EVIDENCE REQUEST -1-130 PETITION
Project GLAD
Washoe County School District- NEVADA 2005
THE SHAPING AND MAKING OF AMERICA:
1775-1865
Level 5
By Myrna Campbell, Patricia Casarez, Edith Gaw, and Kris Gingras
IDEA PAGES
I. UNIT THEME: THE SHAPING AND MAKING OF AMERICA (1775-1865) Enduring Understanding: History shows that human beings have always gone to war because of complex reasons rooted in economic need and greed, political and social values, and for self- preservation.
• Understanding our past is central to our ability to understand ourselves and the world around us-
• Independence comes with responsibility.
• The knowledge we gain from history has implications for our lives today.
• The antidote to feel-good history is not feel-bad history but honest and inclusive history. .The building of a nation comes at the cost of much human suffering.
• War inevitably changes the world and the people who live in it.
II. FOCUS I MOTIVATION
• Cognitive Content Dictionary
• Observation Charts
• Inquiry Chart
• Picture File Cards
• Realia
• Poems/Chants
• Teacher-made Big Book
• T -Graph for Social Skills .Super Historian Award
• Golden Pen Award
III. CLOSURE
• Reprocess all charts
• Ongoing Assessment -Learning Log, team tasks, 10/2, process grid
• Letter home to parents -evaluation of week
• Personal Response: Which war do you find most fascinating and how did it impact different people?
• Poetry
• Narrative
• Expository writing -cause and effect
• Personal Exploration
• Team Big Book
• Teacher-student generated test
IV. CONCEPTS
• At the heart of war are complex economic, social, and political conflicts
• Economic, political, and social causes and effects of American wars: Revolutionary War to Civil War
• The role of Native Americans and African Americans in the wars and the impact of war on them
• Importance of American wars in the making and shaping of the United States of America
• Contributions of American heroes in the making and shaping of the United States of America
The following wars contributed to the making and shaping of the United States :
Revolutionary War (1775-1783) was a conflict between the Colonies and the British Empire. The conflict arose over economic issues, such as land expansion west of the Proclamation Line, and taxation to payoff the French-Indian war debt, as well as the soldiers needed to keep the North-American Empire going.
War of 1812 (1812-1815) was a conflict between the United States and the British Empire and is sometimes referred to as the Second American Revolution. The conflict arose over economic issues, such as expansionism, the Napoleonic Wars, trade, Native American relations, and American independence.
Mexican American War (1846-1848) was a conflict between the United States and Mexico. The conflict arose over economic issues including U.S.-Mexican border disputes, acquisition of land for profit, and the need for more land to support the cotton industry.
Civil War (1861-1865) was a conflict between the Northern States and Southern States over political and economic issues. Conflict over slavery was the underlying issue. The Confederates wanted to be autonomous and secede from the Union to control and protect their agricultural economy and their way of life. The North did not support slavery and believed that industry was important. Foremost, they wanted to preserve the Union.
English/Language Arts
By the end of GRADE 5, students know and are able to do everything required in previous grades and:
Reading:
Nevada Content Standard 1.0: Students know and use word analysis skills and strategies to comprehend new words encountered in text.
1.5.1 Reading orally with rhythm, cadence and expression, i.e., poetry and
plays.
1.5.2 Use knowledge of phonics, structural elements, grammar, and syntax
to read and to determine the meaning of unfamiliar words in context.
1.5.3 Identify and use the meaning of high-frequency Greek-and Latin-derived roots and affixes to determine the meaning of words.
1.5.4 Find word origins and determine meanings of unknown words using
dictionaries and glossaries.
1.5.5 Use context clues such as restatements, definitions, and examples to determine the meaning of unknown words.
Content Standard 2.0: Students use reading process skills and strategies to build comprehension.
2.5.1 Select and apply pre-reading strategies that enhance comprehension,
such as making a plan for reading; accessing prior knowledge; using
text structures, such as table of contents, heading, subheading,
illustrations; choosing a graphic organizer, and selecting a reading rate.
2.5.2 Apply self-correcting strategies to gain meaning from text.
2.5.3 Select and use a variety of skills and strategies during reading, such as rereading to internalize information, purchasing, identifying man
ideas, identifying fact and opinion or cause and effect, predicting and verifying predictions, summarizing, paraphrasing, and drawing
conclusions to aid comprehension.
2.5.4 Clarify understanding of text by note taking, outlining, completing a
graphic organizer, summarizing, and writing a report.
2.5.5 Adjust reading rate to suit reading purpose and difficulty of text.
Content Standard 3.0: Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures, and times.
3.5.1 Distinguish main incidents of a plot that lead to the climax, and explain how the problem or conflict is resolved.
3.5.2 Make inference supported by the text about character traits and motivations, and make predictions about conflict and resolution.
3.5.3 Identifying historical events as portrayed in a variety of genres in literature.
3.5.4 Compare stated and implied themes in a variety of works.
3.5.5 Locate and interpret figurative language, including simile, metaphor, personification and idioms in text.
3.5.6 Describe how authors' purpose and writing styles influence reader response. 3.5.7 Describe differences in purpose and structure among stories, plays, poetry, and
nonfiction selections.
Content Standard 4.0: Students read to comprehend, interpret, and evaluate informational texts for specific purposes.
4.5.1 Use knowledge of text format, graphics, sequence, diagrams, illustrations, charts, and maps to comprehend text.
4.5.2 Clarify and connect main ideas and concepts and identify their relationship to other sources and related topics.
4.5.3 Read to evaluate new information and hypotheses by comparing them to known information and ideas.
4.5.4 Draw conclusions and make inferences about texts supported by textual evidence and experience.
4.5.5 Identify authors' ideas and purposes in texts including advertisements and public documents.
4.5. Read and follow multi-step directions in order to perform procedures and complete tasks.
Writing:
Nevada Content Standard 5.0: Students write a variety of texts that inform, persuade, describe, evaluate, or tell a story and are appropriate to purpose and audience.
5.5.1 Write infoffilative papers that develop a clear topic with appropriate facts, details, and examples from a variety of sources.
5.5.2 Write well-organized communications, such as friendly or business letters in an appropriate foffilat for a specific audience and purpose.
5.5.3 Write a narrative or story that develops a plot or sequence and uses
"showing" rather than "telling" details to describe the setting, characters, and events of the story.
5.5.4 Write response to literary selections by supporting ideas with selected examples. 5.5.5 Write summaries of oral and written stories, nonfiction texts and/or cross-
curriculum content.
4.4.5 Write expository text that speculates on causes and effects and offers simple persuasive evidence.
Content Standard 6.0: Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone, and word choice.
6.5.1 Generate ideas for future writing through activities, such as clustering,
brainstorming, and listening to and following story models.
6.5.2 Organize ideas through activities, such as outlining, listing, webbing,
and mapping.
6.5.3 Write paragraphs and compositions with main ideas that are
supported by details and state a conclusion.
6.5.4 Revise compositions to improve the meaning and focus of writing by
adding; detecting; clarifying; rearranging words and sentences; and
checking with various leads, conclusions, and transitions.
6.5.5 Edit for use of Standard English.
6.5.6 Produce writing with a voice that shows awareness of an intended
audience and purpose.
6.5.7 Share final drafts with a designated audience.
Content Standard 7.0: Students write using Standard English grammar, usage, punctuation, capitalization, and spelling.
7.5.1 Identify and correctly use pronoun case, comparative and superlative modifiers, and often misused verbs such as lie/lay, sit/set, and
rise/raise in writing.
7.5.2 Identify and write prepositional phrases, appositives; use transitions
and conjunctions to elaborate ideas.
7.5.3 Use colons to introduce a lists; use quotation marks to identify exact
words or passages quoted from other authors or speakers, as well as
the titles of poems, songs, and short stories..
7.5.4 Use rules of capitalization.
7.5.5 Use correct spelling of frequently used words, with special attention
to roots, suffixes, and prefixes.
Listening and Speaking:
Content Standard 8.0: Students listen to and evaluate oral communications for content, style, speaker's purpose, and audience appropriateness.
8.5.1 Interpret a speaker's verbal and nonverbal messages, purposes, and viewpoint; distinguish fact from opinion.
8.5.2 Identify the intent of persuasive speaking techniques, evaluate a speaker's delivery using given criteria, and provide constructive feedback.
8.5.3 Recognize and describe language and dialect usage that varies in different contexts, regions, and cultures.
8.5.4 Follow multi-step oral directions to complete a task.
Content Standard 9.0: Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.
9.5.1 Use specific and varied vocabulary and apply Standard English to communicate ideas.
9.5.2 Select and use appropriate public speaking techniques, such as gestures, facial expressions, posture, speaking rate/pace, and enunciation.
9.5.3 Give organized reports that demonstrate a clear point of view and incorporate multi-media aids as needed for enhancement.
9.5.4 Read aloud or recite literary, dramatic, and original works.
9.5.5 Give multi-step directions to complete a task.
Content Standard 10.0: Students participate in discussions to offer information, clarify ideas, and support a position.
10.5.1 Participate in conversations and group discussions as a contributor and leader. 10.5.2 Ask and answer questions to clarify or extend ideas.
10.5.3 Share ideas, opinions, and information with a group, choosing language that communicates messages clearly and effectively.
10.5.4 Compare and contrast ideas and viewpoints of several speakers.
Research:
Content Standard 11.0: Formulate research questions, use a variety of sources to obtain information, weigh the evidence, draw valid conclusions, and present findings.
11.5.1 Formulate research questions and establish a focus and purpose for
inquiry.
11.5.2 Select information from multiple resources to answer questions.
11.5.3 Give credit for others' ideas, images, and information by listing sources used in research.
11.5.4 Record information using given note-taking and organizational formats.
11.5.5 Present research findings using chart, maps, or graphs with written text.
SCIENCE
By the end of GRADE 5, students know and are able to do everything required in the previous grades and:
LIFE SCIENCE
Heredity and Diversity (Nevada State)
8.4.3 Observe and describe variations among individuals within the human population.
EARTH SCIENCE
Conservation
2. Explain that changes in environments can be natural events or influenced by human activities.
BASI C AND INTEGRA TED SCIENCE PROCESS SKILLS
The following are essential to developing the content knowledge of science and have applications across the curriculum. The process skills are often referred to as the "hands-on" or "inquiry" approach to science and should be used as a teaching strategy with the previous Benchmarks.
18.5.1 Explain that science is a systematic way of exploring the world.
18.4.2 Identify the components of scientific investigation ( e.g. observing, collecting data, classifying).
18.5.2 Develop explanations using observations (evidence) from investigations.
18.5.4 Recognize and explain that science is an activity done by more than one person working together.
18.5.6 Explain that science is an ongoing process of investigation (inquiry).
19.5.4 Explain that claims must be supported by evidence and logical argument.
21.5.3 Offer reasons for findings and consider the reasons suggested by others.
22.5.1 Give written or oral instructions that others are able to follow.
22.5.2 Organize information into charts, tables, and graphs.
22.5.3 Collaborate on a group project.
23.5.1 Explain that sometimes changing one thing causes changes in another.
24.5.4 Label diagrams properly.
20.5.2 Predict that some events are more likely to happen than others
Social Studies
By the end of GRADE 5, students know and are able to do everything required in the previous grades and:
Geography:
Content Standard 1.0: The World in Spatial Terms: Students use maps, globes, and other geographic tools and technologies to locate and derive information about people, places and environments.
1.5.1 Use maps and map features, including directional orientation, map symbols, and grid system, to identify and locate major geographic features in Nevada and the United States.
1.5.2 Identify the characteristics and purposes of different maps and globes.
1.5.3 Read and derive geographic information from photographs, maps, graphs, and computer resources.
1.5.4 Construct maps and charts to display information about human and
physical features in the United States.
1.5.5 Identify the purpose and content of various U.S. maps.
1.5.6 Answer spatial questions about a map using basic geographic vocabulary.
1.5.7 Recognize that states in the United States may be grouped into regions such as the West, Southwest, Midwest, Southeast, and Northeast.
0.4.7 Label a map of the United States with the names of the fifty states and major cities, such as Washington, D.C., Los Angeles, Seattle, Denver, Chicago, Atlanta, and New York.
Content Standard 2.0: Places and Regions: Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of change.
2.5.1 Describe physical and human features and cultural characteristics
of places and regions in the United States.
2.5.2 Identify examples in their community or region that reflect cultural
identity.
2.5.3 Describe the characteristics of their community and Nevada from different perspectives.
2.5.4 Identify the effects of the use of technology in different communities in the United States.
2.5.5 Identify and describe the locations of selected historical events.
2.5.6 Describe how their community and Nevada have changed over
time.
2.5.7 Identify the criteria used to define different types of regions.
Content Standard 4.0: Human Systems: Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.
4.5.2 Identify the push-pull factors influencing human migration and
settlement.
4.5.3 List examples of historical movements of people, goods, and
ideas.
4.5.5 Identify the sources of various economic goods and describe their movement between states or countries.
4.5.6 Investigate an economic issue by asking and answering geographic
questions about location.
4.5.7 Compare differences in the economic development and quality of life among the countries in North America.
4.5.8 Describe why types of organizations may differ by geographic region.
4.5.9 Describe issues of cooperation and conflict within the United States.
Content Standard 5.0: Environment and Society: Students understand the effects of interactions between human and physical systems and the changes in use, distribution, and importance of resources.
5.5.1 Describe ways in which changes in the physical environment affect
humans.
5.5.3 Describe places in the United States whose physical environment has been altered by technology.
5.5.4 Explore the impact of human modification of the physical environment on the people who live in that location.
5.5.6 Describe the patterns of distribution and use of natural resources in the United States.
4.4.5 Compare the use of the same resource in the United States with another place in the world.
Content Standard 6.0: Geographic Applications: Students apply geographic knowledge of people, places, and environments to interpret the past, understand the present, and plan for the future.
6.5.1 Describe how the physical setting influenced an event in the past.
6.5.2 Use current events to ask and answer geographic questions.
6.5.3 Discuss a geographic issue from more than one point of view.
6.5.4 Describe a geographic issue and the possible impact it could have in the future.
Content Standard 7.0: Geographic Skills: Students ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.
7.5.1 Ask geographic questions about the origin and significance of spatial
patterns.
7.5.2 Locate and gather geographic information from a variety of sources.
7.5.3 Create complex maps, graphs, or charts to display geographic information.
7.5.4 Investigate and interpret information from a variety of geographic sources.
7.5.5 Draw a conclusion by presenting geographic information in oral or written report accompanied by maps or graphics.
History:
Content Standard 1.0: Chronology: Students use chronology to organize and understand the sequence and relationship of events.
1.5.1 Identify events from multiple sources.
1.5.2 Record events on a graphic organizer, such as a calendar or time line.
Content Standard 2.0: History Skills: Students will use social studies vocabulary and concepts to engage in inquiry, in research, in analysis~ and in decision making.
2.5.1 Ask a historical question and identify resources to be used in research.
1.4.1 Organize historical information from a variety of sources.
Content Standard 6.0: 1700 to 1865: Students understand the people, events, ideas, and conflicts that led to the creation of new nations and distinctive cultures.
6.5.5 Identify key people of the American Revolution, including
George Washington and Ben Franklin.
6.5.14 Describe the relationship between the War ofl812 and the national
anthem.
6.5.21 Identify the Civil War and final outcome, including the Union and Confederacy and Generals Grant and Lee.
9.4.21 Explain the symbols, mottos, and slogans related to Nevada, including "Battle Born," state seal, Silver State, and state flag.
Civics:
Content Standard 1.0: Rules and Laws: Students know why society needs rules, laws, and governments.
1.5.1 Describe the effects on society of the absence of law.
1.5.2 Identify the Declaration of Independence and the U.S. Constitution as written documents that are the foundation of the United States government.
0.4.3 Describe the operation of representative government, including the rights of political minorities.
Content Standard 2.0: The U.S. Government: Students know the United States Constitution and the government it creates.
1.4.0 Identify the three branches of government (as set forth in the U.S. Constitution). 1.4.0 Name the two houses of the U.S Congress.
1.4.0 Identify the powers of the U.S. Congress, such as the power to tax, declare war, impeach the President.
1.4.0 Identify the duties of the President.
1.4.0 Identify the Supreme Court as the highest court in the land.
Content Standard 4.0: The Political Process: Students describe the roles of political parties, interest groups, and public opinion in the democratic process.
4.5.1 List the qualities of a leader.
4.5.2 Name two major political parties.
4.5.3 Give examples of interest groups.
4.5.4 Identify sources of information people use to form an opinion.
Content Standard 5.0: Citizenship: Students know the roles, rights, and responsibilities of United States.
5.5.6 Identify ways conflicts can be resolved in a peaceful manner that respects individual rights.
Content Standard 6.0: State and Local Government: Students know the structure and functions of state and local governments.
6.5.1 Explain why local governments are created within states.
Content Standard 7.0: Political and Economic System: Students explain the different political and economic systems in the world.
6.4.0 List the characteristics of a nation-state, including self-rule, territory, population, organized government.
Content Standard 8.0: International Relations: Students know the political and economic relationship of the United States and its citizens to other nations.
8.5.1 Identify the countries bordering the United States.
8.5.2 Explain ways in which nations interact.
Economics:
Content Standard 1.0: The Economic Way of Thinking: Students will use fundamental economic concepts, including scarcity, choice, cost, incentives, and costs versus benefits to describe and analyze problems and opportunities, both individual and social.
1.5.1 Describe how scarcity requires a person to make a choice and identify a cost associated with the decision.
1.5.2 Demonstrate an understanding that people may respond to the same
incentive in different ways because they may have different preferences.
1.5.3 Demonstrate an understanding that choosing a little more or a little less generates either a benefit or a cost.
Content Standard 3.0: Functioning of Markets: Students will demonstrate an understanding of how markets work, including an understanding of why markets form, how supply and demand interact to determine market prices and interest rates, and how changes in prices act as signals to coordinate trade.
3.5.1 Explain why trade must be mutually beneficial.
3.5.2 Demonstrate an understanding of supply and demand in a market.
Content Standard 6.0: The U.S. Economy as a Whole: Students will demonstrate an understanding of the U.S. economic system as a whole in terms of how it allocates resources; determines the nation's production, income, unemployment, and price levels; and leads to variations in individual income levels.
6.5.1 Identify the resources needed for production in households, schools, and community groups.
6.5.2 Demonstrate an understanding that an individual can be both a consumer and a producer.
6.5.3 Recognize the three types of productive resources: natural (such as
minerals), human (such as educated workers), and capital (such as machinery).
Content Standard 8.0: The Role of Government in Market Economy: Students will explain the role of government in a market economy.
7.4.5 Give examples of items for which a sales tax is charged and items for which a sales tax is not charged.
Content Standard 9.0: The International Economy: Student explore the characteristics of non-U.S. economic systems in order to demonstrate an understanding of how they are connected, through trade, to peoples and cultures throughout the world.
9.5.1 Explain why the U.S. imports and exports goods.
9.5.2 Describe how the exchange of goods and services around the world create interdependence among people in different places.
ENGLISH LANGUAGE PROFICIENCY STANDARDS
1. Students develop reading fluency in English.
2. Students use language-learning strategies to extend their communication.
3. Students read and demonstrate comprehension of written content-related material.
4. Students demonstrate comprehension of content-related vocabulary sufficiently to construct and apply academic knowledge.
5. Students write in a variety of forms with increasing accuracy of syntax and structure to effectively address a specific purpose and audience across all content areas.
6. Students compose original texts in English utilizing appropriate syntax and grammatical structure across content areas.
7. Students write in English using correct Basic English grammar conventions including punctuation, spelling, capitalization, and usage.
8. Students listen and evaluate spoken conversation or discourse with a variety of audiences, such as formal, consultative, casual, and intimate language registers.
9. Students communicate orally in English using correct syntax and connotation in social and academic settings.
10. Students convey through oral language their own thoughts about situations, experiments, abstract ideas, and concepts with enough detail for native English speakers to comprehend meaning.
11. Students are able to access and utilize available library and technical resources to make cultural and academic connections across content areas.
Vocabulary List:
• abolitionist- a person who believed slavery was wrong and fought to make it illegal
• address- an official speech
• agriculture -skill in growing plants for food; farming
• ally/allies- a person or a group that has joined with another to accomplish a specific goal
• amendment -a change made to the Constitution
• annexation -adding more territory to a country
• assassinate -to murder for a political reason
• blockade -an attempt to stop all traffic from entering or leaving an area so goods cannot be shipped or supplies bought
• boundary -a line that separates the territory of one group from that of another
• boycott -when a group refuses to buy certain products as a way of protesting
• cabinet- a group appointed by a President to help govern the country
• candidate -a person trying to get elected to a political office
• carpetbaggers -a word southerners used to describe northerners who came to the South after the Civil War
• casualties- people killed, wounded, or lost in a battle or war
• cause-effect relationship -when one event makes another event happen
• checks and balances -a system of separating government so each part keeps the others from taking too much power
• civil rights -the right to fair and equal treatment, guaranteed by the Constitution
• civil war -a war fought between two groups or regions of a nation
• civilian -a person who is not in the military
• colonies- settlements ruled by a different country
• committee of correspondence -a network of colonists who shared
• information about where the British were doing and what actions the colonies should take
• compromise -an agreement in which each side of an argument gives up something it wants in order to stop fighting
• Confederate -having to do with the states that fought against the Union during the Civil War
• Congress -a meeting of representatives to discuss plans for the future
• constitution -a written plan of how a country's government will work
• contraband -property that one army seizes from another during a war
• convention -a meeting of representatives to accomplish a specific goal
• corps -an organized group of people who do something together
• credit -a way of buying things with borrowed money
• declaration -something a person or a group writes or speaks to make their position clear; a statement
• delegate -one person chosen to speak or act for a number of people
• democracy -a government in which the people make political decisions by voting, and the majority rules.
• desertion -when a soldier runs away from the military
• diplomat- a person sent by his or her government to talk with other governments
• dispute -to fight with words; to argue
• draft -a system of choosing people and forcing them to serve in the military
• duty -a tax imposed by a government on goods brought into a country
• emancipation declaration- freedom from slavery
• executive branch -the part of the government that carries out the laws and oversees the government; the President
• export -a product shipped to another country to be sold
• federal system -a system in which a central government shares power with the governments of separate regions
• fortify- to make a place difficult to attack by making it more like a fort
• free state -a state that did not allow slavery
• freedmen -African Americans who had between enslaved before the Civil War
• frontier- an area still in a natural state that settlers have just started moving into
• hero -an unusual person who has accomplished great
• home front -all the people who are not fighting but who live in a country at war
• immigrant- a person who comes to live in a new country
• import -an item brought into one country from another
• impressment -the act of seizing people and forcing them into military service
• inauguration -the formal ceremony at which a government official, particularly the President, is sworn into office
• Industrial Revolution -great changes in how people lived and worked that were caused by the invention of new kinds of machinery
• inflation -when items people want to but cost more and the money they have to buy them is worth less
• injustice -something one person does to another that is wrong
• interchangeable parts -a part that fits right into each thing being made in a factory , without having to be changed or adjusted
• intervention -when one country involves itself with events inside another
• judicial branch -the part of the government that resolves disputes about the Constitution and decides the meaning of other laws; the Supreme Court
• legislative branch -the part of government that makes the laws; the Senate and the House of Representatives
• loyalist -an American colonist who was loyal to Britain
• Manifest Destiny -the belief that the United States could and should expand across the continent
• mass production -the making of goods in large quantities, using interchangeable parts and an assembly line
• massacre -the act of killing a considerable number of defenseless human beings under circumstances of cruelty; slaughter
• militia -an army made up of ordinary citizens instead of professional soldiers
• Minutemen -a member of the American colonial militia who was prepared to fight at a minute's notice
• mobilize -for a country to prepare for war
• natural resource -anything found in nature that people can use, particularly things they can sell
• negotiate -to talk to someone in order to reach an agreement; to bargain
• neutral -not supporting either side in a war
• overseer- the man on plantations in the South who was in charge of enslaved people working in the fields
• parliament- the group of representatives who make laws in Britain
• patriot- an American colonist who opposed the British; one who advocates or promotes the independence of his native soil or people; one who remains loyal to his country when it is occupied by enemies.
• peninsula -a piece of land that sticks out into the water but remains connected at one end to the mainland
• petition -a written request signed by many people and given to their government
• pioneer- one of the first settlers to travel into an unknown territory
• plantation -a large farm where crops are grown and the people who tend it live on the land
• political party -a group of people with similar goals who work together to gain power in government
• precedent -a past decision that is used as a model for a later decision
• privateer- the captain of an armed, privately owned ship, whom the government has given permission to attack enemy ships; any private ship operated by such a person
• proclamation -an official announcement
• propaganda -information used to win support for a cause
• Radical Republican -a congressman who believed that the national government should do everything necessary to protect the rights of African Americans
• ratify- for a state to approve the Constitution or an amendment to it
• rebel -to fight against people in power, particularly a government
• Reconstruction -a plan for rebuilding the South after the Civil War
• repeal -to take a law out of effect
• republic- a government in which citizens elect leaders to represent them
• responsibility- obligation; something for which anyone is accountable
• revolution -the overthrow of a government
• scalawag -a name given to white southerners who supported the Union
• secede -for a state to break away from the rest of the country
• segregation -the practice of separating people by race
• siege- when an army surrounds a city, keeps out supplies, and tries to force the inhabitants to give up
• slave state -a state that permitted slavery
• sovereignty -to be loyal
• strategy -a plan of action for fighting a war
• surrender- for one side in a battle or war to give up
• symbol -something that stands for something else
• tax -money people give their government to help pay for the services it provides
• territory -an area of land that is ruled by government; a frontier region before it became a U.S. state
• total war -a strategy in which an army destroys factories, railroads, farms, and cities to keep the enemy from getting the supplies it needs and to make civilians tired of the war
• treason -a revolt against one's own government
• underground railroad -a secret network of men and women who led
• enslaved African Americans to freedom before the Civil War
• union -another word for the United States; the states that remained united under the Constitution during the Civil War
• volunteer- a person who chooses to join the military
Resources and Materials
Washoe County School District Texts
Bednarz, Sarah, et al. (1997) We the People: Build Our Nation. Teacher's Book. Level 5 Vols. 1 and 2 and Student Book.
Ginn, Silver Burdett (1997) Literature Works: A Collection of Readings. Needham Heights, MA.
Non-Fiction
|J923.273 ADL |Adler, David. (2003) Heroes of the Revolution. NY: Holiday House. |
|J973.73 ARN |Arnold, James (2002) On to Richmond: The Civil War in the East. Minneapolis: Lemer Pub. Co. |
|J973.711 ARN |Arnold, James and Wiener, R. (2002) Divided in Two: |
| |the Road to Civil War of 1861. Minneapolis: Lemer Pub. Co. |
|J973.73.73 ARN |Arnold, James and Wiener, Roberta (2002) Lost Cause: the End of the Civil War 1864- 1865. |
| |Minneapolis: Lerner Pub. Co. |
|J973.71 BLE |Biel, Timothy Levi (1997) Life in the North: During the Civil War. CA: Lucent Books. |
|J970.3 BIR |Birchfield, D.L. (2004) Landmark Events in American History: The Trail of Tears. WI: World Almanac. |
|J973.708 BLA |Blashfield, Jean F. (1997) Women at the Front: Their Changing Roles in the Civil War. NY: Franklin |
| |Watts. |
|J973.3 BOH |Bliven, Bruce Jr. The American Revolution. NY: Random House. |
|973.52 B651 |Bohannon, Lisa F. (2004 ) The American Revolution. Minneapolis: Lerner Pub. Co. |
|J973 CAP |Bosco, Peter I. (1991) The War of 1812. Brookfield, Connecticut: Millbrook Press. |
|J973 CAP |Capaldi, Gina & Rockrnan, Alan (1999) Civil War. CA: Good Apple. |
|J973.62 CAR |Carey, Charles, Jr. (2002) The Mexican War: "Mr. Polk's War". .New Jersey: Enslow Pub. Inc. |
|J973.5 CAR |Carter, Alden (1992) The War of 1812: Second Fight for Indenendence. NY: F. Watts. |
|J973.3 CAR |Carter, Alden (1992) The American Revolution: War for Independence. NY: F. Watts. |
|J973.3 CAR |Carter, Alden (1990) The Battle of Gettysburg. NY: F. Watts. . |
|J973 .7 CAR |Carter, Alden (1992) The Civil War. NY: F. Watts. |
|J973.6 CAR |Carter, Alden (1992) The Mexican War: Manifest Destiny. NY: F. Watts. |
|J973.33 C268 |Casey, William 1.(1976) Where and How the War was Fought: An Armchair Tour of the American |
| |Revolution NY: Morrow. |
|J973.3 CLA |Clark, Philip (1988) The American Revolution. NY: Cavendish. |
|1979 COL |Collier, Christopher (1999) Hispanic American. Texas. and the Mexican War. NY: Benchmark Books. |
|J973.3 COL |Collier, Christopher (1998) The American Revolution. NY: Benchmark Books. |
|1973.3089 COX |Cox, Clinton (1999) Come All You Brave Soldiers. NY: Scholastic Press. |
|J973.3 DOL |Do1an, Edward (1995) The American Revolution: How We Fought the War of Independence. Connecticut: |
| |Millbrook Press. |
|J973.7 DOL |Dolan, Edward ( 1997) The American Civil War: A House Divided. Connecticut: Millbrook Press. |
|J973.3 DRA |Draper, Theodore (1996) A Struggle for Power: The American Revolution. NY: Times Books. |
|1973.78 EGG |Egger, Howard and Baranzini, Marlene S.(1998) Book of the American Civil War. Boston: Little Brown |
| |Co. |
|973.3 FLE |Fleming, Thomas J. (1997) Liberty! The American Revolution. NY: Viking. |
|1970.30 FIS |Fischer, Laura (2003) Picture the Past: Life on the Trail of Tears. IL: Heinemann |
|1974.4 FOR |Forten, Charlotte «2000) A Free Black Girl Before the Civil War .Minnesota: Blue Earth Books. |
|J973.52 GAY |Gay, Kathlyn & Gay, Martin (1995) War of 1812. NY: |
| |21 st Century Books. |
|J973.5 GOO |Goodman, Susan (2000) mtimate Field Trip 4: A Week in the 1800's. NY: Simon & Schuster Children's Pu|
|1370.973 GRA |Graves, Kerry (2002) Going to School During the Civil . Minnesota: Blue Earth Books. |
|J370.972 ORA |Graves, Kerry (2001) The Civil War .Minnesota: Capstone Books. |
|J973.62 |Haberle, Susan (2003) Let Freedom Rine:: The Mexican War -1846 -1848. Minnesota: Bridgestone Pub. |
|J973.3 HAL |Ha11ahan, William (2000) The Day the American Revolution Began: 19 A!>ril1775. NY: William Morrow. |
|J973.7115 HAM |Hamilton, Virginia (1993) Many Thousand Generations: African Americans from Slavery to Freedom. NY: |
| |Alfred Knopf Inc. |
|1973.7115 HAN |Hansen, Joyce & McGowan, Gary (2003) Freedom Roads: Searchine: for the Underf!Iound Railroad. |
| |Chicago: Cricket Books. |
|J973.7414 HAS |Haskins, Jim. (1998) Black. Blue and Grav: African Americans in the Civil War .NY: Simon & Schuster |
| |Books. |
|J973.3 HER |Herbert, Janis (2002) The American Revolution for Kids. Chicago: Chicago Review Press. |
|J973 .7 HER |Herbert, Janis (1999) The Civil War for Kids. Chicago: Chicago Review Press. |
|J973 HIN |Hintz, Martin (2004) U.S. of America: Enchantment of ~. NY: Children's Press. |
|1973.7 JAN |January, Brendan (1997) The Emancipation Proclamation NY: Children's Press. |
|J973.3 JAN |January, Brendan (2000) The Revolution War. NY: Children's Press. |
|J973 .731 JAN |January, Brendan (1997) Fort Sumter. NY: Children's Press. |
|J973.2 JAN |January, Brendan (2000) The Thirteen Colonies. NY: Children's Press. |
|J973.2 KAL |Kallen, Stuart A. (2002) Life Durine: the American Revolution. San Diego, CA: Lucent Books |
|J973.31 KAL |Kalman, Bobbie (1997) Life on a Plantation. NY: Crabtree Pub. Co. |
|J973.7378 KEN |Kent, Zachary (1987) The Story of Sherman's March to the Sea. Chicago: Children's Press. |
|J073.3311 KRE |Krensky, Stephen (2002) Paul Revere's Midnight Ride. |
|J973.3 LUK |Lukes, Bonnie (1996) The American Revolution. Connecticut: MillBrook Books. |
|J973.52 |Marrin, Albert (1985) 1812. the War Nobody Won. NY: Atheneum. |
|J973.3 MAS |Masoff, Joy (2000) American Revolution. 1700- 1800. NY: Scholastic. |
|J973.81 MET |Mettger, Zak ( 1994 ) Reconstruction: America After the Civil War .New York: Lodestar Books. |
|J973.62 MIL |Mills, Bronwyn (2003) U.S. Mexican War. NY: Facts on File. |
|1973.3 MOO |Moore, Kay (1997) ...If You Lived at the Time of the American Revolution. NY: Scholastic Inc. |
|J973.3 MOR |Morton, Joseph C. (2003) The American Revolution. Connecticut: Greenwood Press. |
|1973.3 MUR |Murray, Stuart (2002) American Revolution. NY: DK & Pub. Smithsonian Institution. |
|1973.313 NAR |Nardo, Don (1999) The Declaration oflndeDendence: A ~. San Diego, CA: Lucent Books. |
|J973.62 NAR |Nardo, Don (1999) The Mexican American War. San Diego, CA: Lucent Books. |
|J973.52 NAR |Nardo, Don (2000) The War of 1812. San Diego, CA: Lucent Books. |
| |Nofi, Albert (2000) Snies in the Civil War. Philadelphia: Chelsea House Pub. |
|J973.785 NOF | |
|973.7117 NOF |Nofi, Albert (2000) The Underground Railroad and the Civil War .Philadelphia: Chelsea House Pub. |
|J973.31 PEN |Penner, Lucille Recht (1998) The LibertY Tree: The Beginning of the American Revolution. NY: Random |
| |House. |
| |Raabe, Emily (2003) The Mexican American War. NY: Powerkids Press. |
|1973.62 RAA | |
|J973 .708 RAN |Ransom, Candice (1998) Children of the Civil War. Minneapolis: Carol rhoda Books. Inc. |
|1973.711 RAY |Ray, Delia (1990) A Nation Tom: The Storv of How the Civil War Began. NY: Puffin Books. |
|J973.3 ROS |Ross, Stewart (2001) The American Revolution. NY: F. Watts. |
|J 970 .3 SAL |Salas, Laura (2003) The Trail of Tears. 1838. Minnesota: Bridgestone Books. |
|]973.7 SAN |SandIer, Martin W. (1996) Civil War. NY: Harper Collins Pub. |
|J 973 .52 SAN |Santella, Andrew (2001) The War of 1812. NY: Children's Press. |
|1973.7082 SAY |Savage, Douglas (2000) Women in the Civil War ., Philadelphia: Chelsea House Pub. |
|1973.7 SAY |Savage, Douglas (2000) Untold History of the Civil War: The Civil War in the West. Philadelphia: |
| |Chelsea House Pub. |
|1973.3 STE |Stein, Conrad (1996) The Story ofValley Forge. Chicago: Children's Press. |
|J973.52 STE |Stefoff, Rebecca (200 1 ) The War of 1812. NY: Benchmarks Books. |
|J973.3 STE |Stewart, Gail (2003) Life ofa Soldier in Washington's A!!!!y:. San Diego, CA: Lucent Books. |
|J973.52 TOD |Todd, Anne M. (200 1 ) The War of 1812. Minnesota: Capstone Books. |
|1973.313 WIL |Wilson, Jon (1999) The Declaration of Indenendence. MN : Child's World. |
|J973.52 WAR |Warrick, Karen Clemens (2002) The War of 1812: We Have Met the Enemy. NJ: Enslow Pubs. |
|J929.92 WIL |Wilson, Jon (1999) The American Flag: The Red. White. and Blue. MN : Child's World. |
|J973.308 ZEI |Zeinert, Karen ( 1996) Those Remarkable Women of the American Revolution. Connecticut: Millbrook |
| |Press. |
Fiction
|J Fiction AND |Anderson, Marcella (2204) Young Patriots: Inspiring Stories of the American Revolution. PA: Boyds |
| |Mills Press. |
|JE BRU |Bruchac, Joseph ( 2000) Crazy Horse's Vision.' NY: Lee & Low Books Inc. |
|JE BUN |Bunting, Eve ( 1996) The Blue and the Gray. NY: Scholastic. |
|J Fiction GRO |Grote, JoAnn A. (2000) The American Revolution. Philadelphia: Chelsea House Pub. |
|J E HEI |Heide, Florence Parry & Gilliland, Judith Heide (1992) Sami and the Time of the Troubles. NY: |
| |Houghton Mifflin Co. |
|JE JOH |Johnston, Tony (1996) The Wagon. NY: Tamborine Books. |
|JE JOH |Johnston, Tony & Lewin, Ted (2002) Sunsets of the West. NY: Putnam's. |
|J E KEY |Key, Francis Scott (2002) The Star-Spangled Banner. , NY: Dragonfly Books. |
|JE LYO |Lyon, George Ella (1991) Cecil's Story. NY: Orchard Books. |
|JE POL |Polacco, Patricia (1994) Pink and Say. NY: Philomel Books. |
|J Fiction REE YA Fiction RIN |Reeder, Carolyn (1989) Shades of Gray. NY: Macmillan. Rinaldi, Ann( 1998) Cast Two Shadows: The |
| |American Revolution in the South. San Diego, CA: Harcourt Brace Co. |
|J Fiction ROB |Robinet, Harriette (1996) Washington CitY is Burning. NY: Antheneum. |
|JE SEY |Seymour, Tres ( 1998) We Played Marbles. NY: Orchard Books. |
|J Fiction TUR |Turner, Ann (1987) Nettie's TriD South. NY: Simon & Schuster. |
BOOK CLUB RESOURCES
|J Fiction BAN |Banks, Sara H. (1993) Remember My Name. NY: Scholastic Inc. |
|J Fiction BEA |Beatty, Patricia (1991) Jay hawker. NY: Beech Tree Paperback Books. |
|J Fiction COL |Collier, James & Collier, Christopher (1992) With Every Drop of Blood: A Novel of the Civil War. NY:|
| |Bantam Doubleday Dell Books. |
|J Fiction DAD |Dadey, Debbie (2000) Cherokee Sister. NY: Delacorte Press. |
|J Fiction DEN |Denenberg, Barry ( 1996) When Will This Cruel War be Over? The Civil War Diary of Emma Simpson. NY: |
| |Scholastic Inc. |
|J Fiction DON |Donahue, John (1995) An Island Far from Home. Minneapolis: Carol rhoda Books, Inc. |
|J Fiction DEA |Hansen, Joyce (1997) I Thought My Soul Would Rise Fly: The Di~ of Patsy. a Freed Girl. NY: |
| |Scholastic Inc. |
|J Fiction DEA |Hesse, Karen (1999) A Light in the Storm: The Civil War Di~ of Amelia Martin. NY: Scholastic Inc. |
|J Fiction HOO |Hoobler, Dorothy & Hoobler, Thomas ( 1997) ~ Bradford: The Story of a Rebel Girl. New Jersey: Silver|
| |Burdett Press. , |
|J Fiction BOO |Hoobler, Dorothy & Hoobler, Thomas.(1992) The Trail on Which They WeRt: The Story of a Cherokee |
| |Girl. NJ : Silver Burdett Press. |
|J Fiction BOY |Marten, James, ed. (2002) The Boy of Chancellorville Other Civil War Stories. NY: Oxford University |
| |Press. |
|J Fiction DEA |McKissack, Patricia (1997) A Picture of Freedom: The Diary of Clotee. A Slave Girl. NY: Scholastic |
| |Inc. |
|J Fiction PAU |Paulsen, Gary (1999) Alida's Song. NY: DelaCorte Press. |
|J Fiction PAU |Paulsen, Gary (1995) Call Me Francis Tuckett. NY: Doubleday Dell Books. |
|J923.273 RED |Redmond, Shirley-Rayo (2004) Patriots in Petticoats Heroines of the American Revolution. NY: Random |
| |House. |
|J Fiction REE |Reeder, Carolyn (1997) Across the Lines. NY: Avon Books, Inc. |
|J Fiction RIC |Richardson, George (2001) Drummer. NY: Writer's Showcase |
|J Fiction RIN |Rinaldi, Ann (2002) Numbering All the Bones. NY: Hyperion Books. |
Teacher Resources
|J973.3 AME |American Heritage (2003) History of the American Revolution. NY: Simon & Schuster. |
|J973.7082 |BEL Beller, Susan Provost (1999) Confederate Ladies of Richmond. Connecticut: 21st Century Books. |
|J973.3 BEL | Beller, Susan Provost (2003) The Revolution War. NY: Benchmark Books. |
|J973.7 BEL | Beller, Susan Provost (2003) The Civil War. NY: Benchmark Books. |
|J973.3 BEL |Beller, Susan Provost (1999) Yankee Doodle and the Redcoats. Connecticut: 21 st Century Books. |
|973.308 CAL |Calloway, Colin G (1995) The American Revolution in Indian Country: Crisis and Diversity in Native |
| |American Communities. NY: Cambridge University Press. |
|E 468 .C66UNR |Cook, Robert (2003) Civil War America: Making a Nation 1848-1877. London: Pearson Education Ltd. |
|J973 DAY |Davis, Kenneth (2003) American History. NY: Harper Collins. |
|J973.524 ELT |Elting, John Robert (1991) Amateurs. to Arms!: A Military History of the War of 1812. NC: Algonquin |
| |Books of Chapel Hill. |
|973.5203 ENC |Encyclopedia of the War of 1812 (1997) CA: ABC, edited by Heidler, David & Hiedler, Jeanne. |
|973.03 ENC |Encyclopedia of American History (2003)NY: Facts of Life, edited by Gary Nash. |
|Corbett |Fradin, Dennis (1981) Nevada. Chicago: Children's Press. |
|J973 .7 HAK |Hakim, Joy (2003) War. Terrible War 1855 -1865. NY: Oxford University Press. |
|J973 HAK |Hakim, Joy (2003) The New Nation. NY: Oxford University Press. |
|Corbett |Hakim, Joy (2003) Liberty for All? 1820 -1860. NY: Oxford University Press. |
|Corbett |Hart Melissa ed. (2002) Spectrum: Our Country .CA: Teacher Created Materials Inc. |
| | |
|974.8 HES |Hess, Bebra (2004) The Liberty Bell. NY: Benchmark Books. |
|973.33 HIB |Hibbert, Christopher (1990) Redcoats and Rebels: The American Revolution. NY: Norton. |
|J973.52 HIC |Hickey, Donald R. (1989) The War of 1812: A Forgotten Conflict. Urbana: University of Illinois |
| |Press. |
|J973 JOH |Johnston, Robert (2002) The Making of America. Washington, D.C.: National Geographic Society. |
|]973.3 JOR |Jordan, Shirley (1999) The American Revolution: Moments in History .Iowa: Perfection Learning Corp. |
|973.3 KAR |Karapalides, Harry (1998) Dates of the American Revolution: Who. What. and Where in the War for |
| |IndeDendence. PA: Burd Street Press. |
|]973.745 KAT |Katz, William Lore (1993) Exploration to the War of 1812. TX: Raintree/Steck- Vaughn. |
|J973.25 MAE |Maestro, Betsey & Maestro, Giulio (2000) Struggle for a Continent: The French and Indian Wars |
| |1689-1763. Mettger, Zak ( 1994 ) Till Victory is Won: Black Soldiers in the Civil War .NY: Lodestar |
| |Books. |
|J973.3 MUR |Murray, Stuart (1999) America's Song: The Story of Yankee Dood. NY: PK Pub & Smithsonian |
| |Institution. Murray, Aaron (2004) American Revolution: Battles and Leaders. NY: DK Pub. |
|973.3092 RAP |Raphael, Ray (2001) A People's History of the American Revolution. NY: New Press. |
|J923.273 RED |Redmond, Shirley-Rayo (2004) Patriots in Petticoats Heroines of the American Revolution. NY: Random |
| |House. |
|J973.46 SAK |Sakurai, Gail ( 1998) The Louisiana Purchase. NY: Children's Press. |
|J973.775 SAV |Savage, Douglas (2000) Civil War Medicine. Philadelphia: Chelsea House Pub. |
|976.4 SIE |Sievert, Term (2003) Texas. Minnesota: Capstone Press. |
|J920.72 SIL |Silcox-Jarrett, Diane (1998) Heroines of the American Revolution: America's Founding Mothers. NC: |
| |Green Angel Press. |
|973.52 SKE |Skeen, Carl Edward (1999) Citizen Soldiers in the War of l8ll. Lexington: University Press of |
| |Kentucky. |
|J973.7 STA |Stanchak, John (2000) Civil War. NY: A Dorling Keindersley Book. |
|J973.2 STE |Steins, Richard (2000) Colonial America. Texas: Raintree Steck- Vaughn. |
|J973.73 STE |Stewart, Gail (2000) The Civil War Weapons Of War. San Diego, CA: Lucent Books. |
|J973.7415 WIL |Wilson, Joseph (1994) The Black Phalanx: African American Soldiers in the War of Independence. the |
| |War Of 1812 and the Civil War. NY: Da Capo Press. |
| |Wright, Mike (1999) What They Didn't Teach You About the American Revolution. CA: Presidio. |
|973.3 WRI | |
Audio-Visual Materials
|Corbett |American Heritage. The Civil War. Byron Press Multimedia. |
|973 AME |Video (1999) The American Revolution. |
|Corbett |Documentary. The Road to Independence: The Revolution~ War -1775 to 1783. Collector's Series. Volume|
| |5. Hosted by James Whitmore. |
Internet Sites
.org/vallevforge/served/arnold
http:/ /www .index.asp
(The American Revolution Home Page )
(Teaching the American Revolution: Scaffolding to Success)
(A Journey Toward Freedom)
Project GLAD
Washoe County School District
THE SHAPING AND MAKING OF AMERICA:
1775-1865
UNIT PLANNING PAGES
I. FOCUSING/MOTIVATION
• Big Book -The Making and Shaping of America (1775-1865),
• Read Aloud
• Dress in Costume
• Trip to Museum
• Realia
• Poetry/Chants
• Inquiry Chart
• Observation Charts
• Exploration report with picture file cards
• Review Charts
• Historian Awards
• Historian Notebook Award
• Patriotic Symbol Bookmarks
• Flip Book Awards
II. INPUT
• Read Alouds -variety of sources
• Poetry/Chants
• Narrative Input Chart -The Blue and the Gray
• Pictorial Input: Triangular Trade Routes
• Input: Cause -Effect Timeline
• Comparative Input: -Civil War: North vs. South
• 10/2
• ESL Preview/Review
• Expert Groups: Revolutionary War (2 parts), Mexican War, War of 1812
III. GUIDED ORAL PRACTICE
• T -Graph -cooperation
• Poetry/Chants
• Shared Reading -nonfiction
• Numbered Heads Together
• Sentence Patterning Chart (Farmer-in-the-Dell)
o -reading game and trading game
• Picture File Activities
• Personal Interactions
• Author's Chair
• Expert Groups
• Process Grid
• Narrative Input review
• Pictorial review
• Found Poetry
• Ear-to-Ear Reading Team Share
• Review Game
• Individual Presentation
IV. READING/WRITING
Whole Group:
- Cooperative Strip Paragraph -Expository: Cause/Effect
- Poetry Frame -Patriots Here, Patriots There, Yes, Ma'am
- Descriptive Frame -Similes/strip book
- Story Map -The Blue and the Gray
- Found Poetry
- Process Grid
- Sentence Patterning Chart
- Exploration Report
Small Group/Cooperative Groups/Flexible Grouping
- Guided Reading
- Sentence Game/Trading Game form Sentence Patterning Chart
- Team Flip Chant Book and Strip Books
- Team Big Book
- Ear-to-Ear Reading
- Team Exploration Report
- Team Tasks: Yes Ma'am Poem Sequencing, Team Dictionary,
- Story Map, Strip Book, Expository Frame, Narrative Retell,
- Sentence Patterning Chart and Flip Chant, Process Grid,
- Timeline, Pictorial Input, Team Evaluation. Student/teacher created test questions
- ELD Group Frame
- ESL preview/review/reading instruction, and skill reinforcement
Individual Choices / Portfolios
- Reading Writing Choices: Post-its in books, Picture File Cards, Add to charts, Make word cards, Highlight charts, Focused reading, Poetry Booklets, Flip Chants, Expository and Narrative Text, Found Poetry, independent Reading
- Research Center
- Writing Center
- Cognitive Content Dictionary
- Learning Logs
- Interactive Journal Writing
V. EXTENDED ACTIVITIES
• Cooking
• Field trip to museum
• Class Big Book
• Songs/movement
• Art
• Guided Imagery
• Role-playing/drama
VI. CLOSURE
• Reprocess all charts
• Ongoing Assessment -Learning Log, Team Tasks, 10/2, Process Grid
• Alternative assessments: plays, presentations (Big Book, poems etc.),
• Team explorations/rubric
• Personal explorations/rubric
• Letter home to parents -evaluation of week
• Personal Response: Which war do you find most fascinating and how did it impact different people?
• Expository writing -cause and effect of wars in the shaping of America
• Poetry
• Narrative
• Teaching of study skills and test taking skills
Sample
5 Day
Lesson Plan
Project GLAD
Washoe County School District 2005
THE MAKING AND SHAPING OF A NATION
LEVEL 5
SAMPLE DAILY LESSION PLAN
Day 1:
FOCUS AND MOTIVATION
• Signal Word -Cognitive Content Dictionary: patriot (prediction. gesture)
• Observation Charts
• Super Historian Awards (Scouts) to reward 3 personal standards: make good decisions, solve problems, show respect
• Inquiry Chart: What do you know about the making and shaping of the United States of America? What do you want to know about the making and shaping of the United States of America?
GUIDE ORAL PRACTICE
• Poetry: Patriots with Picture File Cards
FOCUS AND MOTIVATION
• Big Book: The Making and Shaping of America
GUIDED ORAL PRACTICE
• Poetry: Historian Bugaloo
INPUT
• Pictorial Input -World Map of Triangular Trade Routes 10/2
GUIDED ORAL PRACTICE
• T -Graph: cooperation -Team Points
• Picture File Activity: Most Historical -Exploration Report
• Numbered Heads Together
• Chant: Yes Ma'am
• Personal Interaction: What do you think and feel about war?
INPUT
• Input -Timeline with Picture File Cards
• Narrative Input: The Blue and the Gray by Eve Bunting
• 10/2 Primary Language
• Learning Log with ELD Review
• Super Historian Award
READING/WRITNG/LANGUAGE ARTS
• Reading/Writing Choice Time:
- Writing Center & Research Center
- Interactive Journal
CLOSURE
• Home School Connection -Discuss with a family member the following questions. Why do people fight wars against each other? Are there right reasons and wrong reasons for fighting a war? Sketch and/or write about the thoughts and feelings that came up during the discussion
• Reread Inquiry Chart, Poetry, and Input Charts
SAMPLE DAILY LESSON PLAN
Day2:
FOCUSING AND MOTIVATION
• Home/School Connection Share and Review
• Cognitive Content Dictionary: Final meaning/sketch/word analysis/new signal word - agriculture
• Historian Notebook Award
• Review World Map Pictorial with word cards
• Review Timeline with word cards
GUIDED ORAL PRACTICE
• Review Patriot Chant
• Farmer in the Dell -Noun: Patriots
- Reading Game
- Trading Game
- Flip Chant Book
INPUT
• Comparative Input: Civil War (1861-1865): A Nation Divided
• 10/2
• Learning Log
• ELD review of Comparative Input Chart
FOCUS AND MOTIVATION
• Retell Narrative with word cards and dialogue cards -The Blue and the Gray
READING/WRITING/LANGUAGE ARTS
• Flexible groups:
- Team Tasks
- Clunkers and Links (for at and above grade level reading)
• Choice reading and writing: Research and Writing Centers
• Writer's Workshop
GUIDED ORAL PRACTICE
• Process T -Graph and T earn Points
CLOSURE
• Review Charts and Chants
• Add to charts
• Home/School Connection
SAMPLE DAILY LESSON PLAN
Day 3:
FOCUSING AND MOTIVATION
• Home/School Connection
• Cognitive Content Dictionary: Agriculture: Final meaning/sketch/word analysis New signal word -ratified: predictions and gesture
• Review Comparative
• Highlight Poetry and use Picture File Cards
• Class retell of Narrative and Story Map
READING & WRITING
• Flexible Groups:
- Expert Group 1: Mexican War
- Expert Group 2: War of 1812
- Team Tasks
GUIDED ORAL PRACTICE
• Process Grid Game
READING & WRITING
• Cooperative Strip Paragraph (write & respond}
• Interactive Journal
INPUT
• Read Aloud
CLOSURE
• Review Charts
• Home/School Connection
SAMPLE DAILY LESSON PLAN
Day 4:
FOCUSING AND MOTIVATION
• Home/School Connection
• Cognitive Content Dictionary: Final meaning/sketch/word analysis/repeat definition/ Read Wall and vote for student generated CCD word
READING & WRITING
• Cooperative Strip Paragraph: revise and edit
GUIDED ORAL PRACTICE
• Poetry/Chants: Marine Cadence
READING & WRITING
• Review Narrative Input / Story Map
• Writer's Workshop
- Mini lesson (sketch)
- Write/Conference
- Author's Chair
INPUT
• Read Aloud: Similes
• Model strip book
READING & WRITING
• Flexible Groups
- Team Tasks
- ELD Group Frame
- Struggling readers
- Cooperative Strip Paragraph
- Research Center
- Writing Center
CLOSURE
• Review charts
SAMPLE DAILY LESSION PLAN
Day 5:
FOCUSING AND MOTIVATION
• .Home/School Connection
• .Cognitive Content Dictionary: Final meaning/sketch/word Variation: repeat definition
READING & WRITING
• Listen and Sketch
• Ear-to-Ear Reading
• Flexible Group:
- Team Tasks
- Research center
- Writing Center
- ELD review
GUIDED ORAL PRACTICE
• Team Presentation: Team evaluation and 1 completed team task .Poem: I Know an American Symbol
READING & WRITING
• .Found Poetry
• .Writer's Workshop
- mini lesson (graphic organizer)
- write
- author's chair
GUIDED ORAL PRACTICE
• Poem: choice
CLOSURE
• Inquiry Chart
• Review Charts
• Review Game
• Dialogue Journal
[pic]
[pic]
Instructional Delivery--CIVIL WAR-Comparative Input Chart
1st chunk-Black
• Today we are going to learn about the Civil War-A civil war is a war between groups within a nation. The United States Civil War was between two groups. It began in 1861 and ended in 1865. Our country was a Nation Divided.
Trace the US and say, "Let me show you what our country looked like at the time ~f the Civil War. Most of the states were in the eastern and southern parts of our country. In the west, most of the lands were territories (purple).
2nd chunk-Red
• The two groups that fought in our Civil War were the North and the South. Let's look at the causes or why the Civil War happened-If you would have asked the people in the South, they would probably have said that they believed in state rights over federal rights. These southern states believed that they had the right to make their own laws.
• President Lincoln had just been elected in 1860 and they didn't want him to be their president. So there was a secession of 11 states in the south. This means that they separated from the United States because they didn't want to follow the rules of the federal government.
• Another reason southerners gave for going to war was because of economic dependence on slaves. This means they needed their slaves to make money picking cotton and tobacco.
• Similarly, if you had asked a Northerner why they went to war they would probably have said that the North wanted to preserve the Union. This means that they wanted to keep the country together as one. Also, most of the Northerners were anti-slavery-against it, especially in territories that would become states. They didn't want there to be more slave states than free states.
• l0/2-Talk about the causes of the Civil War
3rd chunk-Green
• Our country was now a nation divided into the North and the South. Draw red line to show division
• In the North, our country was still named the United States or America. Abraham Lincoln was the President. There were 23 states and 22 million people. Write in abbreviations of Northern States. California and Oregon were part or the North but they were clear on the other side or the country.
• On the other hand, the south now a country of its own named itself the Confederate States or America The South elected its own President Jefferson Davis. There were 11 states in the south (label the southern states), and 9 million people and do you know that almost half (40% ) or those 9 million people were slaves?
10/2
When I give the signal word turn to your talking partner and tell two things about our two countries.
4th chunk-Gray
• The North and the South each had an army. The people in the South were called Southerners, the Gray, Confederates, and Rebels.
• Draw southern soldier. Many of the soldiers who went to war were boys who were as young as 10 or 11. Pictures.
• When the war first started some soldiers didn't even have uniform, and different\ states had their own uniforms? The standard uniform, however, of a southern soldier was made of gray wool. Pictures. The soldiers had to sleep outside and be ready for battle at a moment's notice so the wool helped to keep them warm.
• This is a general's uniform. On the lapel of the collar were emblems that showed the rank or how high the soldier's position was in the army. Those who were high in rank had fancier uniform and some of the officers wore sashes with tassels
5th chunk-Blue
• On the other hand, the people in the North were called Northerners, the Blue, Unionists, and Yankees.
• The standard uniform of the northern soldier was a blue wool uniform. Show pictures. Drummer boy
• In some cases during the war, the uniforms of the Northern soldiers faded to gray and they were sometimes mistaken for southern soldiers.
• The uniforms of the Northern generals were trimmed in gold and on the shoulders they had fancy little pads called epaulets. Just like the southerners, they had emblems on their uniforms that indicated the rank of each soldier. Do you know that their boots were neither right nor left?
Personal Interaction-How would you have felt if you would have had to go to war at the age of 10 or 11 ?-Talk to your partner when I give you the signal word.
6th chunk-Light Blue
• The leader of the South was General Robert E. Lee. He went to West Point, a military academy. Put up a picture. He was a brilliant student. That means he was very smart. Did you know that up to today, he is the only student to attend West Point that never got a demerit. That means he never got in trouble and always did his work. Isn't that a great thing to be known for?
• General Lee had fought bravely for the United States in the Mexican War where he became famous for being a great battle strategist and engineer. That means that he was very good at preparing for battles and deciding how to fight. When the United States divided into the North and the South he had such mixed feelings because even though he was he was a Southern patriot who agreed the North about slavery and keeping the United States a Union, first and foremost, he was a Southerner. When President Abraham Lincoln asked him to be a leader in the Union Army he said no because of his loyalty to the South. So he became the leader of the Confederate Army.
• The leader of the North was Ulysses S. Grant. He also went to West Point, but unlike Robert E. Lee, Grant was an average student. He and Lee fought together in the Mexican War and he also was a great battle strategist. After the war he went on to become the 18th President of the United States.
10/2- When I give you the signal word talk to your partner about two things you learned about the Civil War Generals.
7th chunk-Brown
• Now lets look at the resources each army had available to fight in the Civil War.
• The south had an agricultural economy. This means they made a living by farming. Some farms were small and some were large.
• The large ones were called plantations. (Show picture) The south grew three main products: cotton (white gold because the South made most of its money selling cotton so it was like gold to them you know gold is very expensive), tobacco, and rice. They depended on trading these products, especially the cotton, for other goods. They traded with the North and they exported or sent their products on ships to other countries, such as Britain and France. Not all the land in the south was good for farming and as the soil became used up, southern planters realized that the lands in the western territories were necessary for the survival of the Southern economy of cotton and tobacco that required the free labor of slaves.
• The south had a few factories-14% of all those in the United States and as for railroad transportation, the number of miles of train tracks in the south was only 29% of all those in the United States.
• How did this affect the southern troops? They had fewer supplies-food, guns, clothes, shoes, and blankets. Mobility or moving around was also harder for the soldiers in the south because they didn't have as many railroad tracks and good roads.
• The south had fewer soldiers but they were good hunters, trackers and Fighters.
• The south also had spies. One of them was Belle Boyd. Show picture
• On the other hand, the North had an industrial economy.
• They had 86% of the factories in the United States. Most were steel mills where they turned iron from the iron mines into steel to build buildings, railroad tracks, cannons, guns, and machines.
• Others factories were textile mills where cotton traded from the south was used to make cloth.
• The North was also agricultural and had rich farmland on which they grew corn, grains and cattle.
• The north had 71% of the railroad tracks in the United States and better roads than the south.
• As a result, Northern soldiers had more supplies and greater mobility. The North had more soldiers than the South but they had less experience with hunting and tracking, and fighting in enemy territory.
• The North also had spies. One of them was Pauline Cushman, actress.
10/2- Tell your partner about two differences between the resources of each army.
8th chunk-Pink
• Effects-what happened as a result of the Civil War? Well the North won and the Union was preserved.
• 625,000 Americans died in the Civil War, more than any other war in our Nation.
• Nevada became a state-Battle Born; as did West Virginia.
• The 13th Amendment was enacted or made into law making slavery illegal. The economy was destroyed, especially in the South.
• Segregation
• Finally, the Indian Wars began because the Americans treated the Native Americans worse and worse and we now wanted to turn the territories into states, which meant Native Americans would be moved to reservations.
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Instructional Delivery: Timeline
Title: The Making and Shaping of a Nation (1775-1865)
• Write the title and tell students they are going to get the outline (big picture) of the unit we are going to study.
• Outline the 13 Colonies and the Great Lakes:
• This will be an enlargement of the North American continent where the colonies are. Point to the Triangular Trade Routes World Map.
• Introduce Legend and highlight the 13 Colonies.
• A map of the United States will help us as we learn about some of the social, political and economical events that caused some wars and helped shape or form our nation and its borders. In the big book, we talked about how human beings have always gone to war because of complex reasons and that the shaping of our nation came at the cost of much human suffering.
• We know the country that borders us to the south is Mexico and the country that borders us to the north is Canada.
• We are going to use this map to help us discuss some of our Nation's wars.
• Another way to organize historical events and help us see when and how events happened in time is a timeline...so these dashes signify the passing of time (start outlining the timeline).
• First, we will talk about The Revolutionary War or sometimes called The War of Independence that started in 1775 and lasted for 6 years, unti11781.
• Let's talk about who was involved: Great Britain versus the American Colonies. The Americans in the Colonies were also divided on whom they were supporting in the war. There were the Loyalists, who supported the existing British government and the Patriots, who wanted independence from Great Britain.
Teacher Note: Only pick one cause and one effect for each war. The students will add to the chart as they learn more about each war. Add extra bullets and remind students to add information. Refer to timeline information included in packet.
Some of the Causes of the war were:
• Debt from the French-Indian War- more land and people to defend...soldiers were needed...GB thought the Colonists should help pay (review on the pictorial map)
• Taxation without representation- not represented in the British Parliament. Taxes (money paid to the government) on glass, paint, paper, and tea this caused some people in Boston to dress up and throw tea from the British ships into the harbor we call this the Boston tea party...the British called it an outrage .
• King George established the Proclamation Line- right along the tops of the Appalachian Mountains (outline on the map and legend). King George wanted to settle the land disputes between the American colonists and the Native Americans. Colonists were to stay on the east side of the Proclamation Line and the Native Americans on the west side. (The colonists that were already on the west side had to move and go back to the east side of the Appalachian Mountains).
• These things made the colonies so angry that some of the American colonists wrote King George. Thomas Jefferson wrote the declaration... they told him about what he had done wrong, what they believed about good government and that the colonies were now free and independent.
• Other Patriots such as Benjamin Franklin and John Hancock approved it on July 4th, 1776. We know this document as the Declaration of Independence.
• The Revolutionary War was fought on land and sea in and around the colonies Great Britain, of course, was much stronger...more soldiers...better equipment ...stronger navy ...however, the Patriots won the war with the help and support from the French (write next to Patriots). Remember the French had lost the French and Indian War and they were probably seeking a little revenge..plus trying to get back any land they had lost in North America.
These were some of the effects (or results) of the war.
• The 13 American Colonies won their independence from Great Britain and became the United States of America with 13 states.
• The group that suffered and lost the most after this war was the Native Americans lost more land and had no legal rights. Native Americans lived in harmony with the land...how can you own land...the air...versus European view of land as a resource...owning...buying and selling the land.
• The new independent 13 states got off to a rocky start. The citizens in the colonies were first loyal to their states and distrusted a federal (central government) system of government. Finally, after 6 years, United States Constitution, which was a working plan for a government was written and ratified in 1787. Unfortunately, the delegates that wrote and signed the
Constitution did not find a fair way to share the land with the Native Americans and the Constitution didn't outlaw slavery. (10-2...2 causes and 2 effects you learned about the Revolutionary War).
• Eli Whitney invented the cotton gin in 1793. This had a profound effect on the agricultural economy of the south. The cotton gin made the time intensive removal of the cotton seeds easy and fast. Cotton quickly became a cash crop and as a result, the demand for slaves increased.
Before you start the War of 1812, sketch in the new states... Vermont ...Ohio...Kentucky ...Tennessee…. Louisiana.
• More years passed and we had another war called the War of 1812 or sometimes called the Second War of Independence. This war lasted for about 3 years...1812 to 1815. Let's talk about who was involved Great Britain and the United States.
• Some of the causes of this war were: Great Britain was at war with France. The United States didn't want to get involved and wanted to stay neutral but Great Britain and France didn't let that happen.
• In order to hurt one another's economy I they both imposed trade restrictions on U.S. ships they also captured U.S. ships and stole the goods. Great Britain even captured U.S. ships and forced the men into military service...into the British navy this is called impressment.
• The U.S. issued a trade embargo against Great Britain and France...this eventually hurt the U.S. economy.
• Most of the battles were fought in the seaport cities. The British even burned the Capital!
Some of the effects from the War of 1812 were:
• National pride and unity the U.S.A. had stood up to Great Britain again
• No winning side
• Westward land expansion
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Before you start the Mexican War, sketch in the following states:
Ohio...Maine...Indiana...Illinois...Michigan...Missouri…Arkansas, Mississippi…Alabama, and Florida.
• Back to the timeline as we go along our timeline...and time passes about 30 years later, the United States has another war the Mexican War...it started in 1846 and lasted 2 years...until 1848. Let's talk about who was involved in this conflict Mexico versus the United States.
These were some of the causes of the war:
Outline the Republic of Texas …
• The U.S. wanted to annex (or join) Texas. There were border disputes over land extending to the Rio Grande between the United States and Mexico.
• Manifest Destiny the belief or "God given" right that the United States should extend from sea to sea, across the continent.
The United States won this war
These were some of the effects of the war:
• Mexico gave up land to the Rio Grande and more land including AZ, CA, NV and UT.
• Texas was annexed as a slave state.
(10-2 ……..what do you think the effects were... when Texas was annexed as a slave state? )
Before you start the Civil War sketch in the following states: Wisconsin, Minnesota, Iowa, Kansas, Oregon, and California.
• 12 years passed and we have the most tragic war in the history of our nation...the Civil War was between regions of a Nation...and it lasted for almost 4 years... from 1861 to 1865. The Union States (northern states) versus the Confederate States (southern states) Outline the states on the map and coordinate with the legend...stripes and spots.
Some of the causes of the Civil War were:
• States rights versus federal rights
• Imbalance of power ...more non-slave states than slave states...more representation in the government
• Lincoln was elected president and the south did not support Lincoln
• Southern states seceded (separated) from the United States (Union) and become the Confederate States of America.
• Northern states want to preserve the Union.
Some of the effects of the Civil War were:
• More lives lost than any other American war in history (625,000 lives)
• Union was preserved
• Ratification of the 13th Amendment which outlawed slavery
• Economy was destroyed-Reconstruction Period
• Lincoln was assassinated
• Continued westward expansion...start of the Indian Wars.
• Segregation in the south
Conclusion:
Our timeline shows us some of the causes and effects of the wars during this time period that shaped our Nation as we know it today. If you look closely I there were definite cause and effect relationships between these events and these wars the effects of one war were some of the major causes of the next war.
(10-2 talk about cause and effect relationships...which causes do you see were causes that effected the start of the next war?)
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Instructional Delivery: World Map Pictorial
• Before we talk about how our country was made and shaped, we want to take a look at the world and which countries and continents traded with the English colonies in America.
• Outline ...7 continents oceans
• Highlight North America 13 colonies... West Indies... Great Britain, France and the continent to the south of Europe... Africa
• Great Britain along with Spain, Holland, and France all set up colonies in North America. A colony is a settlement ruled by a distant country.
• The 13 colonies were ruled by Great Britain and they depended on international trade. Outline the 13 colonies.
• (Outline the trading arrows) A great deal of shipping went on between Africa, Europe, and North America. The colonies exported (sent out) to Great Britain and Europe (furs, lumber, and tobacco). The colonies Imported (took in) (tools, guns, and cloth). The colonies also exported (rum, iron) to Africa...Great Britain exported (guns, cloth) to Africa. Africa, in turn, exported (slaves, gold) to the West Indies. The colonies Imported (slaves, molasses). This trade system and the paths the ships took was called the Triangular Trade Routes. Show the 2 triangular trade paths... one between GB (Europe), the Colonies and Africa one between the Colonies, Africa and the West Indies).
• Since the early 16005, the demand for slave labor to work on southern plantations involved Americans in a brutal and horrifying treatment of other human beings. This picture shows how cruel the slave traders were to the Africans and how the Africans endured the long voyages across the Atlantic Ocean...taking months to cross the Atlantic Ocean, and also the resistance of many slaves to their treatment.
• 10 -2 ….talk with the person next to you about what do you think about the slave trading system that went on between Africa, the West Indies and the United States..?
• You will see that these trading routes played a great role during several wars between 1775 and 1865. We will use this map a lot to help us understand some of the events that made and shaped our Nation.
The Revolutionary War: War of Independence (Part 1)
One of the causes of the war was that Great Britain won the French and Indian War. This war was very expensive. However, soldiers were needed in the colonies to protect the land and people that now belonged to Great Britain. The English thought the colonists should help pay for these soldiers. Thus, King George charged taxes on tea, paper and other goods to help pay Great Britain's debt. Since no colonists served in the British Parliament (Britain's lawmaking body), they didn't get to vote on taxes. The colonists complained that they were being taxed without being represented. So, in 1773, some people in Boston dressed up as Native Americans and climbed on ships in the Boston harbor and threw 342 chests of good English tea into the water. The Americans
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Another cause was that winning the French and Indian War gave Great Britain another big responsibility. It had to solve the land dispute between the Native Americans and the colonists. Therefore, King George thought of settling this problem by drawing a line right along the tops of the Appalachian Mountains. This was called the Proclamation Line of 1763. This means that everything to the east of that line would be colonists' territory and everything west would be Native American Territory. (Settlers already in the West would have to leave.
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The first effect or result from the Revolutionary War was that the 13 colonies won their independence from Great Britain and became the United States of America. It also gained new land called the Northwest Territory .
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Native American tribes suffered the greatest impact and loss from the Revolutionary War. Remember King George's Proclamation Line? Americans and British both had promised to let the different Native American nations keep their lands. Native American tribes tried to avoid choosing sides in the revolution. However, most of these tribes decided to fight with the British because the Americans continued to be a threat to their lands and way of life. After the war , the Americans insisted they had the right to expand westward.
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In 1787, the U.S. Constitution (a written plan of how the government will work) was written as a result of the war. The Constitution did not come up with a fair way to share the land with the Native Americans and did not outlaw slavery .Most of the delegates (men chosen to speak for the people of their state) didn't want slavery and they knew it was wrong. But the farming life in the southern states depended on slave labor. Several of these slaveholding states would not approve the Constitution if it didn't allow slavery and they threatened to stay independent. Then, the North American continent might end up like Europe-with many nations instead of states that were united by a common government. The delegates gave in and agreed to let slavery continue.
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The Revolutionary War: War of Independence (Part 2)
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Who was involved in the Revolutionary War? The American Revolution was not only a war between the British and the Americans, but between the Americans themselves. Patriots were Americans who wanted to be free of British rule. Americans who supported the king were called Loyalists-because they remained loyal to the existing government. The French were also involved and joined in the fight against the British. Therefore, they sent troops and money to take revenge for their loss in the French and Indian War and to strengthen their claim to land in North America. Some Native American tribes fought for the colonists while most of them sided with the British.
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There were heroes and patriots during the Revolutionary War. One year after the war started, on July 4th, 1776, Thomas Jefferson wrote the Declaration of Independence that told what King George had done wrong and announced that the colonies were now free and independent states. Famous patriots, including Benjamin Franklin, John Hancock, and John Adams, knew that when they signed the declaration (a statement) they became traitors to Great Britain and would be hanged if captured for treason.
The American Revolution had key patriots. For example, Patrick Henry , a great speaker, gave his most famous speech in which he said these words, !II know not what course others my take, but as for me, give me liberty, or give me death," in 1775. Thomas Paine, a great writer, wrote a pamphlet called Common Sense in which he clearly explained why the colonists wanted independence from Great Britain. Samuel Adams organized the Committees of Correspondence and Sons of Liberty. He helped brew up the Boston Tea Party and fight against the Stamp Act (taxes on printed
materials ). These three patriots sparked the revolution and lit a fire in people's minds and hearts.
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Heroes of the Revolutionary war included women (heroines) who were alone when husbands went off to war and when necessary put guns to their shoulders and fought. Mercy Otis Warren was a writer and active supporter of the American Revolution. She published a three-volume history of the American Revolution in 1805. Abigail Adams, wife of John Adams, never stopped telling her husband about the inequality of opportunity for women compared with men. Phyllis Wheatley, who stepped off a slave ship at age seven, was freed by her owner and became famous for writing patriotic poems praised by George Washington.
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Many patriotic American symbols that we know today began to appear during and after the Revolutionary War. One of them was the United States flag, with 13 stars and stripes. Another symbol was the Great Seal of the United States. The design showed the national bird, the eagle, facing front with its wings spread holding an olive branch (a symbol for peace) in its talons. Finally, the Liberty Bell became a symbol for freedom ringing when the Declaration of Independence was signed on July 4th, 1776. Today it rings in Philadelphia every 4th of July.
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There were many interesting facts about the Revolutionary War . Do you know the song "Yankee Doodle"? The British made it up to insult the Americans because they said a "Yankee Doodle" was a country person who lived in the back woods and didn't know how to fight. Shoes supplied by the Continental Army were not made for right and left feet so they had to constantly switch their shoes. The first President of the United States, George Washington, was not elected until 1789, which was six years after the war ended. Children were part of the war, too, making cartridges for the guns, running bullets to the soldiers, making soldiers' bags, and baking biscuits (soldiers' food). You can go to Washington D.C. and see the original Declaration of Independence.
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The War of 1812
The War of 1812 involved America, Great Britain, and some Native American tribes who helped the British, while others helped the Americans. It lasted for 3 years, 1812 to 1815.
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There were many causes that led to the War of 1812. Great Britain was involved in a war with France. America tried to stay neutral (not take anybody's side) and continued trading with both, the French and the British However, the French and the British continuously captured American ships and stole their goods. The British went one step farther and forced American sailors on these ships to become British soldiers. This was called impressment. Finally, Americans had enough. They fought back by stopping trade with the British and the French, which was called the Trade Embargo of 1807.
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Another cause leading to the war was that some Americans wanted a war. These Americans were called War Hawks. They wanted war to gain more land, especially land in Canada. Finally, the Americans felt threatened because the British were helping the Native Americans who tried to create an Indian Confederacy (tribes working together) in order to fight the Americans who kept taking their land.
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There were many effects from the War of 1812. Challenging Great Britain increased America's national pride and unity. The Americans also realized it was important to have a strong army. Another effect of the war was that it forced America to industrialize. Factories had to be built in order to make goods that Americans could no longer import from Great Britain and France. Since the British kept Canada, the Americans focused again on moving West. Many Native Americans lost their land and were, forced to move west of the Mississippi River.
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One important symbol of national pride and freedom that came out of this war was the Star Spangled Banner, our national anthem, which was written by Francis Scott Key.
Another symbol that originated from the war was the cartoon Uncle Sam. He represents the Federal Government.
As in every war, heroes are found on all sides. The Shawnee Indian leader, Tecumseh, led his tribe bravely against the Americans in order to protect their land and way of life.
When the British burned down the capital of Washington D.C., President Madison's wife, Dolly Madison, saved many national treasures before leaving the burning city.
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Here are some interesting facts. The War of 1812 is sometimes called the Second Revolution because the Americans fought the British again. There was no winning side in the War of 1812. Between 1807 and 1812, the French and the British had overpowered almost one thousand American ships. The war was mostly fought around the Great Lakes, at sea, and in New Orleans. In New Orleans, pirates helped win a major battle.
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The Mexican War
The Mexican War was a war between Mexico and the United States. It began in 1846 and lasted unti11848.
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There were two main causes of the war. The first cause was the belief of Manifest Destiny. This was a belief that the land of the United States should expand from "sea to shining sea."
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A second cause of the war was that the Republic of Texas, an independent country 1 was annexed by the United States in 1845. Thus, it became the 28th state. Mexico did not agree with where the United States drew the Texan border. As a result, border disputes (arguments} between Mexico and the United States led to the war.
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One effect of the Mexican War was that Manifest Destiny was fulfilled -the United States now expanded from "sea to shining sea." Another effect was that Mexico lost almost half of its territory including lands that are now the states of New Mexico, Arizona, California, Nevada, and Utah. A third effect was that Texas became a slave state a state that allowed slavery.
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General Santa Anna, the Mexican President, was considered a Mexican hero because he bravely defended his country's land and laws. Some people considered Sam Houston an American hero because he didn't want Texas to become a slave state and so he spoke up against slavery.
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These are some interesting facts about the Mexican War. Texas comes from the Native American word, "texia," for "friends" or "allies." Texas was a republic, a country of its own, for nine years before it became a part of the United States. The Mexican War cost the United States 100, 000,000 dollars.
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|American War |Who was involved |Causes Of War |Effects of War |Heroes & Symbols |Interesting Facts |
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|American War |Who was involved |Causes Of War |Effects of War |Heroes & Symbols |Interesting Facts |
|Revolutionary War (1775-1781)|Great Britain wanted to keep its|Expense and debts of the French and|Established the United States|Thomas Jefferson |Song Yankee Doodle |
| |colonies under British rule. |Indian War and the cost of soldiers|of America as an independent | | |
| | |needed to protect Britain's |country |Benjamin Franklin |Shoes supplied by Continental |
| |American |interests | | |Army not made for right and left|
| |colonists (Patriots) | |United States gained new land|John Hancock |feet |
| |who wanted to be free of British|Great Britain charged taxes in the |called the Northwest | | |
| |rule. |American colonies on tea, paper and|Territory |John Adams |George Washington, first |
| | |other goods to help pay the war | | |president of the United States |
| |American colonists (Loyalists) |debt |Native Americans lost more |Patrick Henry |not elected unti11789, six years|
| |who supported King George III. | |land as Americans continued | |after the war ended |
| | |American |to expand westward |Thomas Paine | |
| |French sent |colonists taxed without getting to | | |Children made cartridges for |
| |troops and money for revenge |vote or be represented in the |The Constitution of the |Samuel Adams |guns, ran bullets to soldiers, |
| |(French and |British Parliament |United States was written in | |made soldiers' bags and baked |
| |Indian War) and to reclaim land | |1787 |Mercy Otis Warren |biscuits |
| |in North America. |King George III established the | | | |
| | |Proclamation Line in 1763 to settle|The Constitution did not come|Abigail Adams |You can see the original |
| | |the land problem between the Native|up with a fair way to share | |Declaration of |
| | |Americans and American colonists |land with the Native |Phyllis Wheatley |Independence in Washington D.C. |
| | | |Americans or outlaw slavery | | |
| | | | |United States Flag | |
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| | | | |The Great Seal of the | |
| | | | | | |
| | | | |United States | |
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| | | | |The Liberty Bell | |
|War |Who was involved |Causes Of War |Effects of War |Heroes & Symbols |Interesting Facts |
|War of 1812 (1812- |-Great Britain attacked U.S. |-Napoleonic Wars; France has most powerful |-respect from European nations |-- -Francis Scott Key |-War of 1812 is also called the |
|1815) |ships to stop France from |land any and Great Britain has the most | |wrote the national anthem the |Second Revolution |
| |having goods and responded to|powerful navy - try to harm each other's |-growing national pride in |Star Spangled Banner | |
| |the declaration of war of the|economy by hindering trade |Americans | |-no winners |
| |United States | | |-Tecumseh, Shawnee leader who | |
| | |-France and Britain create trade restrictions|-trade embargo forced increased |tried to unite Native American |-War could have been avoided if |
| |-Americans went to war to |for U .s. ships |industrialization in the north |tribes in order to fight for |information could travel faster-|
| |protect u.s. citizens and | | |their land and way of life - |U.S. declared war 1 day after |
| |their trade economy |-France and Britain capture American cargo |-Native Americans forced to move|lost his life in battle |British sent document stopping |
| | |ships |to the other side of the | |all trade restrictions and |
| |-Native Americans went to war| |Mississippi |-Andrew Jackson defeated the |impressments |
| |to protect their land and way|-British force American sailors into the | |Creek in Alabama and the | |
| |of life |British army –impressments |-understand need for a strong, |British, who greatly outnumbered|-Similarly the war ended and |
| | | |standing any |them, in New Orleans |because news travels so slowly |
| | |-Jefferson retaliates with the Trade Embargo |-Washington D.C. burned down | |the big victory battle in New |
| | |of 1807 | |-Dolly Madison saved national |Orleans happened 15 days after |
| | | |-Peace Treaty of Ghent, Belgium |treasures |the Peace Treaty of Ghent |
| | |-War Hawks, southern and western Americans, |1815 | | |
| | |are pro war | |-Uncle Sam symbol for Federal |-between 1807 - 1812 the French |
| | | |-Free trade with Great Britain |Government |and the British overpowered |
| | |-want more land (Canada) | | |almost one thousand American |
| | | | | |ships |
| | |-War Hawks think British are supporting | | | |
| | |Native American efforts to create an Indian | | | |
| | |Confederacy to fight off settlers | | | |
| | | | | | |
| | |-War Hawks feel British are trying to weaken | | | |
| | |American Nation | | | |
|American War |Who was involved |Causes Of War |Effects of War |Heroes & Symbols |Interesting Facts |
|Mexican- American War |Mexico | |united States boundary expanded |General Sam Houston |Texia -Native |
|(1846-1848) | |Westward Expansion- Manifest |to the Rio Grande | |American word that means friends|
| |United States |Destiny | |General Robert E. Lee |or allies |
| | | |Acquisition of western territory| | |
| |President James Polk |Cheap land Cotton Slavery |to California |General T .J. (Stonewall) |Stereotype- Americans labeled |
| | | | |Jackson |the Mexicans |
| |President |Texas War of Independence |Slavery continued to be a hot | | |
| |Antonio Lopez de Santa Anna |Annexation of Texas to the |topic of discussion |General Ulysses S. Grant |An unjust war |
| | |United States | | | |
| | | | |Lone Star State | |
| | |President | |Texas Flag | |
| | |Polk's campaign promise to make | | | |
| | |California a part of the | | | |
| | |United States | | | |
|American War |Who was involved |Causes Of War |Effects of War |Heroes & Symbols |Interesting Facts |
|American |Union |Southern states seceded to form |Union (United |Abraham Lincoln |Nevada became a |
|Wars |(Northerners) vs. |Confederate States of America |States of America) was preserved | |state during the Civil War (1864) |
|Civil War |Confederacy (Southerners ) | | |Jefferson Davis | |
|(1861-1865) | |Northern states wanted to preserve |Civil War took more American lives than any | |Boys aged 18 and older served as soldiers; |
| |Native Americans |the |other war in history (625,000) |General Ulysses S. Grant |boys aged 9-14 served as drummer boys |
| | |Union (United States of America) | | | |
| |African Americans ( slaves )| |Economy of North and South ruined -period of |General Rober1 E. Lee |Soldiers' shoes neither left nor right so |
| | |Balance of political power (slave |Reconstruction (1865-1877) | |that they could be reused |
| | |states vs. non-slave states ) | |William Sherman | |
| | | |Ratification of 13t11 Amendment (abolished | |Women spies during the war: Belle Boyd |
| | |Abolitionists (north} vs. Slavery |slavery) |Harriet Tubman |Pauline Cushman |
| | |(south} | | | |
| | | |Assassination of Lincoln |Clara Barton |100,000 soldiers undertheageof15 |
| | |South's refusal to support the new | | | |
| | |Union President Lincoln |Increased number of immigrants | |Robert E. Lee was a brilliant student |
| | | | | | |
| | |Economic differences between |South-Black Codes-beginning of segregation | |North had 86% of factories; South had 14% |
| | |agricultural South and industrial | | |of factories |
| | |North |Formation of racial groups (Klu Klux Klan-KKK) | | |
| | | | | |North had 71% of transportation; South had |
| | | | | |29% of transportation |
The Making and
Shaping of
America
1775-1865
By M. Campbell, P. Casarez,
E. Gaw, and K. Gingras
Table of Contents
Revolutionary War page 1
War of 1812 page 2
Mexican War page 3
Civil War page 4
History shows that human beings have always gone to war because of complex reasons.
The Revolutionary War (1775-1781) was a conflict between the American Colonies and the British Empire. Great Britain taxed the colonists to pay off the debt of the French and Indian War, and to pay the soldiers needed to protect its land and people. The American colonists did no think the taxes were fair and claimed “no taxation without representation.” They also wanted to move west of the Proclamation Line that King George had established in order to stop the fighting between Native Americans and settlers.
• Did you know that at the time the U.S. Constitution was written, the delegates did not find a fair way to share the land with the Native Americans, and they accepted the existence of slavery?
• Did you know that when the delegates signed the Declaration of Independence they did it at the risk of being hanged for treason?
The Building of a nation comes at the cost of much human suffering.
History shows that human beings have always gone to war because of complex reasons.
The War of 1812 (1812-1815) was a conflict between the United States and the British Empire and is sometimes referred to as the second American Revolution. Economic issues, such as expansionism (getting more land), trade conflicts with France and Great Britain, and Native American rights were causes of this war.
• Did you know that the British captured more than 10,000 sailors and impressed (forced) them into the British navy?
• Did you know that the British burned the United States’ Capital, Washington D.C.?
The Building of a nation comes at the cost of much human suffering.
History shows that human beings have always gone to war because of complex reasons.
The Mexican War (1846-1848) was a conflict between the United States and Mexico. When the United States annexed the Republic of Texas they began to argue with Mexico as to where the border between their countries should be. Winning the war fulfilled Manifest Destiny, the belief that the United States should reach from the Atlantic Ocean to the Pacific Ocean.
• Did you know that Texas was a state that allowed slavery?
• Did you know that Nevada, New Mexico, California, Utah and Arizona all used to belong to Mexico before the War?
The Building of a nation comes at the cost of much human suffering.
History shows that human beings have always gone to war because of complex reasons.
Civil War (1861-1865) was a conflict between the Northern States and Southern States over political and economic issues. The Confederates (southerners) wanted to be autonomous (independent). They seceded, or separated, from the Union and became the Confederated States of America, which allowed them to control and protect their agricultural economy based on slave labor. The North wanted to keep the Union together as nation. Many Northerners did not support slavery.
• Did you know that about 625,000 people died, more than in any war before and since?
• Did you know that at the beginning of the Civil War, both the Union and the Confederate armies did not want black people as soldiers?
The Building of a nation comes at the cost of much human suffering.
Similes
M. Campbell, P. Casarez,
E. Gaw, K. Gingras
Dedicated to our Corbett Scholars
A simile is comparing two unlike things to show their common qualities by using as … as or like.
The flag waves proudly in the wind like a soaring eagle.
The flag waves as proudly as a soaring eagle.
Tecumseh, the Shawnee leader, was smart and brave like a mighty stallion leading the herd.
Tecumseh, the Shawnee leader, was smart and brave like a mighty stallion leading the herd.
Civil War Spies were cunning like a hunting jaguar in the dense jungle.
Civil War Spies were cunning like a hunting jaguar in the dense jungle.
The Rebel fought fiercely like a grizzly bear protecting her cubs.
The Rebel fought fiercely like a grizzly bear protecting her cubs.
A simile is comparing two unlike things to show their common qualities by using as … as or like.
The Making and Shaping of a Nation
Home/School Connection 1
Discuss with a family member the following questions. Why do people fight wars against each other? Are there right reasons and wrong reasons for fighting a war? Sketch and/or write about the thoughts and feelings that came up during the discussion.
Parent Signature: ___________________________________________
La creaciÓn y formaciÓn de una naciÓn ConnectiÓn entre Hogar y Escuela #1
Haz a un miembro de tu familial as siguientes preguntas. ?Por què hay guerras entre grupos de personas? ?Harbrá rasones justificadas y rezones equivocadas para pelear una Guerra? Dibuja o escribe los pensamientos y sentimientos que salieron de tu plática.
Firma del padre o de la madre: __________________________________
The Making and Shaping of a Nation
Home/School Connection 2
If you were a Native American during the Revolutionary War, would you have gone to war? Why or why not? Would you have helped the British or the Colonists? Why? Sketch and/or write your answers and share them with a family member.
Parent Signature: ___________________________________________
La creaciÓn y formaciÓn de una naciÓn ConnectiÓn entre Hogar y Escuela #2
?Si fueses un Americano nativo (o sea, un indio Americano) durante la Guerra Revolucionaria de los Estados Unidos, hubieras ido a la guerra? ?Por què? Hubieras ayudado a los inglèses o a los americanos? ? Por què? Dibuja o escribe tus respuestas y compártelas con un miembro de tu familia.
Firma del padre o de la madre: __________________________________
The Making and Shaping of a Nation
Home/School Connection 3
Use sketching and writing to explain to a family member how a civil war is different from any other war. Do they know a country that had a civil war or is having a civil war right now?
Parent Signature: ___________________________________________
La creaciÓn y formaciÓn de una naciÓn ConnectiÓn entre Hogar y Escuela #3
Usa dibujos y escritura para explicar a un miembro de tu familia la diferencia entre una guerra civil y otras querras. ?Conoce alguien en tu familia a un país que ha tenido una guerra civil o a un país que está en una guerra civil ahorita?
Firma del padre o de la madre: __________________________________
The Making and Shaping of a Nation
Home/School Connection 4
Use sketching and writing to explain to a family member why slavery was so important to the Southern states. Discuss with them how you feel about slavery and ask them if there are still countries that have slaves.
Parent Signature: ___________________________________________
La creaciÓn y formaciÓn de una naciÓn ConnectiÓn entre Hogar y Escuela #4
Usa dibujos y escritura para explicar a un miembro por què la esclavitud era tan importante para los estados sureños de los Estdos Unidos. Habla con ellos de como tύ te sientes de la esclavitud y pregύntales a ellos si todavía hay países que tienen esclavos.
Firma del padre o de la madre: __________________________________
The Making and Shaping of a Nation
Home/School Connection 5
Sketch and/or write about one of your favorite heroes you have learned about so far. Why is this person a hero and why did you pick this person? Share your thoughts and feelings with a family member.
Parent Signature: ___________________________________________
La creaciÓn y formaciÓn de una naciÓn ConnectiÓn entre Hogar y Escuela #5
Dibuja o escribe de uno de tus hèroes favoritos que has estudiado, ?Por què esogistes a esta persona y por què la consideras un hèroe? Comparte tus pensaminentos y sentimientos con alguien en tu familia.
Firma del padre o de la madre: _________________________________
Poetry Booklet
The Making and the Shaping of the United States of America
1775-1865
Name: _________________________________
Patriots
Patriots here, patriots there,
Patriots, patriots everywhere!
Selfless patriots sacrificing,
Inspiring patriots speaking,
Resourceful patriots inventing,
And courageous patriots warning
Patriots along the battlefields,
Patriots in the White House,
Patriots throughout the colonies,
And patriots from sea to shining sea
Patriots here, patriots there,
Patriots, patriots everywhere!
Patriots! Patriots! Patriots!
-M. Campbell, P. Casarez,
E. Gaw, and K. Gingras
| |
| |
Heroes – Yes, Ma’am
Is this a Revolutionary War hero?
Is this a Revolutionary War hero? Who is it?
What did he do?
What did he do?
Is this a War of 1812 hero?
Is this a War of 1812 hero?
Who is it?
What did he do?
What did he do?
Is this a Mexican War hero? Is this a Mexican War hero?
Who is it?
What did he do?
What did he do?
Is this a Civil War heroine?
Is this a Civil War heroine?
Who is it?
How do you know?
How do you know?
Can you name a few?
Please tell me now!
Yes, Ma'am.
Yes, Ma'am.
Benjamin Franklin, a Founding Father.
He signed the Declaration of Independence.
He got French support.
Yes, Ma'am.
Yes, Ma'am.
Tecumseh, a Shawnee chief.
He united Native Americans.
He sacrificed his life.
Yes, Ma'am.
Yes, Ma'am.
General Zachary Taylor
He won many battles.
He became a U.S. President.
Yes, Ma'am.
Yes, Ma'am.
Clara Barton, "Angel of the Battlefield."
She took care of the sick.
She founded the American Red Cross.
Yes, Ma'am.
Paul Revere, Harriet Tubman, and Santa Anna, too.
-M. Campbell, p, Casarez,
E. Gaw, and K. Gingras
Historian Bugaloo
I'm a historian and I'm here to say,
I study history everyday!
Sometimes I write a paper,
Sometimes I read a book,
And often I visit places to take a look.
Land expansion, slavery, the Constitution too,
Doing the historian bugaloo.
I research diaries and cross-check facts,
I interview people who remember the past,
Working at schools, museums, and libraries too,
I document what I learn so you can learn too.
I'm a historian and I'm here to say,
I study history everyday!
Land expansion, slavery, the Constitution too,
Doing the historian bugaloo.
-M. Campbell, P. Casarez,
E. Gaw, and K. Gingras
[pic]
American Symbols
| |
I know some American symbols,
Some very important symbols,
Some very important symbols,
Representing our State and Nation.
The Revolutionary War gave us the national flag,
Representing the unity of America.
The Great Seal with the proud eagle
Symbolizes power, strength, and peace.
I know some American symbols,
Some very important symbols,
Some very important symbols,
Representing our State and Nation.
The "Star Spangled Banner", our national anthem,
We sing at school and before events.
"Battle Born", the emblem on the Nevada flag,
Reminds us of the birth of Nevada during the Civil War.
I know some American symbols,
Some very important symbols,
Some very important symbols,
Representing our State and Nation.
-M. Campbell, P. Casarez,
E. Gaw, and K. Gingras
Marine Cadence
We just know what we've been told,
Building our Nation was very bold.
Human suffering was the cost,
So our freedom wouldn't be lost.
Sound off -liberty
Sound off -equality
1-2-3-4- building our Nation!
Every war has its dark side,
Some of them we should not hide,
Stealing land and keeping slaves,
Impressments and pillaging are not brave.
Sound off -liberty
Sound off -equality
1-2-3-4- building our Nation!
We fought many wars, it's true,
Defending a Nation that was new.
A people's government -the first to be,
Creating a great democracy.
Sound off -liberty
Sound off -equality
1-2-3-4- building our Nation!
-M. Campbell, P. Casarez,
E. Gaw, and K. Gingras
| |
Expansion
Our Nation grew through many wars
Expansion was a common cause.
The call of Manifest Destiny,
Expanded the land from sea to sea.
E-X-P-A-N-S-I-O-N
E-X-P-A-N-S-I-O-N
Native Americans were displaced,
They weren't treated as a human race.
They were moved from East to West,
To accommodate the Nation's interests.
E-X-P-A-N-S-I-O-N
E-X-P-A-N-S-I-O-N
Mexico was a large expanse,
We fought for it to grow cotton plants.
Farming, ranching, trading too,
Western lands became red, white, and blue.
E-X-P-A-N-S-I-O-N
E-X-P-A-N-S-I-O-N
-M. Campbell, P. Casarez,
E. Gaw, and K. Gingras
| |
| |
Checks and Balances
The President heads the executive branch,
Which approves or vetoes the congressional bills.
Collecting taxes and budget plans too,
And shaping foreign policy.
C-H-E-C-K-S AND B-A-L-A-N-C-E-S
C-H-E-C-K-S AND B-A-L-A-N-C-E-S
| |
The Supreme Court heads the judicial branch,
Interpreting the Constitution and meaning of law.
Senators and House of Representatives,
Are called the legislative branch.
C-H-E-C-K-S AND B-A-L-A-N-C-E-S
C-H-E-C-K-S AND B-A-L-A-N-C-E-S
| |
The Legislative Branch makes laws,
The President vetoes them if they're no good.
Each government branch has a job to do,
But each depends on the others too.
C-H-E-C-K-S AND B-A-L-A-N-C-E-S
C-H-E-C-K-S AND B-A-L-A-N-C-E-S
| |
| |
-M. Campbell, P. Casarez,
E. Gaw, and K. Gingras
Checks and Balances
The President heads the executive branch,
Which approves or vetoes the congressional bills
Collecting taxes and budget plans too,
And shaping foreign policy.
C-H-E-C-K-S AND B-A-L-A-N-C-E-S
C-H-E-C-K-S AND B-A-L-A-N-C-E-S
The Supreme Court heads the judicial branch,
Interpreting the Constitution and meaning of law.
Senators and House of Representatives,
Are called the legislative branch.
C-H-E-C-K-S AND B-A-L-A-N-C-E-S
C-H-E-C-K-S AND B-A-L-A-N-C-E-S
The Legislative Branch makes laws,
The President vetoes them if they're no good.
Each government branch has a job to do,
But each depends on the others too.
C-H-E-C-K-S AND B-A-L-A-N-C-E-S
C-H-E-C-K-S AND B-A-L-A-N-C-E-S
-M. Campbell, P. Casarez,
E. Gaw, and K. Gingras
| |
| |
| |
Federal Government
I know the powers of the federal government,
Our very powerful federal government,
Our very powerful federal government,
| |
Called the United States of America.
It has the power to organize the military
And to declare war.
It also prints our U.S. money,
And controls the post office as well.
I know the powers of the state governments,
Our very powerful state governments,
Our very powerful state governments,
Of which there are fifty in our Nation.
They establish the local government,
And regulate state trade.
They establish schools
And regulate marriage, too.
I know the shared powers of the Federal and State Government,
The many shared powers between them,
The many shared powers between them,
So let me tell you some of them.
They impose taxes
To pay for schools and roads.
They regulate the banks[pic]
And establish courts.
-M. Campbell, Po Casarez,
Eo Gaw, and K. Gingras
I Know an Important Document
I know an important document,
A very important document,
A very important document,
It's called the Declaration of Independence,
It was written by Thomas Jefferson,
Explaining to King George,
Why we had unalienable rights to be free,
To pursue life, liberty, and happiness.
I know an important document,
A very important document,
A very important document,
It's called the Bill of Rights.
They were added to our U.S. Constitution in 1791,
To ensure that our individual rights are protected.
So let us tell you some:
Freedom of speech, freedom of religion, and the right to a fair trial.
I know an important document,
A very important document,
A very important document,
It's called the 13th Amendment to the Bill of Rights.
First there was the Emancipation Proclamation in 1863,
That freed the slaves in the Confederate States.
Then came the 13th Amendment in 1865,
That ended slavery in all states.
-M. Campbell, P. Casarez,
E. Gaw, and K. Gingras
| |
Yes, Ma’am: This is Economics
|Is this economics? |Yes Ma'am |
|Is this economics? |Yes Ma'am |
|How do you know? |We study about the use of resources And money too. |
| |We study about the use of resources And money too. |
|How do you know? | |
| |Yes, Ma'am. |
| |Yes, Ma'am. |
|Is this a natural resource? |You find it in nature: Land, water, and gold. You find it in nature: Land, |
|Is this a natural resource? |water, and gold. |
|How do you know? | |
|How do you know? | |
| |Yes, Ma'am. |
| |Yes, Ma'am. |
|Is this a human resource? |People work many jobs: |
|Is this a human resource? |soldiers, farmers, merchants. |
|How do you know? |People work many jobs: |
|How do you know? |soldiers, farmers, merchants. |
| | |
| |Yes Ma'am. |
| |Yes Ma'am. |
| |They are used by people to make other things: cotton gin, slaves, and |
|Is this a capital resource? |tobacco. |
|Is this a capital resource? |They are used by people to make other things: cotton gin, slaves, and |
|How do you know? |tobacco. |
|How do you know? | |
| |Yes, Ma'am. |
| |Economics studies the use of natural, capital, and human resources, and |
| |money too. |
|Can you tell what economics is? | |
|Please tell me now! | |
| | |
-M. Campbell, P. Casarez,
E. Gaw, and K. Gingras
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