Lesson 8 - Annotated Map Links

These links will help you with your annotated map. 

Lesson 8 - Section 2

or

Northwest Territory Map
The United States in 1783 Map
Information on the Northwest Ordinance
More Information on the Northwest Ordinance
Even more information on the Northwest Ordinance from the History Channel.
Land Ordinance - 1785

Thomas Paine - Common Sense

Click here for the Key to Thomas Paine's, "Common Sense"

You need permission to see the key.

11/12 - 11/23 - Road to the Revolution

In class we are working through lesson 5 entitled, "Toward Independence." This lesson discusses the events that occurred to push colonists towards independence from Great Britain. Through lesson 5, we will read and answer questions from sections 3 through 8. We will discuss the information in these sections. Furthermore, we will have outside lessons from Reading Like A Historian to enhance this information.

The assessment for lesson 5 involves a Project Choice Board. Below is a link to the board along with the directions and rubrics:

Project Choice Board Directions

If you are doing the "Fakebook" Page here is the link. Click the link, then click file, and click "make a copy" that you can edit yourself.

Fakebook Link


Schedule for Lesson 5:

Thursday, November 12 - Sections 3 and 4.
Friday, November 13 - Sections 5 and 6. - HW - Complete Sections 5-6 for Monday.
Monday, November 16 - Go over Sections 3-6, Work on Project.
Tuesday, November 17 - Section 7, Work on Project.
Wednesday, November 18 - Work on project.
Thursday, November 19 - Battle at Lexington. Project 1 should be completed.
Friday, November 20 - Work on Projects.
Monday, November 23 - Projects due.

11/9/2015 - 11/12/2015 - Colonial Wars

Lesson 5 - Toward Independence.
Lesson 6 - Declaration of Independence.
Lesson 7 - Revolutionary War.

In this unit we are exploring the causes of the American Revolution. The Peace of Paris (February 10, 1763) marked a glorious moment in the history of the British Empire. France surrendered Canada, ending more than a century of warfare in North America. At the time, no one seriously thought that the conclusion of the French and Indian War (1754–1763) would lead in little more than a decade to the creation of an independent state. 

Essential Questions:

1. When is it necessary for citizens to rebel against their government?
2. What are the causes and effects of the French and Indian War?
3. What are the causes of the American Revolution?
4. What principles of government are expressed in the Declaration of Independence?
5. How was the Continental Army able to win the

To begin Lesson 5 - We are exploring the Colonial Wars that occurred between 1689-1763. Click the link Below to access the information.

Colonial Wars Foldable Link 

10/26/2015 - 10/30/2015 - Lesson 4 - Life In The Colonies

In Lesson 4, "Life in the Colonies," we are answering the essential question:

How did the colonies evolve into a different society from England?

In this lesson, students will explore these guiding questions:

1. What influenced the colonists' ideas on government and rights?
2. How did African slaves contribute to the development of America?
3. How did the Great Awakening affect the colonies?

Here are links that relate the guiding questions listed above:

Rights: Rights Foldable
Slavery: Video Link

10/1/2015 - Comparing the European Land Claims

Click Here to access the graphic organizer comparing the European land claims.

Lesson 2 - European Exploration and Settlement. (9/28-10/2)

We have moved into lesson 2 for our first unit titled, "Our Colonial Heritage." Lesson 2 asks the question, "How did Europeans explore and establish settlements in North America?" 

Everyone in class has a hard copy of the interactive notebook, as well as the online version. 
You can access the hard copy by clicking right here.

9/28 - Today we answered the question: 

If you were looking for a place to establish a new community, what factors would you consider? Using this list and any other ideas you have, rank the factors from most important to least important. Then write a paragraph explaining your choice for the most and least important factors. 

• fresh water source 
• fertile land 
• friendly neighbors 
• mild climate 
• near a river or ocean 
• near a forest 
• an area suitable for defense or spotting enemies 

9/29 - We read section 2 and discussed how Spain claimed territories and established settlements.

9/30 - We discussed Spanish Mission Settlements, and read section 3.

For any QOD's - visit Google Classroom.

8 Cultural Regions (9/22-9/23)

Section 3 of Lesson 1 (The First Americans) discussed how the Native Americans adapted to their environments. The formation of cultural regions was also discussed. According to historians, 10 cultural regions once existed in North America. For Tuesday (9/22) and Wednesday (9/23), students will explore 8 of these cultural regions. 

Directions: 

1. Students will analyze 4 maps from Section 3 of Lesson 1.
2. Students will read Section 5 and study the artifacts on Placards (A through H).
3. After analyzing the maps and reading, students will determine which Placard (artifacts) pairs up with the appropriate cultural region.
4. Once the Placard is correctly selected, students will fill out the rest of the column for that cultural region.

Click here to access the 8 cultural regions chart.
Click Here for the Artifact Placards

9/16/2015 - 9/17/2015 - Vocabulary - Lesson 1 - First Americans

We are starting our first lesson in our unit titled, "Our Colonial Heritage." The first lesson is titled, "The First Americans." This lesson discusses the Native Americans who inhabited America before the Europeans arrived. The main theme of the lesson discusses how Native Americans adapted to the environment around them. 

Essential question for our lesson: 

How did the first Americans adapt to their environments?

Vocabulary for the first lesson: 

1. Environment  2. Natural Resources  3. Culture  4. Cultural Region  5. Migrate

Use this link to access the vocabulary sheet. 

1. Summarize the definition.

2. Use it in a sentence.

3. Draw a symbol.

Use this link to access the TCI, History Alive! website.

1. Use the lesson 1 glossary to lookup the words.

Evaluate Your Group Members

Click this link and HONESTLY evaluate your group members.

9/11 Video - Four Unlikely Survivors

Video Link 
Video Link 2

Annotated Map - Geography Challenge Unit 1 (9/10-9/16)

The first unit from our textbook titled, "Our Colonial Heritage," starts off with a geography lesson. It's important to understand how geography affects history, and how history affects geography. 

We are working in groups to create a map or North America showing land claims made by the different European powers. By the end of the lesson, you should be able to answer this question:

How was America affected by European exploration and colonization?

Click here for the link to the assignment.

It's due on Wednesday, 9/16/2015

Lesson Plan for 9/7/2015

This week we will finish historical thinking skills, and move into our first lesson entitled, "The First Americans."

Click here for Lesson Plan for the week of 9/7/2015

European Perceptions of Native Americans (9/8-9/9)

We started this historical thinking unit with a pre-assessment about analyzing a primary source from Christopher Columbus, and a secondary source from Ramon Rivera. Since this assessment, we discussed how to source, contextualize, close read, and corroborate multiple documents. We interpreted our information, answered questions, and used evidence to support our answers. Now, you are on your own. The link below wants you to analyze 3 sources, and answer the question:

What were European perceptions of natives in the New World?

Click here for the sources and questions.
Rubric Link

9/3/2015-9/4/2015 - Pocahontas and John Smith

Thanks to the Disney film, most students know the legend of Pocahontas.  But is the story told in the 1995 movie accurate? In this lesson, students use evidence to explore whether Pocahontas actually saved John Smith’s life, and practice the ability to source, corroborate, and contextualize historical documents.

The Central Historical Question we are trying to 

answer:

Did Pocahontas save John Smith's life?

Click the links below to access the materials for this lesson:

1. Graphic Organizer and Questions.

2. Primary and Secondary Sources.

9/3/2015 - Historical Thinking Skills

In class we created a historical thinking foldable. We took the skills from the historical thinking chart and condensed them.

Directions:

1. Add page 8......Historical Thinking Chart to your Table of Contents.
2. Turn to page 8.
3. Click the link below, print, then cut out the chart.
4. Glue the chart onto page 8.
5. Read and know the chart.

Historical Thinking Chart Link 

Evaluating Sources (9/3/2015)

Today we looked at how to respond to questions that ask you to analyze a source, make a claim, and use evidence to support your claim.

We discussed:

1. Using a topic sentence.
2. Writing your claim based on the question being asked, and information in the source.
3. Using a transition statement to set up your quote (evidence) from the source.
4. Adding extra information after the evidence (what does the evidence mean to you?).
5. Closing sentence.

We also discussed not getting caught up in primary sources being "better than" secondary sources. Instead, source the document and determine if the source is reliable or trustworthy. Below is the link to the paper we used in class to evaluate sources.............

Click here for the link to Evaluating Sources

Snapshot Autobiography (8/31/2015-9/2/2015)

What is history? Many people describe history as the study of the past, a huge collection of names, dates, facts that you are expected to memorize. The goal of this assignment is for you to discover other meanings of history and to recognize why it is important to study history. In this project, you will think about the meaning of history by describing and illustrating several events from your own life, finding a witness to provide another description of one of those events, and thinking about the similarities and differences between the two descriptions.

This is exactly what history is like. History is what happened in the past, just like the events in your life. Our work this year is to figure out how we can gather enough evidence to get the clearest picture possible of what happened in the past.


Snapshot Autobiography Assignment

Unit Plan for Historical Thinking Skills

Historical Thinking Unit Plan

The first step in thinking historically is being able to distinguish between primary and secondary sources.

1. Click this link to access pictures of primary sources.
2. Add page 7 to your notebook Table of Content.
3. Title page 7, "Primary and Secondary Sources."
4. On the front of page 7 write, "Primary Sources."
5. On the back of page 7 write, "Secondary Sources."
6. Cut out the pictures and glue to the proper spots on page 7.

Click here to access the sources.
Next, you need to be able to source a document. Historians that are faced with a primary or secondary source will first as these questions: 

1. What is the title?
2. Who is the author/creator?
3. Where was it created?
4. When was it created?
5. What is the perspective of the creator?

Apply sourcing to a Lunchroom Fight.................click the link here and answer the questions.

Unit 1 Vocabulary - Historical Thinking

In Unit 1, we are exploring how to think historically. What do historians do as they uncover new information, or look for answers to questions? For the next 2 weeks, we will apply historical thinking to our lives, and practice these skills with various sources. 

Complete the vocabulary on page 6 of your notebook. 
Complete the Word Wall assignment on a blank piece of computer paper.

Link for Unit 1 Vocabulary and Word Wall assignment

We have started our new unit on historical thinking. In this unit, students will analyze various sources using sourcing, contextualization, close reading, corroboration.

This unit will begin with a Pre-Assessment:

The Legend of Christopher Columbus (Historical Thinking Pre-Assessment)

Study Guide Answers for Civil War Test

Study Guide Link - you cannot print this.

Reconstruction Notes

• The first 6 slides pair with questions 10, 12, 13, 14, and 15 on Chapter 15 guided notes.
• The last 22 slides pair with Chapter 16 - Reconstruction Notes (Questions - 2,3,4,5,7,8, 10, 11)
• Questions 1,6,9,12 are in your textbook. 

https://youtu.be/3NBvxaKvIQs

Antietam and the Emancipation Proclamation

Step 1:
Watch this video - click here - What does emancipation mean?

Step 2 - Introduction:

The Emancipation Proclamation is the document that Lincoln felt would cement his name in history. It stated that all enslaved people within the states in rebellion were free. Although the document was not accepted in the Confederacy and therefore did not immediately free any slaves, it is considered one of the most important in American history.

The proclamation, controversial in its own time, laid down a pathway for the future and provided a commitment to ending slavery. The document promoted the mission of reestablishing a unified nation—a goal that was seen as an important part of creating a fairer and better America.

In order to keep the border states in the Union, Lincoln’s proclamation did not apply to them. President Lincoln issued the document as a wartime measure justified by “the power vested in me as Commander in Chief” by the Constitution. As word of the proclamation spread, enslaved people made their way from plantation fields to union lines in battle zones.

Issued after the Battle of Antietam, a bloody battle in which Union forces claimed victory, the document raised the stakes for both the Confederacy and the Union. European nations, which had abolished slavery, were now less likely to recognize the rebellious Southern government. Free blacks in the North welcomed the added moral dimension to the conflict and joined the Union army in increasing numbers. With the subsequent passage of the Thirteenth Amendment in 1865, the promise of the Emancipation Proclamation was kept, as four million people were freed from bondage, and chattel slavery came to an end.

Step 3:

Click this link to access and read the Emancipation Proclamation.
Click this link to access Emancipation questions.

Step 4:

1. Once reading the Emancipation Proclamation, you will be assigned a specific group affected by this proclamation. 
2. Click here to access the question sheet to fill out about your group.
3. Use your question sheet to create a storyboard about how that person would feel about the emancipation proclamation.
4. You need a character, relevant animations, and a quote saying how this person feels about the emancipation of slaves.

To create a story board - visit here at Toondoo.com (you need to create a free account)

Examples are here: 

Example 1
Example 2

Lincoln at Gettysburg

Watch the video and answer these 4 questions:

1. List two new technologies used in the Civil War. What effect did these new technologies have on the war?

2. Until the battle of Gettysburg, who was winning the Civil War?

3. How many men were killed and/or maimed at the battle of Gettysburg?

4. Why did President Lincoln reference the Declaration of Independence in his Gettysburg Address?

Abraham Lincoln Assassination

Causes of the Civil War DBQ

 HISTORICAL CONTEXT: After the Constitution was adopted by all of the States in 1789, uniting the States into one nation, differences between the States had been worked out through compromises. For more than 30 years arguments between the North and South had been growing. By 1861 these differences between the Northern States (which included the Mid-Western and Western States) and the Southern States had become so great that compromise would no longer work. Thus, a conflict started within our nation that was called the Civil War (1861-1865). 

TASK: Most historians agree that the Civil War was caused by series of events and growing differences between the States. Write an essay explaining three reasons the Southern states seceded (withdrew) from the Union which lead to the American Civil War.

Directions:

Part A - Review the 5 documents and answer questions.
Document Link - Click Here 

Part B - Use your answers to construct a 5 paragraph essay.

John Brown

In 1859, John Brown’s raid shocked and polarized the country. In the NORTH, bells rang; many speeches condemning slavery, and John Brown considered a martyr. In the SOUTH, they were horrified that the raid almost succeeded. Furthermore, Southerners were convinced they couldn't live in the United States.

Guiding question: Was a John Brown a misguided fanatic?

Read the links below.
Answer the questions that follow with each source.


Timeline Link 

Primary Documents Link 

Questions

Causes of the Civil Notes

Click here to access the PowerPoint - it contains audio for each slide if you choose to listen.

Link for Map and Map Questions

Click here for maps to help you. 
Another Link to Help.

4/24/2015 - Newspaper Template

Newspaper Template Link  - This project is due by the end of class on Tuesday, April 28.

1. Click on the Newspaper Template Link.
2. Then click “file” ---- “make a copy”
3. This should create a file that you can edit to finalize your project.
4. Give the newspaper a title.
5. Use your rough drafts to type your newspaper articles.
6. Create headlines for EACH article.
7. Add pictures with a caption for EACH article.
8. Share with me at: moler_a@nrschools.org

4/23/2015 - Schedule

1. Here is a new Mind Mapping Example - Click here 

2. Begin drafting the rough drafts for 3 newspaper articles. Choose 1 more option and complete a 4th article. Instruction Link is here.

The finalized project is due Tuesday, April 28.

Schedule for 4/22/2015

After your annotated map is complete, use your map and this link to help you answer the questions provided to you. Questions due before the end of class on Wednesday.

1. The link is located here.
_________________________________________________________________________________

When you are finished answering the questions. You will create 3 mind maps based on the essential questions of our unit. This is the start of our final unit project. Failing to do this assignment will put you behind.

Assignment Link Here (example links of mind maps are below)

Create 3 mind maps. Due Thursday, April 23. 

Here are video directions and an example for mind mapping:
Video Direction Link
Example Link

US Expansion Map Link

 In 1845, journalist John O’Sullivan coined the phrase“manifest destiny” to imply that Americans had a God-given right to spread across the continent and conquer whomever stood in their way. Westward expansion would increase trade and enable whites to “civilize” the Indians. Democrats saw expansion as the cure for national ills by

providing new opportunities in the west leading to increased trade with Asia. Expansion was tied to national politics. The Whigs feared expansion would bring up the slavery issue. Your group will create an annotated map showing the expansion of the United States from 1783-1853, and hopefully answering the question, "How did we achieve Manifest Destiny?"

Use this link to help you create your map.
Click here for the map link 

Texas Independence

Gold Rush Research

California's most famous gold rush dates to the morning of January 24, 1848, when James Marshall made his customary inspection of the sawmill he was building for John Sutter. During the previous night, Marshall had diverted water through the mill's tail race to wash away loose dirt and gravel, and on that fateful day, he noticed some shining flecks of metal left behind by the running water. He picked them up and showed them to his crew, but while he was pretty sure that it was gold, the full significance of his discovery was truly impossible to imagine. He was still concerned about getting the mill finished. 

Word of Marshall's discovery leaked out and immediately set off a "rush to the mines." By the spring of 1849, the largest gold rush in American history was under way. At the time of Marshall's discovery, the state's non-Indian population numbered about 14,000. By the end of 1849, it had risen to nearly 100,000, and it continued to swell to some 250,000 by 1852.

You are going to conduct research on a group that was impacted by the California Gold Rush. Here are some resources to help you:

Gold Rush, Statehood, and the Western Movement from Calisphere

Chinese Immigrants in the Gold Rush (PBS) - Feature about Chinese immigrants and their role during the California Gold Rush

Native Americans in the Gold Rush (PBS)

Natives and Immigrants - Learn about how various cultures—Native Indian, Chinese, African-American, Californian/Latino-experienced the Gold Rush in this interactive online exhibit by the Oakland Museum.

Diversity in the Changing State - A collection of images depicting the ethnic diversity in California during the Gold Rush

Native Americans in California

African Americans During Gold Rush 

Californios During Gold Rush

Next, choose 2 letters to read. This will help you write your letter:

1850 letter from S. Schufelt, a goldseeker from Windham, NY

1851 letters from Louise Amelia Knapp Smith Clapp (“Dame Shirley”) describing life at a California gold mining camp

1850-1853 The Diary and Letters of James Burr

The Land of Glittering Dreams: Selected Letters & Photographs from the Gold Rush

Trails West Video

Click here for the video link and it should begin 42 minutes 33 seconds into  the video. 

As you watch the video, answer these questions:

• What types of people traveled west? What type of personality does it take to travel west?
• What supplies were needed to travel west?
• What obstacles did people face as they traveled west?
• How does traveling west relate to Manifest Destiny?

Indian Removal Act 1830

After watching the video, keep this question in mind - Why did people support the Indian Removal Act?

Lewis and Clark Map Assignment (1,3,4)

Essential Questions:

How did geography affect westward expansion?

How did we achieve manifest destiny?

How were people affected by westward expansion? 

Our Lewis and Clark Google Expedition Project will focus on the journey of Meriwether Lewis and William Clark across the American West. Lewis and Clark were chosen by President Thomas Jefferson to explore the land that was bought from France during the Louisiana Purchase; this area at the time was called the "Louisiana Territory". Their main goal was to discover a water route that connected the Atlantic and Pacific Oceans in order to encourage American westward expansion. One of their other goals was to document the unknown peoples, geography, plants and animals of the western United States

1. Google Maps Assignment (10 points) - You will be given a specific place (number 1-22) on Lewis and Clark's Expedition to learn about. Click here for the link then click on your number. You will research many aspects of that stop on the journey including what Lewis and Clark wrote about in their journals, plants, animals and other things they discovered, people they met and other important information on that place. Students will also add images that relate to the place they researched. 

2. Adding your information to the Google Maps Engine (25 points) - You will take your information from the Google Maps Assignment, click the correct class link for the Google Maps Engine. Add a marker to the map of the exact location you were given to research. Using your Google Maps Assignment information, type a paragraph (5 sentences) about Lewis and Clark's findings at the location. Add 2 pictures that represent the location. After everyone in the class has added their piece on the map, we will connect all the places on the map to form the path that Lewis and Clark took on their historical 

Period 1 Class Map Link 
Period 3 Class Map Link 
Period 4 Class Map Link 
Period 5 Map Link 
Period 6 Map Link 

WHEN YOU ARE FINISHED, BEGIN THE INDIAN REMOVAL POLICY PRIMARY SOURCE STUDY.

Lewis and Clark - Classroom Map Project

Project Requirements

Our Lewis and Clark Google Expedition Project will focus on the journey of Meriwether Lewis and William Clark across the American West. Lewis and Clark were chosen by President Thomas Jefferson to explore the land that was bought from France during the Louisiana Purchase; this area at the time was called the "Louisiana Territory". Their main goal was to discover a water route that connected the Atlantic and Pacific Oceans in order to encourage American westward expansion. One of their other goals was to document the unknown peoples, geography, plants and animals of the western United States

For this project, you will be responsible for 3 major assignments.

1. Research Assignment (15 points) - You will answer the required questions using links on my blog, a video, or your own research.  When you are finished, bring this assignment to me. I will give you a number (1-22) for the Google Maps Assignment. 

2. Google Maps Assignment (10 points) - You will be given a specific place (number 1-22) on Lewis and Clark's Expedition to learn about. Click here for the link then click on your number. You will research many aspects of that stop on the journey including what Lewis and Clark wrote about in their journals, plants, animals and other things they discovered, people they met and other important information on that place. Students will also add images that relate to the place they researched. 

3. Adding your information to the Google Maps Engine (25 points) - You will take your information from the Google Maps Assignment, click the correct class link for the Google Maps Engine. Add a marker to the map of the exact location you were given to research. Using your Google Maps Assignment information, type a paragraph (5 sentences) about Lewis and Clark's findings at the location. Add 2 pictures that represent the location. After everyone in the class has added their piece on the map, we will connect all the places on the map to form the path that Lewis and Clark took on their historical journey.

Period 5 Map Link - You must sign in with your NREVSD account.
Period 6 Map Link - You must sign in with your NREVSD account.

Due Date - At the end of class, Thursday, April 9th

Resources:

• Nat Geo - Lewis and Clark
• Discovering Lewis and Clark
• In the Footsteps of Lewis & Clark
• Google Map - Lewis & Clark
• Timeline of Trip
• MSN - Lewis & Clark
• Google Earth - Lewis & Clark
• The End of the Trail
• PBS - Lewis & Clark
• Lewis & Clark's Historic Trail
• More Lewis & Clark sites
• Synopsis of Journey
• Lewis & Clark Game

Westward Expansion Introduction

1. Before we begin our lesson, I would like you and a partner to visit this website by clicking here. You will be assigned A through L or M through Z. Your goal is to come up with one word, related to Westward Expansion, with each letter from the group you are assigned. Try to do this without using your book or Google.

Once you feel you are complete, print 1 copy to the library. We will then share our ideas in class. 

2. Why do people move?

3. Create Frayer Model about Manifest Destiny. Turn to page ___ in your text and write down a definition.

4. Watch this link. Then click here to answer the questions.

Jeopardy Review

Jeopardy

Link to Abolition PowerPoint

Map of Free States and Slave States

Click Here for the Link

What led to Sectionalism in the United States.

Complete the Urbanization Study

Look at each link to help you answer questions about urbanization in the Northern States. 

Urbanization Questions Link  - use the links to help you answer these questions.

Urban 1a (link 1), Urban 1b (link 2)
Urban 2
Urban 3
Urban 4a (link 1) , Urban 4b (link 2)
Urban 5
Urban 6
Urban 7


Preview these videos and read the link provided below.

Video 1 - Regional Differences in the United States (1820-1860)

Video 2 - Sectionalism - South 

Video 3 - Sectionalism - North

Video 4 - Focus on the end of the video when she mentions views on the role Government.


Read - North Vs. South (Political, Economic, Geographical, Social differences).

Webquest Links

http://www.history.org/Almanack/life/trades/tradehdr.cfm

http://eliwhitney.org/new/museum/eli-whitney/cotton-gin

http://www.eyewitnesstohistory.com/plantation.htm

www.pbs.org/wnet/slavery/experience/living/history2.html

The Impact of the Cotton Gin

After the invention of the cotton gin, cotton became America’s leading crop.  Cotton was king.  In 1790, America produced 1,500 pounds of cotton.  By 1800, production had increased to 35,000 pounds.  By 1815, production had reached 100,000 pounds. In 1848, production exceeded 1,000,000 pounds.  Simultaneously, slavery spread across the Deep South.  In 1790, the slave population was concentrated in Virginia on the tobacco plantations and along the coast of South Carolina and Georgia on the rice plantations.    In 1820, slavery had spread westward to Mississippi.  By the Civil War, about 4 million slaves lived in the South.  Click the link below to find out more about the cotton gin's impact on the south.

Unintended Consequences - Cotton Gin

Industrial Revolution Powerpoint

Industrial Revolution Inventions

The Industrial Revolution resulted in the most profound, far-reaching changes in the history of humanity. And its influence continues to sweep through our lives today. The last 250 years of industrialization have altered our lives more than any event or development in the past 12,000 years: in where we live, how we work, what we wear, what we eat, what we do for fun, how we are educated, how long we live and how many children we have. The Industrial Revolution provided the countries that first adopted it with the technological and economic advantages necessary to eventually rule most of the world. In short, the Industrial Revolution is the “game changer” of modern world history. More than anything else, it’s what makes the modern world, well, “modern.” We are going to look at the Industrial Revolution inventions and their impact on the United States. 

Click this link for the invention poster directions.

Click this link for a Google Drawing Poster Example

New Richmond History Link

Link to New Richmond History Book

Lowell Mills vs. Foxconn

     In the early 1800's, Francis Cabot Lowell started a series of factories in Massachusetts. Factories before the Lowell Mill would obtain thread (cotton) from various places. However, Francis Cabot Lowell brought spinning and weaving thread together in one place. Like many other factories/mills, these places were built along moving rivers.
    These new factories provided a place for women to leave rural farms and obtain work. These women also had an opportunity to live at the mill and earn an education. Read the two accounts of people, Lowell workers and Charles Dickens, to make generalizations about factory life.

• Harriet described her life inside the Lowell Factory.
• Read these two letters from Mary Paul a Lowell Worker 

Questions:
1. From the readings, list 3 generalizations about factory life in the Lowell Mills.

• Charles Dickens' account of Lowell Mills 

Questions:
1. What was Charles' impression of the mills?
2. Why do you think his account is different than the workers account?


Now that you have an idea of factory life for the first american industrial revolution, do these same treatment and working conditions exist today? Watch the video and pay attention to:

1. What is this factory making?
2. Who works in this factory? Kids? Adults? 
3. How are these people treated?

• Watch this video.

1. Make 3 generalizations about factory life at Foxconn.
2. Come up with 3 trends that occur during Industrial Revolutions.
3. Construct 2 paragraphs comparing both life and working conditions at both factories.

Industrial Revolution Video

Foxconn

Industrial Revolution Vocabulary

Industrial Revolution vocab link

First 5 Presidents Unit Assessment

Choose 1:

Cartoon Instructions - with partner
DBQ Essay - alone 

War of 1812 - Political Cartoon Lesson

     After the Louisiana Purchase, Britain and France continued seizing American ships. Only Great Britain, however, continued the impressment of American sailors. In response, Thomas Jefferson passed the Embargo Act of 1807. This embargo restricted trade with ALL countries throughout the world. In theory, this was supposed to hurt Great Britain and France in an attempt to have them stop seizing our ships. In reality, this hurt the American economy and increased illegal smuggling. 
     With a bad economy, and 2 terms complete, Thomas Jefferson followed in the footsteps of George Washington and retired. In 1809, James Madison took over and repealed the Embargo Act. Instead, he signed the Non-Intercourse Act which only restricted trade with Great Britain and France. Over time, France finally decided to stop seizing our ships. However, Great Britain still impressed our sailors and were aiding Native Americans in the western United States with guns. 

Goal:

Analyze each cartoon, as you fill out the chart provided to you. Zoom in and READ ALL CAPTIONS as they will help you understand the content.

Objectives:

• Analyze a primary source to help you explain the causes of the War of 1812.
• Analyze a primary source to help you explain the results of the War of 1812.

Essential Questions:

• What were the causes of the War of 1812?
• What was one way that the War of 1812 promoted national pride and a national identity?   

Cartoons:

1. "Columbia Teaching John Bull a Lesson" - 1813
2. "A Scene on the Frontiers as Practiced by the "Humane" British and Their "Worthy" Allies." - 1812
3. “A boxing match, or another bloody nose for John Bull" - 1813
4. "Peace of Ghent 1814 and Triumph of America" - 1815