Georgia Performance Standards for Eighth Grade Social Studies. Published by the Georgia Department of Education at https://www.georgiastandards.org/Standards/Pages/BrowseStandards/SocialStudiesStandards6-8.aspx
Georgia Performance Standards for Eighth Grade Social Studies. Published by the Georgia Department of Education at https://www.georgiastandards.org/Standards/Pages/BrowseStandards/SocialStudiesStandards6-8.aspx
Representing Data VisuallyThis week, you are tasked to build visua.docxsodhi3
Representing Data Visually
This week, you are tasked to build visual representations of the data you have collected throughout your research. Visual representations of data allow us to share information more efficiently and, often, more effectively.
Using the data you gathered/created in your Analytical Report in week five, create three to four graphic representations of that data. This can be done using charts, graphs, tables, and so on. Feel free to be creative.
Sex, Gender, Culture, and a Great Event: The California Gold Rush
Author(s): Albert L. Hurtado
Source: Pacific Historical Review, Vol. 68, No. 1 (Feb., 1999), pp. 1-19
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/3641867 .
Accessed: 17/05/2014 14:35
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Pacific
Historical Review.
http://www.jstor.org
This content downloaded from 204.17.179.87 on Sat, 17 May 2014 14:35:16 PM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=ucal
http://www.jstor.org/stable/3641867?origin=JSTOR-pdf
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http://www.jstor.org/page/info/about/policies/terms.jsp
Sex, Gender, Culture, and a Great
Event: The California Gold Rush
ALBERT L. HURTADO
The author is a member of the history department at the
University of Oklahoma. A version of this paper was his
presidential address to the Pacific Coast Branch, American
Historical Association, at its ninety-first annual meeting in
August 1998 in San Diego, California.
I was working on the galleys for my book, Intimate Fron-
tiers: Sex, Gender, and Culture in Early California, when I happened
to hear several historians on National Public Radio. They were
explaining why a new historical organization, The History So-
ciety, was needed. Among other things, they argued that the
proliferation of gender studies in history threatened to trivial-
ize the discipline. We should be thinking about big things, and
we should be seeking the "truth."I I suspect that there are many
historians who believe that sex and gender are trivial subjects.
Sex and gender are merely manifestations of biology that are
common to all humans. What have they to do with the big
things in history? How does knowledge of sex and gender help
us discover some of the truth about the past?
This essay addresses those questions. Surely t ...
Running head HISTORY HOMEWORK18History homeworkName.docxcowinhelen
Running head: HISTORY HOMEWORK
18
History homework
Name
Institution
Question one
1.
Discuss the role of federal legislation in accelerating and shaping the course of westward expansion
In 1862, a law was passed under Homestead Act and Dawes Act of 1887, led to the support of transcontinental railroad construction and federal government regulation legislation of timber and water usage which urged people to migrate westward. Like Dawes Act sought to replace the communal ownership of land to private plots of land to the Native Americans. The government regulation of resources like the timber and water in the west made people migrate to the west.
2.
How did the incorporation of western territories into United States affect Indian nations such as the Sioux or the Nez Perce? Discuss the consequences of the Indian wars. Discuss the significance of reservation policy and the Dawes severalty act for tribal life
The discovery of valuable minerals like gold and silver which made people migrate to the westwards thereby bringing in settlers which resulted in violent confrontation by the Indians nations such as The Sioux and Nez Perces who did not want the push to reservations by the government which made the government to use US army which defeated them and gave in later. The Dawes Act advocated for private property on reservations from communal ownership which had over sixty percent of land taken by whites from Indians reserved land.
3.
What were some of the major technological advances in mining and in agriculture that promoted development of western economy
The technology advancement in mining was the hydraulic mining and on agriculture was the “singing plow” and the McCormick reaper. In mining, the new technology allowed deep mining of the earth at a relatively cheaper economic cost, while on the agriculture, it allowed the farmers to plow and harvest large acreage of land with the constant number of labor.
4.
Describe the unique features of Mexicano communities in the south-west before and after the mass immigration of the Anglos. How did changes in the economy affect the patterns of labor and status of women in these communities
The Mexicano communities in the southwest before mass immigration occupied the borderland which is between Mexico and United States. Initially, they worked maintaining their unique identity. During immigration where there was a rise of local elites among them both who were the Anglo and Mexicano lead to exiling of the poor Mexican out. The changes in the economy made them look for seasonal labor in the elite farms and ranches and others sought railroad and mining industries jobs. The women experienced domestic violence and only women from elite families were married to immigrants from United States for land possessions.
5.
What role did the Homestead Act play in the western expansion? How did farm families on the Great Plains divide chores among their members? What factors determined the likelihood of likelihood ...
Frederick Jackson Turner, The Significance of the Frontier in .docxhanneloremccaffery
Frederick Jackson Turner, The Significance of the Frontier in American History.
(Madison: State Historical Society of Wisconsin, 1894).
I
THE SIGNIFICANCE OF THE FRONTIER IN AMERICAN HISTORY 1
In a recent bulletin of the Superintendent of the Census for 1890 appear these significant words:
"Up to and including 1880 the country had a frontier of settlement, but at present the unsettled area
has been so broken into by isolated bodies of settlement that there can hardly be said to be a frontier
line. In the discussion of its extent, its westward movement, etc., it can not, therefore, any longer
http://xroads.virginia.edu/~hyper/turner/chapter1.html#foot1
have a place in the census reports." This brief official statement marks the closing of a great historic
movement. Up to our own day American history has been in a large degree the history of the
colonization of the Great West. The existence of an area of free land, its continuous recession, and
the advance of American settlement westward, explain American development.
Behind institutions, behind constitutional forms and modifications, lie the vital forces that call
these organs into life and shape them to meet changing conditions. The peculiarity of American
institutions is, the fact that they have been compelled to adapt themselves to the changes of an
expanding people--to the changes involved in crossing a continent, in winning a wilderness, and
in developing at each area of this progress out of the primitive economic and political conditions
of the frontier into the complexity of city life. Said Calhoun in 1817, "We are great, and rapidly--
I was about to say fearfully--growing!", 2 So saying, he touched the distinguishing feature of
American life. All peoples show development; the germ theory of politics has been sufficiently
emphasized. In the case of most nations, however, the development has occurred in a limited area;
and if the nation has expanded, it has met other growing peoples whom it has conquered. But in
the case of the United States we have a different phenomenon. Limiting our attention to the
Atlantic coast, we have the familiar phenomenon of the evolution of institutions in a limited area,
such as the rise of representative government; into complex organs; the progress from primitive
industrial society, without division of labor, up to manufacturing civilization. But we have in
addition to this a recurrence of the process of evolution in each western area reached in the process
of expansion. Thus American development has exhibited not merely advance along a single line,
but a return to primitive conditions on a continually advancing frontier line, and a new
development for that area. American social development has been continually beginning over
again on the frontier. This perennial rebirth, this fluidity of American life, this expansion westward
http://xroads.virginia.edu/~hyper/turner/chapter1.html#foot2
...
This presentation was given at the Annual Nevada Library Association conference in Las Vegas, Nevada, October 14, 2018. The presentation highlights the project Chronicling America and the use for geneologists, historians, scholars, lifetime learners, and K-12. (any views presented do not necessarily represent the views of NEH)
Putting History on the Map with Calisphere - CCSS 2011sherriberger
Presented at the California Council for the Social Studies annual conference March 4, 2011. Presented by Sherri Berger, California Digital Library, and Letty Kraus, UC Davis History Project.
Representing Data VisuallyThis week, you are tasked to build visua.docxsodhi3
Representing Data Visually
This week, you are tasked to build visual representations of the data you have collected throughout your research. Visual representations of data allow us to share information more efficiently and, often, more effectively.
Using the data you gathered/created in your Analytical Report in week five, create three to four graphic representations of that data. This can be done using charts, graphs, tables, and so on. Feel free to be creative.
Sex, Gender, Culture, and a Great Event: The California Gold Rush
Author(s): Albert L. Hurtado
Source: Pacific Historical Review, Vol. 68, No. 1 (Feb., 1999), pp. 1-19
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/3641867 .
Accessed: 17/05/2014 14:35
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Pacific
Historical Review.
http://www.jstor.org
This content downloaded from 204.17.179.87 on Sat, 17 May 2014 14:35:16 PM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=ucal
http://www.jstor.org/stable/3641867?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Sex, Gender, Culture, and a Great
Event: The California Gold Rush
ALBERT L. HURTADO
The author is a member of the history department at the
University of Oklahoma. A version of this paper was his
presidential address to the Pacific Coast Branch, American
Historical Association, at its ninety-first annual meeting in
August 1998 in San Diego, California.
I was working on the galleys for my book, Intimate Fron-
tiers: Sex, Gender, and Culture in Early California, when I happened
to hear several historians on National Public Radio. They were
explaining why a new historical organization, The History So-
ciety, was needed. Among other things, they argued that the
proliferation of gender studies in history threatened to trivial-
ize the discipline. We should be thinking about big things, and
we should be seeking the "truth."I I suspect that there are many
historians who believe that sex and gender are trivial subjects.
Sex and gender are merely manifestations of biology that are
common to all humans. What have they to do with the big
things in history? How does knowledge of sex and gender help
us discover some of the truth about the past?
This essay addresses those questions. Surely t ...
Running head HISTORY HOMEWORK18History homeworkName.docxcowinhelen
Running head: HISTORY HOMEWORK
18
History homework
Name
Institution
Question one
1.
Discuss the role of federal legislation in accelerating and shaping the course of westward expansion
In 1862, a law was passed under Homestead Act and Dawes Act of 1887, led to the support of transcontinental railroad construction and federal government regulation legislation of timber and water usage which urged people to migrate westward. Like Dawes Act sought to replace the communal ownership of land to private plots of land to the Native Americans. The government regulation of resources like the timber and water in the west made people migrate to the west.
2.
How did the incorporation of western territories into United States affect Indian nations such as the Sioux or the Nez Perce? Discuss the consequences of the Indian wars. Discuss the significance of reservation policy and the Dawes severalty act for tribal life
The discovery of valuable minerals like gold and silver which made people migrate to the westwards thereby bringing in settlers which resulted in violent confrontation by the Indians nations such as The Sioux and Nez Perces who did not want the push to reservations by the government which made the government to use US army which defeated them and gave in later. The Dawes Act advocated for private property on reservations from communal ownership which had over sixty percent of land taken by whites from Indians reserved land.
3.
What were some of the major technological advances in mining and in agriculture that promoted development of western economy
The technology advancement in mining was the hydraulic mining and on agriculture was the “singing plow” and the McCormick reaper. In mining, the new technology allowed deep mining of the earth at a relatively cheaper economic cost, while on the agriculture, it allowed the farmers to plow and harvest large acreage of land with the constant number of labor.
4.
Describe the unique features of Mexicano communities in the south-west before and after the mass immigration of the Anglos. How did changes in the economy affect the patterns of labor and status of women in these communities
The Mexicano communities in the southwest before mass immigration occupied the borderland which is between Mexico and United States. Initially, they worked maintaining their unique identity. During immigration where there was a rise of local elites among them both who were the Anglo and Mexicano lead to exiling of the poor Mexican out. The changes in the economy made them look for seasonal labor in the elite farms and ranches and others sought railroad and mining industries jobs. The women experienced domestic violence and only women from elite families were married to immigrants from United States for land possessions.
5.
What role did the Homestead Act play in the western expansion? How did farm families on the Great Plains divide chores among their members? What factors determined the likelihood of likelihood ...
Frederick Jackson Turner, The Significance of the Frontier in .docxhanneloremccaffery
Frederick Jackson Turner, The Significance of the Frontier in American History.
(Madison: State Historical Society of Wisconsin, 1894).
I
THE SIGNIFICANCE OF THE FRONTIER IN AMERICAN HISTORY 1
In a recent bulletin of the Superintendent of the Census for 1890 appear these significant words:
"Up to and including 1880 the country had a frontier of settlement, but at present the unsettled area
has been so broken into by isolated bodies of settlement that there can hardly be said to be a frontier
line. In the discussion of its extent, its westward movement, etc., it can not, therefore, any longer
http://xroads.virginia.edu/~hyper/turner/chapter1.html#foot1
have a place in the census reports." This brief official statement marks the closing of a great historic
movement. Up to our own day American history has been in a large degree the history of the
colonization of the Great West. The existence of an area of free land, its continuous recession, and
the advance of American settlement westward, explain American development.
Behind institutions, behind constitutional forms and modifications, lie the vital forces that call
these organs into life and shape them to meet changing conditions. The peculiarity of American
institutions is, the fact that they have been compelled to adapt themselves to the changes of an
expanding people--to the changes involved in crossing a continent, in winning a wilderness, and
in developing at each area of this progress out of the primitive economic and political conditions
of the frontier into the complexity of city life. Said Calhoun in 1817, "We are great, and rapidly--
I was about to say fearfully--growing!", 2 So saying, he touched the distinguishing feature of
American life. All peoples show development; the germ theory of politics has been sufficiently
emphasized. In the case of most nations, however, the development has occurred in a limited area;
and if the nation has expanded, it has met other growing peoples whom it has conquered. But in
the case of the United States we have a different phenomenon. Limiting our attention to the
Atlantic coast, we have the familiar phenomenon of the evolution of institutions in a limited area,
such as the rise of representative government; into complex organs; the progress from primitive
industrial society, without division of labor, up to manufacturing civilization. But we have in
addition to this a recurrence of the process of evolution in each western area reached in the process
of expansion. Thus American development has exhibited not merely advance along a single line,
but a return to primitive conditions on a continually advancing frontier line, and a new
development for that area. American social development has been continually beginning over
again on the frontier. This perennial rebirth, this fluidity of American life, this expansion westward
http://xroads.virginia.edu/~hyper/turner/chapter1.html#foot2
...
This presentation was given at the Annual Nevada Library Association conference in Las Vegas, Nevada, October 14, 2018. The presentation highlights the project Chronicling America and the use for geneologists, historians, scholars, lifetime learners, and K-12. (any views presented do not necessarily represent the views of NEH)
Putting History on the Map with Calisphere - CCSS 2011sherriberger
Presented at the California Council for the Social Studies annual conference March 4, 2011. Presented by Sherri Berger, California Digital Library, and Letty Kraus, UC Davis History Project.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Pride Month Slides 2024 David Douglas School District
Unit 5 planner
1. [District Planner has this Unit scheduled for 4 weeks]
Geographic Understandings: Students will locate important places in the U.S.
Suggestion: Direct teacher instruction to review directions, latitude & longitude, map reading,
compass rose, and legends. Could use brief video clips, map handout/worksheets, and Google
Earth. Just make sure students can locate these places (both natural physical features and man-
made places) which are important landmarks tested on CRCT:
o Grand Canyon
o Salton Sea
o Great Salt Lake
o Mojave Desert
o Chisholm Trail – Unit 5
o Pittsburgh, PA
o Gettysburg, PA – Civil War Unit, Qtr. 2
o Kitty Hawk, NC – Unit 5
o Pearl Harbor, HI – Unit 6
o Montgomery, AL – Civil Rights Unit, Qtr.4
Suggestion: Teacher-Taught Lesson: population, transportation & resources influenced
industrial location in the U.S. between the end of the Civil War and 1900
Student Research/Project Topics:
♦ the Black Cowboys of Texas, cattle trails of late 19th
century, the Chisholm Trail & the
Great Western Cattle Trail
explain how price incentives affected decision to participate in cattle trails because of
increased beef prices
Anton Foster, Aaron Meyers, Harris Moorer
♦ the Wright Brothers, beginning of aviation, Kitty Hawk
Derke Colvin, Jack Connor, Jamorris Hart
♦ George Washington Carver (science, agriculture, research, education)
Xavier & Jensen (Alazea if still here)
♦ Alexander Graham Bell (inventions, science, communication, technology)
Janilya & Kate
♦ Thomas Edison (inventions, industry, electricity)
Nadarius & Jameria
♦ The Spanish-American War (include William McKinley & Theodore Roosevelt)
Andrew & Nathan
♦ The Panama Canal (include Theodore Roosevelt)
Describe how trade promotes economic activity, such as how the Panama Canal
increases trade between countries
Emma & Flora
♦ Immigration to the U.S. (why? Where did people emigrate from? Where did they settle?)
Nykia, Richeena & Riley
2. RESEARCH GUIDE
1. Research key people from the turn of the century (late 1800’s/early 1900’s)
Why is this person important to this time period?
o What was this person’s time period? Birth date? Death date?
Why is this person famous?
What impact did this person have on American life?
What influence did their background or childhood play in who they became?
What obstacles did this person have to overcome?
How did geography or location influence this person?
2. Research important events from the turn of the century (late 1800’s/early 1900’s)
Where did this event occur?
Why is this event important?
How did location or geography influence this event?
What change(s) occurred in the course of American history as a result of this
event?
What were the short-term consequences of this event?
Were there any long-range consequences of this event?
How might the course of history been different if this event had not
happened?
![[District Planner has this Unit scheduled for 4 weeks]
Geographic Understandings: Students will locate important places in the U.S.
Suggestion: Direct teacher instruction to review directions, latitude & longitude, map reading,
compass rose, and legends. Could use brief video clips, map handout/worksheets, and Google
Earth. Just make sure students can locate these places (both natural physical features and man-
made places) which are important landmarks tested on CRCT:
o Grand Canyon
o Salton Sea
o Great Salt Lake
o Mojave Desert
o Chisholm Trail – Unit 5
o Pittsburgh, PA
o Gettysburg, PA – Civil War Unit, Qtr. 2
o Kitty Hawk, NC – Unit 5
o Pearl Harbor, HI – Unit 6
o Montgomery, AL – Civil Rights Unit, Qtr.4
Suggestion: Teacher-Taught Lesson: population, transportation & resources influenced
industrial location in the U.S. between the end of the Civil War and 1900
Student Research/Project Topics:
♦ the Black Cowboys of Texas, cattle trails of late 19th
century, the Chisholm Trail & the
Great Western Cattle Trail
explain how price incentives affected decision to participate in cattle trails because of
increased beef prices
Anton Foster, Aaron Meyers, Harris Moorer
♦ the Wright Brothers, beginning of aviation, Kitty Hawk
Derke Colvin, Jack Connor, Jamorris Hart
♦ George Washington Carver (science, agriculture, research, education)
Xavier & Jensen (Alazea if still here)
♦ Alexander Graham Bell (inventions, science, communication, technology)
Janilya & Kate
♦ Thomas Edison (inventions, industry, electricity)
Nadarius & Jameria
♦ The Spanish-American War (include William McKinley & Theodore Roosevelt)
Andrew & Nathan
♦ The Panama Canal (include Theodore Roosevelt)
Describe how trade promotes economic activity, such as how the Panama Canal
increases trade between countries
Emma & Flora
♦ Immigration to the U.S. (why? Where did people emigrate from? Where did they settle?)
Nykia, Richeena & Riley](https://image.slidesharecdn.com/unit5planner-120203062829-phpapp02/85/Unit-5-planner-1-320.jpg)
