial contracts eliminated the trading post middle man. Fur companies sent trappers out to meet months later at an agreed spot. The meeting spots were great gatherings of mountain men sharing grand tales while beaver pelts were exchanged for guns, ammunition and groceries. By the mid-1840’s, the beavers were hunted almost to the point of extinction.
The Gadsden Purchase
Geography Impacts Manifest Destiny
California Gold Rush
All you need to know about the Gold Rush! :)
The Pacific Ocean
The first large-scale immigration of Asians into the U.S. didn't happen until 1848. Around that time gold was discovered in America. Lured by tales and dreams of making it rich on "Gold Mountain" (which became the Chinese nickname for California), The Gold Rush was one of the pull factors that led many Chinese to come to the U.S. to find their fortune and return home rich and wealthy. Most of these early Chinese workers were from the Guangdong (also called Canton) province in China. However, there were also push factors that drove many to want to leave China. The most important factor was economic hardship due to the growing British dominance over China, after Britain defeated China in the Opium War of 1839-1842.
In addition to prospecting for gold in California, many Chinese also came as contract laborers to Hawai'i to work in sugarcane plantations. While in California, Chinese miners experienced their first taste of discrimination in the form of the Foreign Miner Tax. This was supposed to be collected from every foreign miner but in reality, it was only collected from the Chinese, despite the multitude of miners from European countries there as well.
When some Chinese miners objected and refused to pay the unfair tax, they were physically attacked and even murdered. Eventually, the Chinese tried to go to court to demand justice and equal treatment but at the time, California's laws prevented Chinese immigrants from testifying against Whites in court. As a result, many murders went unsolved as many murderers went free.
The Chinese also worked as small time merchants, gardeners, domestics, laundry workers, farmers, and starting in 1865, as railroad workers on the famous Transcontinental Railroad project. The project pitted the Union Pacific (working westward from Nebraska) and the Central Pacific (working eastward from Sacramento) against each other for each mile of railroad track laid.
At its peak, 9,000 to 12,000 Chinese worked for the Central Pacific in some of the dirtiest and most dangerous jobs (different sources have different estimates on exact numbers). Many sources claim that up to 1,000 Chinese died during the project as a result of avalanches and explosive accidents as they carved their way through the Sierra Mountains (other sources claim much lower numbers of casualties).
Even though the Chinese workers performed virtually all of the hardest, dirtiest, and most dangerous jobs, they were only paid 60% of what European immigrant workers got paid. The Chinese workers actually went on strike for a few days and demanded that they get paid the same amount as the other ethnic groups. Officials of the Central Pacific were able to end the strike and force the Chinese workers back to work by cutting off their food supply and starving them into submission.
Rocky Mountains
Explorers, traders and trappers pushed into the unknown lands before settlers. These men were tremendously tough in body and mind. They learned Indian survival methods in the wild, and could stand months of isolation. Trappers, or “mountain men” were the most independent of all the frontiersmen; loners who had turned their back on settled life. It was their stories of trails and passes through mountains that helped government explorers to map the new lands properly. There was one government expedition which went where no white man had ever been before. In 1803, the United States had made the Louisiana Purchase purchasing many hundred thousands of square miles of land between the Mississippi and the Rocky Mountains which was claimed by the French. Napoleon, the ruler of France, was fighting wars in Europe and did not care much about America. So, in order to finance his wars in Europe he agreed to sell the French claim to the land. Daniel Boone explored the territories of Kentucky and Tennessee west to Missouri. Under the leadership of Meriwether Lewis and William Clark, 48 tough young men set off in the spring of 1804 up the river Missouri into the unknown. Aided by an Indian woman named Sacajawea, they reached the Rocky Mountains in May 1805 and finally the Pacific Ocean in November. Before settlers could immigrate in quantity: 1) the newly discovered territories needed to be mapped more thoroughly, and 2) more contacts made with the Indians. Traders were vital in this role. They set up remote trading posts and dealt with the Indians and white trappers buying furs and selling everything from blankets and knives to salt and tobacco. Life was often dangerous since the Indians were not always friendly, and trappers not always honest. The job of opening up the West was also done by Commercial fur hunters and trappers between 1820 and the 1840’s. Commercial contracts eliminated the trading post middle man. Fur companies sent trappers out to meet months later at an agreed spot. The meeting spots were great gatherings of mountain men sharing grand tales while beaver pelts were exchanged for guns, ammunition and groceries. By the mid-1840’s, the beavers were hunted almost to the point of extinction.
The Gadsden Purchase
March 5th:
Florida Annexed
Texas Annexed
Oregon Country
Mexican Cession
The Gadsden Purchase
Purchase of Alaska
Interactive Map
- Who was involved?
- What happened, and why did it happened?
- How did it impact the U.S?
Florida Annexed
Texas Annexed
Oregon Country
Mexican Cession
The Gadsden Purchase
Purchase of Alaska
Interactive Map
March 18th:
#1: Early Industrialization
#2: The Growth of Cities
#3: The Eve of the Industrial Revolution
#4: The Introduction of the Factory System
#5: The Roots of American Economic Growth
#6: The Growth of the American Economy
#1: Early Industrialization
#2: The Growth of Cities
#3: The Eve of the Industrial Revolution
#4: The Introduction of the Factory System
#5: The Roots of American Economic Growth
#6: The Growth of the American Economy
March 19th:
1. Open (download) the webquest document below.
2. Save a copy named "Industrial Revolution Webquest" to your student folder.
3. You will answer the questions within the document on your computer--they will be typed.
4. When finished, you will print the document and turn it in.
**To open the blue headings (which are the links where you will find information), you may have to press CTRL and click with your mouse.
1. Open (download) the webquest document below.
2. Save a copy named "Industrial Revolution Webquest" to your student folder.
3. You will answer the questions within the document on your computer--they will be typed.
4. When finished, you will print the document and turn it in.
**To open the blue headings (which are the links where you will find information), you may have to press CTRL and click with your mouse.
webquest_industrial_revolution.docx | |
File Size: | 267 kb |
File Type: | docx |
Factory Systems: Watch the Video
Transcontinental Railroad: Watch the Video
March 25th
#1: Public Education
#2: Temperance
#3: Women's Rights
#4: Care of the Disabled and Mentally Ill/Prison Reform
#5: Abolition
#1: Public Education
#2: Temperance
#3: Women's Rights
#4: Care of the Disabled and Mentally Ill/Prison Reform
#5: Abolition
April 9, 2013: Civil War Webquest
Civil War Webquest Link
CIVIL WAR WEBQUESTS ARE DUE AT THE END OF CLASS ON THURSDAY, APRIL 11th
Civil War Webquest Link
CIVIL WAR WEBQUESTS ARE DUE AT THE END OF CLASS ON THURSDAY, APRIL 11th
April 16, 2013:
April 29, 2013:
Freedman's Bureau
13th Amendment
14th Amendment
15th Amendment
Reconstruction Act of 1867
Civil Rights Act of 1865 (1866): Red Book pg. 505
African American men elected to U.S. Congress (Hiram Rhodes Revels)
Lincoln's plan & Johnson's Plan
Freedman's Bureau
13th Amendment
14th Amendment
15th Amendment
Reconstruction Act of 1867
Civil Rights Act of 1865 (1866): Red Book pg. 505
African American men elected to U.S. Congress (Hiram Rhodes Revels)
Lincoln's plan & Johnson's Plan