Unit One (1) Plan:The Jamestown Colony

Instructor: Patrick StokesCourse: Turning Points in American HistoryTopic(s): Jamestown Colony

Essential Standards Covered:

12.H.1.2: Analyze specific turning points in terms of the interaction between people, places, and time.

12.H.1.5 Evaluate the extent to which economic, social, cultural and political factors of specific turning points impact the historical narrative of the United States.

12.H.1.6 Analyze the historical narrative of various turning points using the ideas of "historical contingency" and "historical inevitability".

12.H.3.1 Analyze primary sources using the social, cultural, political and economic context in which each source was produced.

Common Core Standards Covered:

Common Core Standard #1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

Objectives/Goals for Students: After completion of this lesson, students will be able to interpret and analyze how primary and secondary sources are used to effectively represent the events of the past. Students will also understand and apply historical interpretations and explanations as to the failures and successes of the Jamestown Colony

Key Concepts: Geopolitics—motives, why come to Roanoke, Jamestown Varying perspectives Different cultural perspectives RaceCollision of cultures Texts and bones –how do we know what we know?Use of Pocahontas movie to engage discussion/historical inaccuracies

Key Terms:

1. joint-stock company2. John Smith3. John Rolfe4. Pocahontas5. Powhatan6. Algonquians7. 'the Starving Period'8. Virginia Company9. indentured servitude

10. headright system

Resources Used:

Secondary Sources Edmund Morgan, American Slavery, American Freedom Gregory Waselkov, Peter Wood, M. Thomas Hatley, Powhatan’s Mantle: Indians in the Colonial

Southeast Kathleen Brown, “The Anglo-Algonquian Gender Frontier,” in Nancy Shoemaker, ed.,

Negotiators of Change: Historical Perspectives on Native American Women (Routledge, 1995)*reprinted in Thomas Dublin and Katherine Sklar, eds., Women and Power in American History (2002 edition)

William Kelso, Jamestown: The Buried Truth Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra, ch. 1 “The Wreck of the Sea-

Venture” http://libcom.org/files/Linebaugh%20and%20Rediker%20-%20The%20Many-Headed%20Hydra%20-%20Sailors,%20Slaves,%20Commoners,%20and%20the%20Hidden%20H.pdf

James Horn, “Jamestown and the Founding of British America,” https://www.gilderlehrman.org/history-by-era/early-settlements/essays/jamestown-and-founding-english-america

Daniel Richter, “Indian Discoveries of Europe”, https://www.gilderlehrman.org/history-by-era/early-settlements/essays/native-american-discoveries-europe

Peter H. Wood, Strange New Land: Africans in Colonial America, ch. 3 “The Terrible Transformation”

Alan Gallay, https://www.gilderlehrman.org/history-by-era/origins-slavery/essays/indian-slavery-americas

Primary Sources: Thomas Hariot, A Briefe and True Report of the Newfound Land of Virginia. Illustrations by

Theodor de Bry John White, Drawings of Virginia Indians,

http://www.virtualjamestown.org/images/white_debry_html/jamestown.html (de Bry illustrations included)

Ralph Lane, Raleigh’s First Roanoke Colony http://docsouth.unc.edu/nc/lane/menu.html John Smith, Generall Historie http://docsouth.unc.edu/southlit/smith/menu.html Indentured Servitude, primary sources: Richard Frethorne, letter: http://historymatters.gmu.edu/d/6475 Virginia laws, indentured servitude: http://www.virtualjamestown.org/servlaws.html Indentured servant contracts, Maryland and Virginia:

http://teaching.msa.maryland.gov/000001/000000/000183/html/t183.html George Percy, True Relation, excerpt

http://nationalhumanitiescenter.org/pds/amerbegin/settlement/text2/JamestownPercyRelation.pdf William Berkeley, Discourse and View of Virginia http://etext.lib.virginia.edu/etcbin/jamestown-

browse?id=J1003 “Serving Time in Virginia: The Perspectives of Evidence in Social History,” in James West

Davidson and Mark Lytle, After the Fact: The Art of Historical Detection Sources on Bacon’s Rebellion: Berkeley: http://www.let.rug.nl/usa/documents/1651-1700/governor-william-berkely-on-bacons-

rebellion-19-may-1676.php Nathaniel Bacon, Declaration: http://historymatters.gmu.edu/d/5800

Ann Cotton: http://www.docstoc.com/docs/138055787/An-Account-of-Our-Late-Troubles-in-Virginia-Ann-Cotton

Selected Virginia Statutes pertaining to slavery: http://www.virtualjamestown.org/slavelink.html

Suggested Procedures/Activities:

Students will begin the unit on Jamestown by completing a KWL chart and sharing this with their predetermined “work groups”.

Students will begin to familiarize themselves with key vocabulary words relevant to the study of Jamestown. Students will define the words so that they may begin to recognize and identify when encountered during reading

Students will read selected secondary sources regarding Jamestown and discuss the text within their groups.

Students will create a timeline of events leading to the founding of Jamestown and they will begin to formulate predictions as to what may have happened to the colony.

Using the following link: http://www.historyisfun.org/pdfbooks/life_at_jamestown.pdfStudents will analyze items brought on the Jamestown journey to analyze how cultures have changed over time. Students will create a written response utilizing a thesis statement and descriptive paragraph to explain how American society is different today when compared to the colonists of the early Jamestown era

Students will take notes on a lecture on the topic of Jamestown Students will view a brief documentary from discovery education on Jamestown

Lesson idea from websites with substantial increases in difficulty level http://unveilinghistory.org/blog/lessons/the-mystery-of-the-starving-time-jamestown/

1. “what we know about Jamestown,” specifically the makeup of occupations of the colony as it started.

2. Introduce the starving time, telling students that though the colony started off with high hopes, by the winter of 1609 colonists “had to eat dogs, cats, rats, toadstools, horse hides, and even the corpses of dead men” (from the MCPS Social Studies guide).

3. Present the mission: Find out what really caused the starving time in Jamestown.4. With the whole group, analyze excerpt from “Travels and Works of John Smith.” Record

information in the capture worksheet. Model the process of marking/highlighting important information by asking questions such as: -What should be marked? (a sample response might be “440 out of 500 died”) -Why 500 not 105? -Continue to probe student responses for “why?” -What is the date? -What is significant about the date? -Who wrote it? (this can lead to a great sourcing discussion about who really wrote it)

5. In pairs, students will analyze excerpt from “George Percy’s Account of the Voyage to Virginia …”, using the same techniques modeled with the first account.

6. Gather as whole group to discuss findings/thoughts/conclusions. Have students come to the board to mark the primary source.

7. Read aloud ushistory.com article. Have students share new/important information they learned from the reading.

8. Writing prompt

Students will research one additional aspect of the Jamestown settlement not covered in class. Each student will formulate a one page research report utilizing at least one primary source and one secondary source. On a rotational basis, 10 students will present brief oral reports to their peers.

Students will create at least one assignment from http://colonialamerica-dylan.wikispaces.com/4.+Jamestown+Journal+Project

A DBQ will be completed as the summative assignment for the Jamestown Colony lesson

Adaptations:

For students who work at a slower pace:

Pair with an advanced learner on “Percy” activity to aid in critical thinking skills and interpreting primary source documents Ask them specifically how they fared with the independent reading and pinpoint common problems Pair with an advanced learner on thesis development exercise to aid in reinforcing basic content knowledge/pulling out pertinent information from the text as supporting evidence

For students who work at a faster pace:

Challenge them to try and complete the thesis statement activity in a timed manner to prepare them for the constraints of the AP US History Testy Pair with a slower learner on matching exercise to model how to correctly recognize and evaluate basic content Ask to share their answers on “ticket out the door” questions to model succinct but accurate summarizations of the contentHave students formulate questions and answers to use in a round table discussion as a part of the review for the Unit assessment

Unit One (1):The Salem Witch Trials

Instructor: Patrick StokesCourse: Turning Points in American HistoryTopic(s): Salem Witch Trials

Essential Standards Covered:

12.H.1.2: Analyze specific turning points in terms of the interaction between people, places, and time.

12.H.1.5 Evaluate the extent to which economic, social, cultural and political factors of specific turning points impact the historical narrative of the United States.

12.H.1.6 Analyze the historical narrative of various turning points using the ideas of "historical contingency" and "historical inevitability".

12.H.3.1 Analyze primary sources using the social, cultural, political and economic context in which each source was produced.

Common Core Standards Covered:

Common Core Standard #1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

Objectives/Goals for Students: After completion of this lesson, students will be able to interpret and analyze how primary and secondary sources are used to effectively represent the events of the past. Students will also understand and apply historical interpretations and explanations as to the causes and effects of the Salem Witch Trials

Key Concepts: Contributing factorsGender conflictReligion as source of conflictSocial conflictClass disputeBias and perspectiveConflicting evidenceChange over time

Key Terms:

1. Puritans2. half-way covenant3. King William's War4. Reverend Samuel Parris5. Tituba6. Cotton Mather7. Governor Phipps8. Gallows Hill9. Samuel Sewall10. ergot theory

Resources Used:

Secondary Sources Carol Karlsen, The Devil in the Shape of a Woman Mary Beth Norton, In The Devil’s Snare John Demos, Entertaining Satan: Witchcraft and the Culture of Early New England

Primary Sources: Increase Mather, Cases of Conscience http://salem.lib.virginia.edu/speccol/mather/mather.html Transcriptions, Court Records of Witch Trials

http://salem.lib.virginia.edu/texts/tei/BoySalCombined Record Books, Salem Village Church http://salem.lib.virginia.edu/villgchurchrcrd.html Cotton Mather, Wonders of the Invisible World http://xtf.lib.virginia.edu/xtf/view?

docId=modern_english/uvaGenText/tei/BurNarr.xml;chunk.id=d30;toc.depth=1;toc.id=d30;brand=default

Letters of Governor Phips: http://xtf.lib.virginia.edu/xtf/view?docId=modern_english/uvaGenText/tei/BurNarr.xml;chunk.id=d23;toc.depth=1;toc.id=d23;brand=default

Deodat Lawson, A Brief and True Narrative: http://xtf.lib.virginia.edu/xtf/view?docId=modern_english/uvaGenText/tei/BurNarr.xml;chunk.id=d7;toc.depth=1;toc.id=d7;brand=default

Salem Witchcraft Papers, Massachusetts Historical Society: http://www.17thc.us/primarysources/collection.php?id=3

“The Visible and Invisible Worlds of Salem: Studying Crisis at the Community Level” in James West Davidson and Mark Hamilton Lytle, After the Fact: The Art of Historical Detection

Suggested Procedures/Activities:

Read the background material and use the following website as a resource guide for lesson plans and activities to both teach the material and create modern-day correlations for the Salem Witch Trials: http://www.thirteen.org/edonline/ntti/resources/lessons/l_witch/index.html

After reading the material listed in the section below regarding thesis statements students will identify writers’ theses from the secondary sources listed above. Students should begin to analyze and make conclusions in regards to what a thesis statement tell the reader about the text and the author’s purpose. Small and whole group discussions can begin to take place to properly identify the authors’ theses.

Students should then begin to read the primary source excerpts for themselves and create their own thesis statement which accurately summarize their intended purpose and convey strong understandings of the content as presented.

Students will take notes during a lecture of the material (causes, events, and effects) of Salem Witch trials. Afterward, students will create a flow map clearly connecting the three relevant historical components of the topic.

Students will watch the following PowerPoint presentation: https://lavc.edu/.../Integrating%20 Quotes .ppt and read the document on the following website: http://www.indiana.edu/~wts/pamphlets/using_evidence.pdfAfter viewing and reading students will extract quotes from the primary sources provided and write sentences which incorporate the author’s quotes. Through the thesis development and the

quote extraction students will begin to learn how to effectively write a thesis statement and provide concrete evidence to support their argument.

A DBQ will be completed as the summative assignment for the Salem Witch Trials lesson

Thesis Practice and Information:

The thesis statement is a type of assertion—something that you claim is true about your topic. Keep in mind that although the thesis is called a statement, it may consist of more than one grammatical sentence. Most of the time, however, a thesis is a simple declarative sentence with a single main clause.

Since the essays you will write are a combination of the expository, analytical, and argumentative forms, your thesis must address the aspect of these multiple forms. As a result, your thesis statement must encompass the following:

-an assertion of what you are going to explain, analyze, prove, or disprove (make sure this assertion addresses the prompt in full and stays within any parameters established by the prompt such as time, people, and or place) -the categories/reasoning you are using to organize/support your explanation/assertion -the order in which you will be presenting your categories

What you plan to argue + How you plan to argue it = Thesis Examples: Prompt: Compare and contrast the reasons why the North and South fought the Civil War.

A bad thesis: The North and South fought the Civil War for many reasons, some of which were the same and some different. -This basically restates the question without providing any additional information. It is important that the reader know where you are heading. "What reasons? How are they the same? How are they different?" Push your comparison toward an interpretation--why did one side think slavery was right and the other think it was wrong?

A better thesis: While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.

An even better thesis: While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own rights to property and self-government.

Adaptations:

For students who work at a slower pace:

Pair with an advanced learner on “Percy” activity to aid in critical thinking skills and interpreting primary source documents Ask them specifically how they fared with the independent reading and pinpoint common problems Pair with an advanced learner on thesis development exercise to aid in reinforcing basic content knowledge/pulling out pertinent information from the text as supporting evidence

For students who work at a faster pace:

Challenge them to try and complete the thesis statement activity in a timed manner to prepare them for the constraints of the AP US History Testy Pair with a slower learner on matching exercise to model how to correctly recognize and evaluate basic content Ask to share their answers on “ticket out the door” questions to model succinct but accurate summarizations of the contentHave students formulate questions and answers to use in a round table discussion as a part of the review for the Unit assessment

Unit Two (2) Plan:Proclamation of 1763

Instructor: Patrick StokesCourse: Turning Points in American HistoryTopic(s): Proclamation of 1763

Essential Standards Covered: 12.H.1.3 Analyze specific turning points in terms of motives, beliefs, interests, hopes, fears and their consequences. 12.H.1.4 Analyze turning points using multiple perspectives of various individuals and groups. 12.H.1.7 Use the antecedent circumstances of specific turning points to interpret contemporary problems and infer solutions. 12.H.3.5 Use historical data collected from multiple sources (including but not limited to library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, documentary films and monographs) to generate questions about specific turning points.

Common Core Standards Covered:CCSS.ELA-Literacy.RH.11-12.6Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

Objectives/Goals for Students: After completion of this lesson, students will be able to interpret and analyze how primary and secondary sources are used to effectively represent the events of the past. Students will also understand and apply historical interpretations and explanations as to spiraling importance of the Proclamation of 1763.

Key Concepts: Geopolitics Global economics Contrasting Imperial policies with local interests Causality Conflict

Key Terms:

1. French and Indian War/ Seven Years' War2. mercantilism3. Treaty of Paris 17634. Pontiac's War/Rebellion5. Quebec Act6. 'Indian Reserve'7. King George III8. Paxton Boys9. General Gage10. George Washington (reaction)

Resources Used:

Secondary Sources: Colin Calloway, The Scratch of a Pen Eric Hinderaker and Peter Mancall, At the Edge of Empire: The Backcountry in British North

America, ch. 5,6, epilogue Fred Anderson, Crucible of War Woody Holton, “Unruly Americans and the Revolution,” https://www.gilderlehrman.org/history-

by-era/road-revolution/essays/unruly-americans-revolution Theodore Crackel, “George Washington’s French and Indian War,”

https://www.gilderlehrman.org/history-by-era/thirteen-colonies/essays/george-washington%E2%80%99s-french-and-indian-war

William White, “The Colonial Virginia Frontier and International Native American Diplomacy”, https://www.gilderlehrman.org/history-by-era/thirteen-colonies/essays/colonial-virginia-frontier-and-international-native-american

Primary Sources: Text of Proclamation, http://avalon.law.yale.edu/18th_century/proc1763.asp Maps of British forts in frontier, http://memory.loc.gov/cgi-bin/query/h?ammem/gmd:@field

%28NUMBER+@band%28g3301r+ar011400%29%29 Pontiac on Neolin’s Message:

http://www.smithsoniansource.org/display/primarysource/viewdetails.aspx?PrimarySourceId=1186

“Remonstrance” of the Paxton Boys, 1764: https://archive.org/details/declarationremon00smit Could be paired with Benjamin Franklin, “A Narrative of the Late Massacres” at http://www.historycarper.com/1764/03/01/a-narrative-of-the-late-massacres/

Minutes of the Augusta Conference of 1763 (between governors of GA, VA, SC, and NC and representatives of the Cherokee Nation): http://docsouth.unc.edu/csr/index.html/document/csr11-0084

Jeffrey Amherst, letters: http://www.nativeweb.org/pages/legal/amherst/lord_jeff.html These are letters from General Jeffrey Amherst describing fighting during Pontiac’s Rebellion. They are famous as the source of the allegation that British troops (acting under Amherst’s orders) sent smallpox-infected blankets to Indians.

Board of Trade to George III, “Representation to His Majesty Upon a Complaint Made by the Delaware Indians Against the Proprietaries of Pennsylvania Concerning Lands”: http://128.121.13.244/awweb/main.jsp?flag=browse&smd=1&awdid=4. This is from the papers of colonial Indian Commissioner William Johnson, the most prominent supporter of the Proclamation. Also includes several letters by Johnson.

James Otis,” The Rights of the British Colonies Asserted and Proved”: http://teachingamericanhistory.org/library/document/the-rights-of-the-british-colonies-asserted-and-proved/

Letter, George Washington to William Crawford, 1767 http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/britref/crawford.html

Lord Dunmore’s Report on “Dunmore’s War” of 1774: http://www.wvculture.org/HiStory/dunmore/dunmore.html

Speech of Logan to Dunmore, 1774: http://www.wvculture.org/HiStory/dunmore/loganspeech.html

Samuel Adams, Instructions to Boston’s Representatives in General Assembly, 1764: http://www.samuel-adams-heritage.com/documents/samuel-adams-instructions-to-bostons-representatives.html

Daniel Boone, Account of Kentucky Settlement: http://www.nationalcenter.org/BooneKentucky.html

Suggested Procedures/Activities:

Teacher must locate necessary documents in digital folders included:

Proclamation of 1763 AIH French and Indian War [strong Qs] High School History Lesson Plans: Proclamation of 1763 [good overview] Proclamation of 1763 activities Essential Standard Covered: President Obama’s Withdrawal from Afghanistan Speech.

[Comparative document to Proclamation for analysis of purpose and success.]

Unit Two (2) Plan:Election of 1800

Instructor: Patrick StokesCourse: Turning Points in American History

Topic(s): Election of 1800

Essential Standards Covered:

12.H.1.3 Analyze specific turning points in terms of motives, beliefs, interests, hopes, fears and their consequences. 12.H.1.4 Analyze turning points using multiple perspectives of various individuals and groups. 12.H.1.7 Use the antecedent circumstances of specific turning points to interpret contemporary problems and infer solutions. 12.H.3.5 Use historical data collected from multiple sources (including but not limited to library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, documentary films and monographs) to generate questions about specific turning points.

Common Core Standards Covered:

CCSS.ELA-Literacy.RH.11-12.6Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

Objectives/Goals for Students:

Students will begin to trace the formation of political parties in American politics on the federal level. After completion of the unit, students can interpret how each party differs and the implications of such drastic changes in the American political offerings.

Key Concepts:

Historical interpretations Constitutional issuesFormation of political parties

Key Terms:

1. sectionalism2. two-party system3. strict vs. loose interpretation4. Federalist5. Republican (Democratic-Republican)6. Thomas Jefferson7. Alexander Hamilton8. 'Revolution of 1800'9. campaign politics10. 12th Amendment

Resources Used:

Secondary Sources:

John Ferling, Adams vs. Jefferson: The Tumultuous Election of 1800

Joanne Freeman, “The Presidential Election of 1800: A Story of Crisis, Controversy, and Change” http://www.gilderlehrman.org/history-by-era/early-republic/essays/presidential-election-1800-story-crisis-controversy-and-change

Jill Lepore, “Party Time” (New Yorker review of Edward Larson, A Magnificent Catastrophe)

Primary Sources:

North Carolina Newspapers at NC Newspaper Digitization Project: http://www.history.ncdcr.gov/SHRAB/ar/exhibits/newspaper/index.html These newspapers, which include the New Bern Gazette, the Wilmington Gazette, and the North Carolina Mercury and Salisbury Advisor, contain commentary on the elections, usually in the back pages of each edition. Several, including the New Bern Gazette of August 15, 1800, also include public statements by candidates for the Electoral College. All of these newspapers are also full of runaway slave ads, commentaries on new farming techniques (including cotton), and accounts of the Quasi-War with France. Newspapers go back to the 1750s, so this resource could also be used in the preceding unit, as could the Virginia Gazette online: http://research.history.org/DigitalLibrary/BrowseVG.cfm

Thomas Jefferson, First Inaugural Address, http://avalon.law.yale.edu/19th_century/jefinau1.asp Political Cartoons, Jefferson: “Providential Detection” (1800)

http://www.loc.gov/exhibits/religion/rel06-2.html “Prairie Dog Sickened,” (1804) http://loc.gov/pictures/resource/ppmsca.01659/ Patriotic Songs, artwork from early Republic:

http://nationalhumanitiescenter.org/pds/livingrev/politics/text6/text6read.htm Broadsides and newspaper editorials:

http://memory.loc.gov/rbc/rbpe/rbpe11/rbpe113/1130010b/001dr.jpg

Suggested Procedures/Activities:

Teacher must locate necessary documents in digital folders included:

Election of 1800 The Election of 1800 w/ map and scenarios Jefferson’s Inaugural Speech President Jefferson’s influence on a young country Unit 3-8 Jefferson’s presidency

Unit Three (3) Plan:Cotton Gin

Instructor: Patrick StokesCourse: Turning Points in American History

Topic(s): Cotton Gin

Essential Standards Covered:

12.H.1.4 Analyze turning points using multiple perspectives of various individuals and groups. 12.H.2.1 Analyze historical interpretations and methods used by historians to study turning points in American history.

Common Core Standards Covered:

CCSS.ELA-Literacy.RH.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RH.11-12.8Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

Objectives/Goals for Students:

Students will interpret varying positions which present the short-term and long-term implications of Whitney’s cotton gin. Students will also understand the role the gin played in making the southern economy an important part of America’s market system.

Key Concepts:

Economics of slavery Market revolution Transportation revolutionGeographic impact upon economy

Key Terms:

1. 'necessary evil'2. Eli Whitney3. King Cotton4. agriculture vs. industry5. short-staple cotton6. plantation system7. Southern social structure8. Cotton Belt9. states' rights10. sectionalism

Resources Used:

Secondary Sources:

Samuel Williamson and Louis Cain, “Measuring Slavery in 2011 dollars”: http://www.measuringworth.com/slavery.php

Henry Louis Gates, “Why Was Cotton ‘King’?”: http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/history/why-was-cotton-king/

Primary Sources:

Eli Whitney, Letters: Whitney to his father: http://www.teachingushistory.org/ttrove/Whitney11Sept1793.htm Whitney to Thomas Jefferson: http://www.pbs.org/wgbh/aia/part3/3h1517t.html Jefferson to Whitney: http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field

%28DOCID+@lit%28tj080038%29%29 Interactive maps, Slavery pre and post cotton boom: http://lincolnmullen.com/projects/slavery/

Suggested Procedures/Activities:

See digitally attached documents

Unit Three (3) Plan:Nat Turner/The Liberator

Instructor: Patrick StokesCourse: Turning Points in American HistoryTopic(s): Nat Turner/The Liberator

Essential Standards Covered:

12.H.1.4 Analyze turning points using multiple perspectives of various individuals and groups. 12.H.2.1 Analyze historical interpretations and methods used by historians to study turning points in American history.

Common Core Standards Covered:

CCSS.ELA-Literacy.RH.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RH.11-12.8Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

Objectives/Goals for Students:

Students will interpret varying positions which present the short-term and long-term implications of Turner’s attempted escape. Students will also understand the role Turner and Garrison played in making the southern legislation an important part of America’s slavery discussions (or lack thereof…).

Key Concepts:Radicalism Conflict within a movement Sectionalism Contingency Role of religion

Key Terms:

1. Second Great Awakening2. Nat Turner3. Underground Railroad4. Harriet Tubman5. slave codes6. abolition movement7. William Lloyd Garrison8. Frederick Douglass9. The North Star10. American Anti-Slavery Society

Resources Used:

Secondary Sources

Henry Mayer, All on Fire: William Lloyd Garrison and the Abolition of Slavery Paul Goodman, Of One Blood: Abolitionism and the Origins of Racial Equality

David Brion Davis, “Slavery and Anti-slavery”: http://www.gilderlehrman.org/history-by-era/slavery-and-anti-slavery/essays/slavery-and-anti-slavery

Ronald G. Walters, “Abolition and Antebellum Reform”: http://www.gilderlehrman.org/history-by-era/slavery-and-anti-slavery/essays/abolition-and-antebellum-reform

Primary Sources:

Nat Turner, Confessions Selections from The Liberator, http://www.theliberatorfiles.com/ Scanned copies of the Liberator: http://fair-use.org/the-liberator/ Harriet Jacobs, Incidents in the Life of a Slave Girl, Ch. 12 “Fear of Insurrection”:

http://docsouth.unc.edu/fpn/jacobs/jacobs.html#jac97. Jacobs, who lived in Edenton (not far across the border from Southampton County) describes the effect of the revolt on local whites.

Thomas Jefferson to John Holmes, 1820: http://www.loc.gov/exhibits/jefferson/159.html Though preceding the Turner uprising by a decade, this document highlights the perceived dilemma Virginia planters faced, and could also be used to show why Southerners so vehemently supported unlimited expansion of slavery into the territories. Could also contrast the “necessary evil” argument here with the “positive good” argument made by the proslavery writers below beginning ten years later.

Proslavery writers:

William Harper, Memoir of Slavery: https://archive.org/details/memoirofslaveryr02harp Thomas R. Dew, Review of the Emancipation Debate in the Virginia Legislature, 1831:

http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=370 John C. Calhoun, “Positive Good” Speech to the Senate, 1837:

http://www.stolaf.edu/people/fitz/COURSES/calhoun.html James Henry Hammond, “Mudsill Theory” Speech to the Senate, 1848:

http://www.pbs.org/wgbh/aia/part4/4h3439t.html George Fitzhugh, Cannibals All! or, Slaves Without Masters (1857):

http://docsouth.unc.edu/southlit/fitzhughcan/fitzcan.html#fitz106

Suggested Procedures/Activities:

See digitally attached documents

Unit Four (4) Plan:Mexican American War

Instructor: Patrick StokesCourse: Turning Points in American History

Topic(s): Mexican American War

Essential Standards Covered:

12.H.1.1 Analyze specific turning points in terms of multiple causation.

12.H.1.6 Analyze the historical narrative of various turning points using the ideas of "historical contingency" and "historical inevitability".

12.H.1.7 Use the antecedent circumstances of specific turning points to interpret contemporary problems and infer solutions.

Common Core Standards Covered:

CCSS.ELA-Literacy.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCSS.ELA-Literacy.RH.11-12.8Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

Objectives/Goals for Students:

Students will interpret varying positions which present the short-term and long-term implications of the War with Mexico. Students will also understand the role advocates and adversaries played in supporting the war, the causes of the war, and also the effects of the war of expansion.

Key Concepts:

Expansion Multiple perspectives Ethnocentrism Wartime dissent

Key Terms:

1. Texas Annexation2. James Polk3. John Slidell4. 'spot' resolution5. Wilmot Proviso6. sectionalism7. Bear Flag Republic8. Zachary Taylor9. Treaty of Guadalupe Hidalgo10. Manifest Destiny

Resources Used:

Secondary Sources:

Lesson Plan: The Mexican American War: Arguments for and Against Going to War: https://www.gilderlehrman.org/history-by-era/age-jackson/resources/mexican-american-war-arguments-for-and-against-going-war

Video/Interactive Activities: http://www.pbs.org/kera/usmexicanwar/index_flash.html

Primary Sources:

John O’Sullivan, “Manifest Destiny” speech: https://www.mtholyoke.edu/acad/intrel/osulliva.htm Lincoln’s “Spot Resolution”:

http://en.wikisource.org/wiki/Life_and_Works_of_Abraham_Lincoln/Volume_3/Spot_Resolutions_on_Mexican_War

Rep. Joshua Giddings, Speech, 1846: https://www.gilderlehrman.org/sites/default/files/inline-pdfs/Lesson%202%20Giddings%20Speech%20abridged.pdf

David Wilmot, Speech of 1847 Henry David Thoreau, “Civil Disobedience”: http://thoreau.eserver.org/civil.html Clay, Calhoun, Webster speeches in Senate debate of 1850:

http://nationalhumanitiescenter.org/pds/triumphnationalism/america1850/america1850.htm Polk, First Message to Congress, 1845: http://www.presidency.ucsb.edu/ws/?pid=29486 Polk, War Message, 1846: https://www.mtholyoke.edu/acad/intrel/polkswar.htm

Suggested Procedures/Activities:

Students will begin to familiarize themselves with key vocabulary words relevant to the study of the Mexican American War. Students will define the words so that they may begin to recognize and identify when encountered during reading. Construction of a Word Splash poster/visual-aid may be useful.

Students will take notes during a lecture of the material ( issues, participants, causes, effects, etc.). Students might construct a flow chart/map/venn diagram displaying notes.

Students will read selected secondary sources regarding Mexican American War and U.S. Sectionalism. Then in small groups, students will whether U.S. involvement in acquiring Mexican Territory was justified. Students will also discuss whether they feel leaders in Texas were heroic revolutionaries or defiant rebels without a just cause.

Students will create a timeline of events leading up to the War with Mexico and the eventual decision made by the politicians.

Students will be a reporter for their local newspaper and be required to write an article (editorial) about the Election of 1844, the controversy, and the results. They will be required to take a stance as to the winner/loser in this issue and why.

Students will write an essay on the effectiveness of expansion and Manifest Destiny, in general. Students will use the following website to view political cartoons concerning the Mexican

American War and the Compromise: http://www.polk-fl.net/staff/teachers/tah/documents/turningpoints/lessons/b-mexicanwarcartoons-pobjecky.pdf Select one of the political cartoons and construct an interpretative paragraph. Have students compare their versions with other classmates.

Students will research one additional aspect of the Mexican American War not covered in class. Each student will formulate a two page research paper utilizing at least one primary source and one secondary source. Students will randomly be selected to give brief oral presentations to their peers.

A DBQ will be completed as part of the summative assignment for the Mexican American War lesson.

Other lesson plan ideas may be found on the following websites: http://www.pbs.org/kera/usmexicanwar/educators/lesson_plans.html http://teachinghistory.org/best-practices/teaching-with-textbooks/20424 http://wars.mrdonn.org/mexican.html

Unit Four (4) Plan:Compromise of 1877

Instructor: Patrick StokesCourse: Turning Points in American HistoryTopic(s): Compromise of 1877

Essential Standards Covered:

12.H.1.1 Analyze specific turning points in terms of multiple causation.

12.H.1.6 Analyze the historical narrative of various turning points using the ideas of "historical contingency" and "historical inevitability".

12.H.1.7 Use the antecedent circumstances of specific turning points to interpret contemporary problems and infer solutions.

Common Core Standards Covered:

CCSS.ELA-Literacy.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCSS.ELA-Literacy.RH.11-12.8Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

Objectives/Goals for Students:

Students will interpret varying positions which present the political, social and economic implications of the Compromise of 1877. Students will predict the long term and short term effects of the Compromise and study primary/secondary sources which create controversial perspectives and intents/purposes.

Key Concepts:

Race Corruption—political, federal “Redeemers” Civil Rights Federal Power v. states’ rights Conflicting motivations Conflicting hopes for Reconstruction Legacy

Key Terms:

1. 10% Plan2. Wade-Davis Bill3. Reconstruction Act4. Reconstruction Amendments (13, 14, 15)5. scalawags6. carpetbaggers7. Force Acts8. Redeemers

9. Tenure of Office Act10. Civil Rights Act of 1875

Resources Used:

Secondary Sources:

Eric Foner, Reconstruction: America’s Unfinished Revolution Michael Holt, “The Contentious Election of 1876”: http://www.gilderlehrman.org/history-by-

era/reconstruction/essays/contentious-election-1876

Primary Sources:

Harper’s Weekly Reconstruction cartoons, editorials 1868-1874: http://blackhistory.harpweek.com/4Reconstruction/ReconLevelOne.htm

Thomas Nast, cartoons, Reconstruction: http://www.pbs.org/wgbh/amex/reconstruction/nast/sf_nast.html

Democratic and Republican Party platforms, 1876: http://www.presidency.ucsb.edu/ws/?pid=29581

Proceedings of the Election Commission of 1877: http://memory.loc.gov/ammem/amlaw/lwec.html

Harper’s Weekly site for Election of 1876: http://elections.harpweek.com/controversy.htm New York Times article on the murder of John W. Stephens (the event which began the “Kirk-

Holden War”): http://www.learnnc.org/lp/editions/nchist-civilwar/4815 “Address to the Colored People of North Carolina”, 1870:

http://www.learnnc.org/lp/editions/nchist-civilwar/4813 Albion Tourgee’s Report to Congress on the murder of Stephens:

http://ldhi.library.cofc.edu/exhibits/show/after_slavery_educator/unit_nine_documents/document_8

B.W. Marston, testimony on Coushatta Massacre of 1876: http://www.pbs.org/wgbh/amex/reconstruction/kkk/ps_marston.html

Martin Gary, “Plan for the Election of 1876”: http://www.screconstruction.org/Reconstruction/Citations_files/GaryCampaign.pdf

W.E.B. DuBois, The Souls of Black Folk, Ch. 2: “The Dawn of Freedom”: http://docsouth.unc.edu/church/duboissouls/dubois.html

Testimony before Senate Committee Investigating the Negro Exodus from the Southern States: http://www.pbs.org/weta/thewest/resources/archives/seven/w67singl.htm

Norfleet Brown, Letter to the American Colonization Society, 1880: http://nationalhumanitiescenter.org/pds/maai2/freedom/text7/browne.pdf

Suggested Procedures/Activities:

Students will begin to familiarize themselves with key vocabulary words relevant to the study of the Compromise of 1877. Students will define the words so that they may begin to recognize and identify when encountered during reading. Construction of a Word Splash poster/visual-aid may be useful.

Students will take notes during a lecture of the material ( issues, participants, causes, effects, etc.). Students might construct a flow chart/map/venn diagram displaying notes.

Students will read selected secondary sources regarding Reconstruction and the Compromise of 1877. Then in small groups, students will debate historian Samuel Eliot Morison’s idea “the North may have won the war, but the white South won the peace.” (Agree or Disagree and defend their position).

Students will create a timeline of events leading up to the Compromise of 1877 and the eventual decision made by the politicians.

Students will be a reporter for their local newspaper and be required to write an article (editorial) about the Election of 1876, the controversy, and the Compromise. They will be required to take a stance as to the winner/loser in this issue and why.

Students will write an essay on the effectiveness of Reconstruction. In the essay, include your opinion regarding the following question: “Is 1877 an artificial date for the end of Reconstruction?”

Students will use the following website to view political cartoons concerning the Election of 1876 and the Compromise: http://elections.harpweek.com/Controversy.htm Select one of the political cartoons and construct an interpretative paragraph. Have students compare their versions with other classmates.

Students, in small groups, will choose one of the following statements to debate: “The whole soil of the South is hidden by successive layers of broken promises so to trust a Southern promise would be fair evidence of insanity” (Wendell Phillips); “The Election of 1876 and the Compromise of 1877 did more than settle an election dispute for the compromise sold out much of the social justice gains in the South from the Civil War” (civilwartalk.com).

Students will research one additional aspect of the Compromise of 1877 not covered in class. Each student will formulate a one page research paper utilizing at least one primary source and one secondary source. Students will randomly be selected to give brief oral presentations to their peers.

A DBQ will be completed as part of the summative assignment for the Compromise of 1877 lesson.

Unit Five (5) Plan:Chicago World’s Fair 1892

Instructor: Patrick StokesCourse: Turning Points in American HistoryTopic(s): Chicago World’s Fair 1892

Essential Standards Covered:

12.H.1.3 Analyze specific turning points in terms of motives, beliefs, interests, hopes, fears and their consequences.

12.H.1.4 Analyze turning points using multiple perspectives of various individuals and groups.

Common Core Standards Covered:

CCSS.ELA-Literacy.RH.11-12.10By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

CCSS.ELA-Literacy.RH.11-12.6Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

Objectives/Goals for Students:

Students will identify the long term and short term effects of the Chicago World’s Fair. Students will also create a project which presents their learning and understanding of the topic as it relates to the turning points in American history.

Key Concepts:

IndustrializationUrbanizationModernizationCapitalismCultural ChangeImmigrationLaissez Faire

Key Terms:

1. City Beautiful Movement2. World's Columbian Exposition3. Frederick Law Olmstead4. 1871 Great Chicago Fire5. Gilded Age6. neoclassical architecture7. Turner's Thesis8. electrical innovation/inventions9. Ferris Wheel10. leisure time

Resources Used:

Secondary Sources:

Erik Larson, Devil in the White City: Murder, Magic, and Madness at the Fair That Changed America

Primary Sources:

“Chicago,” in Henry Adams, The Education of Henry Adams: http://nationalhumanitiescenter.org/pds/gilded/progress/text9/adams.pdf

“World’s Columbian Exposition of 1893,” includes contemporary maps, photographs, and descriptions of the fair: http://columbus.gl.iit.edu/site.html

Frederick Jackson Turner, “The Significance of the Frontier in American History,” delivered at the AHA meeting, held at the Columbian Exposition: http://nationalhumanitiescenter.org/pds/gilded/empire/text1/turner.pdf

Petition by Thomas Edison to keep the Fair open on Sundays: http://www.archives.gov/education/lessons/edison-petition/ (also includes an excellent introductory essay)

Grover Cleveland’s Inaugural Address of 1893: http://www.historycentral.com/documents/Cleveland2.html

Samuel Gompers, speech of August 28, 1893: http://www.gompers.umd.edu/1893%20more%20speech.htm

Ida B. Wells, ed. The Reason Why the Colored American is Not in the World’s Columbian Exposition http://digital.library.upenn.edu/women/wells/exposition/exposition.html (includes essays by Frederick Douglass, Wells, and Irvine Garland Penn questioning the narrative of progress upon which the Exposition was based.)

Suggested Procedures/Activities:

Students will begin to familiarize themselves with key vocabulary terms relevant to the importance of the Chicago World’s Fair held in 1893. Students will define the words so that they may begin to recognize and identify individuals/ideas involved.

Students will take notes during a lecture of the material (reasons for, exhibits, individuals, new products, etc.). Students will understand what the fair was, why it was important and what impact it had on the city of Chicago, the United States, and the world.

Students will create an advertisement to sell a new product that someone might have been able to purchase during the 1890’s to attract travelers from rural areas to visit the fair. The goal is to “lure” rural visitors, primarily farmers, to the fair.

Students will consider the following: -Henry Adams defined the fair as “the first expression of American thought as a unity” and -Lewis Mumford stated that the fair was “the first manifestation of the rise of a new order in American economic life”. Students will choose one of these ideas and defend their reasons.

Students will write an article for the Chicago Tribune about the Exposition as though they had personally attended and describe what they felt was the most impressive characteristic they experienced: the architecture, new products/innovations, art/music, cultural displays, etc.

Students will use the following website to view and read the Petition signed by Thomas A. Edison for ‘Sunday Openings at the World’s Columbian Exposition’: http://www.archive.gov/education/lessons/edison-petition. Students will construct a paragraph defending their position in relation to that of Edison.

Historian Frederick Jackson Turner delivered his address “The Significance of the American Frontier in American History” at the fair. Students should read Turner’s Thesis and answer the following questions:

=How does Turner explain the recurring need for communication and transportation along the American frontier? =How does Turner connect the ingenuity of the American frontiersman with the ever-present influence of Native Americans? =What does Turner foreshadow about diversity and the character of the American identity?

Students should read the provisions of the Chinese Exclusion Act of 1882 (specifically Section 6) and the Geary Act. How did these affect Chinese-American relations? If the purpose of the World’s Columbian Exposition was to show America’s leading role in the “progress of civilization” then what image did these limits on immigration portray to visitors?

Students will research one additional aspect of Chicago World’s Fair not covered in class. Each student will formulate a one page research report utilizing at least one primary source and one secondary source. Students will randomly be selected to give oral presentations to the class.

A DBQ will be completed as part of the summative assignment for the lesson concerning the significance of the Chicago World’s Fair in 1893.

Unit Five (5) Plan:McKinley Assassination

Instructor: Patrick StokesCourse: Turning Points in American HistoryTopic(s): McKinley Assassination

Essential Standards Covered:

12.H.1.3 Analyze specific turning points in terms of motives, beliefs, interests, hopes, fears and their consequences.

12.H.1.4 Analyze turning points using multiple perspectives of various individuals and groups.

Common Core Standards Covered:

CCSS.ELA-Literacy.RH.11-12.10By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

CCSS.ELA-Literacy.RH.11-12.6Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

Objectives/Goals for Students:

Students will identify the long term and short term effects of the McKinley assassination. Students will also trace the steps leading to the assassination and the steps leading away from gilded age politics and into the progressive era.

Key Concepts:

TerrorismProgressivismMigrationLiterary ActivismPolitical Party Divisions

Key Terms:

1. 'modern presidency'2. Secret Service3. anarchism4. Leon Czolgosz5. Progressivism6. muckrakers7. imperialism8. Roosevelt Corollary9. Big Stick Diplomacy10. bully pulpit

Resources Used:

Secondary Sources:

Eric Rauchway, Murdering McKinley: The Making of Theodore Roosevelt’s America

Biographical Essay on McKinley at Miller Center site: http://millercenter.org/president/mckinley/essays/biography/4

Daniel Rodgers, “The Progressive Era to the New Era, 1900-1929”: https://www.gilderlehrman.org/history-by-era/essays/progressive-era-new-era-1900-1929

Julie Des Jardins, “The Politics of Reform”: https://www.gilderlehrman.org/history-by-era/progressive-era-new-era-1900-1929/politics-reform

Primary Sources:

“Czolgosz’s Cranial and Facial Characteristics”: Newspaper account, post-assassination: http://library.buffalo.edu/pan-am/pdf/brandenburg.pdf Reveals much about the state of turn of the century science, particularly physiognomy.

William Doane, “Anarchy and Atheism: A Sermon on the Death of William McKinley”: http://mckinleydeath.com/documents/magazines/Outlook69-4bp.htm

Chicago Tribune article, “Emma Goldman, High Priestess of Anarchy” http://ucblibrary3.berkeley.edu/goldman/Curricula/FreeExpression/article.html

Emma Goldman, “The Tragedy at Buffalo,” http://jwa.org/exhibits/jsp/article.jsp?&imgfile=archive%2Fimages%2Fvaegban.gif&media_id=aegtragedy1

Buffalo Library site, includes political cartoons, excerpts from anti-anarchist/immigrant editorials after the assassination: http://library.buffalo.edu/pan-am/exposition/law/anarchy.html

Confession of Leon Czolgosz: http://www.shapell.org/manuscript.aspx?mckinley-assassin-confession

“Around the Pan With Uncle Hank: His trip through the Pan-American Exposition”: https://archive.org/details/aroundpanwithunc00flem A third-person narrative of “Uncle Hank’s” trip to the Pan-American Exposition, including an account of the assassination and denunciation of anarchists in pp. 142-149.

Theodore Roosevelt, First Annual Message (December 3, 1901) http://www.presidency.ucsb.edu/ws/?pid=29542

William McKinley in Political Cartoons: http://ehistory.osu.edu/osu/mmh/McKinley/McKCartoons.cfm

Theodore Roosevelt: “Square Deal” speech of 1903: http://www.memorablequotations.com/SquareDeal.htm

Suggested Procedures/Activities:

Students will begin to familiarize themselves with key vocabulary words relevant to the assassination of President William McKinley. Students will define the words and identify key people so they will begin to recognize them when encountered during reading.

Students will take notes during a lecture of the of the material (participants, causes, effects, etc.). Students understand the significance of the assassination, who was responsible and what impact it had on the nation.

The 1901 Pan American Exposition in Buffalo, NY, was an international event which revealed both the development and shortcomings at the core of world politics. President McKinley stated “Expositionists are the timekeepers of progress.” Students need to read secondary sources relating to the Exposition and describe what McKinley meant by this and how social issue of this era would contribute to his assassination.

Students will be a reporter for the Buffalo Express who is assigned to cover the Pan American Exposition and quickly gets thrust into covering the assassination of the President. Students will

be responsible for providing readers as much information as possible: who, what, when, where, why, etc…

Anarchism and Atheism were ideas that reflected the times. Leon Czolgosz, a known anarchist, felt McKinley was the “Enemy of the people, the good working people.” Students, in pairs, should discuss/describe Czolgosz’s beliefs.

Students need to watch The History Channel Presents the 10 Days that Unexpectedly Changed America; (Murder at the Fair: The Assassination of William McKinley). Why, according to historians who speak in this documentary, did Leon Czolgosz decide to kill McKinley? Do you agree with their arguments? Why or Why not?

Students will create their own political cartoon relating to the Pan American Exposition, the assassination of President William McKinley, the assassin Leon Czolgosz or the aftermath that followed. They will then share with the class and explain.

“From Plutocracy to Progressivism”. Students will construct a chart/graphic organizer comparing political, social, and economic issues under Grover Cleveland, William McKinley, and then Theodore Roosevelt.

Students will research one additional aspect of President William McKinley’s assassination not covered in class. Each student will formulate a one page research report utilizing at least one primary source and one secondary source. Students will randomly be selected to give brief oral presentations to their classmates.

A DBQ will be completed as part of the summative assignment for the lesson dealing with the assassination of President William McKinley.

Unit Six (6) Plan:19th Amendment

Instructor: Patrick StokesCourse: Turning Points in American History

Topic(s): 19th Amendment

Essential Standards Covered:

12.H.2.2 Analyze historical methods of research and analysis in terms of valid data collection and use of evidence.

12.H.3.1 Analyze primary sources using the social, cultural, political and economic context in which each source was produced.

12.H.3.5 Use historical data collected from multiple sources (including but not limited to library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, documentary films and monographs) to generate questions about specific turning points.

12.H.3.6 Use historical data collected from multiple sources to interpret and to draw conclusions about specific turning points.

12.H.3.7 Use historical data collected from multiple sources to produce historical narratives.

Common Core Standards Covered:

CCSS.ELA-Literacy.RH.11-12.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-Literacy.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Objectives/Goals for Students:

Students will be able to differentiate between various efforts to achieve female suffrage. While tracing events back to the early 19th century, students will arrive at conclusion regarding the female victory of voting.

Key Concepts:

Gender RevolutionGender RolesUniversal Suffrage

Expansion of American PoliticsProtests as avenue of changeDomestic Change during War

Key Terms:

1. Seneca Falls Convention2. Susan B. Anthony3. National Women's Party4. Alice Paul5. National Woman Suffrage Association6. American Woman Suffrage Association7. National American Woman Suffrage Association8. 'fight for democracy'9. state-by-state strategy10. national amendment strategy

Resources Used:

Secondary Sources

Jonathan Soffer, “Modern Women Persuading Modern Men: The Nineteenth Amendment and the Movement for Woman Suffrage, 1916-1920” http://www.gilderlehrman.org/history-by-era/politics-reform/essays/modern-women-persuading-modern-men-nineteenth-amendment-and-mo

Steven Mintz, “Winning the Vote: A History of Voting Rights” http://www.gilderlehrman.org/history-by-era/government-and-civics/essays/winning-vote-history-voting-rights

Barbara Winslow, “Sisters of Suffrage: British and American Women Fight for the Right to Vote”: https://www.gilderlehrman.org/history-by-era/politics-reform/essays/sisters-suffrage-british-and-american-women-fight-for-vote

Primary Sources:

Woodrow Wilson, Speech in favor of Women’s Suffrage Amendment: http://wwl2.dataformat.com/HTML/30740.htm

Speeches of Carrie Chapman Catt to NAWSA and Congress, 1916-17: http://www.digitaldocsinabox.org/images/WomensSuffrage/SuffrageDocuments.html

NY Times accounts of Alice Paul’s imprisonment and hunger strike: http://query.nytimes.com/mem/archive-free/pdf?res=9A04E7D9123FE433A25754C0A9679D946696D6CF

http://query.nytimes.com/mem/archive-free/pdf? res=9A01E2D9113AE433A2575AC1A9679D946696D6CF

Alice Paul, letters and National Women’s Party platform: http://www.csrnyc.com/humanrights/alicepaulandnwp.html

Political Cartoons, Woman Suffrage: Pro: (From Puck) https://www.nwhm.org/online-exhibits/rightsforwomen/cartoons.html Anti: http://theweek.com/article/index/247790/12-cruel-anti-suffragette-

cartoons#axzz356bHC100 Suggested Procedures/Activities:

Students will begin to familiarize themselves with key vocabulary words relevant to the adoption of the 19th Amendment to the Constitution. Students will define the words so that they may begin to recognize and identify when encountered during reading.

Students will take notes during a lecture of the material (participants, events, legal issues, causes, effects, etc.). Students might construct a timeline of events leading up to the passage of this idea beginning with Abigail Adams through the convention at Seneca Falls and the eventual adoption of women’s suffrage rights.

Students need to view selected clips of the HBO series Iron Jawed Angels that re-creates the political struggles faced by women from 1900-1917. Students will debate on the subject of the women’s rights movement of this time period (pro and con) and would they be willing to take these actions today for something they believe in.

Students will put themselves in the time period of 1919-1920 and write two letters to the editor of their local newspaper. One letter will support women’s suffrage and the other will oppose the ratification of this proposal.

Students will use the following website: http://mrkash.com/activities/sojourner.html and read “Ain’t I A Woman?” a speech delivered by Sojourner Truth to the Women’s Convention in Akron, OH, in December of 1851. Students will now write a paragraph describing how Truth’s belief supported the efforts of those in the future. How did other societal issues also relate to her ideas?

Susan B. Anthony is arguably one of history’s leading individuals when it relates to women’s rights and suffrage as identified with her commemorative coin issued by the U.S. Treasury. Students will choose another suffragist or event relating to this battle and design a coin (front and back) to represent that person’s accomplishments or ideas’ relevance to the movement. These will then be explained to the class and displayed for all to critique.

Students will be given a blank map of the United States and their assignment is to create a timeline as to when states issued women’s suffrage rights. How many states had equal suffrage? partial suffrage? no suffrage? What were the last three states to grant women equal suffrage?

“We women of America tell you that America is NOT a Democracy” stated Alice Paul. Students will compare and contrast the themes and tactics employed by women suffragists, Native Americans, and African Americans to meet the demands for justice. Did they eventually reach their goals? Create a graphic organizer to help understand/display your ideas.

Students will research one additional aspect of the 19th Amendment not covered in class. Each student will formulate a one page research report utilizing at least one primary source and one secondary source. Students will randomly be selected to give brief oral presentations to their peers.

A DBQ will be completed as part of the summative assignment for the lesson dealing with the adoption of the 19th Amendment to the Constitution.

Unit Six (6) Plan:Scopes Trial

Instructor: Patrick StokesCourse: Turning Points in American HistoryTopic(s): Scopes Trial

Essential Standards Covered:

12.H.2.2 Analyze historical methods of research and analysis in terms of valid data collection and use of evidence.

12.H.3.1 Analyze primary sources using the social, cultural, political and economic context in which each source was produced.

12.H.3.5 Use historical data collected from multiple sources (including but not limited to library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, documentary films and monographs) to generate questions about specific turning points.

12.H.3.6 Use historical data collected from multiple sources to interpret and to draw conclusions about specific turning points.

12.H.3.7 Use historical data collected from multiple sources to produce historical narratives.

Common Core Standards Covered:

CCSS.ELA-Literacy.RH.11-12.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-Literacy.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Objectives/Goals for Students:

Students will analyze the causes and effects of the John T. Scopes trial. With this analysis lies an understanding of modernism vs. fundamentalism. Students also look at outside effects of the trial upon society and how geographically the trial brought the south to the forefront of American pop culture during the mid-1920’s when otherwise most focus was on large East Coast and Midwestern cities!

Key Concepts:

Modernism vs. FundamentalismSeparation of Church and StateIsolationism/NativismMass Communication

Key Terms:

1. tradition vs. modernity2. rise of KKK3. Lost Generation4. 1920 Census5. fundamentalism6. evolution7. Clarence Darrow8. William Jennings Bryan9. John Scopes10. increased high school attendance

Resources Used:

Secondary Sources

J. Kingston Pierce piece on the Scopes Trial from American History magazine: http://law2.umkc.edu/faculty/projects/ftrials/scopes/scopes2.htm

Edward W. Larson, Summer for the Gods: The Scopes Trial and America’s Continuing Debate Between Science and Religion

Michael Lienesch, “The Scopes Trial: Reflections on the Study of Politics as a Humanistic Science,” at NHC website: http://nationalhumanitiescenter.org/ideasv62/lienesch.htm

Primary Sources:

Scopes Trial Transcript: http://law2.umkc.edu/faculty/projects/ftrials/scopes/scopes2.htm William Jennings Bryan, final (undelivered) speech to the court:

http://www.pbs.org/wgbh/amex/monkeytrial/filmmore/ps_bryan.html Assorted Primary Sources (photos, editorials, etc):

http://ehistory.osu.edu/osu/mmh/clash/scopes/scopes-index.htm H.L. Mencken: “The Scopes Trial: A Reporter’s Account”:

http://law2.umkc.edu/faculty/projects/ftrials/scopes/menk.htm Text of Butler Act (the law that Scopes broke):

http://law2.umkc.edu/faculty/projects/ftrials/scopes/tennstat.htm Scopes Trial Module at Historical Thinking Matters:

http://historicalthinkingmatters.org/scopestrial/1/sources/41/fulltext/ R.A. Torrey, A.C. Dixon, eds. The Fundamentals: A Testimony to the Truth:

http://www.ntslibrary.com/PDF%20Books%20II/Torrey%20-%20The%20Fundamentals%204.pdf A very popular fundamentalist anthology in the 1920s, includes influential religious critiques of Darwinism in Chapters 5, 6, and 7.

Suggested Procedures/Activities:

Students will begin to familiarize themselves with key vocabulary words relevant to the Scopes Monkey Trial. Students will define the words so that they may begin to recognize and identify when encountered during reading. Construction of a “Word Splash” poster/visual-aid may be useful.

Students will take notes during a lecture of the material (ideas, participants, causes, effects, impact, etc.). Students might consider using T-notes or Venn Diagram in relation to the Trial.

The Students are given the following prompt: What role should religious ideas have in the classroom? Students will brainstorm ideas to answer the question with the opportunity to share and compare with others.

Divide the class into two groups. One will support Fundamentalism (Divine Creationism) while the other will favor Modernism (Evolution). The groups will debate their position with facts and support. They must also be prepared to answer the following: Would the outcome of the case be the same if it were tried today? Why or why not?

Students will be given a copy of Tennessee’s Butler Act. Students will then be asked to defend their position on the following: Did John Scopes violate the Butler Act? What do you think the Founding Fathers meant when they wrote the U.S. Constitution and the First Amendment in relation to Freedom of Religion/Worship?

Students imagine they are the parent of a school child in a Tennessee state school in 1925. They are to write a letter to the principal of their child’s school indicating and justifying their support for either John Scopes position or the state of Tennessee’s position. You will have to defend your child’s school teaching the theory of evolution and/or creationism in a fair and balanced way.

Students will be a newspaper reporter for the Dayton Herald-News in Tennessee and your job is to cover the trial and describe the media hysteria surrounding this event. Students may view H.L. Menken’s “The Scopes Trial: A Reporter’s Account” at the following website for some insight: http://law2.umkc.edu/faculty/projects/ftrials/scopes/menk.htm.

Students will break into small groups and discuss the following question: How does the question of the constitutionality of the Tennessee law (the Butler Act) represent societal conflicts of the 1920’s? They will then share their ideas with the class and discuss.

Students will research one additional aspect of the Scopes Monkey Trial not covered in class. Each student will formulate a one page research report utilizing at least one primary source and one secondary source. Students will randomly be selected to give brief oral presentations to their classmates.

A DBQ will be completed as part of the summative assignment for the lesson concentrating on the Scopes Monkey Trial.

Unit Seven (7) Plan:New Deal Coalition

Instructor: Patrick StokesCourse: Turning Points in American HistoryTopic(s): New Deal

Essential Standards Covered:

12.H.1.4 Analyze turning points using multiple perspectives of various individuals and groups. 12.H.1.5 Evaluate the extent to which economic, social, cultural and political factors of specific turning points impact the historical narrative of the United States.

12.H.1.6 Analyze the historical narrative of various turning points using the ideas of "historical contingency" and "historical inevitability".

12.H.1.7 Use the antecedent circumstances of specific turning points to interpret contemporary problems and infer solutions.

Common Core Standards Covered:

CCSS.ELA-Literacy.RH.11-12.1Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.8Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

CCSS.ELA-Literacy.RH.11-12.9Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Objectives/Goals for Students:

Students will identify the causes of the Great Depression and analyze Hoover’s efforts at remedying the American economic landscape. Students will then breakdown Roosevelt’s efforts and ideas toward not only helping America, but in a larger sense, changing the role of the American government during times of crises.

Key Concepts:

Political ActivismKeynesian EconomicsPolitical Party Unification/SchismExpansion of Government

Key Terms:

1. Election of 19322. machine politics3. 1930s liberals4. Works Progress Administration5. labor unions6. blue collar workers\farmers7. minorities

8. white Southern9. Nixon's Southern Strategy10. Election of 1968

Resources Used:

Secondary Sources

Susan Ware, “Women and the Great Depression” at http://www.gilderlehrman.org/history-by-era/great-depression/essays/women-and-great-depression

Richard Menaker, “FDR’s Court-Packing Plan: A Study in Irony” at http://www.gilderlehrman.org/history-by-era/great-depression/essays/women-and-great-depression

David Kennedy, Freedom From Fear, ch. 8-12

Primary Sources:

Huey Long: “Share our Wealth”: http://www.hueylong.com/resources/documents/share-our-wealth-pamphlet.pdf; “Every Man a King” Radio Address: http://www.hueylong.com/programs/share-our-wealth-speech.php

Herbert Hoover on the New Deal: Letter to Henry Stoddard, 1933: http://www.gilderlehrman.org/collections/3331ce04-7d0f-4beb-

8af3-452108803816?back=/mweb/search%3Fneedle%3Dnew%2Bdeal%2526fields%3D_t301001410%2526era9%3DGreat%2BDepression%2Band%2BWorld%2BWar%2BII%252C%2B1929-1945%2526sortby%3Ds301001610%2526items_per_page%3D20

Reply to Press inquiry about NRA: http://publicpolicy.pepperdine.edu/faculty-research/new-deal/hoover-speeches/hh051535.htm

Speech at 1936 Republican National Convention: http://publicpolicy.pepperdine.edu/faculty-research/new-deal/hoover-speeches/hh061036.htm

Petition for Townsend Plan: http://www.archives.gov/exhibits/treasures_of_congress/Images/page_19/62a.html

FDR, speech at Madison Square Garden, October 31, 1936: http://www.ourdocuments.gov/doc.php?flash=true&doc=69

FDR, speech to Democratic National Convention, 1936: http://www.presidency.ucsb.edu/ws/?pid=15142

John L. Lewis, Radio Address of July 6, 1936, in Foner, Voices of Freedom, 182-186. New Deal Primary Sources (especially posters) at Library of Congress site:

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/new-deal/ New Deal Primary Sources at Gilder Lehrman site: http://www.gilderlehrman.org/history-by-

era/great-depression-and-world-war-ii-1929-1945/new-deal/primary-sources Josiah Bailey, “Conservative Manifesto” of 1937, in New York Times

Suggested Procedures/Activities: Students will create a graphic organizer of their choice that traces the causes of the Great

Depression. Students will then develop a list of the impacts of the Great Depression upon America. Students should be able to link causes of the Depression to how it is manifested in various populations including, but not limited to: Rural America, the Midwest, African Americans, Recent Immigrants, Women, Urban Poor

Students will read excerpts from the following documents and then create an annotated review of each. Within the annotations students must identify the title, the speaker/author, the purpose of

the document, the effect of the document and any significant relevance the document may have to understanding the Great Depression:-Meridel Le Sueur, Women on the Breadlines-Huey Long, Share Our Wealth-Huey Long, Every Man a King-Carey Williams, Okies in California

Students will read FDR’s First Inaugural Address and read Republican responses to the speech. Afterward, students will create a Venn diagram analyzing similarities and differences between the opposing party’s views on the remedies for the Great Depression. Students will create a timeline of the Civil Rights events and clearly trace the changes and developments over time.

Students will analyze songs, art, and political cartoons of the Depression era and write brief summaries of each. Students will then select five of the ones they feel most clearly depict the era and also select one that have been “lost” in time and not as commonly referenced as some others that we will go over in class.

After learning about the Bonus Army and reading information at http://historyproject.ucdavis.edu/lessons/view_lesson.php?id=45,students will create a journal of events depicting the happenings of the summer. Students are encouraged to write the journal entries from a first person perspective and recreate history as someone who is living through the protest

Students will create a slide show set to music using primary source materials obtained from http://www.loc.gov/teachers/classroommaterials/primarysourcesets/dust-bowl-migration/This slide show will depict the Dust Bowl farmers plight for survival during the Depression. There should be a minimum of 10 slides present and students need to be prepared to present their findings to the class and formulate discussion questions to facilitate meaningful dialogue.

A DBQ will be completed as part of the summative assignment for the New Deal coalition lesson.

Other lesson plans found from the following websites:

https://www.stlouisfed.org/great-depression/curriculum.html http://www.uni.edu/icss/pathways/Lesson%20Module%20Great%20Depression.pdf http://edsitement.neh.gov/lesson-plan/fdrs-fireside-chats-power-words

Unit Seven (7) Plan:Brown v. Board

Instructor: Patrick StokesCourse: Turning Points in American HistoryTopic(s): Brown v. Board

Essential Standards Covered:

12.H.1.4 Analyze turning points using multiple perspectives of various individuals and groups.

12.H.1.5 Evaluate the extent to which economic, social, cultural and political factors of specific turning points impact the historical narrative of the United States.

12.H.1.6 Analyze the historical narrative of various turning points using the ideas of "historical contingency" and "historical inevitability".

12.H.1.7 Use the antecedent circumstances of specific turning points to interpret contemporary problems and infer solutions.

Common Core Standards Covered:

CCSS.ELA-Literacy.RH.11-12.1Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.8Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

CCSS.ELA-Literacy.RH.11-12.9Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Objectives/Goals for Students:

Students will identify the causes of the early civil rights movement and trace the different ways in which certain agencies approached the problem. Failures and successes of the movement as whole will be identified a well.

Key Concepts:

Civil RightsFederal vs. State Powerde jure and de facto segregationCivil DisobedienceAggressive vs. Passive Resistance

Key Terms:

1. Plessy v. Ferguson2. Jim Crow laws3. NAACP4. Thurgood Marshall5. Montgomery bus boycott6. Little Rock Nine7. SCLC8. Martin Luther King Jr.9. sit-ins

10. SNCC

Resources Used:

Secondary Sources

Eyes on the Prize, documentary and accompanying reader William Chafe, Civilities and Civil Rights

Primary Sources: Brown v. Board of Education, syllabus and Warren’s opinion:

http://www.law.cornell.edu/supremecourt/text/347/483 Primary Sources from NARA site: http://www.archives.gov/education/lessons/brown-v-board/ Documents at Library of Congress site (includes images from the Clarks’ “doll test,” documents

relating to other important cases preceding and accompanying Brown, and much more): http://www.archives.gov/education/lessons/brown-v-board/

“Southern Manifesto”: http://www.pbs.org/wnet/supremecourt/rights/sources_document2.html Political Cartoons and Lesson Plans concerning “Massive Resistance”:

http://chnm.gmu.edu/mcpstah/source-analysis/massive-resistance-cartoons/get-the-cartoons/ “Massive Resistance,” Primary Sources: http://www.vahistory.org/massive.resistance/index.html Martin Luther King, Jr., “Desegregation and the Future”:

http://www.thekingcenter.org/archive/document/desegregation-and-future

Primary and secondary sources:

White Citizens’ Councils: http://www.citizenscouncils.com/

Suggested Procedures/Activities:

Students will create a booklet identifying the various leaders of the Civil Rights movement. There should be a minimum of 8 pages and each page should contain one leader, his or her actions and a summary of public response to the said action.

Students will read excerpts from the following documents and then create an annotated review of each. Within the annotations students must identify the title, the speaker/author, the purpose of the document, the effect of the document and any significant relevance the document may have to understanding the turmoil of the 1960’s and a brief time thereafter:-Jo Ann Gibson Robinson, The Montgomery Bus Boycott-Earl Warren: Brown v. Board of Education -Southern Manifesto on Integration-MLK: Letter from a Birmingham Jail-Stokely Carmichael, Black Power 1966

Students will read MLK’s “I Have a Dream Speech” and compare this speech to Malcolm X’s “Ballot of the Bullet speech”. After reading, students will create a bubble map depicting the similarities and difference of each man’s plight to gain equality.

Students will create a timeline of the Civil Rights events and clearly trace the changes and developments over time.

Students will analyze popular songs of the hit parade that directly deal with “race” as an issue. A wide variety of music from Motown, Rock and Roll and even some lesser known genres may be used to create a collection of tunes. Several of the songs will be played in class and students will discuss the messages contained within each.

Students will analyze political cartoons from the Civil Rights movement and draw conclusions after in-depth analyses of the cartoon provided.

After learning about Freedom Summer students will create a journal of events depicting the happening of the summer. Students are encouraged to write the journal entries from a first person perspective and recreate history as someone who is living through the movement.

A DBQ will be completed as part of the summative assignment for the Brown v. Board lesson.

Additional lessons may be found at the following websites:

http://www.nea.org/tools/lessons/brown-vs-board-teaching-resources-grades9-12.html http://www.educationworld.com/a_lesson/lesson/lesson333.shtml http://billofrightsinstitute.org/resources/educator-resources/lessons-plans/landmark-cases-and-

the-constitution/brown-v-board-of-education-1954/ http://www.eastconn.org/tah/1011DC1_GreensboroSitIn.pdf

Unit Seven (7) Plan:1968

Instructor: Patrick StokesCourse: Turning Points in American HistoryTopic(s): 1968

Essential Standards Covered:

12.H.1.4 Analyze turning points using multiple perspectives of various individuals and groups.

12.H.1.5 Evaluate the extent to which economic, social, cultural and political factors of specific turning points impact the historical narrative of the United States.

12.H.1.6 Analyze the historical narrative of various turning points using the ideas of "historical contingency" and "historical inevitability".

12.H.1.7 Use the antecedent circumstances of specific turning points to interpret contemporary problems and infer solutions.

Common Core Standards Covered:

CCSS.ELA-Literacy.RH.11-12.1Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.8Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

CCSS.ELA-Literacy.RH.11-12.9Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Objectives/Goals for Students:

Students will identify the causes of the American civil rights movement, the War in Vietnam, and the plethora of events which lead to turmoil in the 1960’s. Students will look at long-term and short-term causes of the crux of trouble and the spiraling impact of the events upon the American people.

Key Concepts:

Class DisputesProtests as avenue of changeCultural response to tragedyChallenge of traditional belief systemsCounter Culture

Key Terms:

1. Tet Offensive2. Walter Cronkite3. LBJ declines to run for reelection4. MLK assassination5. Kerner Commission6. RFK assassination7. Democratic National Convention8. SDS9. The Electric Kool-Aid Acid Test

10. election of Nixon

Resources Used:

Secondary Sources

Mark Kurlansky, 1968: The Year that Rocked the World, esp. Chapter 16 “Everyone to the Barricades,” 2008 article in the Guardian

http://www.theguardian.com/world/2008/jan/20/1968theyearofrevolt.features George Herring, “The Vietnam War and the My Lai Massacre,” essay at

https://www.gilderlehrman.org/history-by-era/sixties/essays/vietnam-war-and-my-lai-massacre

Primary Sources:

Video from 1968 Democratic National Convention Ten Point Program, Black Panther Party http://www.blackpanther.org/TenPoint.htm Stokely Carmichael, “Black Power” Speech to SNCC convention, 1966:

http://voicesofdemocracy.umd.edu/carmichael-black-power-speech-text/ Martin Luther King, Speech, “Why I Am Against the War”:

http://www.lib.berkeley.edu/MRC/pacificaviet/riversidetranscript.html Redstockings Manifesto: http://www.redstockings.org/index.php?

option=com_content&view=article&id=76&Itemid=59 Radical Newspapers and Pamphlets of the Late 60s (inc. SDS, Weathermen, New Left Notes,

etc.) Also includes numerous excerpts from FBI files on radicals, especially the Weathermen) http://www.antiauthoritarian.net/sds_wuo/

RFK assassination primary sources: http://www.pbs.org/wgbh/amex/rfk/filmmore/ps_mourning.html

Text and Video, LBJ speech of March 31, 1968: http://www.lbjlib.utexas.edu/johnson/archives.hom/speeches.hom/680331.asp

Memories of Memphis sanitation workers (on 40th anniversary of assassination): http://www.npr.org/templates/story/story.php?storyId=89361277

Julius Lester, “The Angry Children of Malcolm X,” in Sing Out! Magazine, 1967: http://nationalhumanitiescenter.org/pds/maai3/overcome/text5/angrychildren.pdf

Tet Offensive Resources: http://www.vietnam.ttu.edu/resources/tet/ Richard Nixon, Speech to the Republican National Convention

Suggested Procedures/Activities:

Students will read excerpts from the following documents and then create an annotated review of each. Within the annotations students must identify the title, the speaker/author, the purpose of the document, the effect of the document and any significant relevance the document may have to understanding the turmoil of the 1960’s and a brief time thereafter:-Betty Frieden: The Problem That Has No Name-John Kerry: Vietnam Veterans against the War-Lyndon B. John: Why We Are in Vietnam-Various Speeches from the 1968 Presidential Race

Students will watch scenes from the movie We Were Soldiers and write a summary of the events. Students will also analyze the events seen in the film in regards to home front reaction and war front reaction.

Students will read news reports and view news reports of the Vietnam War and recreate either a written or a video of the events from a first person perspective.

Students will create a CD of 6 songs from the Vietnam War era and share these with the class through a presentation. Presentation should not play the entire song, but rather bits and pieces of the song and students would facilitate class discussions with prepared questions.

Students will compare and contrast the following three females and chart their wants and desires as it pertains to the Women’s Movement:Betty Frieden, Gloria Steinem, and Phyllis Schlafly

A DBQ will be completed as part of the summative assignment for the 1968 lesson.

Other lesson plans can be found on the following websites:

http://www.museumca.org/wgolessons/pdf/lesson2/OMCA_WGO_LessonPlan2.pdf http://www.the1968exhibit.org/node/3271 To be used after viewing the following documentary: http://www.youtube.com/results?

search_query=1968+with+tom+brokawhttp://www.history.com/images/media/pdf/1968guide.pdf

Unit Eight (8) Plan:Berlin Wall

Instructor: Patrick StokesCourse: Turning Points in American HistoryTopic(s): Berlin Wall

Essential Standards Covered:

12.H.1.7 Use the antecedent circumstances of specific turning points to interpret contemporary problems and infer solutions.

12.H.2.1 Analyze historical interpretations and methods used by historians to study turning points in American history.

12.H.2.2 Analyze historical methods of research and analysis in terms of valid data collection and use of evidence.

12.H.3.1 Analyze primary sources using the social, cultural, political and economic context in which each source was produced.

Common Core Standards Covered:

CCSS.ELA-Literacy.RH.11-12.9Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

CCSS.ELA-Literacy.RH.11-12.10By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

Objectives/Goals for Students:

Students should know the effects of the Berlin Wall on the people of both countries. Students should be able to describe in their own words the significance of the fall of the Berlin Wall. Students will also acquire information and recognize the distinctive viewpoints that are unique to East and West German culture.

Key Concepts:

Political UnificationIdeological ClashesSocial, economic, political globalizationRevolution

Key Terms:

1. Ronald Reagan2. 'evil empire'3. Strategic Defense Initiative4. Michail Gorbachev5. INF Treaty6. Lech Walesa7. Solidarity8. glasnost

9. peristroika10. velvet revolution

Resources Used:

Secondary Sources

Michael Cox, “Ronald Reagan and the End of the Cold War: The Debate Continues”: http://www.gilderlehrman.org/history-by-era/slavery-and-anti-slavery/essays/abolition-and-antebellum-reform

Primary Sources:

Francis Fukuyama, “The End of History?” http://www.kropfpolisci.com/exceptionalism.fukuyama.pdf

“Making the History of 1989”: http://chnm.gmu.edu/1989/: Hundreds of primary sources of the fall of communism, accompanied by teaching modules and other resources

Reagan’s ‘Tear Down This Wall’ Speech w/questions: https://www.gilderlehrman.org/history-by-era/age-reagan/resources/reagan-speech-%E2%80%9Ctear-down-wall%E2%80%9D-1987

History Chanel Resources (video, primary sources, etc.): http://www.history.com/topics/cold-war/berlin-wall

BBC Broadcast of Fall of the Wall 11/9/89: http://news.bbc.co.uk/onthisday/hi/dates/stories/november/9/newsid_2515000/2515869.stm

Suggested Procedures/Activities:

Students will perform speech analyses from the leading political figures of the time, including messages from both sides of the communists/capitalists struggle. A written summary of the presenter’s thoughts will be included. The student should also identify the speaker’s thesis and evaluate the effectiveness of the argument at hand. How well was the speeches’ message articulated and how effective was the speech at instigating change?

Students will construct a timeline in regards to the history of the US-Soviet Union relations since in the 1920’s. Color coding highlighting will be necessary to differentiate between peaceful moments and non-peaceful moments.

Students will construct a graphic organizer clearly depicting the causes and effects of collapse of the Berlin Wall. This product should be performed after hearing the class lecture and performing a substantial amount of independent research on the events of the period.

Students will create Visual history of the wall through primary source photos. This product can be presented through a digital slide show which also incorporates music of the era.

Students will construct a graphic organizer in the form of a bubble map that clearly displays the US response to various threats of violence involving the wall and the general area of Berlin.

Students will study of the controversy surrounding the wall on an international level. Students perform a free write on the topic and then listen to pop culture songs of the era and analyze the lyrics for media messaging

Students will complete a geography assignment mapping the countries of the Soviet Union, including when they received independence and Capital identification.

A DBQ will be completed as part of the summative assignment for the Berlin Wall lesson.

Other websites which offer suggested activities and resources: http://www.google.com/url?

sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CB0QFjAA&url=http%3A%2F%2Fwww.doe.mass.edu%2Fcandi%2Fmodel%2Funits%2FHSSgHS-SovietUnionColapse.docx&ei=HFy7U6zwE5K0yATKiYLwAQ&usg=AFQjCNFvgCqNCNorCE-J0Hv0His6C7mSuw

http://www.nea.org/tools/lessons/the-berlin-wall.html http://www.nytimes.com/learning/issues_in_depth/20060423.html

Unit Eight (8) Plan:9/11

Instructor: Patrick StokesCourse: Turning Points in American HistoryTopic(s): 9/11

Essential Standards Covered:

12.H.1.7 Use the antecedent circumstances of specific turning points to interpret contemporary problems and infer solutions.

12.H.2.1 Analyze historical interpretations and methods used by historians to study turning points in American history.

12.H.2.2 Analyze historical methods of research and analysis in terms of valid data collection and use of evidence.

12.H.3.1 Analyze primary sources using the social, cultural, political and economic context in which each source was produced.

Common Core Standards Covered:

CCSS.ELA-Literacy.RH.11-12.9Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

CCSS.ELA-Literacy.RH.11-12.10By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

Objectives/Goals for Students:

Students will be able to examine multiple definitions of terrorism and identify areas of agreement and disagreement and students will be able to categorize violent acts that can be categorized as terrorist acts, as well as those which are not, according to a U.N. definition of terrorism.

Key Concepts:

Global terrorismCultural/Religious conflictCultural relevanceGlobal news/communicationGeo-politicsRadicalism

Key Terms:

1. Osama bin Laden2. War on Terror3. pre-emptive strikes4. al Qaeda5. Taliban6. Department of Homeland Security7. USA Patriot Act8. Axis of Evil9. War in Iraq10. War in Afghanistan

Resources Used:

Secondary Sources:

PBS Frontline site, documentaries on 9/11 and its aftermath: http://www.pbs.org/wgbh/pages/frontline/teach/terror/

Journal of American History 89, 2: Devoted entirely to considering 9/11 in historical context (pre-Iraq)

Christopher Cerf, The Iraq War Reader: History, Documents, Opinions “9/11”: http://www.gilderlehrman.org/history-by-era/facing-new-millennium/essays/september-

11-2001

Primary Sources:

9/11 Archive, Library of Congress site: http://memory.loc.gov/ammem/collections/911_archive/ Avalon Project site on 9/11: http://avalon.law.yale.edu/subject_menus/sept_11.asp George W. Bush, Speech of September 11, 2001:

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm Declassified National Security Archive documents from 9/11:

http://www2.gwu.edu/~nsarchiv/NSAEBB/sept11/index.html

Senate Debate (between Orrin Hatch and Russell Feingold) on PATRIOT Act: http://www.911memorial.org/sites/all/files/Debate%20in%20the%20Senate%20on%20the%20USA%20PATRIOT%20Act%20of%202001_selections.pdf

Article outlining key controversies surrounding the PATRIOT Act: http://www.npr.org/news/specials/patriotact/patriotactprovisions.html

Congressional Resolution Authorizing Use of Military Force, September 18, 2001: http://www.911memorial.org/sites/all/files/Authorization%20for%20use%20of%20military%20force.pdf

Transcript, Osama Bin Laden speech of November 1, 2004: http://www.aljazeera.com/archive/2004/11/200849163336457223.html

George W. Bush, Speech of March 17, 2003: http://www.cnn.com/2003/WORLD/meast/03/17/sprj.irq.bush.transcript/

Senator Robert Byrd, Speech of March 19, 2003 (“arrogance of power” speech) http://www.informationclearinghouse.info/article19577.htm

9/11 Commission Report: http://www.911memorial.org/sites/all/files/911%20Commission%20Report.pdf

Suggested Procedures/Activities:

Students will conduct a speech analyses from the leading political figures of the time, including messages of terror from the attackers. After listening to various plans, perspectives and messages students are to write an informal summary of the various perspectives and create a visual which helps others understands the viewpoints of the world’s key leaders of the era.

Students create a timeline reflecting the history of the US-Middle Eastern relations since in the 1970’s. Color coding necessary to differentiate between peaceful moments and non-peaceful moments. After this, students will select which events they feel are the most significant and write a persuasive paragraph arguing which events are the most significant and clearly telling their reader why they have chosen this particular event as important.

Students will create a flow map which depicts the causes and effects of the attacks. Special attention must be paid to the source of the cause and students should create a different map for each aspect of the day’s attacks

Students will create a bubble map in the form of a graphic organizer mapping US response to the 9/11 attacks. This map should include dates, the source of the reaction/response, and an annotation clearly identifying the significance of the individual response.

After lecturing and independent research student will study the controversy surrounding the Patriot Act. Students create a free write in the form of a journal response on the topic and then prepare for a debate regarding the role of government infringement in order to ensure peace

Students will perform independent musical research and bring their findings to the class. As a class, we will then listen to pop culture songs of the era and analyze the lyrics for media messaging

A geography assignment mapping the countries of the Middle East, including when they received imperial independence and Capital identification. The purpose of this activity is to create a better global understanding of the region and provide insight into the cultures represented and the source of their reactions to the western world.

A DBQ will be completed as part of the summative assignment for the 9/11 lesson.

Other activities may be found at the following websites:

http://www.911memorial.org/lesson-plans-9-12 http://www.scholastic.com/teachers/collection/understanding-september-11