Honors U.S. History & Geography: A Review & Introduction
Beginning to 1877
Mike Ward
Cover Image Designed by Former Student Latesha Holt
U.S. History & Geography: A Review & Introduction
Beginning to 1877
This book has been written to summarize or touch upon events shaped and
defined a the birth of a new country. It includes supporting lessons that
encourage learning in the 21st century with an emphasis on technology,
literacy, content, curriculum, and creativity.
Mike Ward
“The direction of your focus is the direction your life will move. Let yourself
move toward what is good, valuable, strong, and true.”
Ralph Marston
© TLC3 for E Publishing
Contents
1. Introduction p. 1
p. 2
p. 4
2. A Template 4 Success Review and Orientation p. 6
Introduction p. 8
p. 11
A Square Deal p. 16
p. 18
Audio Book Project A Secret Gift p. 19
p. 20
Audio Book Project Answer Template p. 21
Project Easel.ly Sequencing the ERAs p. 23
p. 24
Map Snap p. 26
p. 27
ERA 1 Close & Critical Reading (CCR) Directions and Prompts p. 28
p. 30
Questions (CCR) p. 31
Article (CCR) Three Worlds Meet, Beginnings to 1620 p. 33
p. 35
T4 (Talking to the Text) Directions p. 37
p. 38
T4 Bookmark & Grading Rubric p. 41
Silent Sustained Reading (SSR) & LINK Directions p. 42
LINK Answer Template p. 46
p. 47
SSR & LINK Article: Settlement & Colonization
p. 48
You Make the Read (YMTR) Directions
YMTR Answer Template
YMTR Article Digital History: Overview of the American Revolution
Anticipatory Guide Directions & Prompts
Anticipatory Guide Answer Template
Anticipatory Guide Article: The PreCivil War (18151850)
Cardsort: Civil War & Reconstruction Directions
Cardsort Article: What Caused the Beginning of the Civil War?
Culminating Project
Project Proposal Form
3. Notes Page and QR Code
Introduction
Over 20 years of teaching students from all walks of life has led me to a unique philosophy
called TLC3 for E. My philosophy leverages T e chnology, L i teracy, C o ntent, C urriculum, and
Creativity for E d ucators seeking to give all students every opportunity to be successful. It
blends a standardsbased approach with authentic learning experiences to engage students
and encourage lifelong learning.
The TLC3 for E philosophy is driven by a format I invented called A Template 4 Success.
Each learning unit has its own unique template. The t emplate provides an organized course
plan, complete with appropriate content and documentation infused with 21st century skills.
These essential skills include, but are not limited to; creativity, problemsolving, communicating,
collaboration, decision making, entrepreneurship, and research. I have taken great steps to
make the activities real, which allows students to take ownership of their learning. In addition,
the template clearly communicates most, if not all, expectations to students, parents,
administrators, and the community.
The template is a flexible course design system that can easily be shared with new teachers as
a starting point for course development, but flexible enough to help veteran teachers too. The
template can be customized to the strengths and unique characteristics of any teacher. Also,
the template serves as a great tool for administrators that might be lacking content expertise to
see how and when required content is being presented to students in class.
As my philosophy has taken shape over the years, I have found that it has allowed me to be
more effective and efficient. It has been successfully implemented in my academic class as well
as with the football players I coach. Since time management is a key ingredient in success and
job satisfaction, the template has helped me use limited time to maximize effort while
continually turning out a better product for my students. Assessment data can pinpoint areas of
weakness which can be easily found in a template and reworked to improve for the next
year/semester.
The journey to perfect this philosophy has been a long one. It is my intention to pique your
interest and encourage future collaboration, so you and all of your students can begin to reap
the benefits. All of my student teachers have been most appreciative that I have shared this
philosophy and coursetemplates with them. It has given them a very solid and wellthoughtout
foundation. They are light years ahead of where I started in my career.
1
N ame: Date: Hour:
Honors Review and Orientation Module
This module was designed to review the historic content in ERAs 1 through 5. You have addressed this content in earlier grades. To review these
ERAs, we will introduce you to the expectations for this class as well as some common activities and resources. S tart by visiting this link.
(beginning to 1877)
Your portfolio will document the activities and the historic eras that we review in the first module of this class. It will also introduce you to the
techniques I will be using to deliver the course content. Below, you will find a description of the content that will be covered. You have a checklist in
one column to make sure that your website includes all content. Remember, your portfolio is your midterm exam. You should be working on it for
homework each week. I am expecting your best it terms of content, creativity, professionalism.
SST Content: Quest Description Website Checklist: Mr.
(are all listed items
represented in your Ward
project(s)
R&O Read Electronic Syllabus and R espond to the Following Survey Syllabus
R&O Signup for Remind 101 Remind101
R&O Add your email address to the Blackboard learning management system BlackBoard
Select your Blackboard password
Find an announcement in your email from me and reply to it
Successfully login to your Blackboard account and identify the following
areas: (1) Calendar, (2) Content, (3) Announcements, (4) Tutorial & Help,
and (5) Discussion Board
Post your first comments to the discussion board (Review & Orientation)
R&O Send me a text message introducing yourself, include your name: Text
14842600364
Sequencing the
PRJ Project: This will be the focus activity for the unit. You are to complete it when ERAs
we use the computers. Record your Quizlet time ______ and make sure the &
ERA Infographic is sent to me via email check here ______ once you have sent
it. Quizlet Game
I have three days on the calendar to get this done. After three days it will be your Time _______ 2
responsibility.
AB Audio Book Project: Have you read the directions for this project? Write the title Yes or No
of the book in the space provided ________________________________
INTR Module Introduction: Each learning module starts with an introduction. It Module
supports our flipped class by giving you several tasks to complete before the unit Introduction
begins. It is very important that you come to class with the introduction done
because it will give you background information that will help you with our class
activities. (Square Deal Activity & Video)
GEO Map Snap United States Geography
ERA ERA 1 Beginning to 1620 Close & Critical Reading (CCR) & Talking to the Text CCR &
(T4) T4
ERA ERA 2 Colonization & Settlement Silent Sustained Reading (SSR) & LINK SSR & LINK
ERA ERA 3 Revolution & New Nation You Make the Read & Quiz Quiz Trade YMTR
ERA ERA 4 Expansion & Reform Anticipatory Guide
ERA ERA 5 Civil War & Reconstruction Cardsort & Standup, Handup, Pairup! Cardsort
Starting your website F ollow this link to see the last requirements for your
website.
This rubric filled out and turned in when this part of your website is completed.
Project Proposal Form gives students a chance to create their own unique learning experience to
document what they have learned.
Extra Credit – Behavior (Good, Fair, Poor) Remember, the better you behave
the better I can address your needs.
Extra Credit Went over and above the call of duty! (Yes or No) 3
Extra Credit Typed item or items
Pretest _________ Digital Portfolio Score_________ Total Points 100
Remember, your project should represent all of the content listed above. If anything is missing, your grade will be reduced.
Comments (leave this part for me please):
http://goo.gl/u8wfV6
Review & Orientation Module Introduction
The Introduction will give you the background information necessary to gain a deeper understanding of the
topics introduced in this module. It is your responsibility to watch the video content and complete a few tasks,
including the Square Deal Activity. I would also hope that it might even motivate you to do some research
outside of what is presented in the introduction and/or class.
Square Deal Activity: The Square Deal Activity gives you choices to demonstrate your knowledge in a variety
of ways. Open the Square Deal Activity document in a new tab or take a peek at the handout that was given to
you in class. Choose three squares and complete the task/s described in your choices. It is best watch the
video content prior to completing the Square Deal Activity.
Video Content: A s you view the video content, you should be completing questions.
The eduCanon program allows me to focus on key concepts in educational videos. As you view an
educational video, it will pause and ask you a question. If you have registered using the correct class code,
your score will be automatically registered in my gradebook. Here is how you can get started,
http://www.educanon.com/
Start by S igning Up for an account
and then…..
4
Next, fill in the required information. Remember to enter our teacher code when prompted:
eb106c
Quizlet:
Practice key terms using the Q uizet set/s I have designed for you.
Technical Terms
Games: P lease take some time to interact with our content using the following games:
1. F or Crown or Colony
2. Flight to Freedom
3. A Cheyenne Odyssey
4. Try this interactive game pertaining to the start of the Revolution.
5. T he Growth of a Country
5
Name: __________________________________________ Date: ________ Hour: _________
Directions: Choose three tasks listed in the boxes below. Color in the choices you have selected and staple your
work with this document on top. Our topic for this activity is the________________________________________.
Start your first choice on the back of this document! 6
Name: __________________________________________ Date: ________ Hour: _________
Name of your first choice: _______________________________________________________________
http://goo.gl/AtdJhF
7
U.S. History Audio Book Project
A Secret Gift
By:
Ted Gup
Shortly before Christmas 1933 in Depressionscarred Canton, Ohio, a small newspaper ad offered $10, no
strings attached, to 75 families in distress. Interested readers were asked to submit letters describing their
hardships to a benefactor calling himself Mr. B. Virdot. The author’s grandfather Sam Stone was inspired to
place this ad and assist his fellow Cantonians as they prepared for the cruelest Christmas most of them would
ever witness.
Moved by the tales of suffering and expressions of hope contained in the letters, which he discovered in a
suitcase 75 years later, Ted Gup initially set out to unveil the lives behind them, searching for records and
relatives all over the country who could help him flesh out the family sagas hinted at in those letters. From
these sources, Gup has recreated the impact that Mr B. Virdot’s gift had on each family. Many people yearned
for bread, coal, or other necessities, but many others received money from B. Virdot for more fanciful itemsa
toy horse, say, or a set of encyclopedias. As Gup’s investigations revealed, all these things had the power to
turn people’s lives around even to save them.
But as he uncovered the suffering and triumphs of dozens of strangers, Gup also learned that Sam Stone was
far more complex than the lovable retiree persona he’d always shown his grandson. Gup unearths deeply
buried details about Sam’s lifefrom his impoverished, abusive upbringing to felonious efforts to hide his
immigrant origins from U.S. officialsthat help explain why he felt such a strong affinity to strangers in need.
Drawing on his unique find and his awardwinning reportorial gifts, Ted Gup solves a singular family mystery
8
even while he pulls away the veil of eight decades that separate us from the hardships that united America
during the Depression. In A Secret Gift, he weaves these revelations seamlessly into a tapestry of
Depressionera America, which will fascinate and inspire in equal measure.
Take a moment to go to the website and do some preliminary research. Watch the introduction video, look at
some of the letters, and read about the author. You can find the website by f ollowing this link.
See rubric below 9
Project Rubric
The project has seven components and will be due at an announced time before the end of the first
semester.
Components: Description: Points Self Teacher
Grade
Possible: Assessment:
Google Drive All components of the project are typed into 5
the Google Drive Answer Template. When
complete, your project link must be sent to
your teacher.
Geographic Download a copy of a map and show 15
Strand where the story takes place. How far is it
from your home? __________
Historic Strand Compile a list e ight significant historic 10
events that are mentioned or refers to in
the book. Type them into Google Drive
Answer Template.
Two Column Compile a list of thirty of your best two 30
Notes column notes. Type them into the Google
Drive Answer Template
Discussion Use Blackboard to post threads to the 15
Board Postings discussion forum throughout the semester.
You must also respond to your classmates.
Your postings should be academically
appropriate. Postings that are off topic, in
bad taste, or rude will result in a loss of
credit for this project.
Alike But Use the Google Drive Answer Template to 15
Different complete the Alike But Different
component. You are comparing then to
now.
Finished Listened attentively and professionally 10
Product done/neat
Use the points possible to selfassess your
efforts and then add up your total in the last
square.
https://goo.gl/WzhKVq
10
Google Drive Answer Template
for A Secret Gift
Geographic Strand: Place/paste your map below. How many miles is it from the setting of the story to your
house? Remember to point out where this story takes place.
11
Historic Strand: Compile a list e ight significant historic events that are mentioned or referred to in this story.
Explain why each is significant.
1.
2.
3.
4.
5.
6.
7.
8.
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Two Column Notes: Compile a list of thirty of your best two column notes.
In this column, write a direct quote or summarize Start this column with an: I thought, I made a
what you heard. connect to, or an I wonder.
Example: The genius of the United States is not with I thought that this comment is also applicable in our
its legislatures but it is in the common people. Walt time because it seems politicians are controlled by
Whitman (1855) money and the nice things that happen are direct
results of good people more so than by governing.
13
Discussion Board Postings: Use Blackboard to post threads to the discussion forum throughout the
semester. You must also respond to your classmates. Your postings should be academically appropriate.
Postings that are off topic, in bad taste, or rude will result in a loss of credit for this project. All of your posts
belong in the Discussion area in Blackboard, nothing needs to be typed below.
Alike But Different: Complete the Alike But Different component below. You are comparing then (The Great
Depression) to now.
Then
Now
The Great Depression Your Time
What do these two ERAs share in common?
What makes these two periods in history different?
14
What did you learn from the activity?
https://goo.gl/mJPAMG
15
Project Easel.ly
Warmup Activity: Start this activity by v iewing the demo video on the Easel.ly website. It will give you
some directions and it might even inspire an idea you can build into an infographic. Next, read the
requirements for the warmup activity while you check out an example I have created for you. Please keep
in mind, if you are using the creative work or images created from another person in your infographic,
please site/attribute the source. When you have finished the warmup activity, please share it with me.
Activity Research: N ow that you have the hang of it, we have to use Easel.ly to sequence the ERAs that
define our studies. Please read the material below:
There are nine historic ERAs that will map out your studies through U.S. History and Geography. Each
ERA is very general and sequenced by time. In some instances, you might find that a topic does not align
with the span of years that define an ERA. You must know that history overlaps and in many cases events
unfold throughout several ERAs. Historians argue a lot about how historic time periods should be divided
16
and studied.
Practice: I have designed a game for you to play using a program called Quizlet. You can try each of
Quizlet options and tools but please focus on the “S catter” feature to accomplish this task. F ollow this link
to get started. To successfully complete this task, correctly match each ERA to the appropriate span of
years. Practice until you can do it in less than 25 seconds and keep track of your times, we might want to
find the quickest in class!
Create: Create an infographic that correctly lists the chronological sequence of each ERA. Add the span of
years to your infographic too. Finally, make it colorful, creative, and visually appealing. Infographics allow
you to sort and arrange data in a colorful and visually appealing way. Check out this example. Use Easel.ly
to create the infographic. If you choose to add images/photographs to your infographic that are in the p ublic
domain (Creative Commons) it will not be necessary to cite their sources. It is important to respect the work
of others. S o you can save and share what you have created, register for a free account. This will come in
handy when you need to submit your infographic.
Project Easel.ly Rubric
Requirements: Points SelfAssess: Teacher
Possible: Assess:
Watch Demo Video 5
Complete the warmup activity and share it with 10
the instructor
Infographic has a title 5
Each ERA is clearly labeled and includes 25
corresponding span of years
Each ERA has an appropriate symbol or graphic 10
associated with it
Creativity add a unique touch to increase viewer 15
interest (Colorful & Visually Appealing)
Infographic includes your name 5
SelfAssess complete before grading 5
Practice Fair Use 10
Properly cite photographs
Check out this resource
Share your creations with your instructor 10
Total 100
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Map Snap
Use this link:
http://www.coolmathgames.com/0geographymapsnapusa/mapsnapUnitedStates.html
and assemble the map of the United States. Select the “Practice Mode” to start the program.
You must place all the states correctly and it must be done in less than 200 seconds. You will
see a timer when you start the program. When you finish show me the score. If you complete it
when I am not around, take a screen capture of your time and email it to me.
Good luck!
http://goo.gl/zHvsxY
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ERA 1 Beginning to 1620 Close & Critical Reading (CCR)
Respond to the prompts below by highlighting the appropriate information in the paragraph
listed (o pen this link for the article/paragraphs) . I have also prepared a tutorial that explains
how to do this activity. When you are finished, respond to the questions on the back of this
document.
Paragraph 1
Highlight why historians are like detectives.
Paragraph 2
Highlight the common theme of ERA 1.
Paragraph 2
Highlight the continents that are interacting during this ERA (hint 3)
Paragraph 3
Highlight the European explorer that was listed.
Paragraph 4
Highlight what allows scientists to determine the age of an object.
Paragraph 5
Highlight when and how the first settlers came to the Western Hemisphere
Paragraph 5
Highlight what most Indian peoples share with East Asian ancestors.
Paragraph 6
Highlight what the historic colors of America.
19
Questions:
1. After reading the article, what are historians compared to?
a) teachers c) detectives e) none of the choices
b) scientists d) lawyers
2. Is this a true or false statement: the people we now know as Native Americans were not
native to the Western Hemisphere.
3. How did the first settlers of the Western Hemisphere get to the Western Hemisphere?
a) boat c) walked e) a, c & d
b) plane d) crossed a temporary land bridge
4. What best phrase below, addresses the meaning of “the historical colors of America were
red, white, and black”?
a) it is a reference to the skin color of the people interacting in the Western Hemisphere
b) it is a reference to the first flag flown in the Western Hemisphere
c) it is a reference to the popular clothing colors of the time
d) none of the choices
5. Is this a correct statement (yes or no)? The main point the author makes concerns the
contributions of several major population groups to the history of the United States.
http://goo.gl/lmRmwG
20
ERA 1 Close and Critical Reading and T4 Article
ERA 1:
THREE WORLDS MEET, BEGINNINGS TO 1620
Paragraph 1: People who study history are similar to detectives. They search the evidence
looking for clues that will help them to solve mysteries and answer questions about people who
lived many years—or even centuries—ago. The evidence historians use is much more than
written documents: drawings and photographs, tools, clothing, toys, music, etc. In fact,
everything created by human beings is evidence that can provide important clues about how
people lived long ago. As you will see, scientific discoveries also can provide important clues
for historians.
Paragraph 2: The major theme of Era 1 is “Three Worlds Meet,” the story of how people from
Asia, Europe, and Africa arrived, settled, and interacted in the Western Hemisphere. Since no
pre human remains have ever been found in North or South America, we can conclude that all
people who lived in that part of the world (including the land that became the United States) had
ancestors who migrated from elsewhere. Who were those ancestors? When did they arrive
and why and how did they come here? How did they interact with the environment—and with
each other? Era 1 is the study of those people and their “arrivings.”
Paragraph 3: As we shall see, Europeans and Africans arrived in the Americas in the historical
era, and so we have a great deal of historical evidence about the respective backgrounds,
motives, and lives of people from these major groups. But those people who Christopher
Columbus misidentified as “Indians” have a history that has only recently begun to be
uncovered.
Paragraph 4: Comparatively recent scientific breakthroughs have begun to answer the above
questions. In 1949 chemist Willard Libby invented radiocarbon dating, which allowed
archaeologists and other scientists to determine how old a particular object was (a stone, an
arrow head, a skeleton, etc.). Radiocarbon dating told historians how long ancient peoples had
lived in the Western Hemisphere. Those discoveries were supported by the work of historical
linguists (scholars who study the history of languages) who approximated how many years it
would have taken for the roughly twelve general language groups with around 2,000 dialects to
evolve in the Indians’ new hands. Therefore, historians now know approximately how long
these peoples had been living in the Western Hemisphere.1
Paragraph 5: But where did they come from? In 1590 Jesuit José de Acosta reasoned that
those people we now call (incorrectly) “Native Americans” were not native to the Western
Hemisphere at all, but had walked those lands from elsewhere, leading the Jesuit educator to
guess that the Americas and Asia “must join somewhere.” Recently geologists have determined
that Acosta was nearly correct: preEuropean settlers had come from East Asia, either across a
21
temporary land bridge that was exposed around 11,00012,000 B.C. when an ice age had
lowered ocean levels around 250300 feet, or by boat from northern Siberia to what is
presentday Alaska. Even more recently, deoxyribonucleic acid (DNA) evidence has linked
almost all Indian peoples with East Asian ancestors.2
Paragraph 6: Therefore, although scientists as well as history teachers don’t have all the
answers to several important questions,3 we do know enough to introduce our students to the
major theme of “three worlds meet” AND (and it is a very important “AND”) help our students to
understand that the historical colors of America were red, white, and black and that each of
these major population groups contributed to the history of what would become the United
States.
Citation:
"ERA 1: Three Worlds Meet." N.d. Digital file. This article was found and linked to the Teacher
American History website. The specific link for the .pdf file was,
http://www.teachamericanhistory.org/file/Manual%201.pdf.
http://goo.gl/igWwBn
22
ERA 1 Beginning to 1620 Talking to the Text (T4)
The T4 activity emphasizes literacy while learning about course content. It asks students to use
proven techniques to improve literacy while at the same time building fluency and vocabulary.
Check out a list of tools on the T4 Bookmark. The T4 Bookmark also includes the grading rubric
that I use to score your work. You might want to try selfassessing your work before turning it in
to me. I have also prepared a video demonstrating how to do this activity. The article might be
different in the tutorial, but it will show you how the activity is done.
Description:
Use what you have learned to complete the T4 activity. The a rticle you will be using can be
found by following this link or you have received a copy in class. The bookmark and scoring
rubric are linked above. Try selfassessing your efforts and place your score in the upper right
corner of the article (circle it to please).
http://goo.gl/YLDR2i
23
Talking to the Text (T4) Bookmark
Comprehension Strategies
Used by Proficient Readers
P = Predicting
I predict that . . .
In the next part, I think . . .
I think this is . . .
V = Visualizing
I can picture . . .
I can see . . .
Q = Questioning
A question I have is . . .
I wonder . . .
Could this mean . . .
C = Connecting
This reminds me of . . .
This is like . . .
I = Inferring
It’s not exactly stated, but I can tell . . .
I figured out
S = Summarizing
So what the text is saying . . .
The big idea here is . . .
I think the point . . .
F = Fixing the Problem
I will reread this . . .
I will read on and then check back . . .
U = Understanding Vocabulary
I don’t know the meaning of this word . . .
I will find out the definition of this word. . .
Circle words you don’t understand.
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Talking to the Text (T4) Bookmark
Rubric
for scoring T4 assignments:
0 – No attempt, did not complete
1 – Attempted very little T4
2 – Little evidence of interaction with text – used only one or two strategies – no connections
3 – Evidence of some interaction with the text, struggling to “dig deep”, no connections
4 – Reasonable demonstration of thought process
5 – Reflective, thoughtful, insightful interaction with the text.
Heat up your skills with T4!!
Heat up your skills with T4!!
http://goo.gl/rcr0Nd
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ERA 2 Colonization & Settlement Silent Sustained Reading & LINK
Learning Quest Directions: This activity begins with LINK (aka List, Inquire, Notes, Know).
Before getting started, w atch this video tutorial t o see how LINK is done.
In the first square in the Answer Template (L ist) , list everything that comes to mind about the
topic of colonization and settlement. Give yourself only a few minutes. If nothing comes to
mind, please make some scholarly guesses to show that you tried. You are only penalized if
nothing is recorded in the box or you have listed something that is way too far fetched.
In the second square (Inquire), write three questions you need answered to gain a better
understanding of the topic (colonization & settlement). You will be given a few minutes to ask
me or a peer your question(s).
The third square pertains to notes. Please read the article titled S ettlement and Colonization of
North America. This is the Silent Sustained Reading part of the activity. When you are finished
reading, record some notes that help you better understand the topic (colonization &
settlement).
Use the fourth box (K now) , to write a three sentence paragraph that shows what you know
about the topic. Please use your own words rather than copy a few lines from the article.
The activity is now complete!!! If you can think, you can LINK, and that don’t stink. Good work.
http://goo.gl/w5q27K 26
Answer Template
List Inquire
Notes Know
27
Link Article
Settlement and Colonization of North America
Four groups of people settled and colonized the land that became the United States of America. The first
were Asian nomads, who later became known as “Native Americans” or “American Indians.” Thousands of
years later, they were followed by the Europeans: first the Spanish, then the French, and finally the British.
Native American tribes eventually settled all parts of North and South America, including the islands that
could support human habitation. Their cultures were diverse, but in some important ways they were all alike.
Common elements of AmericanIndian culture included respect for the land, making what was needed by
hand, hunting and gathering food, and maintaining an oral rather than a written culture.
While European monarchs vied with one another to establish strong nation states in Europe, they also
began sponsoring voyages of exploration beyond the known world. The purposes were fourfold: trade,
conquest and expansion, religious conversion, and curiosity. The primary reason for their stupendous
success can be summed up in one word: guns.
Europeans had been trading with Asia for a long time, but the overland routes were problematic. Going over
land, goods could not be transported any faster than a horse could walk; ships, by contrast, could move
much more quickly, and a single ship could carry far more goods than a team of horses. In addition, the
overland routes were dangerous; traders were constantly vulnerable to robbery and attack, weather caused
problems at most times of the year, and geographical features such as mountains created obstacles to a
smooth passage. All these factors ate into profits and led the traders to look for water routes to Asia, since
transport of goods by water was much easier, more efficient, and less hazardous.
The second motive was conquest and expansion. European nations tended to have an aggressive foreign
policy, constantly attacking one another in order to acquire valuable territory and expand their power bases.
A larger population meant more revenue for the Crown in taxes, more income for the Church in tithes, and
more soldiers in the army. Therefore, three of the most powerful branches of society—the court, the clergy,
and the military—were united in their desire to explore the seas and lands beyond Europe in the hope of
establishing colonies that would make the country richer and stronger than its neighbors.
The third motive, religious conversion, was a product of the universal Christian belief that nonChristians
were heathens and that it was a Christian’s duty to convert them, thus saving their souls from eternal
damnation after death. Just as a nation is politically and economically stronger when it has a larger
2287
population, a church is stronger when it has more believers; therefore the European churches were eager to
send missionaries to Asia, Africa, and the Americas to bring more souls into the fold.
The last motive, and a very powerful one, was a sense of adventure and curiosity—the urge to find out what
lay beyond the horizon and the willingness to take the risk of finding out. This urge has characterized human
beings since the beginning of civilization, and is responsible for all scientific discoveries and technological
achievements. Just as the twentiethcentury explorations of outer space could not have been accomplished
without the fundamental human desire to see and learn about the unknown, the sixteenth and
seventeenthcentury voyages of exploration could never have happened if a number of brave souls had not
taken the plunge and risked boarding the ships.
Although the Chinese had invented gunpowder centuries before, there were no guns elsewhere in the world
that could match those that the Europeans had developed by the 1500s. One of the most important axioms
in understanding history is that in any conflict, the side with the greater firepower generally wins. The Asians
had much less sophisticated guns than the Europeans, and the Americans had no guns at all. This is almost
certainly the main reason that the Europeans were able to impose their will on the peoples of the other
continents.
Works Cited:
"Settlement and Colonization of North America." E ducation.com. N.p., n.d. Web. 11 Sept.
2014. <http://www.education.com/studyhelp/article/ushistorysettlementcolonizationtimeline/>.
Another good website for this ERA:
http://www.gilderlehrman.org/historybyera/essays/colonizationandsettlement1585–1763
http://goo.gl/QyqSGJ
2289
ERA 3 Revolution & New Nation You Make the Read Activity
You Make the Read
Directions: You Make the Read is a quick activity that emphasizes literacy while learning about
course content. As students read a passage/article, they will write “yes” or “no” questions that
focus upon the most important parts of the article. Take a minute to open the article by
following this link. Read the title and first paragraph, then check out my example.
Example: Was the American Revolution unique because it was the first example of people who
fought for independence in the name of universal principles. Yes
Please notice, I have answered my question too! You will make eight questions to complete this
this part of the activity. Do not forget to answer your questions.
After your questions are complete, you need to read them to another student (parent or sibling
will work if you are absent). This will get you ready for the last part, the quiz.
To complete the activity, I will read you e ight questions that I have made concerning the article.
You will be able to use your questions to help you answer my questions; however, the article will
be collected. Your score will be based on the number of questions you wrote and the number of
my questions you answered correctly.
Quiz Quiz Trade (Optional)
This activity is conducted in class and allows students to practice the content with a peer. It is a
social activity and students have fun reading questions and hearing correct answers. If you
were absent, this part of the You Make the Read activity is completely optional.
http://goo.gl/7Gc1P0
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Answer Template for YMTR 31
Record your questions is the space provided below:
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Overview of the American Revolution
Digital History ID 2910
Much more than a revolt against British taxes and trade regulations, the American
Revolution was the first modern revolution. It marked the first time in history that a
people fought for their independence in the name of certain universal principles
such as rule of law, constitutional rights, and popular sovereignty.
The Causes of the Revolution
The roots of the American Revolution can be traced to the year 1763 when British
leaders began to tighten imperial reins. Once harmonious relations between Britain
and the colonies became increasingly conflict-riven. Britain’s land policy prohibiting
settlement in the West irritated colonists as did the arrival of British troops. The
most serious problem was the need for money to support the empire.
Attempts through the Sugar Act, the Stamp Act, and the Townshend Acts to raise
money rather than control trade met with growing resistance in the colonies.
Tensions increased further after Parliament passed the Coercive Acts and the First
Continental Congress took the first steps toward independence from Britain. Before
the colonies gained independence, they had to fight a long and bitter war.
The Revolutionary War
The British had many advantages in the war, including a large, well-trained army
and navy and many Loyalists who supported the British Empire. But many white
colonists were alienated by Lord Dunmore’s promise of freedom to slaves who
joined the royal army, and were inspired by Thomas Paine’s Common Sense.
Excellent leadership by George Washington; the aid of such European nations as
France; and tactical errors by British commanders contributed to the American
victory. British strategy called for crushing the rebellion in the North. Several times
the British nearly defeated the Continental Army. But victories at Trenton and
Princeton, N.J., in late 1776 and early 1777 restored patriot hopes, and victory at
Saratoga, N.Y., which halted a British advance from Canada, led France to
intervene on behalf of the rebels.
In 1778, fighting shifted to the South. Britain succeeded in capturing Georgia and
Charleston, S.C. and defeating an American army at Camden, S.C. But bands of
patriots harassed loyalists and disrupted supply lines, and Britain failed to achieve
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control over the southern countryside before advancing northward to Yorktown, Va.
In 1781, an American and French force defeated the British at Yorktown in the
war's last major battle.
Consequences:
1. About 7,200 Americans died in battle during the Revolution. Another 10,000 died
from disease or exposure and about 8,500 died in British prisons.
2. A quarter of the slaves in South Carolina and Georgia escaped from bondage
during the Revolution. The Northern states outlawed slavery or adopted gradual
emancipation plans.
3. The states adopted written constitutions that guaranteed religious freedom,
increased the legislature's size and powers, made taxation more progressive, and
reformed inheritance laws.
Works Cited:
Mintz, S., & McNeil, S. (2013). American Revolution. Digital History. Retrieved September 4,
2014 (http://www.digitalhistory.uh.edu/era.cfm?eraid=3&smtid=1)
http://goo.gl/SpeOyY
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ERA 4 Expansion & Reform Anticipatory Guide
The Anticipatory Guide activity emphasizes literacy while learning about course content. It asks
students to use a proven technique to improve literacy, a p rediction. It also builds fluency and
vocabulary. I have also prepared a v ideo demonstrating how to do this activity. The article
might be different in the tutorial, but it will show you how the activity is done.
To start, respond to the questions/prompts. I will read each question/prompt twice and you only
need to respond by circling “A gree” or “D isagree” on the answer template. Remember, if you
do not know, make a good educated guess and place your answer next to 1 st Response.
To finish the activity, I will reexamine the same questions/prompts so you can see them again.
This time you will have the article. Now you will need to find something in the article that proves
your answer to be right or wrong. Once you have found some evidence, check your 1st
response. If you catch an error before I do, it does not count against you. Respond “Agree” or
“Disagree” next to 2nd Response and then circle either JAC (if there was a change) or SFO
(support first opinion) if you were correct the first time. To end the process, write one sentence
that uses something you read that proves your answer is correct. E xample: In paragraph
one, I read that the antebellum years describes a period in history prior to the Civil War.
Respond to each question/prompt to complete the assignment.
http://goo.gl/Ia7KN6
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ERA 4 Expansion & Reform Anticipatory Guide Questions/Prompts 3633
Directions: Respond to these prompts with an “agree” or “disagree”.
A. The time before the Civil War is referred to as Antebellum years.
B. The Market Revolution focused on the growth of agriculture.
C. In the time prior to the Civil War, America was becoming more urban because less people
were living on farms.
D. As America expanded west during this period in history, the biggest questions facing our
country was whether or not new territories would become “free” or “slave” states.
E. The events in the Antebellum years would eventually lead to the Civil War.
Answer Template 374
Record Your Answers Below:
A. 1st Response = Agree or Disagree
2nd Response = Agree or Disagree
SFO (Support First Opinion) or JAC (Justify a Change)
B. 1st Response = Agree or Disagree
2nd Response = Agree or Disagree
SFO (Support First Opinion) or JAC (Justify a Change)
C. 1st Response = Agree or Disagree
2nd Response = Agree or Disagree
SFO (Support First Opinion) or JAC (Justify a Change)
D. 1st Response = Agree or Disagree
2nd Response = Agree or Disagree
SFO (Support First Opinion) or JAC (Justify a Change)
E. 1st Response = Agree or Disagree
2nd Response = Agree or Disagree
SFO (Support First Opinion) or JAC (Justify a Change)
ERA 4 Expansion & Reform Anticipatory Guide Article
THE PRECIVIL WAR ERA (1815–1850)
The pre–Civil War years (or the “antebellum years”) were among the most chaotic in American
history—a time of significant changes that took place as the United States came of age. During
these years, the nation was transformed from an underdeveloped nation of farmers and
frontiersmen into an urbanized economic powerhouse. As the industrialized North and the
agricultural South grew further apart, five major trends dominated American economic, social,
and political life during this period.
First, the Market Revolution—the shift from an agricultural economy to one based on wages and
the exchange of goods and services—completely changed the northern and western economy
between 1820 and 1860. After Eli Whitney invented the cotton gin and perfected manufacturing
with interchangeable parts, the North experienced a manufacturing boom that continued well
into the next century. Cyrus McCormick’s mechanical mowerreaper also revolutionized grain
production in the West. Internal improvements such as the Erie Canal and the Cumberland
Road, combined with new modes of transportation such as the steamboat and railroad, allowed
goods and crops to flow easily and cheaply between the agricultural West and manufacturing
North. The growth of manufacturing also spawned the wage labor system.
Second, American society urbanized drastically during this era. The United States had been a
land comprised almost entirely of farmers, but around 1820, millions of people began to move to
the cities. They, along with several million Irish and German immigrants, flooded northern cities
to find jobs in the new industrial economy. The advent of the wage labor system played a large
role in transforming the social fabric because it gave birth to America’s first middle class.
Comprised mostly of whitecollar workers and skilled laborers, this growing middle class
became the driving force behind a variety of reform movements. Among these were movements
to reduce consumption of alcohol, eliminate prostitution, improve prisons and insane asylums,
improve education, and ban slavery. Religious revivalism, resulting from the Second Great
Awakening, also had a large impact on American life in all parts of the country.
Third, the major political struggles during the antebellum period focused on states’ rights.
Southern states were dominated by “states’ righters”—those who believed that the individual
states should have the final say in matters of interpreting the Constitution. Inspired by the old
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DemocraticRepublicans, John C. Calhoun argued in his “South Carolina Exposition and
Protest” essay that the states had the right to nullify laws that they deemed unconstitutional
because the states themselves had created the Constitution. Others, such as President Andrew
Jackson and Chief Justice John Marshall, believed that the federal government had authority
over the states. The debate came to a head in the Nullification Crisis of 1832–1833, which
nearly touched off a civil war.
Fourth, and closely tied to the states’ rights issue, was the debate over slavery—the most
divisive issue the nation had yet faced. Between 1820 and 1860, more and more northerners
came to realize the horrors and injustices of slavery, while southerners grew increasingly reliant
upon it to support their cottonbased economy. Northerners did not necessarily want social and
political equality for blacks; they sought merely their emancipation. The debate in politics
centered primarily on the westward expansion of slavery, which southern elites saw as vital to
the survival of their aristocratic social and economic order. Others vehemently opposed the
expansion of slavery outside the South. The debate was critical in the Missouri crisis, the
annexation of Texas, and after the Mexican War.
Finally, the issue of westward expansion itself had a profound effect on American politics and
society during the antebellum years. In the wake of the War of 1812, many nationalistic
Americans believed that God intended for them to spread democracy and Protestantism across
the entire continent. This idea of “manifest destiny” spurred over a million Americans to sell their
homes in the East and set out on the treacherous Oregon, Mormon, Santa Fe, and California
Trails. Policymakers capitalized on public sentiment to acquire Florida and Oregon and declared
war on Mexico in 1846 to seize Texas, California, and everything in between.
Ultimately, these trends irreconcilably split the North from the South. The Market Revolution,
wage labor, improved transportation, social reforms, and growing middle class of the North all
clashed with the deepseated, almost feudal social hierarchies of the South. Each successive
debate on slavery and westward expansion drove the regions further apart until finally, in the
1850s, the North and the South were two wildly different places, culturally, socially, and
economically.
Works Cited:
"THE PRECIVIL WAR ERA (1815–1850)." S parknotes. Sparknotes LLC, n.d. Web. 8 Sept.
2014. <http://www.sparknotes.com/history/american/precivilwar/context.html>.
35
39
While America was undergoing an "era of good feeling" there were many problems lying under
the surface. These social ills were attacked many social reformers. This reform movement was
led by people who believed that America could do anything if she put her mind to it. One writer
called America, "The Israel of our time."
Reformers of the Mid 1800s
Major reform movements existed in the following areas:
A. Women's Rights:
1. This movement led by Elizabeth Cady Stanton and Lucretia Mott held a women's rights
conference at the Seneca Fall Convention. At the convention they wrote a Declaration of
Women's Rights.
B. Temperance
1. The temperance movement was an attempt to eliminate the evils of alcohol. Mostly the same
women involved in the women's rights movement . Led by the American Christian Temperance
Union they sought to save the American family by trying to get alcohol declared illegal.
2. They were successful in getting some states to adopt state constitutional amendments
banning alcohol.
3. This movement continued until the passage of the 18th amendment in 1920.
C. Education
1. Led by Horace Mann, the great educational reformer, a movement was led to create
mandatory public education in America. It was eventually successful.
D. Treatment of the insane
1. Reformers led by Dorothea Dix led the way to more modern treatment of the mentally ill.
Works Cited:
"Reformers of the mid 1800s." T he Social Studies Help Center. N.p., n.d. Web. 15 Oct.
2013. <http://www.socialstudieshelp.com/USRA_Reformers.htm>.
http://goo.gl/RISJ1b
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ERA 5 Review Cardsort: Civil War & Reconstruction
Chronological Order Activity
A cardsort is based upon a strategy that emphasizes organizing material based upon what you
know, what you read, and or what you hear. There are many ways a cardsort can be
structured. This cardsort will focus on putting events in order. Chronological order is a fancy
phrase that describes placing events in order based on when they occurred. Use what you
know and the E RA 5 Review Cardsort Article to place the events given to you in chronological
order. Start with the oldest event first. I have even prepared a brief tutorial video explaining
how you do a cardsort.
EVENTS
Lincoln and Douglas face off again in the election of 1860
South Carolina first to secede
President Buchanan did nothing as Abraham waits to take office
Jefferson Davis is elected as President of the South
Fort Sumter is attacked
The Civil War began
The American Revolution
Dred Scott Decision
Lincoln Douglas Debates
Abraham Lincoln loses race for senator (IL)
http://goo.gl/Wegk3S
3741
ERA 5 Review
Cardsort: Civil War & Reconstruction
What caused the beginning of the Civil War?
With the differences between North and South seemingly insurmountable, it seemed just a matter of time
before the South would secede. The only question would be what the government would do about it?
Both of the statements below were made by the same man, one in the North and one in the South. What
does this tell us about the man? Why do you think he had to make both of these statements?
Statement A
"Let us discard all this quibbling about this man and the other man, this race, and that race and the other race
being inferior, and therefore they must be placed in an inferior position. Let us discard all these things, and
unite as one people throughout this land, until we shall once more stand up declaring that all men are created
equal. "
Statement B
"I will say, then, that I am not, nor have ever been, in favor of bringing about in any way the social and
political equality of the white and black races; that I am not, nor ever have been, in favor of making voters or
jurors of Negroes, nor of qualifying them to hold office, nor to intermarry with white people... And inasmuch as
they cannot so live, while they do remain together there must be the position of superior and inferior, and I as
much as any other man am in favor of having the superior position assigned to the white race."
The author of both of these statement was Abraham Lincoln. Surprised, don't be. Yes "Honest Abe" was, in
fact, a politician. He said what he needed to say in order to get elected. He never said he would abolish
slavery, although that was his true desire. In fact the abolition of slavery didn't even become a war goal until
after the battle of Gettysburg. These statements tell us that Lincoln recognized that there was only one thing
that really needed to be done...keep the Union together. Lincoln wanted to be elected by the nation, not just
by one section. In the end, Lincoln failed to achieve this objective just as he failed to keep the Union together
peacefully. It would take a war the likes of which we had never known. A war that killed more Americans than
any other conflict before or since.
I. The Beginning of the Civil War?
A. How did the Dred Scott decision affect America?
1. The Dred Scott decision brought America into chaos. This had been a much watched and debated verdict,
kind of like the OJ trial! The South hailed it as great victory while the North decried the decision. As a result
America was further divided, more Northerners became abolitionists and America was further than ever from
being a unified.
B. What different groups and political parties existed in the mid 1800's and what were their basic positions?
1. Whig Party The Whigs were founded in response to the policies of Andrew Jackson. Whigs for the most
part were the old Federalists. They supported the old guard elite and felt the commoners, like "King Mob"
were a danger. The Whigs succeeded in getting two Presidents elected; William Henry Harrison and Zacahry
Taylor. Eventually the Whig Party disintegrated and most of its members joined the newly formed Republican
Party.
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2. Free Soil Party A party originally led by Martin Van Buren, former leader of the the Jacksonian
Democrats. They stood for abolition of slavery in the territories and federally funded improvements. They also
supported the notion of the government giving free land to settlers, hence the name Free Soil. In 1848 they
gained 10% of the vote, proving that an antislavery party could gain popular support.
3. Democratic Party Split in 1848 by the formation of the Free Soil Party and split again in the election of
1860 into Northern Democrats and Southern Democrats. The original Democratic Party tried to say little
about slavery, thus leading to the creation of the Free Soilists. The Northern Democrats supported the idea of
popular sovereignty and the Southern Democrats supported slavery.
4. Republican Party Formed in 1854 when Whigs, Free Soilists and Northern Democrats got together. This
Republican Party had no connection to the DemocratRepublican Party formed by Jefferson. It supported
high tariffs to protect the Northern Economy and other economic policies. The main issue, however, was the
parties pledge to keep slavery out of the territories.
5. Constitutional Union Party Formed by remnants of the Whigs and American Party, they said little except
that they wanted to support the Constitution and protect the Union.
6. Know Nothings A so called nativist group they carried out propaganda and terror campaigns against
immigrants, Catholics and Jews. They opposed anyone who was not a native to the United States. What did
they think about the real Native Americans, the Indians, well you figure it out! These were the forerunners of
what we know as white supremacists and the KKK!
7. Settlers We don't think about them much but it's their territory everyone was fighting over! For the most
part the settlers just wanted to be left alone. They couldn't afford slaves and eked out a living on small farms
and cattle ranches.
C. How did Abraham Lincoln become famous?
1. Lincoln ran for Senator from Illinois in 1858 opposing Stephan Douglas. The debate pitted a popular and
well spoken Democrat in Douglas against the kindly and awkward Lincoln. The nation was already looking at
Douglas as a potential Presidential candidate so the election and debate were closely followed.
2. In the so called "Lincoln Douglas Debates" Lincoln emerged as a well spoken, straightforward and honest
man. He developed a national reputation and became prominent in the Republican Party.
3. Lincoln lost to Douglas but they would meet again in the Presidential election of 1860.
D. What happened in the election of 1860?
1. Lincoln won as the Democrats split their vote.
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Party Candidate Electoral Popular %
Vote Vote
Republican Lincoln 180 1,866,000 39.8
Northern Democrat Douglas 12 1,375,000 29.5
Southern Breckinridg 72 848,000 18.1
Democrat e
Constitutional Bell 39 590,000 12.6
Union
E. What was the result of Lincoln's Election?
1. The South realized that they would never have the electoral votes to elect a Southern candidate. This
crystallized years of thinking that there entire way of life was in danger, and they were right. They knew
Lincoln opposed slavery, even though he never formally said so.
2. This realization left the south with no choice (from their perspective). They felt that the democratic system
could not work for them, they felt that they did not have adequate representation. In a sense Southerners felt
immensely patriotic. They didn't feel as if they were destroying the country, instead they took the position that
4044
they were doing what our founding fathers and John Locke had intended. The government had ceased
protecting them and instead was taking away their natural rights (again as they perceived it). It was their
right, even their responsibility to to secede.
3. South Carolina was the first to secede, more soon followed. Lincoln could do nothing, he was not yet the
President.
F. What did President Buchanan do to stop the Southern states from seceding?
1. Nothing. Buchanan felt that it was illegal for them to secede and that it was also illegal for him to do
anything to stop them.
G. How did the Civil War begin?
1. In February of 1861 representatives from South Carolina, Mississippi, Florida, Alabama, Georgia, Texas
and Louisiana formed the Confederate States of America. They elected Jefferson Davis President and began
occupying federal buildings, post offices, forts and other federal government property.
2. When Lincoln took office in March he knew he had to take action. By May another four states had seceded
and another four after that were ready to secede.
3. In April, Lincoln received word from the commander of Fort Sumter in South Carolina that he could not
hold the fort for more than six weeks without supplies and fresh troops. Not wanting to shed first blood he
only sent the supplies. Soon thereafter, Confederate forces opened fire on the fort while the Union fleet stood
and watched. Fort Sumter would be sacrificed so that the Confederacy would be the aggressor and not the
Union. The Civil War had begun.
Works Cited:
"What Caused the Beginning of the Civil War." T he Social Studies Help Center. N.p., n.d. Web. 15
Oct. 2013. <http://www.socialstudieshelp.com/USRA_Civil_War.htm> .
http://goo.gl/sl69gw
45
41
Culminating Project = Digital Portfolio
As you already know, the class is divided into five learning modules. As you complete projects in the learning
modules, you are also building the content necessary to complete your Culminating Project, a digital portfolio.
A digital portfolio can be used in many ways. It can demonstrate your unique abilities and creativity. Also, it
can be used to market your skills to potential employers.
The Culminating Project is a website that you will design that documents what you have learned. Instead of
taking an exam at the end of course, you will submit the Culminating Project to your instructor.
You will have to pick a free webhost prior to starting. Check out an e xample I made for you using Webs. It will
explain and give several examples to get your creative gears churning. You can also see a great e xample
from a student last semester. After previewing several free hosting sites, I must warn you that Webs is limited
to the number of free pages you can create. In my example I could not use a drop down menu for all listed
ERAs and I could not even list ERA 5. More of my students had better success with Weebly. If you are into
coding and can use a product to design something better than a free program, more power to you! Please let
your instructor know of your choice by completing the form attached to this link. The decision is up to you.
You are the webmaster of your site!
Try putting some unique touches on your homepage, write a slick purpose statement, and building your
navigation bar to end part I. (one more example below)
http://goo.gl/Z0XwQT 4426
Project Proposal Form
If you are interested in using another program to demonstrate and document your learning, that is great! I
want to encourage creativity and give you opportunities to use what interests you to learn the content I am
responsible for covering in this class.
Write your idea summary in the space provided below:
What program will you be using? ________________________________________________________
Will you be able to demonstrate and document your learning using the program listed above? Yes or No
Can you link your creation to the website you will be building for the Culminating Project? Yes or No
Arrange a quick meeting with your instructor to explain what you are proposing. Bring this form with you or
email/share it with the instructor prior to the meeting.
You have the “thumbsup” to get started on your proposed project. Instructor initials _________
Please rethink your proposal and revise it for approval. This will require another scheduled meeting
with your instructor.
43
http://goo.gl/ECSXfJ
42
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