Nelson Acevedo
Curriculum Instructional Specialist (CIS)
District 79
Naceved2@nycboe.net
3
The enclosed pacing calendar of lessons represents an attempt to move the teacher from the state syllabus to
actual lessons with aims and suggested resources keyed to materials readily available primarily on the Internet.
The object is to assist the educator in the difficult task of planning lessons and quickly locating resources,
particularly documents. Suggested time allotments for the various units serve to provide guidance for the
classroom teacher. This calendar is meant as a tool for the imaginative professional educator. It does,
however, follow the state syllabus, is keyed to state standards and themes, and to the Regents Examination in
United States History and Government.
Many of the resources and specific documents are easily located by using specific Internet addresses. A list of
general Internet Resources is also included at the end of this curriculum. We urge teachers to adhere to the
lessons and supervisors to monitor their implementation.
The lessons are designed for student class periods of 40 minutes. Schools with different schedules should
adjust the pacing of the lessons to meet their needs. Many of the lessons may require more that one class
period. The depth of instruction and the needs of your students will determine the number of class periods
needed to implement each lesson. We have built in some flexibility in the pacing of the lessons to guarantee
completion of the course of study by the end of the semester.
Engaging and challenging students and student interaction in a lesson are the critical ingredients in providing
quality instruction. Student participation through the use of documents has proven to be a successful tool to
deliver content and understanding using higher level thinking skills. Teachers should be using a variety of
methods to deliver instruction including cooperative learning, interactive learning experiences and workshop
model.
Finally I would like to express my sincere appreciation to the following educators who gave of their time and
expertise to develop this pacing calendar. They have worked tirelessly during the summer of 2006 to
complete this task
If you have any questions please contact Mr. Nelson Acevedo, Curriculum Instructional Specialist District 79,
Naceved2@nycboe.net
4
TABLE OF CONTENTS
TOPIC PAGE
CONTENT TOPIC II: The Rise of American Business, Industry and Labor 1865-1920
Sub-Topic IIA: Economic Transformation and the
“Search for Order”……………………………………………………. 30
Sub-Topic IIB: Major Areas of Growth in Business and Industry… 31
Sub-Topic II C: Representative Entrepreneurs: Case Studies in
Concentrated Wealth………………………………………………….. 31
Sub-Topic II D: New Business and Government Practices…………. 32
Sub-TOPIC IIE: Labor’s Response to Economic Change…………. 32
Sub-TOPIC IIF: Agrarian Response to Economic Change……….. 33
5
TABLE OF CONTENTS
TOPIC PAGE
CONTENT TOPIC III: Adjusting Society to Industrialism: American People and Places
Sub- Topic IIIA: Impact of Industrialization…………………….. 34
Sub-Topic IIIB: Immigration…………………………………….. 36
Sub-Topic: IIIC: Reactions to the “New” Immigration………… 37
Sub-Topic IIID: The Frontier (1850-1890)………………………. 37
MODEL LESSON……………………………………………………………… 42
REGENTS REVIEW AND SAMPLE LESSON …………………………….. 44
BLOOMS TAXONOMY……………………………………………………….. 46
6
UNIT ONE: Introduction
CONTENT TOPIC I. Geography
Sub-Topic IA: The Physical/Cultural Setting in the Americas
Suggested Time: 8-10 class periods for entire unit
LESSON # 1
AIM: How has the geography of the U.S. affected its development?
SUGGESTED RESOURCES/DOCUMENTS:
U.S. History and Government 1 Resource Guide, p. 1-13
http://www.enchantedlearning.com/usa/
http://www.kidport.com/RefLib/UsaGeography/UsaGeography.htm
http://www.suelebeau.com/usgeography.htm
http://www.cdc.noaa.gov/USclimate/states.fast.html
LESSON # 2
AIM: How did certain geographic factors shape the identity of the U.S.?
SUGGESTED RESOURCES/DOCUMENTS:
http://www.eduplace.com/ss/ssmaps/usphysical.htl
http://en.wikipedia.org/wiki/List_of_mountain_ranges#North_America
LESSON # 3
AIM: How did natural barriers help and hinder westward expansion?
SUGGESTED RESOURCES/DOCUMENTS:
7
http://americanhistory.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fxroads.virginia.edu%2F
%7EMAP%2Fterr_hp.html
http://americanhistory.about.com/od/westwardexpansion/
http://www.geocities.com/EnchantedForest/Tower/1217/west.html
LESSON #4
AIM: How has geography of the United States affected the early settlement patterns?
SUGGESTED RESOURCES/DOCUMENTS:
United Sates History and Government 1 Resource Guide p.8-13, 16
http://crh.choate.edu/english/salot/Art-Native%2520Americans%2520in%2520Early%2520Am.
%2520Art.htm
http://www.csulb.edu/projects/ais/nae/1800-1830.html
http://www.civilization.ca/vmnf/premieres_nations/en/inuit/description.html
http://www.iroquoisdemocracy.pdx.edu/html/iroquoisleader.htm
http://www.csulb.edu/projects/ais/nae/to_1600.html
New York State Standard: 1, 3 Theme: Physical Systems, Movement of Peoples and Goods
LESSON #5
AIM: Why could early European settlement of North America be viewed as an invasion?
OBJECTIVES: Students will be able to:
Describe the relationship between early settlers and Native Americans living in North America
Describe the types of alliances among Native Americans and with the Europeans.
Evaluate the reasons for warfare between the natives and colonists.
Discuss the different ideologies of land ownership between the Native Americans and Europeans.
SUGGESTED RESOURCES/DOCUMENTS:
United Sates History and Government 1 Resource Guide, p. 22-23, 25-26
http://college.hmco.com/history/readerscomp/naind/html/na_017500_iroquoisconf.htm
http://www.virginiaplaces.org/vacities/graphics/jamestownslice.gif
http://www.evergreen.edu/nwindian/curriculum/FirstEncountersQuotes.pdf
http://www.wsu.edu/~campbelld/amlit/smith.htm
http://college.hmco.com/history/us/resources/students/primary/index.html
Encyclopedia of Native American Indians
8
LESSON#6
AIM: How could we describe early European settlers in colonial America?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 17-35
http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/1492-1763
http://www.history.org/Almanack/life/life.cfm
http://www.pbs.org/ktca/liberty/perspectives_daily.html
http://www.mnsu.edu/emuseum/cultural/northamerica/index.shtml
http://www.lib.utexas.edu/maps/histus.html
http://www.dur.ac.uk/education/edstudies/history.htm
LESSON # 7
AIM: How was American society affected by immigration during the period before the Civil War?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 325-338
http://en.wikipedia.org/wiki/Immigration_to_the_United_States
http://www.assumption.edu/ahc/Irish/overview.html
http://www.socialstudieshelp.com/Lesson_55_Notes.htm
http://www.crf-usa.org/immigration/immigration_history.htm
http://www.uwlax.edu/faculty/skala/United-States-Immigration.htm
http://www.absoluteastronomy.com/encyclopedia/I/Im/Immigration_to_the_United_States.htm
http://college.hmco.com/history/readerscomp/rcah/html/ah_050800_knownothingp.htm
http://www.infoplease.com/ce6/history/A0827946.html
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 325-338
http://en.wikipedia.org/wiki/Immigration_to_the_United_States
http://www.socialstudieshelp.com/Lesson_55_Notes.htm
http://www.crf-usa.org/immigration/immigration_history.htm
http://www.uwlax.edu/faculty/skala/United-States-Immigration.htm
http://www.absoluteastronomy.com/encyclopedia/I/Im/Immigration_to_the_United_States.htm
http://college.hmco.com/history/readerscomp/rcah/html/ah_050800_knownothingp.htm
http://www.infoplease.com/ce6/history/A0827946.html
http://www.answers.com/topic/immigration-to-the-united-states
http://encarta.msn.com/encyclopedia_1741500823_21/United_States_(History).html
UNIT TWO: Constitutional Foundations for the United States Democratic Republic
LESSON#9
AIM: How does our tree of liberty have roots in European soil?
LESSON #10
AIM: How did European colonization affect indigenous peoples?
SUGGESTED DOCUMENTS/RESOURCES:
http://www.fordham.edu/halsall/source/columbus1.html
http://www.jeannepasero.com/voyages.html
http://www.jeannepasero.com/voyages.html
http://www.carnaval.com/columbus/parade.htm
http://en.wikipedia.org/wiki/Spanish_colonization_of_the_Americas
http://www.artifacts.org/
http://www.snowcrest.net/jmike/latin.html
http://www.fordham.edu/halsall/mod/modsbook08.html
http://oregonstate.edu/instruct/phl302/philosophers/las_casas.html
http://historicaltextarchive.com/sections.php?op=listarticles&secid=23
LESSON #11
AIM: Why was America a magnet for settlers?
OBJECTIVES: Students will be able to:
Cite reasons for the settlement of the various English colonies; why the
voyages were sent and why people came
Discuss the opportunities and dangers of New World settlement
Compare and contrast English with Spanish and French colonies
Describe the status of women in colonial America
Discuss the growth of slavery in the British colonies in the 18th century
Evaluate whether or not America offered a better life to settlers?
11
SUGGESTED RESOURCES/DOCUMENTS:
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=210
http://falcon.jmu.edu/~ramseyil/colonial.htm
http://members.aol.com/TeacherNet/Colonial.html
http://www.powhatan.org/pocc.html
http://www.mayflowerfamilies.com/Mayflower%20Ship/mayflower_ship_facts.ht
http://www.libs.uga.edu/darchive/hargrett/maps/colamer.html
http://www.fordham.edu/halsall/mod/modsbook07.html
http://xroads.virginia.edu/~HYPER/CREV/letter04.html.
http://www.brycchancarey.com/equiano/
LESSON #12
AIM: How democratic was colonial society?
OBJECTIVES: Students will be able to:
Compare and contrast English colonial government with French and
Spanish
Trace the evolution of colonial democracy e.g. Mayflower Compact, Fundamental Orders of Conn.,
the writings of Roger Williams, Anne Hutchinson, William Penn, growth of the power of colonial
legislatures
Discuss Native American governmental systems
Cite some of the undemocratic features of colonial government- slavery, indentured
servitude, class structure, status of women, Native Americans, tidewater v piedmont
Analyze the significance of the Zenger Case to the growth of colonial democracy
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 52-53
http://www.constitution.org/cs_found.htm
http://falcon.jmu.edu/%7Eramseyil/colonial.htm
http://www.fordham.edu/halsall/mod/modsbook07.html
http://teacher.scholastic.com/activities/our_america/colonial/
http://www.lmsd.org/staff/elemtech/colonial/occupat.htm
http://www.ushistory.org/links/history_colonial.htm
http://www.iroquois.net/
http://www.law.umkc.edu/faculty/projects/ftrials/zenger/zenger.html
LESSON # 13
AIM: How revolutionary was the American Revolution?
LESSON # 14
AIM: How did Enlightenment ideas influence the Declaration of Independence?
LESSON # 16
AIM: How did the outcome of the American Revolution impact on the lives of African-Americans?
LESSON # 17
AIM: How did the New York State Constitution affirm republican principles?
LESSON # 18
AIM: How critical was the “Critical Period?”
LESSON # 19
AIM: Why did the Framers of the Constitution decide to write a new Constitution?
LESSON # 20
AIM: How did the Framers at the Constitutional Convention deal with conflicting plans of government for the
United States?
LESSON # 21
AIM: How did the spirit of compromise lead to the creation of effective institutions of government?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 90
http://odur.let.rug.nl/%7Eusa/P/tj3/writings/brf/jefl66.htm
http://www.cyberlearning-world.com/nhhs/amrev/begin.htm
http://projects.edtech.sandi.net/roosevelt/constitution/greatcompromise.htm
http://www.congresslink.org/print_lp_greatcompromise.htm
http://www.pbs.org/georgewashington/classroom/index3.html
http://www.classzone.com/books/americans05/page_build.cfm?id=chapter_objectives&ch=5
LESSON # 22
AIM: Why was the ratification of the new Constitution a difficult process?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 92-96
http://college.hmco.com/history/readerscomp/rcah/html/ah_073800_ratification.htm
http://www.yale.edu/lawweb/avalon/federal/fed.htm
http://www.foundingfathers.info/federalistpapers/
http://www.wisconsinhistory.org/ratification/
http://memory.loc.gov/ammem/collections/madison_papers/
New York State Standard: 1, 5 Theme: Civic Values, Constitutional Principles, Government
LESSON # 23
AIM: How does the Bill of Rights guarantee the citizen’s individual rights?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 101-116
http://edsitement.neh.gov/monthly_feature.asp?id=92
http://www.yale.edu/lawweb/avalon/rights1.htm
http://www.archives.gov/national_archives_experience/charters/bill_of_rights.html
http://www.billofrightsinstitute.org/
http://www.billofrights.com/
New York State Standard: 1, 5 Theme: Civic Values, Constitutional Principles, Government
Sub-Topic ID: Basic Structure and Function: Three Branches and Their Operation
Suggested Time: 1-2 class periods
LESSON # 24
AIM: How did the Constitution’s separation of powers create a system of checks and balances?
SUGGESTED RESOURCES/DOCUMENTS:
http://bensguide.gpo.gov/9-12/government/branches.html
http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/6.htm
http://www.constitutioncenter.org/explore/BasicGoverningPrinciples/SeparationofPowersandaSystemofCheck
sandBalances.shtml
http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/separationofpowers.htm
http://www.usdoj.gov/olc/delly.htm
SUGGESTED RESOURCES/DOCUMENTS:
http://bensguide.gpo.gov/6-8/government/index.html
http://bensguide.gpo.gov/6-8/government/federalism2.html
http://www.learner.org/biographyofamerica/prog05/index.html
http://www.constitutioncenter.org/explore/BasicGoverningPrinciples/Federalism.shtml
http://caselaw.lp.findlaw.com/data/constitution/amendment10/
LESSON # 26
AIM: How have basic constitutional principles been applied in U.S. history?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 105-116
http://www.constitution.org/cs_basic.htm
http://www.constitutioncenter.org/explore/BasicGoverningPrinciples/index.shtml
http://www.civiced.org/constdem.html
http://www.crf-usa.org/project_history/womens_rights.htm
http://www.civilrightsmuseum.org/gallery/movement.asp
http://www.americancivilrightsreview.com/
LESSON #27
Aim: How did Washington and Adams shape the role for future Presidents?
19
OBJECTIVES: Students will be able to:
Examine Washington as a role model- Cabinet, neutrality policy, two term tradition,
economic policies, Hamilton’s financial policies, “unwritten constitution”
Discuss the impact of his foreign policy (Proclamation of Neutrality, Farewell Speech), neutrality on
future American foreign policy
Assess the reasons for the development of the Federalist and Republican parties
Compare and contrast the philosophies of party leaders Hamilton, Jefferson
Assess the wisdom of the national government in the suppression of the Whiskey Rebellion
Discuss the Alien and Sedition Acts as an early threat to American liberties
Examine the Virginia and Kentucky Resolutions in terms of evolving constitutional
philosophies
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 119-123, 129-133
http://gwpapers.virginia.edu/documents/presdocs.html
http://www.pbs.org/georgewashington/collection/other_documents.html
http://www.pbs.org/georgewashington/multimedia/index.html
http://gwpapers.virginia.edu/
http://www.historycentral.com/documents/Nation.html
http://www.gilderlehrman.org/search/display_results.php?id=GLC03730
LESSON# 28
AIM: How did Hamilton’s financial plan contribute to the nation’s success?
OBJECTIVES: Students will be able to:
Explain Hamilton’s Three Point Plan
Identify: elastic clause, debt repayment, excise tax, assumption plan, National Bank
Explain the reasons behind the financial plans
Describe the reasons for the opposition to the plan
Explain how the opposition to the plan contributed to the rise of political parties
SUGGESTED RESOURCES/DOCUMENTS
United States History and Government I Resource Guide, p. 123-128
http://www.gilderlehrman.org/search/display_results.php?id=GLC03730
http://en.wikipedia.org/wiki/Alexander_Hamilton
http://www.treas.gov/offices/management/curator/collection/secretary/hamilton.htm
http://www.mandia.com/kelly/webpage/99_student_pages/political_parties/page5.htm
LESSON #29
AIM: How did an “unwritten constitution” develop in our nation?
OBJECTIVES: Students will be able to:
Discuss the Constitution as a flexible documents due to custom, tradition, the amendment process, the
elastic clause
Summarize the contribution of the Washington and Adams administrations to the concept of an
unwritten constitution: Cabinet, two term tradition, advent of political parties, regular meetings of
Department Heads, Senatorial courtesy, the committee system
20
Introduce the concept of judicial review
SUGGESTED RESOUCES/DOCUMENTS
http://www.socialstudieshelp.com/Lesson_19_Notes.htm
http://regentsprep.org/Regents/ushisgov/themes/government/unwritten.htm
LESSON #30
AIM: Why was Jefferson’s election called the “revolution of 1800?”
OBJECTIVES: Students will be able to:
Discuss reasons for the continued growth of political parties in the Washington and Adams
administrations
Discuss the constitutional crisis caused by the results of the election of 1800
Assess the significance to the development of democracy of the peaceful transfer of power from one
political party to another
SUGGESTED RESOURCES\DOCUMENTS:
http://memory.loc.gov/ammem/collections/jefferson_papers/
http://www.pbs.org/jefferson/
http://etext.virginia.edu/jefferson/
http://www.loc.gov/exhibits/jefferson/jefffed.html
http://www.archives.gov/exhibit_hall/american_originals/loupurch.html
LESSON #31
AIM: Is Jefferson deserving of his reputation as an “American icon?”
SUGGESTED RESOURCES/DOCUMENTS:
http://memory.loc.gov/ammem/collections/jefferson_papers/
http://www.pbs.org/jefferson/
http://etext.virginia.edu/jefferson/
http://www.nobeliefs.com/jefferson.htm
http://www.loc.gov/exhibits/jefferson/jefffed.html
LESSON #32
AIM: How did the Marshall Court expand the powers of the federal government?
SUGGESTED RESOURCES/DOCUMENTS
United States History and Government I Resource Guide, p. 134
http://www.landmarkcases.org/gibbons/legacy.html
http://www.lva.lib.va.us/whoweare/exhibits/marshall/index.htm
http://en.wikipedia.org/wiki/John_Marshall
http://www.michaelariens.com/ConLaw/justices/marshallj.htm
http://www.landmarkcases.org/gibbons/home.html
http://www.landmarkcases.org/mcculloch/home.html
LESSON #33
AIM: How should we view America’s decision to go to war in 1812?
SUGGESTED RESOURCES/DOCUMENTS
United States History and Government I Resource Guide, p. 135-136, 161
http://www.loc.gov/exhibits/jefferson/jefffed.html
http://en.wikipedia.org/wiki/War_of_1812
http://gatewayno.com/history/War1812.html
http://www.warof1812.ca/1812events.htm
LESSON #34
AIM: Why did industry grow after 1812?
SUGGESTED RESOURCES/DOCUMENTS
http://www.eriecanal.org/
http://www.eriecanal.org/images.html
http://www.canals.org/erie.htm
http://edsitement.neh.gov/view_lesson_plan.asp?id=565
http://www.catskillarchive.com/rrextra/abrwindx.Html
http://www.nypl.org/research/midatlantic/
LESSON #35
AIM: How did the Monroe Doctrine reflect American foreign policy?
SUGGESTED RESOURCES/DOCUMENTS
United States History and Government I Resource Guide, p. 135-137
http://en.wikipedia.org/wiki/Monroe_Doctrine
http://www.yale.edu/lawweb/avalon/monroe.htm
http://www.ushistory.org/documents/monroe.htm
http://www.state.gov/r/pa/ho/time/jd/16321.htm
http://www.ushda.org/monroe.shtml
http://www.infoplease.com/ipa/A0760590.html
LESSON # 36
AIM: How did the seeds of sectionalism grow during the 19th century?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 151-160
http://www.socialstudieshelp.com/Lesson_29_Notes_SEC_HO.htm
http://www.kentlaw.edu/ilhs/curricul.htm#4
http://en.wikipedia.org/wiki/Henry_Clay
http://en.wikipedia.org/wiki/John_C._Calhoun
http://www.eriecanal.org/
http://ca.encarta.msn.com/encyclopedia_761553165/Factory_System.html
http://invention.smithsonian.org/centerpieces/whole_cloth/u2ei/u2materials/eiTessay.html
http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/30saugus/30saugus.htm
http://www2.pfeiffer.edu/~lridener/DSS/Martineau/v1p2ec6.html
http://www.gilderlehrman.org/
http://ppl.nhmccd.edu/~craigl/09.html
LESSON #37
AIM: How did life change in the pre-Civil War north?
OBJECTIVES: Students will be able to:
Describe life in the cities for the poor as well as the middle class- family roles, women’s changing
role, housing, availability of education, social services
Discuss the growth of the factory system and its impact on daily life e.g. “slave labor, working
conditions, effects on health
Discuss working conditions for the farm family of the north
Discuss the evolving free black communities of the north
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 151-160, 210- 224
http://www.digitalhistory.uh.edu/resource_guides/content.cfm?tpc=13
http://www.authentichistory.com/letters/antebellum/1830sboston/index.html
http://www.wendy.com/women/quotations.html
http://members.aol.com/mrremm/private/USHIST/precivilwar.html
http://ppl.nhmccd.edu/~craigl/09.html
http://www.louisville.edu/a-s/english/subcultures/colors/red/jtrieb01/utopiafront.html
http://www.cis.yale.edu/ynhti/curriculum/units/1990/5/90.05.07.x.html
New York State Standard: 1,4 Theme: Factors of Production, Human Systems
LESSON #38
AIM: How did immigration affect pre-Civil War society?
OBJECTIVES: Students will be able to:
24
Describe the “pull and push” theory of causation for the Irish, German,
Scandinavian and Chinese immigration
Locate major areas of settlement for these groups on a map
Discuss the impact of these groups on American society, particularly the Irish
as the first large non-Protestant group - rise of nativism (Know-Nothing Party)
SUGGESTED RESOURCES/DOCUMENTS:
http://en.wikipedia.org/wiki/Know-Nothing_movement
http://www.28thmass.com/NINA/paddy_and_the_know.htm
http://www.ops.org/north/curriculum/socstudies/EthnicB2/past/Irish.htm
http://www.bergen.org/AAST/Projects/Immigration/
http://www-lib.iupui.edu/kade/nameword/context.html
http://nhs.needham.k12.ma.us/cur/kane98/kane_p3_immig/China/china.html
Lesson#39
Aim: How did the slave system develop during the 19th century in the United States?
SUGGESTED RESOURCES/DOCUMENTS
United States History and Government I Resource Guide, p. 164, 167, 206-208
http://docsouth.unc.edu/fpn/index.html
http://web.gc.cuny.edu/ashp/doing/slaveresistance.html
http://www.yale.edu/glc/
http://www.wsu.edu:8080/~dee/DIASPORA/REBEL.HTM
Lesson #40
AIM: How different was life in the South by 1860?
LESSON #41
AIM: How did the reform movements of the 1830’s and the 1840’s attempt to cure the evils of society?
Explain how the focus anti-slavery efforts changed from colonization to abolition.
Describe the methods used by the abolitionists to achieve their goals.
Describe the reform movements of the 1830’s and 1840’s such as the public school movement, care for
the physically challenged and the mentally ill, the problems of poverty and crime, anti-slavery and
women’s rights.
Discuss women’s role in the 19th century.
Identify and explain: Dorothea Dix, Elizabeth Cady Stanton, Susan B. Anthony, Seneca Falls
Convention, Seneca Falls Declaration, Underground Railroad, Fredrick Douglass, The Liberator,
Harriet Tubman, Temperance movement, Sourjoner Truth.
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p.153
http:home.att.net/~betsnewmark/TriuReform.html
http://www.polytechnic.org/faculty/gfieldmeth/lec.reform.html
http://www.nationalgeographic.com/railroad/jl.html
http://www2.ihric.org/pocatico/tubman/map.htm
http://odur.let.rug.nl/usa/D/1826-1850/women/seneca.htm
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=71
http://www.digitalhistory.uh.edu/documents/document_p2.cfm?doc=72
http://teachpol.tcnj.edu/amer_pol_hist/fi/00000088.htm
http://www.pbs.org/wgbh/aia/part4/4p1539.html
Describe the expansion of democracy through nominating conventions rather than a caucus of a few
leaders, and the growing use of secret ballots.
26
Compare and contrast Jackson’s role as “servant of the people” or “King Andrew” in his dispute over
the national Bank (elastic clause), his refusal to enforce the Supreme Court decision in Worcester v.
Georgia, his support of the Spoil system as a mean to expand democracy,
Discuss the significance of Jackson’s actions in the Nullification Crisis (State rights v. Federal
Supremacy)
Evaluate whether Jackson’s actions may have contributed to the Panic of 1837.
Discuss the impact of the reform tradition on women’s rights, the abolition movement
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 168-172, 176-178
http://cvip.fresno.com/~jsh33/Jack.html
http://xroads.virgina.edu/~cap/jackson.ima.htm
http://teachpd.tcnj.edu/amerpolhist/f:/0000008a.htm
http;//www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=65
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=61
http://www.gilderlehrman.org/teachers/module5/index.html
LESSON #43
AIM: How did Native Americans react to growing American expansion?
Review the history of the relationship between the Native Americans and pioneer families.
Explain the differing views of land ownership, the problems of broken promises and the forced
removal of Native Americans as sources of conflict.
Describe the various approaches Native Americans have taken in order to survive e.g. cultural
adaptation, cultural revitalization (return and revive Indian traditions) Pan-Indian Movements and
resistance.
Identify and explain: Trail of Tears, Worcester V Georgia (1830), and Indian Removal Act.
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 173-177
http://www.rosecity.net/tears/trails/slavessty.html.
http://www.digitalhistory.uh.edu/historyonline/us12.cfm
http://www.historyshack.com/US%20Room%202000/Journal%20Entries/NA%20Graphic.htm
http://www.gilderlehrman.org/teachers/module5/index.html
http://www.historymatters.gmu.edu/d/7402
Sub-Topic IIC: Territorial Expansion through Democracy, Migration, Annexation, and War; Manifest
Destiny
Suggested Time: 2-3 class periods
LESSON #44
AIM: Was the U.S. expansion to the West inevitable?
27
OBJECTIVES: Students will be able to:
Define the term Manifest Destiny.
Explain the motives for expansion to the Pacific (Westward expansion).
Explain the impact of various groups that explored and settled the frontier such as Lewis and Clark,
explorers, naturalists, trappers and trades, trailblazers, missionaries, pioneers and the Mormon Church.
Using a map trace the route of the Lewis and Clarke Expedition, the Cumberland Gap, the Oregon and
Santa Fe Trails.
Summarize the importance of the Louisiana Purchase.
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 225-231
http://members.tripod.com/~jtlawson/index-6.html
http://members.tripod.com/~jtlawson/index.html
http://roxen.xmission.com/~drudy/amn.html
http://roxen.xmission.com/~drudy/mtman/html/jmeek/meekpre.html
http://www.gilderlehrman.org/search/display_results.php?id=GLC04051
LESSON #45
AIM: How did President James Polk push Manifest Destiny?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 232-242
http://www.alsde.edu/html/sections/doc_download.asp?section=54&id=257
http://www.latinamericanstudies.org/mexican-war-maps.htm
http://www.dmwv.org/mexwar/mexwar1.htm
http://www.digitalhistory.uh.edu/historyonline/us17.cfm
http://www.150.si.edu/images/1girl.jpg
http://www.gilderlehrman.org/search/display_results.php?id=GLC01161
LESSON #46
28
AIM: How effective were political efforts to resolve the issue of slavery?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 179-183
http://odur.let.rug.nl/usa/D/1826-1850/slavery/act.htm
http://www.digitalhistory.uh.edu/historyonline/us16.cfm
http://library.wustl.edu/vlib/dredscott/
http://www.gilderlehrman.org/search/display_results.php?id=GLC3170
http://www.socialstudiesforkids.com/wwww/us/missouricompromisedef.htm
http://www.socialstudiesforkids.com/wwww/us/compromiseof1850def.htm
http://www.wwnorton.com/college/history/ushist/timeline/comp1850.htm
Lesson #47
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 248-254
http://www.nytimes.com/learning/general/onthisday/big/1106.html#article
http://www.historyshack.com/US%20Room%202000/Journal%20Entries/Carolina%20Exposition.htm
http://www.digitalhistory.uh.edu/historyonline/us19.cfm
http://www.digitalhistory.uh.edu/historyonline/us18.cfm
LESSON #48
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Book, p. 255
http://www.nytimes.com/learning/general/onthisday/big/0922.html#article
http://www.nytimes.com/learning/general/onthisday/big/0409.html#article
http://www.authentichistory.com/images/civilwar/maps_and_charts/civil_war_casualties.html
http://www.authentichistory.com/images/civilwar/maps_and_charts/men_present_for_battle.html
http://www.historyshack.com/US%20Room%202000/Journal%20Entries/Emanicpation%201.pdf
http://www.digitalhistory.uh.edu/historyonline/us20.cfm
http://www.sonofthesouth.net/prod01.htm
LESSON # 49
AIM: How did government plan to reconstruct the nation?
SUGGESTED RESOURCES/DOCUMENTS:
U.S. History and Government 1 Resources Guide, p. 260-264
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html
http://odur.let.rug.nl/~usa/D/
http://www.pbs.org/wgbh/amex/reconstruction/
http://members.aol.com/MrDonnHistory/American.html
30
http://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=28
http://www.bchm.org/wrr/recon/p10rec73.jpg
LESSON # 50
AIM: How was the country changed economically by the Civil War?
OBJECTIVES: Students will be able to:
Identify several technological innovations of the period (growth of industry, corporations and railroads,
etc.)
Explain the emerging role of the U.S. economy in the new world market
Describe the varying needs for labor in the new factory system
Discuss reasons for the emergence of the “New South”
Describe the agricultural based economy of the South. Ex. Sharecropping, debt peonage and tenant
farming as a result of Reconstruction.
Describe the status of freedmen (formerly enslaved Africans), economically, politically, socially and
educationally.
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 1 Resources Guide, p. 265-267, 270-273
http://score.rims.k12.ca.us/activity/unbusiness/
http://us.history.wisc.edu/hist102/lectures/lecture01.html
http://www3.telus.net/public/nixonkg/railway.htm
http://clinton4.nara.gov/WH/Tours/OEOB/html/history1.html
http://pbsvideodb.pbs.org/resources/ourselves/primary/doc10.html
http://www.yale.edu/ynhti/curriculum/units/1978/2/78.02.02.x.html
http://nationalhistoryday.org/03_educators/2003curbook/15-visions/visions.html
http://eserver.org/history/freedman-mens-bureau.txt.
http://valley.vcdn.edu/h1us403/freedman/national/nation/html//.
http://odur.let.rug.nl/~usa/
http://us.history.wisc.edu/hist102/lectures/lecture02.html
LESSON# 51
AIM: How did Reconstruction affect American Society?
OBJECTIVES: Students will be able to:
Evaluate the Reconstruction period in terms of successes an failures to heal the wounds of the war,
progress for African Americans, improved local and state governments
Identify the Compromise of 1877 and its effects to the promotion of segregation.
31
Explain the factors that enabled Southern Whites to regain control of their governments (ex. Rise of
Ku Klux Klan, increased numbers of Southern white voters, and the Presidential election of 1876,
withdrawal of troops)
Identify the concerns of the Republican party after 1877
Analyze the reason for the emergence of the “Solid South”
Evaluate the effect of the 13th and 14th Amendments on the citizenship role of the African American.
Compare the ideologies of W.E.B. Dubois and Booker T. Washington and their strategies to achieve
equal rights.
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 273-277
http://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=28
http://memory.loc.gov/ammem/aap/timeline.html
http://www.authentichistory.com/images/postcivilwar/maps_and_charts/1877_compromise_of_1877.html
http://elections.harpweek.com/09Ver2Controversy/Cartoon-Medium.asp?UniqueID=11&Year=1876
http://elections.harpweek.com/09Ver2Controversy/Cartoons-list.asp?Year=1876
http://interwaryears.8m.net/1925.html
Sub-Topic IE: The Impact of the Civil War and Reconstruction: A Summary
Suggested Time: 2-3 class periods
LESSON# 52
AIM: How did “Jim Crow” become the political and social reality after Reconstruction?
SUGGESTED RESOURCES/DOCUMENTS:
http://www.supremecourthistory.org/02_history/subs_history/02_c08.html
http://www.adl.org/tools_teachers/lesson_racial_segregation.asp
http://www.sussex.ac.uk/USIS/www/gallery/departmental-images/american_studies/
http://www.law.seattleu.edu/information/brown/1950s3.asp
http://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=37
http://campus.northpark.edu/history/WebChron/USA/PlessyFerguson.html
http://afroamhistory.about.com/library/weekly/aa121900a.htm?once=true&
New York State Standards: 1, 5 Theme: Citizenship and Environment
CONTENT TOPIC II: The Rise of American Business, Industry and Labor 1865-1920
Sub-Topic IIA: Economic Transformation and the “Search for Order”
Suggested Time: 1-2 class periods
32
LESSON# 53
AIM: Why was there a surge in Industrial growth following the Civil War?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 1 Resource Guide, p. 283-286,
http://www.socialstudieshelp.com/Lesson_42_Notes.htm
http://www.answers.com/main/ntquery?
method=4&dsid=2222&dekey=Second+Industrial+Revolution&gwp=8&curtab=2222_1&linktext=Second
%20Industrial%20Revolution
http://capitalism.org/faq/monopolies.htm
http://capitalism.org/faq/corporation.htm
LESSON # 54
AIM: How did industrial growth and technology develop to meet the changing demands
of American Society?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 1 Resource Guide pg. 292
http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/25edison/25edison.htm
http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/52chattanooga/52chattanooga.htm
http://www.npg.si.edu/edu/brush/guide/unit2/progress.html
http://www.tenement.org/Virtual_Tour/index_virtual.html
LESSON # 55
AIM: How should we evaluate the contributions of 19th century entrepreneurs to American society?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 1 Resource Guide, p. 287, 288
http://johndrockefeller.org/
http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/carnegie
http://www.ideafinder.com/history/inventors/ford.htm
http://www.socialstudieshelp.com/Lesson_44_Notes.htm
http://www.socialstudieshelp.com/Lesson_45_Notes.htm
LESSON # 56
AIM: How should the government protect the public against unfair business practices?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 1 Resource Guide, p. 289-291, 303, 311, 315
http://en.wikipedia.org/wiki/Sherman_Antitrust_Act
http://www.michaelariens.com/ConLaw/cases/ecknight.htm
http://www.tourolaw.edu/Patch/Wabash/
http://www.socialstudieshelp.com/Eco_Unionization.htm
LESSON # 57
AIM: How did labor unions respond to problems caused by economic changes?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 1 Resource Guide, p.289-294 310
http://www.answers.com/knights%20of%20labor
http://newdeal.feri.org/nation/na3467.htm
http://www.therhondda.co.uk/working/early_unions.html
http://www.digitalhistory.uh.edu/resource_guides/content.cfm?tpc=37
LESSON # 58
AIM: How can we explain the major strikes of the late 19th century?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 1 Resource Guide pg. 316 - 318
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=228
http://www.spartacus.schoolnet.co.uk/USAdebs.htm
http://www.bgsu.edu/departments/acs/1890s/carnegie/strike.html
http://www.answers.com/main/ntquery;jsessionid=anilig55mp1kt?tname=list-of-
strikes&curtab=2222_1&hl=homestead&hl=strike&sbid=lc02a
http://www.socialstudieshelp.com/Eco_Unionization.htm
LESSON# 59
35
AIM: Why did the Populist movement begin?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 1 Resource Guide, p. 309, 312, 313, 315, 319, 321, 322
http://www.answers.com/topic/grange-movement
http://projects.vassar.edu/1896/populists.html
http://www.pinzler.com/ushistory/popparplatsupp.html
http://www.civics-online.org/library/formatted/texts/interstate_commerce.html
http://www.douglassarchives.org/brya_a26.htm
http://teachpol.tcnj.edu/amer_pol_hist/thumbnail284.html
CONTENT TOPIC III: Adjusting Society to Industrialism: American People and Places
Sub- Topic IIIA: Impact of Industrialization
Suggested Time: 5-7 class periods
LESSON #60
AIM: Why did cities grow during the latter half of the 19th century?
Use and interpret data related to industrial growth, migration, immigration population density to
describe the growth of 19th Century U.S. cities
Explain why cities offered new opportunities (economic, social, and political) for Americans.
Discuss reasons why the introduction of new technology led to a migration of people to the city.
Hypothesize how the rapid urban growth might create problems for the U.S. at the dawn of the 20th
Century.
Understand the reasons for African-Americans migration to the North. (Great Migration)
Describe challenges African-Americans faced in the North.
SUGGESTED RESOURCES/DOCUMENTS:
http://puzzlemaker.school.discovery.com/
http://www.zoomschool.com/inventors/1800b.shtml
http://www.digitalhistory.uh.edu/historyonline/us26.cfm
http://www.authentichistory.com/images/postcivilwar/maps_and_charts/1790-
1980_population_percent_living_in_cities.html
http://www.authentichistory.com/images/postcivilwar/maps_and_charts/1900_american_industry.html
http://www.oxnard.cc.ca.us/faculty_pages/~Corbett/History103/industri.htm
36
New York State Standard: 1, 5 Theme: Culture and Intellectual life
Diversity
LESSON #61
AIM: How did differences in social philosophy create debate during the early 20th century?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 328, 332-334
http://puzzlemaker.school.discovery.com/
http://www.authentichistory.com/images/postcivilwar/cartoons/1900_jd_rockefeller_01.html
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=197
http://www.crf-usa.org/bria/bria19_2b.htm
http://www.oxnard.cc.ca.us/faculty_pages/~Corbett/History103/industri.htm
LESSON #62
AIM: How were the lives of the working class affected by industrialization?
SUGGESTED RESOURCES/DOCUMENTS:
http://memory.loc.gov/ammem/ndlpedu/lessons/98/labor/obchild.html
http://memory.loc.gov/ammem/detroit/dtrimg.html
http://puzzlemaker.school.discovery.com/
http://www.thirteen.org/tenement/
37
http://mohawk.k12.ny.us/progressive/riis1.htm
http://www.oxnard.cc.ca.us/faculty_pages/~Corbett/History103/industri.htm
http://historymatters.gmu.edu/d/5571
http://lcweb2.loc.gov/pp/nclchtml/nclcfocus.html
http://chnm.gmu.edu/7tah/units/childlaborsources.pdf#search='John%20spargo's%20%20the%20bitter%20cry
%20of%20the%20children'
LESSON #63
Describe how the lives of working class women were impacted by industrialization.
Identify jobs offered to women. e.g. domestics services, laundresses, teachers, textile workers, typists
and telephone operators)
Contrast women’s role during industrialization with the Victorian view of their traditional role in
society.
Explain what is meant by the idea of “Double Drudgery” for women.
Identify emerging family patterns: two wage earners and broken homes.
SUGGESTED RESOURCES/DOCUMENTS:
http://puzzlemaker.school.discovery.com/
http://tenant.net/Community/LES/tenement.html
http://www.ostlyrics.com/read.php?sid=11724 (lyrics from Bobby Darins’s “Artificial Flower” Written by
Jerry Bock and Sheldon Harnick)
http://www.authentichistory.com/images/postcivilwar/jacob_riis/chap20.html
http://www.digitalhistory.uh.edu/historyonline/us24.cfm
http://www.authentichistory.com/images/postcivilwar/maps_and_charts/1890-
1980_marriages_and_divorces.html
LESSON#64
AIM: How can we define the “new” immigrants?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 325-331, 334-336
http://www.thirteen.org/brooklyn/history/history4.html
http://www.holocaustsurvivors.org/cgi-bin/data.show.pl?di=record&da=photos&ke=24
http://www.kn.sbc.com/wired/fil/pages/webellisisma.html
LESSON#65
AIM: To what extent did American society welcome “new” immigrants?
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government I Resource Guide, p. 332
How the other Half Lives by Jacob Riis
http://college.hmco.com/history/us/resources/students/primary/
http://www.bergen.org/AAST/Projects/Immigration/laws_restricting_immigration.html
http://www.wooster.k12.oh.us/highschool/studentprojects/immigration/laws.html
http://www.mtholyoke.edu/acad/intrel/chinex.htm
http://sun.menloschool.org/~mbrody/ushistory/angel/exclusion_act/
http://www.ourdocuments.gov/doc.php?flash=true&doc=47New York State
http://home.comcast.net/~bkrawczuk/xxxpics/exclusionact.jpg
http://www.historicaldocuments.com/ImmigrationActof1924.htm
http://www.cetel.org/1904_extension.html
LESSON #66
AIM: How did government actions affect westward expansion?
OBJECTIVES: Students will be able to:
Explore the hardships encountered along the way- attacks, hunger, sickness,
climate and geography related hardships
Describe the geography of the Great Plains, Rocky Mountains, Southwest
Analyze the relationship between westward expansion and the growing industrialization in the East
Discuss the role of government in promoting westward expansion and
settlement- Homestead Act (1862), land grants, protection, building of the trans-
continental railroad
Discuss the Turner Thesis in terms of the effect of the west on American political, social and
economic institutions.
SUGGESTED RESOURCES/DOCUMENTS
United States History and Government I Resource Guide, p. 339, 342,353,359
http://www.nypl.org/west/index.html
http://www.learner.org/channel/workshops/primarysources/corporations/docs/turner.html
http://www.nps.gov/home/homestead_act.html
http://en.wikipedia.org/wiki/Homestead_Act
http://www.cprr.org/
http://www.pbs.org/weta/thewest/lesson_plans/lesson01.htm
http://www.digitalhistory.uh.edu/resource_guides/content.cfm?tpc=16
http://www.library.cornell.edu/Reps/DOCS/landrush.htm
http://marti.rootsweb.com/land/oklands.html
http://www.byways.org/browse/byways/2287/stories/57767
http://lcweb2.loc.gov/ammem/award98/nbhihtml/pshome.html
http://overlandtrails.lib.byu.edu/maps.html
http://lcweb2.loc.gov/ammem/detroit/dethome.html
http://www.isu.edu/~trinmich/Discoverers.html
LESSON #67
AIM: Why do we romanticize the cowboy?
OBJECTIVES: Students will be able to:
Discuss the cowboy as pictured in the movies vs: the reality of cowboy and ranch life
Develop a hypothesis to explain the creating and perpetuation of myths
SUGGESTED RESOURCES/DOCUMENTS:
The movie “City Slickers” is excellent for exploring the myth (the character played by Jack Palance
http://www.pbs.org/weta/thewest/program/episodes/five/cowboys.htm
http://www.pbs.org/eakins/img_1887.htm
http://www.pbs.org/wnet/frontierhouse/frontierlife/essay12_2.html
http://www.coax.net/people/lwf/western.htm
Lesson #68
40
AIM: How did our policies affect Native Americans?
OBJECTIVES: Students will be able to:
List and explain various government policies- war and extermination, removal,
treatment as a foreign nation, treatment as a “ward of the state,” “civilizing
policies”- Cherokees, Indian Removal Act of 1830, Dawes Act (1887),
reservations, citizenship (1924), “self-government” (1934), “self-determination
(1970), broken treaties
Discuss the threats posed to the way of life and very survival of Native American
Tribes by policies towards Native-Americans
Consider and evaluate alternative policies which might have been adopted
SUGGESTED RESOURCES/DOCUMENTS
United States History and Government I Resource Guide, p. 344-352
http://ngeorgia.com/history/nghisttt.html
http://www.yvwiiusdinvnohii.net/history/jf-debat.txt
http://www.rosecity.net/tears/
http://www.indians.org/welker/joseph.htm
http://www.pbs.org/weta/thewest/resources/archives/six/jospeak.htm
http://www.pbs.org/weta/thewest/resources/archives/eight/dawes.htm
http://www.historicaldocuments.com/DawesAct.htm
http://www.nebraskastudies.org/0700/frameset_reset.html?
http://www.nebraskastudies.org/0700/stories/0701_0146.html
http://www.nebraskastudies.org/0700/frameset_reset.html?
http://www.nebraskastudies.org/0700/stories/0701_0146.html
New York State Standard: 1 Theme: Diversity, Citizenship
Lesson #69
AIM: How significant should we regard the closing of the frontier?
SUGGESTED RESOURCES/DOCUMENTS
Review the Turner Thesis as to the effect of the frontier on American democracy
Evaluate the effects of the “closing” of the frontier on American society @1900- agriculture,
immigration, industrialization, diversity
Discuss the effects of industrialization on the western rancher, farmer, Native American
SUGGESTED RESOURCES/DOCUMENTS
United States History and Government I Resource Guide, p. 343
http://xroads.virginia.edu/~HYPER/TURNER/home.html
http://lcweb2.loc.gov/ammem/amrvhtml/conshome.html
http://www.landandfreedom.org/ushistory/us17.htm
http://memory.loc.gov/ammem/award97/ndfahtml/ngphome.html
http://www.digitalhistory.uh.edu/resource_guides/content.cfm?tpc=16
Social Studies
Resources
The use of primary sources and other documents should be an integral part of a social studies program.
Students should learn how to analyze historical documents and prepare essays and reports that
describe different perspectives on various historical issues, events, and questions. An important resource
for teachers to use as they incorporate documents into their instructional programs is Consider the Source:
Historical Records in the Classroom (State Archives and Records Administration), available from the
Publications Sales Desk (518-474-3806).
Additional documents can be found on a number of websites including the following:*
American Historical Association . .http://www.theaha.org
American Presidents . . . . . . . . . . . .http://www.americanpresidents.org
Amnesty International . . . . . . . . . . .http://www.amnesty.org.uk/fastindex.html
The Armonk Institute . . . . . . . . . . . .http://www.armonkinstitute.org/
Asia Society: Ask Asia . . . . . . . . . . .http://www.askasia.org/for_educators/fe_frame.htm
BBC Online Network . . . . . . . . . . . .http://news.bbc.co.uk/
British Library . . . . . . . . . . . . . . . . . .http://www.bl.uk/welcome.html
British Maps Home Page . . . . . . . . .http://www1.pitt.edu/~medart/menuengl/mainmaps.html
Capital District Council for the
Social Studies . . . . . . . . . . . . . . . .http://home.nycap.rr.com/cdcss/
Central New York Council for the
Social Studies . . . . . . . . . . . . . . . .http://www.lm.liverpool.k12.ny.us/cnycss2/cnycss.html
CNN World News . . . . . . . . . . . . . .http://cnn.com/WORLD/
Economic Education Web . . . . . . . .http://ecedweb.unomaha.edu/home.htm
Edsitement . . . . . . . . . . . . . . . . . . . . .http://www.edsitement.neh.gov/
Federal Resources for Educational
42
Excellence-Social Studies . . . . . .http://www.ed.gov/free/s-social.html
Gilder Lehrman Collection . . . . . . .http://www.gilderlehrman.com
Internet History Sourcebook
Project . . . . . . . . . . . . . . . . . . . . . .http://www.fordham.edu/halsall/
Historical Atlas of the
20th Century . . . . . . . . . . . . . . . . .http://users.erols.com/mwhite28/20centry.htm
History: Central VCatalogue . . . . .http://www.ukans.edu/history/VL/
The History Net . . . . . . . . . . . . . . . .http://www.thehistorynet.com/THNarchives/WorldHistory/
Law, Youth, and Citizenship . . . . . .http://www.nysba.org/lyc/LYC.html
The Library of Congress . . . . . . . . .http://www.loc.gov/
The Library of Congress
Country Studies . . . . . . . . . . . . . .http://lcweb2.loc.gov/frd/cs/cshome.html
Lower East Side Tenement
Museum . . . . . . . . . . . . . . . . . . . .http://www.wnet.org/tenement
Map Collections: 1544-1996 . . . . . . .http://memory.loc.gov/ammem/gmdhtml/gmdhome.html
*The documents posted here contain hypertext links or pointers to information created and maintained by
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Education Department does not control or guarantee the accuracy, relevance, timeliness, or completeness of
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offered, on these outside sites, or the organizations sponsoring the sites.
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National Archives . . . . . . . . . . . . . . .http://nara.gov (future site h t t p : / / w w w. n a t i o n a l a rc h i v e s . c o m/ )
National Archives and
Record Administration:
The Constitution Community . .http://www.nara.gov/education/cc/main.html
National Archives and
Record Administration:
The Digital Classroom . . . . . . . .http://www.nara.gov/education/classrm.html
National Archives and
Record Administration:
Presidential Libraries . . . . . . . . .http://www.nara.gov/nara/president/address.html
National Council for the
Social Studies . . . . . . . . . . . . . . . .http://www.ncss.org/
National Council on Economic
Education . . . . . . . . . . . . . . . . . . . .http://www.nationalcouncil.org
National Gallery of Art . . . . . . . . . .http://www.nga.gov/
National Geographic Society . . . . .http://www.nationalgeographic.com
The National Park Service . . . . . . . .http://www.nps.gov
National Register of Historic
Places . . . . . . . . . . . . . . . . . . . . . . .http://www.cr.nps.gov/nr/twhp/home.html
NATO 50th Anniversary . . . . . . . . .http://ac.acusd.edu/history/20th/nato50.html
New York State Archives and
Records Administration . . . . . . .http://www.sara.nysed.gov/
New York State Council for the
Social Studies . . . . . . . . . . . . . . . .http://www.nyscss.org/
PBS Online . . . . . . . . . . . . . . . . . . . . .http://www.pbs.org/
Perry Castañeda Library . . . . . . . . .h t t p : / / w w w. l i b . u t e x a s . e d u / L i b s / P C L / M a p _ c o l l e c t i o n / M a p _ c o l
lection.html
Project WhistleStop . . . . . . . . . . . . .http://www.whistlestop.org/
SUNY New Paltz Department of
Geography . . . . . . . . . . . . . . . . . .http://www.newpaltz.edu/geography/links.html
US State Department . . . . . . . . . . . .http://www.state.gov/
University of Cambridge . . . . . . . . .http://www.classics.cam.ac.uk/Faculty/links1c.html
University of Texas at Austin . . . . .http://www.utexas.edu/index.html
Virtual Library History Index . . . . .h t t p : / / w w w. m s u . e d u / ~ g e o rg e m 1 / h i s t o r y / m e d i e v a l . h t m
Women Watch . . . . . . . . . . . . . . . . . .http://www.un.org/womenwatch/
Women’s History Sourcebook . . . .h t t p : / / w w w. f o rd h a m . e d u / h a l s a l l / w o m e n / w o m e n s b o o k . h t m l
Yale University Library . . . . . . . . . .h t t p : / / w w w. l i b r a r y. y a l e . e d u / h u m a n i t i e s / h i s t o r y / i n d e x . h t m l
43
Aim of lesson: How effective were political efforts to resolve the issue of slavery?
Objectives: Students will be able to:
Compare and contrast provisions of the Missouri Compromise (1820) and the Compromise of 1850.
Identify which regions of the United States were affected by both compromises
CONNECTION Ask students to respond to the following question “How can differences among students
(5 Minutes) affect the climate of the school?” Review their answers and ask them to identify what
they consider the major issue causing conflict between the North and the South.
Whole Group
MINI LESSON Teacher will lead the class in a discussion of the concept of “compromising”. Students
(10-12 Minutes) will point out the advantages and disadvantages of compromises.
* Content- Skill Should government use the tactic of compromising? How would this enable
Point
government to solve problems?
* Set purpose
for Document Place the following heading on an overhead or on a chalkboard:
focus Missouri Compromise of 1820 and the Compromise of 1850.
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* Learners The third and fourth group will receive a map showing both compromises.
reconvene to http://www.wwnorton.com/college/history/ushist/timeline/comp1850.htm
interact on findings
The third group will focus on the following questions:
1. Identify the number of slave states in 1820.
2. How did the Missouri Compromise of 1820 satisfy the North? South?
3. How did the slavery issue affect western expansion in 1820?
*Discuss next Using responses from all groups the teacher will facilitate a discussion where students
lesson will focus on “ Why they feel these compromises did/did not contribute to the rise of
sectionalism?”
Lesson Teacher will create a quiz (multiple choice questions) using past Regents exam to see if
assessment and students comprehend the topic discussed in class.
comments
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CONNECTION Is it beneficial for a society to allow immigrants? (on board create a T chart
(5 Minutes) illustrating students responses to the pros and cons)
-How should we treat immigrants? Taking into consideration all the positives
and negatives they bring to our society.
-Discuss with the students the idea of a society described as a melting pot and
/or a salad bowl.
1. The 5 groups will have a copy of the Immigration Act of 1924 and
Small Group specific questions (prepared by instructor) indicating the section they
(18-20 Minutes) should focus on will be attached to the document.
http://www.historicaldocuments.com/ImmigrationActof1924.htm
* Learners in
pairs/groups read
2. The students will also be advised that they should use 3 or more of the
independently new vocabulary words learned.
3. Group 1 will focus on the introduction (first 4 paragraphs) of the
* Learners discuss Immigration Act.
documents in Describe the specific groups of peoples this law applies to.
groups
Why was their a screening process?
* Learners Why didn’t the quota system apply to Mexico?
reconvene to Group 2 will focus on section 2b,c and h
interact on findings
Describe the process an immigrant went through when entering
the country with a visa by using specific examples from the
document.
How might this process be difficult for a new immigrant?
Provide specific examples such as Section 2h
Group3 Focus on Section 3 –Definition of an Immigrant
Make sure you explain to the class, in your own words how an
immigrant is defined by Congress.
Why do you think this definition was necessary to include?
Group4 Focus on Section 4 Non-Quota Immigrants
Make sure you explain to the class, in your own words how a
non-quota immigrant was defined
Why do you think they separated immigrants unto a non-quota
and a quota?
Why were those individuals in Section 4c excluded from these
laws?
Group5 Using the maps that illustrate under the 3% and 2% laws
Describe the change that will take place and the
specific peoples that will be affected.
Why do you suppose these peoples were excluded?
Whole group
* Summarize 1. All the Groups will have 5 minutes to report their findings to the class.
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learnings 2. All students will have a graphic organizer divided into 5 groups so they
may take notes on the information given by each group.
*Write in Soc. 3. Instructor will discuss varying American attitudes towards immigrants
Stud. Notebook in the period between 1880 and 1930. Selected groups will then share
their ideas based on the documents they read in class.
*Discuss next 4. Homework will be provided.
lesson
BLOOM'S TAXONOMY
here.
1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall,
repeat, reproduce state.
2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize,
report, restate, review, select, translate,
3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice,
schedule, sketch, solve, use, write.
4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test.
5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage,
organize, plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core,
select, support, value, evaluate.