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The document provides questions about being a historian and reading like one. It asks the reader about their favorite American historical figure and what it means to be a historian. It also asks the reader to complete worksheets and activities about motives for European exploration in the Age of Exploration and key technological advances that enabled it, and to read the article "Body Ritual Among the Nacirema."
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The document outlines an activity for learners to present on how society has been affected by different types of evolution. It describes three types of evolution: biological, cultural, and technological. Learners will be assigned to one of four groups to present on how society is affected by biological evolution, cultural evolution, technological evolution, or creationism. The presentation should be creative and will be evaluated based on creativity and presentation skills. Additional information provided includes Lewis Henry Morgan's evolutionary scheme of human history and an assignment for learners to explain the relationship between biological factors and cultural behavior.
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Bio cultural and social evolution lesson plan presentation
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This document provides a list of 20 questions about key events and people related to slavery in America, including compromises over the expansion of slavery, the Underground Railroad, the Dred Scott decision, abolitionist leaders like Frederick Douglass and John Brown, and factors that led to the Civil War such as the Kansas-Nebraska Act and southern secession. The questions cover major political developments, court cases, and social movements surrounding the slavery debate from the early 19th century through the start of the Civil War.
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1) Senator Douglas criticizes Lincoln's previous positions that (a) the US cannot endure with both free and slave states, (b) the Supreme Court's Dred Scott decision should be opposed, and (c) the Declaration of Independence intended all men to mean both black and white.
2) Douglas argues that the US can endure as the founders intended with states deciding on slavery. Each state has the right to prohibit or allow slavery.
3) Lincoln responds that the real issue is whether slavery is a moral wrong. The Republican party sees it as wrong but acknowledges its existence and the challenges of ending it immediately.
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This document provides information about the abolitionist movement and key events surrounding the issue of slavery in the United States between 1820-1850. It defines terms like abolition and profiles important figures like William Lloyd Garrison. It summarizes compromises like the Missouri Compromise of 1820 and the Compromise of 1850. It also discusses the growth of abolitionist societies, Nat Turner's rebellion, and the role of the Underground Railroad in aiding runaway slaves. Key events covered include the publication of The Liberator, the Grimke sisters' pamphlet, and the Fugitive Slave Law that required Northerners to return escaped slaves.
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This document provides key terms and people related to slavery in America between 1787 and the 1850s. It includes the Northwest Ordinance that banned slavery in the Northwest Territory, important compromises like the Missouri Compromise and Compromise of 1850, influential abolitionists like William Lloyd Garrison and Frederick Douglass, and key events that increased sectional tensions, such as the publication of Uncle Tom's Cabin, the Kansas-Nebraska Act, Bleeding Kansas, and the Dred Scott decision. Violence and conflicts over the issue of slavery intensified during this period and foreshadowed the impending Civil War.
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1. The document discusses the Mexican-American War between the United States and Mexico from 1846 to 1848 over the boundary between Texas and Mexico.
2. President Polk claimed the border was the Rio Grande River, while Mexico claimed it was the Nueces River further north.
3. When U.S. troops were sent to the Rio Grande, Mexico sent its own troops, and clashes between American and Mexican troops led Polk to seek a declaration of war from Congress.
Manifest destiny
The document provides two writing prompts for students about Native American removal. The first asks students to write from the perspective of a Cherokee tribe member describing their difficult 15-day march without rest. The second asks students to write as a U.S. Army private ordered to move the Cherokee, expressing disagreement with the government's decision. Both prompts require a minimum 10 sentence response and include an image.
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The document provides instructions for creating an Oregon Trail travel guide to help others prepare for the journey. The guide should include a colorful cover with title and illustrations. Inside sections should provide an introduction by the authors, as well as "Dos" and "Don'ts" - things to do and not do on the trail. A detailed map is also required. The goal is to help readers prepare and survive the trip in an engaging and historically accurate manner.
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This document contains 33 multiple choice questions about key events and concepts from Chapter 10, including sectionalism, the Cumberland Road, the American System, the Nullification Crisis, the Trail of Tears, and Andrew Jackson's opposition to the Second Bank of the United States. Students are instructed to answer the questions in writing on a separate sheet. The questions cover topics like the expansion of voting rights and democracy in the 1820s, the Supreme Court case of Worcester v. Georgia, Jackson's Indian removal policy, and the spoils system of political appointments.
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The document discusses the forced removal of Native American tribes from their eastern homelands to lands west of the Mississippi River in the 1830s. It describes the harsh conditions and suffering endured by the Cherokee people, including Samuel Cloud, during the Trail of Tears journey, in which thousands died from exhaustion, disease and the harsh winter weather.
Jackson's presidency
The document provides questions about Andrew Jackson's presidency and Jacksonian democracy, including about the "corrupt bargain" that led to John Quincy Adams' election in 1824 and Jackson's victory over Adams in 1828. It also discusses Jackson's opposition to the Second Bank of the United States and the resulting Panic of 1837 after the bank's demise. The effects of the Indian Removal Act, which led to the forced relocation of Native Americans and the tragic Trail of Tears, are also addressed.
Interview chart
The document is an interview chart listing the names, organizations or causes, and details of involvement for reformers from the Second Great Awakening period in the United States. It includes evangelical preachers like Charles Finney and Peter Cartwright, as well as early advocates for prison reform with Dorothea Dix, education reform with Horace Mann, temperance with Neal Dow, and women's rights with Susan B. Anthony, Elizabeth Cady Stanton, Margaret Fuller, and Amelia Bloomer. An exit slip asks questions about the Second Great Awakening reforms and the causes that specific reformers fought for.
19th century reforms
This document contains a lesson plan on 19th century reforms in the United States. It includes sections on the Second Great Awakening, Henry Clay's American System, the Erie Canal, and several key reformers from the time period such as Dorothea Dix and Horace Mann. Students will learn about these topics through a reading, video, worksheet, and role playing activity where historical figures are interviewed by Dr. Phil. The goal is for students to understand how the Great Awakening led to greater reform efforts and to evaluate the impact of reformers on society.
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- 1. What does it mean to be a Historian? What is your favorite person from American History?
- 2. What if I’m never going to be a historian? How can reading like a historian help me? Complete the following worksheet After finishing complete the Your History Activity
- 3. After finishing the reading complete the following questions: 1. What were some key motives for Europeans during the Age of Exploration? 2. Which motive do you think was the strongest for encouraging European exploration? Why? 3. What key advances in knowledge and technology allowed Europeans to explore these new areas? 4. Which advance do you think was the most important? Why?
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