11 th grade united states history: america past and present rm. 148 Course description
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Required Reading: America: Past and Present MyHistoryLab Media Assignments: View the Closer Look: African Slave Trade 1451-1870 (Quiz) View the Closer Look: Plan and Sections of a Slave Ship and an illustration of a slave camp Read the Document: Feature Essay, Anthony Johnson, A Free Black Planter on Pungoteague Key Discussion Topics: Charles II, Great Migration, Anthony Johnson, Royal Africa Company, Stono Uprsing, Mercantilist System, Board of Trade, Sir William Berkeley Special Activities/Class Exercises: -Students will examine the relations between Africans and Native Americans during the colonial period. Students should explore the lives of African Americans such as Anthony Johnson in Virginia, who came to America as an indentured servant, became a freeman, and secured his own indentured servants. Students might also enjoy looking at the contact between the Seminole Indians of north Florida and Africans in north Florida, many of whom were fugitive slaves who sought refuge among the Seminoles. - Students will create a slide presentation of American colonial dwellings from New England, the Middle colonies, and the South. Trace the various architectural features to origins in England. Also, point out how the architectural distinctions reflect the cultural, social, and climate differences among the major colonial regions. -Students will find and analyze examples of colonial narrative. What do these narratives reveal about colonial life in the religious or merchant colonies? Compare these impressions with those you gain from examining the woodcuts and artifacts provided in the textbook - Students will complete and analyze information in: Map Exercises (Mapping, Reading, and Interpreting): The Atlantic Slave Trade -Students will write an essay with a thesis statement that compares the colonies in New England and the Chesapeake. 4. Experience in Empire: Eighteenth-Century America Required Reading: America: Past and Present Benjamin Franklin, from The Autobiography of Benjamin Franklin (1771) Jonathan Edwards, from “Sinners in the Hands of an Angry God” (1741) Jonathan Edwards, from “Some Thoughts Concerning the Present Revival of Religion in New England” (1742) MyHistoryLab Media Assignments: View the Closer Look: European Claims in North America, 1750 and 1763 Read the Document: Franklin, Observations Concerning the Increase of Mankind
Middle Ground, Backcountry, Great Awakening, Balanced Constitution, Benjamin Franklin’s Autobiography, Fort Duquesne, King George’s War, Albany Plan, Peace of Paris Special Activities/Class Exercises: -In an essay, students compare and contrast cultural values of British, French, Spanish, and Native American societies in the colonial era. -Students will read aloud portions of Jonathan Edwards’s “Sinners in the Hands of an Angry God” in order to discuss the nature and impact of the theology and language of the Great Awakening. Discuss or have students discuss how Edwards’s style and theology is different from and similar to that of modern revivalists. -Students will evaluate the appeal of Edwards (or George Whitefield) from the perspective of a Puritan or Anglican clergyman, a slave, a farmer, the farmer’s wife, a New England merchant, and others. How might they differ? This can lead into a discussion of the relationship of religion to social and political norms. -Students will be divided into two groups, one researching Spanish activities in the Southwest and the others exploring the English activities in the East. Students will explore and discuss why there were more instances of warfare between the English and their Native American neighbors than between the Spanish and their Native American neighbors.
America: Past and Present Chapter 5 The Declaration of Independence Benjamin Franklin, “Testimony Against the Stamp Act” Thomas Paine, “The American Crises” Phillis Wheatley, “Our Modern Egyptians” MyHistoryLab Media Assignments: Read the Document: James Otis, The Rights of the British Colonies Asserted and Proved Read the Document: Benjamin Franklin, Testimony Against the Stamp Act (1766) Listen to the Audio File: “The Liberty Song” Read the Document: Boston Gazette Description of the Boston Massacre Read the Document: George R. T. Hewes, “A Retrospect on the Boston Tea Party” Read the Document: Thomas Paine, A Freelance Writer Urges His Readers to Use Common Sense Watch the Video: The American Revolution As Different Americans Saw It View the Map: The American Revolution Complete the Assignment: Spain’s Contribution to American Independence Writing Assignment-The American Revolution Writing Assignment
George III, Earl of Blue, Pontiac, Patrick Henry, Lord Rockingham, Samuel Adams, First Continent Congress, Second Continent Congress, Stamp Act, Boston Massacre, Battle of Lexington, Thomas Jefferson, George Washington, Common Sense, Declaration of Independence, Battle of Saratoga, Battle of Yorktown, Treaty of Paris Special Activities: • Theme 1 (ID-4) — Students engage in a debate over the question, “Did the Revolution assert British rights or did it create an American national identity?” -Students will analyze and discuss political cartoons "The Colonies Throw Britain/ The Burial of the Stamp Act" -Students will discuss and debate the question: Was the American Revolution “revolutionary”? Have students look at the nature of British colonial administration and explain how it contributed to the American love of liberty. In fighting for independence and freedom, were the colonists fighting for something with which they were unfamiliar? Were they fighting for political change or for a status of independence they had come to expect by the mid-eighteenth century? -Students will research web and library sources on the causes of the Revolution. Students will then divide into thirds, one defending loyalty to the Crown, one defending the need to rebel, and one that is neutral about the political question and wants to be left alone. Students will then debate on whether war is necessary to correct the problems encountered in the colonies. - Students will identify, read, and analyze information on a map related to: The American Revolution 6. The Republican Experiment Required Reading: America: Past and Present, Chapter 6 “The Virginia, or Randolph, Plan” (1787) Publius (James Madison), “Federalist Paper #10” (1788)
Read the Document: Phillis Wheatley, Religious and Moral Poems Read the Document: The Articles of Confederation Read the Document: Northwest Ordinance (July 3, 1787) View the Map: Western Land Claims Ceded by the States Read the Document: Military Reports of Shays’s Rebellion Read the Document: The New Jersey Plan (1787) Watch the Video: Slavery and the Constitution • Complete the Assignment: The Elusive Constitution: Search for Original Intent Read the Document: Federalist Paper No. 51 (Feb. 6, 1788) Read the Document: The Bill of Rights (1789 Optional/Suggested Readings: Zinn: Chapter 5 A People’s History of the United States (optional/extra credit) Key Discussion Topics: State Constitution, Articles of Confederation, James Madison, checks and balances, legislative branch, executive branch, judicial branch, Federalists, Anti-federalists, ratification, Bill of Rights, Land Ordinance of 1785, Northwest Ordinance of 1787, The Federalist Number 10, Shay’s Rebellion, Virginia Plan, New Jersey Plan Special Activities: Theme 1 (ID-1) — After reading the work of historian Gordon Wood, students write an essay analyzing the degree to which the Constitution reflected an emerging sense of American national identity -Students will debate over ratification of the Constitution. Students will divide into an even number of small groups. Half the groups examine the Federalist argument supporting ratification and the other half will examine the Antifederalist argument against ratification. Students will be paired within the groups (one Federalist group with one Antifederalist group) and have them debate the issue. Finally, the groups will switch sides and debate again. In this way, all students must argue both sides of the issue. - Students will Develop an editorial response that might have appeared in a newspaper of the time, and create a political cartoon to accompany their editorial in response to James Madison’s Federalist Paper Number 10 -Students will identify, read, and interpret information on a map related to: Land Acquisitions, 1782-1830 Students will analyze and interpret information in: "Analyzing Tables and Figures: Revolution or Reform??? The Articles of Confederation and the Constitution Compared" -Students will analyze and discuss letters from Jefferson and Hamilton to Washington (Stanford-Reading Like a Historian Website)
Benjamin Banneker, Letter to Thomas Jefferson (1791) Molly Wallace, “Valedictory Oration” (1792) Samuel Cornish, “An Independent Press” MyHistoryLab Media Assignments: Watch the Video: George Washington: The Father of Our Country Read the Document: Alexander Hamilton, Opposing Visions for the New Nation Read the Document: Proclamation of Neutrality (1793) • Read the Document: The Jay Treaty (1794) Complete the Assignment: Defense of Superiority: The Impact of Nationalism on Perceptions of the Environment Read the Document: The Treaty of Greenville Read the Document: The Treaty of San Lorenzo (Pickney’s Treaty) (1796) Read the Document: George Washington, Whiskey Rebellion Address to Congress (1794) Read the Document: The Alien and Sedition Acts (1798) Listen to the Audio File: Jefferson and Liberty Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 5 (Extra credit) Key Discussion Topics: Alexander Hamilton, Hamilton’s Report on Public Credit, Report on Manufacturers, Jay’s Treaty, XYZ Affair, Quasi-War, Alien and Sedition Acts, Virginia and Kentucky Resolutions, Election of 1800, Bank of the United States, Judiciary Act of 1789, strict constructionist, loose constructionist, Whiskey Rebellion, John Adams Special Activities: -Students will analyzing primary sources: The Alien and Sedition Acts (Discussion, Research, Essay, Presentation, Wrap up Discussion) -Students will write a perspective paper on: The Whiskey Rebellion Proclamation (from perspective of farmers) -Students will be divided into French, English and US journalists, and will then work as individual groups to create a political cartoons or editorials about the XYZ Affair. -Students will debate whether Washington’s fear of political parties was warranted or not. Students may use examples from all eras of US History.
Read the Document: Charles William Janson, The Stranger in America Read the Document: Margaret Bayard Smith, Reflections on Meeting Jefferson View the Closer Look: The Louisiana Purchase • Watch the Video: Lewis & Clark: What were they trying to accomplish? Read the Document: Opinion of the Supreme Court for Marbury v. Madison Complete the Assignment: Barbary Pirates and American Captives: The Nation’s First Hostage Crisis Read the Document: Congress Prohibits Importation of Slaves Read the Document: James Madison, Inaugural Address View the Map: The War of 1812 Hear the Audio: Star Spangled Banner Read the Document: The Treaty of Ghent
-Students will develop a position paper supporting or rejecting war with Great Britain from the point of view of a member of Congress from the South, the West, and New England. Students will then present papers and focus on what the differences among the positions and specific arguments of the three congressmen? -Students will complete and analyze information in: Map Exercises (Mapping, Reading, and Interpreting):American Expansion 1790/The War of 1812 -Students will create political cartoons related to US Foreign Policy during the second Jefferson Administration -Students will conduct a class debate on: Jefferson’s Policies (Was he true to his republican virtue?) -Students will analyze and complete the Jeffersonian DBQ available on the Collegeboard (AP) website 9. Nation Building and Nationalism Required Reading: America: Past and Present, Chapter 9 The Harbinger, Female Workers of Lowell (1836) Letters to the Voice of Industry (1846) Harriet Hanson Robinson, Lowell Textile Workers (1898) -Biography: “Robert Fulton” -Primary Source: De Witt Clinton Describes the Erie Canal
Read the Document: The Cherokee Treaty of 1817 Complete the Assignment: Confronting a New Environment View the Map: Expanding America and Internal Improvements Listen to the Audio File: The Erie Canal Read the Document: The Harbinger, Female Workers at Lowell (1836) Read the Document: “A Week in the Mill,” Lowell Offering, Vol. V (1845) Read the Document: Henry Clay, “Defense of the American System” (1832) View the Map: The Missouri Compromise Read the Document: The Opinion of the Supreme Court for McCulloch v. Maryland (1819) • Read the Document: The Monroe Doctrine (1823) Key Discussion Topics: Adams-Onis Treaty, Claims Associations, “Preemption” Rights, National Road, Erie Canal, Cotton Gin, “Putting-Out” System, “American System”, “Era of Good Feeling”, McCulloch v. Maryland Special Activities/Class Exercises -Students will write an article for a Cincinnati newspaper evaluating some of the changes in work in the antebellum period if you were the owner of a furniture factory, a widow taking in piecework, or a former cabinet maker now working in the factory. -Students will will write a diary entry for one day in the life of a Lowell mill girl in the 1830s. The entries should give a clear sense of one’s daily schedule as well as response to that job and free time. - Students will identify, read, and analyze information on a map related to: The Missouri Compromise -Students will analyze and discuss maps showing highways and canals that tied the country together
Elizabeth Emery and Mary P. Abbott, Letter to The Liberator (1836) MyHistoryLab Media Assignments: Read the Document: Herman Melville, Excerpt from Moby-Dick Read the Document: Andrew Jackson, First Annual Message to Congress (1829) Complete the Assignment: Racial Identity in a White Man’s Democracy View the Closer Look: The Trail of Tears View the Closer Look: Indian Removals Read the Document: South Carolina’s Ordinance of Nullification Read the Document: Andrew Jackson, Veto of the Bank Listen to the Audio: Van Buren View the Closer Look: General Harrison’s Log Cabin March—Sheet Music Read the Document: Alexis de Tocqueville, Democracy in America
Jacksonianism. Corrupt Bargain, “Spoils System”, independent subtreasury, Indian Removal, “Trail of Tears”, Nullification Crisis, The Bank War, The Whigs, “Specie Circular” Special Activities/Class Exercises: -Theme 1 (ID-1) — In lecture, show students works of poetry and painting made by American artists in the first half of the 19th century and asks students to evaluate each work for its expression of ideas of American national identity. -Students will analyze and compare documents related to Cherokee Indian Removal (Andrew Jackson's State of the Union 1830 Speech v. Elias Boudinot's Letter to John Ross 1837, in Cherokee Editor: The Writings of Elias Boudinot -Students will use SOAPSTONE to analyze a political cartoon: The Spoils System -Students will research the Cherokee experience on the Trail of Tears. Students will then discuss the following questions in groups: What does this chapter event reveal about United States Indian policy and the status of Native Americans living in the United States in the early nineteenth century? Why were the Cherokee considered “civilized?” -Students will write construct a coherent essay that integrates interpretation of primary source documents their knowledge of the period that explains the ways that participation in political campaigns and elections in the United States changed between 1815 and 1840, and analyze forces and events that led to these changes. 11. Masters and Slaves Developing a National Identity Required Reading: America: Past and Present, Chapter 11 Fredrick Douglass, “Whipping Slaves” Peter Randolph, “Culture and Religion in the Quarters”
Read the Document: Confessions of Nat Turner (1831) Read the Document: Overseer’s Report from Chicora Wood Plantation Read the Document: Frances E. W. Harper, “The Slave Mother” Listen to the Audio File: When the Roll is Called up Yonder Complete the Assignment: Harriet Jacobs and Maria Norcom: Women of Southern Households Watch the Video: Underground Railroad Read the Document: George Fitzhugh, The Blessings of Slavery (1857) Read the Document: Poem, “The Slave Auction” View the Closer Look: Slave Auction in Richmond, Virginia View the Map: Slavery in the South
Nat Turner, Short-Staple Cotton, Cotton Gin, Hilton R. Helper, American Colonization Society, George Fitzhugh, Cassius M. Clay, Second Seminole War, David Walker, Harriet Tubman, African American Methodist Church (AME) Special Activities: -Students will listen to slave spirituals "Hold On", "Follow the Drinking Gourd", and "Go Down Moses" and analyze them. What do they reveal about the slave experience and about attitudes toward religion? Notice their double meanings and symbolism. -Students will research the multitude of slave lives. While the vast majority of slaves lived on plantations, there were many who did not. Students will then write an expository discussing the following: In what ways were their lives similar to the lives of America’s poor whites? Were urban slaves better off than household slaves, than plantation slaves? Why were some slaves permitted to purchase their freedom and others not? -Students will analyze a political cartoon: A Slave Auction in the South (Harpers Weekly July1861) - Students will create a pamphlet meant to help a slave to narrate the Underground Railroad -Students will identify, read, and interpret information on a map: The Antebellum South and Slavery 12. The Pursuit of Perfection Required Reading: America: Past and Present, Chapter 12 Biography: Sarah George Bagley Primary Source: Dorothea Dix Pushes for Institutional Reform William Lloyd Garrison, from The Liberator (1831) Frederick Douglass, Independence Day Speech (1852) George Fitzhugh, “The Blessings of Slavery” (1857) MyHistoryLab Media Assignments: View the Closer Look: Methodist Camp Meeting, 1819 Read the Document: Lyman Beecher, “Six Sermons on Intemperance” (1828) Watch the Video: Drinking and the Temperance Movement in Nineteenth-Century America Read the Document: Catharine E. Beecher, from A Treatise on Domestic Economy Watch the Video: Who Was Horace Mann and Why Are So Many Schools Named After Him? Read the Document: William Lloyd Garrison, First Issue of The Liberator (1831) Read the Document: David Walker, A Black Abolitionist Speaks View the Map: Utopian Communities Before the Civil War Complete the Assignment: The War Against “Demon Drink” Read the Document: Ralph Waldo Emerson, “Self Reliance” (1841) Complete the Assignment: The Legal Rights of Married Women: Reforming the Law of Coverture Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 6 (extra credit) Key Discussion Topics: Second Great Awakening, Dorothea Dix, transcendentalism, Know-Nothings, Seneca Falls Convention, Lucretia Mott, Elizabeth Cady Stanton, Underground Railroad, Harriet Tubman, Frederick Douglass, Horace Mann, Charles G. Finney, Peter Cartwright, American Temperance Society, William Lloyd Garrison, Brook Farm, American Colonization Society Special Activities: Theme 4 (POL-3) — Students are given an assignment to research one antebellum reform movement and explain how it fit into broader patterns of antebellum reform -Students will participate in a Roundtable Discussion: Taking on the role of a Second Great Awakening Reformer and bring them to life in a roundtable discussion where we discuss each reformers ideas. (Choose a reformer, research that reformer, become that reformer for a discussion) -Students will analyze documents and complete a writing activity on: The Second Great Awakening DBQ -Students will analyze and discuss the anti-abolitionist political cartoons: Attack on the Post Office (anti-abolitionist), Harper's Weekly 1835 -Students will analyze and discuss reform movement political cartoons: The Bar of Destruction Harper's Weekly, 1874 -Students will read the Declaration of Sentiments from the Seneca Falls Convention; then have a class discussion focusing on some of the following issues/questions: a. Students should point out phrases from the document that were lifted from the Declaration of Independence and discuss: Why did the women at Seneca Falls choose to model the Declaration of Sentiments on the Declaration of Independence? What did the Declaration of Independence mean to Americans? By using the Declaration of Independence as a model, what were Stanton and Mott saying about the status of women? Students will compare and analyze transcripts of speeches by Emma Goldman and Susan B. Anthony on the meaning of women’s suffrage. Students will turn in written briefs of their work based on the APPARTS strategy
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