Unit 11 Nations and Empires
Chapter 34 The Americas
1800 A.D. - 1875 A.D.
World
History
Unit 11 Nations and Empires
Chapter 34 The Americas
1800 A.D. - 1875 A.D.
Last Updated 1/16/2010 1/14/2009 1/12/2010 1/11/2010
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Created 11/25/2005
Previous: Rise of Industry
Next: Unrest
in Europe
| Day 1 | ||||||||||||
| Topic 34-1 The United States | ||||||||||||
| Objective Describe the growth of democracy in the United States. Trace the expansion of the United States during the 1800s. Analyze the causes of the Civil War. Identify cultural changes in the United States during the late 1800s and early 1900s. |
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| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.C.4bUS Analyze the impact of westward expansion on the United States economy. 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
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Classwork-Homework Terms
to LearnUrbanization: growth of cities Tenements: buildings made into apartments that are usually rundown Slums: areas with large numbers of tenaments Gadsen Purchase: 1853 added land to US by Arizona and New Mexico to build a railroad People
to Know Thomas Jefferson: Democrat-Republican replaces John Adames a Federalist Andrew Jackson: "Old Hickory" Abraham Lincoln: president credited with freeing the slaves  Places to Locate
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| Resources |
| Day 2 |
| Topic US Government |
| Objective Describe the growth of democracy in the United States. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
| Classwork-Homework Terms
to Learn Stable Government: gov't that rules from year to year without great changes Political Parties: groups with different ideas about government Federal: national Representative Government: officials are elected by the people Manifest Destiny: the USA should stretch from the Atlantic to the Pacific Annexation: taking over a territory and combining it with an existing country 
Presidental Elections:
Political Parties 4:47
American Government: The Making of the President 6:05
American Government: Origins of the Three Branches 4:15
American Government: Roots of Federalism 1:44
American
Givernment: Judicial Review 2:11
Presidental Election 1800 Adams/Jefferson 1:53 |
| Resources |
| Day 3 |
| Topic Lewis and Clark |
| Objective Describe the growth and change in America as related to the Louisiana Purchase and the Lewis and Clark Expedition. Highlight the contributions these tribes made to the Corps of Discovery’s efforts. Examine the culture of other Native American tribes existing during the time of the expedition. Identify and describe the values and practices of Native American tribes with which the Corps of Discovery interacted. |
| State Goals 16.C.4bUS Analyze the impact of westward expansion on the United States economy. 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. |
| Classwork-Homework People
to Know Thomas Jefferson: President who purchased the Lousiana Territory Napoleon Bonaparte: Emperor of France; authorized the sale of Louisiana to the United States Willam Clark: co-leader of the "Corps of Discovery" Meriwether Lewis: leader of the Lewis & Clark expedition Sacajawea: Shoshone Indian who acted as a guide and interpreter
History
of Territorial Expansion of the United States 1763 - Present 3:16
Elbow
Room: Schoolhouse Rock 3:00
Louisiana Purchase 1:15 narrated student project
In
Praise of Lewis & Clark 7:13 Good Lecture Video
Lewis &
Clark Animated 8:13 student narrated claymation project
Max the
Mouse: Lewis & Clark 4:50
Destination Unknown: Lewis & Clark on the Columbia River 5:54
Good Lecture video
LEWIS AND CLARK Encyclopedia BritannicaLewis and Clark Part 1/2 8:58 Lewis and Clark Part 2/2 7:45
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| Resources |
| Day 4 |
| Topic Westward Movement |
| Objective Identify geographical landforms and features encountered by the pioneers. Analyze positive and negative aspects of human effects on the environment in the United States including damming rivers, fencing prairies and building cities. |
| State Goals 18.B.3a Analyze how individuals and groups interact with and within institutions. 16.C.4bUS Analyze the impact of westward expansion on the United States economy. 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. |
| Classwork-Homework
Westward Expansion:
BrainPop 5:14
|
Resources
Western Movement 12 page unit on trails, routes, and canals |
| Day 5 |
| Topic The Alamo |
| Objective Understand the effect that the siege of the Alamo had on Texas during the revolution. Examine the event through nineteenth century accounts along with select writings from Anson Jones and William B. Travis. Understand the effects that the Battle of the Alamo had on Texas during the Revolution. Understand what importance the battle of the Alamo had in facilitating the Texan Declaration of Independence. Use critical-thinking skills to organize and use information. Communicate in written and oral forms, incorporating main and supporting ideas. |
| State Goals 18.B.3a Analyze how individuals and groups interact with and within institutions. 16.C.4bUS Analyze the impact of westward expansion on the United States economy. 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. |
| Classwork-Homework
People to Know Antonio Lopez de Santa Anna: President of Mexico; leader of the Mexican Army that defeated the Alamo Col William Travis: commander of the Alamo Davey Crockett: Tenessean who fought and died at the Alamo Jim Bowie: slave dealer, land speculator; famous for the large bladed knife he carried; died at the Alamo Sam Houston: defeated Santa Anna at San Jancito
|
Resources
20
Projects for teaching about the Alamo |
| Day 6 |
| Topic Mexican - American War |
| Objective Evaluate and discuss various theories about the reasons for the Mexican-American War. Examine and evaluate the major players in the war from both Mexico and the United States. |
| State Goals 18.B.3a Analyze how individuals and groups interact with and within institutions. 16.C.4bUS Analyze the impact of westward expansion on the United States economy. 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. |
| Classwork-Homework
People to Know President James K. Polk: President during the Mexican-American War Jose Joaquin Herrera John Slidell: attempted to purchase Alta from Mexico William Marcy Mariano Paredes Winfield Scott: General of the American forces that invaded Mexico Mariano Arista: General in Santa Anna's army Zachary Taylor: General duringthe Mexican American War Gabriel Valencia Nicolas Trist: negotiated the Treaty of Guasalupe Hidalgo Manuel de la Peña y Peña: president of Mexico after the war Henry Clay Valentin Gomez Farias Robert E. Lee: scout in Gen Winfield Scott's army Ulysses S. Grant: Lt in artillery
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| Resources |
| Day 7 |
| Topic Slavery |
| Objective Interpret primary source documents. Analyze images associated with John Brown’s Raid. Identify and describe the events related to John Brown’s Raid. Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil War. |
| State Goals 18.B.3a Analyze how individuals and groups interact with and within institutions. 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.D.3 W Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading. |
Classwork-Homework
Daily Language: William Lloyd Garrison
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| Resources
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| Day 8 |
| Topic Frederick Douglas and the Underground Railroad |
| Objective Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil War. Identify the major routes of the Underground Railroad, safe houses, and major figures in the Underground Railroad operations. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.D.3 W Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading. |
| Classwork-Homework
Gerund and Gerund Phrases: The Underground Railroad Terms
to Learn Conductors: guided slaves on the route North Underground Railroad: a large group of people who helped slaves to freedom Fugitive Slave Law 1850: made it illegal to help runaway slaves
|
| Resources
Underground Railroad Sites in Illinois page 5-7 has a list of Illinois
locations |
| Day 9 |
| Topic Harriet Tubman and the Underground Railroad |
| Objective Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil War. Analyze the contributions of the historical figure Harriet Tubman. Identify the major routes of the Underground Railroad, safe houses, and major figures in the Underground Railroad operations. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.D.3 W Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading. |
| Classwork-Homework
Edit
Every Day: Harrirt Tubman
|
| Resources |
| Day 10 |
| Topic Civil War: Causes |
| Objective Describe the cultural, economic, and constitutional issues that divided the nation. |
| State Goals 18.B.3a Analyze how individuals and groups interact with and within institutions. 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. |
| Classwork-Homework
Everyday Edit: Uncle Tom's Cabin Terms
to Learn Confederacy: the states that seceded Union: the states that stayed in the Union Blue: Union troops Gray: Confederate troops Abolitionist: person against slavery Emancipation: freeing Slavery: owning people against their will Plantations: southern farms designed to grow cotton Ship yards: where ships were built, near the water Assasination: killing of a public person Johnny Reb: nickname of a Confederate soldier Billy Yank: nickname of a Union soldier
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| Resources |
| Day 14 |
| Topic Civil War: People |
| Objective Identify key people in the Civil War and explain their contributions to the war |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. |
| Classwork-Homework
People to Know Abraham Lincoln: 16th president Robert E. Lee: commander of the Confederate forces Ulysses S. Grant: final commander of the Union army John Wilkes Booth: assasinated President Lincoln Mary Todd: wife of Abraham Lincoln Jefferson Davis: president of the Confederacy Clara Barton: "Angel of the Battlefield; founder of the American Red Cross
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| Resources |
| Day 15 |
| Topic Abraham Lincoln |
| Objective Identify key people in the Civil War and explain their contributions to the war |
| State Goals 18.B.3a Analyze how individuals and groups interact with and within institutions. 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. |
| Classwork-Homework
Edit
Everyday: Abraham Lincoln
|
Resources
My Name is Abraham Lincon: To Tell the Truth game show play |
| Day 16 |
| Topic Civil War: Reconstruction |
| Objective Learn about the problems facing the South after the Civil War. Critique the various plans for rebuilding the South. Understand the varying viewpoints of individuals and groups concerning the effects of war. Learn about the legislature passed during the Reconstruction. Understand what brought Reconstruction to an end. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. |
| Classwork-Homework Terms
to Learn Carpetbaggers: Northerners that came South with suitcases made from carpets t make money 
Appomattox and Beyond
Reconstruction: An Overview 2:36
Freedman's Bureau 1:24 narrated student project
Southern Reconstruction 1865-1877 instructor's lecture
Reconstruction and the New South 1:16 animated
Carpetbagging Yankees 2:32 animated
End of
Reconstruction 6:07
Race
Relations Post Reconstruction 4:04
After
Slavery: Segregation 4:58
Jim
Crowe Museum Documentary 9:12 narrated |
| Resources |
| Day 17 |
| Topic Native American Population |
| Objective Graph population data. Answer questions and make aumptions about Native American population. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. |
| Classwork-Homework
The Native Americans
2:00 narrated
The
Great Native American Civilizations 2:03 narrated
500 NATIONS: THE REMOVAL OF SOUTHEAST NATIVE AMERICANS 500 Nations: Removal of Southeast Native Americans Part 1 7:09 500 Nations: Removal of Southeast Native Americans Part 2 7:09 500 Nations: Removal of Southeast Native Americans Part 3 6:53
Native
Americans Apache 2:19
Apache
Indian Resistance Geronimo 5:53 Narrated
WOUNDED KNEEWounded Knee Part 1 of 2 5:14 Wounded Knee Part 2 of 2 5:47
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| Resources |
| Day 18 |
| Topic |
| Objective |
| State Goals |
| Classwork-Homework |
| Resources |
| Day 19 | |||||||||||
| Topic 34-2 Latin America | |||||||||||
| Objective Discuss how colonies in Latin America won independence. Examine the types of governments they developed. |
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| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. |
|||||||||||
| Classwork-Homework Terms
to Learn Junta: political committee formed to take over a government Caudillo: a strong man who rise to power
|
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| Resources |
| Day Computer Lab |
| Topic |
| Objective |
| State Goals |
Classwork-Homework
Go West: Interactive
Journey With Lewis & Clark Battle of Little Big Horn
Interactive storyboard How Accurate is the Native
American Stereotype? |
| Resources |
| Day |
| Topic |
| Objective |
| State Goals |
| Classwork-Homework |
| Resources |
Previous: Rise of Industry
Next: Unrest in
Europe
Teacher Resources
 Assignments
 Art
Activity Lesson Plan
 Tests
 Maps
 Resources
 Web Sites
 Field Trips
Computer
 Book
PPT  Games
Extra Credit |
| ARCHITECTURE |
| Architecture: It's
All Around You Montana architecture history |
| CIVIL WAR |
|
Civil War Project Book (blank) |
|
Confederate Money From
the 1780s to the late 1860s the paper money in circulation was truly
diverse. Over 1,600 different banks issued more than 30,000 varieties of
notes |
| HAIITIAN REVOLUTION |
| Tobias Lear to Madison
Letter from Lear to President Madison describing his meeting with Toussaint as the new
counsul to Saint Dominque replacing Edward Stevens |
| Douglas Egerton on the Haiitian
Revolution |
| Jules Scott on John Brown Russworm
and the Haiitian Revolution Russworm was the second African to graduate from a
United States College (Bowdoin). |
| Revenge Taken by Black Army After
the inhumane treatment of black prisoners Dessalines executes French soldiers on the
gibbet |
| The Haitian Revolution Slave
uprisings in the Carribean on Saint Domingue in 1794-1804 |
| Toussaint-L'Ouverture Leader of
the Saint Domingue revolution |
| LEWIS and CLARK |
| Lewis and
Clark Report page 19-2 Appendix D |
| LINCOLN, ABRAHAM |
|
The Lincoln Assasination: The Bigger Picture |
|
Lincoln
Writing Paper |
| MANIFEST DESTINY |
| Manifest Destiny Aboard the
Tall Ship American Pride |
| NATIVE AMERICANS |
| Indian
Leader Report |
| Plains
and Western Indians After Lewis and Clark use primary sources to learn about
Native Americans |
| The
Ghost Dance: Indian Removal After the War 63 pages |
| Various Syles of Indian Houses
Iroquois Longhouse, Tipi, NW Cedar House |
| Hostile
Actions 1954-1891 at Fort Davis, Texas |
| State
Names With Indian Meanings |
| Battle of Little Big Horn
Interactive storyboard |
| American Indian
History: From Prehistory to the Nineteenth Century |
| Biographies of the West |
| Index of North American Indian Tribes |
| Native Americans: Special Homes
Wickiup, Navajo Hogan, Tipi, Iriquois Longhouse, Seminole Chickee, Anazii Pueblo
Ruins, |
| North American Indian
Tribes List |
| North
American Indian Tribes pictures projects |
| The Plains
Indians |
| Totem Poles |
| WASHINGTON |
| Mr President, Who will you
choose? You become President George Washington and choose your first cabinet. |
| WESTWARD EXPANSION |
| Frontier
Math from Life on the Trail pages 3-4 |
| A Tail of Two Trails
Oregon Trail and the Sante Fe Trail |
| Westward
Expansion 61 page Unit |
| Westward Ho! Information
from pictures, 1848 Trail Diary, Trip Across the Plains-1864 |
| Westward We Go!
21 page lesson plan. Kids plan a trip. |
| Trails Plowed Under: A
View of Montana History pages 33-42 |
| Day on the
Trail page 14 |
Previous: Rise of Industry Next: Unrest in Europe
Visit Phillip Martin's
Free Clip Art Site for his great graphics for education.
Section 35-1