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MANIFEST DESTINY AND THE ROADS TO FREEDOM: WEEKS 23-26

WEEK TWENTY-THREE

HISTORY QUESTION OF THE WEEK: Sam Houston is the only man who served as governor of two separate states. In which states was he governor? Texas and Tennessee

Objective: Why did Americans keep moving West?

  1. If you were going on a wilderness trip for 3 ˝ months, what 5 things would you take and why?
  2. Review exam
  3. Discuss "Manifest Destiny" and create unit cover page VI: Manifest Destiny and the Roads to Freedom
  4. Discuss my great grandfather's experience in the Oregon territory
  5. Video: "Settling the Oregon Territory" (10 minutes). Take 10+ notes.
  6. Slides from Manifest Destiny in a Growing Nation: 3.1 Overcoming Geographic Challenges Along the Oregon Trail. Don't do activity. Have students follow on U.S. map on pp. 668-669. Go through quickly. Students don't write anything. When showing the slide, first walk around and make sure everyone has their finger on that location before discussing the hardships pioneers faced there.
  7. Read pp. 454-456
  8. WRAP-UP: DIARY FROM THE OREGON TRAIL: You are recording a diary like my great grandfather did as you head West. Using the information you learned today, write two diary entries discussing at least three of the hardships you faced. Mention at least two of the places we located during the slide lecture.

Objective: How did Texas become part of America?
Homework: Get agenda signed

  1. List 5+ specific things you remember learning about in Texas history last year.
  2. Answer #3-10 Reviewing the Facts on p.448
  3. Slide lecture, 1800-1853 Manifest Destiny in a Growing Nation: 2.2 Conflict in the Southwest: Interpret images depicting such events as the Lone Star Revolt and the Mexican-American War.. Students create a time line down the middle of their page with each year and event. Whenever I mention a year, they must write the year and what happened. (As usual, I speak slowly and repeat myself when they're supposed to write something.)
  4. WRAP-UP: Draw a relevant picture for each entry on the time line.

WEEK TWENTY-FOUR

HISTORY QUESTION OF THE WEEK: In what state was the first U.S. federal prison established? The first one opened in Auburn, New York in 1821. To regulate prisoner activity, Auburn employed what came to be known as the Auburn system. In the hopes of instilling discipline and effecting rehabilitation, the Auburn system required inmates to work silently in groups. When not working, inmates were confined in silence to individual cells to meditate on their crimes. Economical and labor efficient, the Auburn system became a popular method of imprisonment in the U.S.

Objective: How did California change America?
Homework: Finish worksheet

  1. List at least 4 ways people in today's America try to get rich quickly. For each way, list he risks that those people take in their pursuit of quick wealth.
  2. Finish Texas time line (in some classes)
  3. Watch video "Gold Rush and the Settlement of California" (10 notes)
  4. Discuss video and take notes on affects: Draw a piece of gold. Inside write, "California Gold Rush." Have seven arrows pointing from the gold. Next to each of the arrows, write one of the following: "Many people moved West, Built transcontinental railroad, many immigrants came (especially from China), Mexicans and Chinese meet discrimination, Some people become rich (even black people), San Francisco became a huge city, Levi Strauss created jeans." Also, be sure to mention the football team, "The Fourty-niners!"
  5. Students identify Brook Farm, Dorthea Dix, Robert Owen, Horace Mann, and Thomas H. Gallaudet from their textbook. Play matching game: each pair has cards with the group/person and area of reform. The first pair to correctly match the reformers with their area of reform get candy.
  6. WRAP-UP: COME GET CALIFORNIA'S GOLD! Create an advertisement like the ones we saw from the newspapers trying to draw people from the East to come to California for gold. Include 3 real reasons they should come and at least one "embellishment." Add at least one visual. (Some classes) OR Draw a relevant picture for each new entry on the time line.
  7. Worksheet: US gains Mexican territory

Objective: How did different people view slavery?
Homework: Get agenda signed

  1. List 7+ reasons you can think of that slave owners might have given while defending the practice of slavery.
  2. Views on Slavery activity: The Civil War and Reconstruction: 1.3 Identifying Multiple Perspectives on Slavery: Analyze nine viewpoints on slavery from diverse thinkers. Have student pairs pass placard to the person behind them (or next row over) every 2 minutes. Have students write 3 notes on each person. Draw a line on the front board with an an "I" (indifferent), "O" (opposed), or "A" (against) along it. Hold up each placard one at a time, say the person's name, and ask the class where that person belongs on the spectrum. Have one or two people explain why from what they read. Students then write an "I" (indifferent), "O" (opposed), or "A" (against) next to each person's name on worksheet 1.3A. (Students frequently can't believe anyone could be indifferent about slavery. I ask them how many of them are against slavery. They all raise their hands. Then why aren't they doing anything about it? They insist that it no longer occurs. I tell them about the slavery going on today in Sudan as people from the North are capturing people from the South and enslaving them (Slavery and Slave Redemption in the Sudan). I ask why not. The media simply doesn't talk about it, even though it' going on today. The North didn't really need slaves. They had factories (with many under-paid immigrants) rather than cotton fields that needed lots of hands for picking. Plus, some Northern states outlawed black people living in their state altogether. Slavery simply didn't affect them. The issue never came up. It wasn't until Uncle Tom's Cabin that many Northerners were presented with the issue of slavery.)
  3. Either The Civil War and Reconstruction: 1.4 The Spectrum of Views on Slavery: Represent a historical figure and stand on a spectrum to demonstrate the figure’s view on slavery OR show section of a video (depending on the class)
  4. WRAP-UP: 3 VIEWS ON SLAVERY IN THE MID-1800'S: Create a chart on why people favored, were indifferent to, or opposed slavery in the mid-1800's. List at least 3 reasons under each category.

WEEK TWENTY-FIVE

HISTORY QUESTION OF THE WEEK: How many stars, arrows, olive leaves, and olives (the number is the same for each of them) are there in the Great Seal of the United States? There are 13 of each -- symbolizing the original 13 colonies. The design of the seal was approved by Congress in 1782. As seen on the back of the dollar bill, the seal consists of an eagle holding olivs and arrows in its talons, with stars in a nimbus over its head. In its beak, the eagle holds a bannar with the Latin inscription "E pluribus unum" ("Out of many, one"). The number of letters in that motto is also 13.

Objective: Who fought against slavery and how did they fight?

  1. Poster: "WANTED: Dedicated individual to work for abolitionist organization. Long hours (12-14 a day) and low pay ($35 a week). Must enjoy public speaking and be dedicated to ending slavery." A) Why might someone not want to apply for this job? B) Would you apply for this job? C) Why or why not?
  2. Define from textbook: abolitionist, William Lloyd Garrison, Nat Turner, underground railroad, fugitive slave law, Uncle Tom's Cabin
  3. Slide lecture: The Civil War and Reconstruction: 2.1 From Compromise to Conflict: The Crisis Unfolds: Debate the issues facing the Union in the mid-1800s. Students highlight or underline important facts from their definitions and add in notes to definition page as I go through.
    • (Analogy: Fugitive slave law: Imagine you worked really hard and finally bought your dream car: a brand new Porsche. First, how would you treat that car? Very well, right. You paid a lot of money for it and you want it to run well for a long time. The same thing went with slave owners: many of them took very good care of their slaves. They saw it as an investment. Some slaves were treated horribly, but that was more the acceptation than the norm. Anyway, a few months after buying your car, someone steals it. You want your car back, right? Someone in Oklahoma finds your stolen car. They should return it to you, shouldn't they? Let's say all your friends have nice cars, and they get stolen as well. The people who steal them don't get punished; in fact, they get to keep your stolen cars. Don't you think they'll keep stealing them? The same thing went with slaves and slave owners. Even though it's a travesty that human beings were viewed as property, they were. When a slave escaped, the slave owner wanted the slave to be returned because s/he had been an investment. Also, if slaves keep escaping and nothing happens to the ones that leave, then many more slaves might leave.)
    • Analogy for Uncle Tom's Cabin: If I said that all Hispanic people are violent gang-members who go around killing people recklessly, would that upset you? I could even provide you with lots of true stories. Of course that would upset you! Why? It's an overgeneralization, presenting Hispanic people in a very poor light. The reason many Southerners got so upset with Uncle Tom's Cabin is because it presented all Southerners in a very poor light. Many Southerners didn't own slaves. Like we just discussed, most slave owners did not treat their slaves poorly. Yes, some did, but that was the exception. They did not like this negative propaganda that made Northerners (many of whom were hypocritically extorting their immigrant workers) get angry with them.
  4. Video on Sojourner Truth. Take 12 notes.

Objective: How did women gain equal rights?
Homework: Get agenda signed

  1. The following are qualities of traditional 19th century masculine and feminine roles. Place each in the appropriate column as being either male or female: strong/weak, delicate/tough, housework/"real" work, personal success/self-sacrifice, private/public, innocent/worldly, ambition/devotion, active/passive, emotional/reasonable, inferior/superior, moral center/provider, submissive/dominant. For example, male-strong, female-weak. Finish the rest.
  2. Read pp. 417-419 out loud with a quiz afterward. Tell students ahead of time what the questions will be: a) Women's rights came from what reform movement? B) Name 2 women involved. C) Name 2 rights they didn't have. D) Name the convention where they met to discuss how to solve the problem. E) Name another word for "right to vote." F) Which woman gave the speech, "Ain't I a woman?" G) Which woman was arrested for trying to vote? H) The Declaration of Sentiments was modeled after what famous document?
  3. Complete "Letter to Abigail" on p. 48 from Student Activity Book that accompanies Adventure Tales of America: An Illustrated History of the United States, 1492-1877 (Signal Media Corporation). Pass out packets made from pp. 197-207 from Adventure Tales of America: An Illustrated History of the United States, 1492-1877 (Signal Media Corporation) to help students get answers.
  4. WRAP-UP: CHANGES FOR WOMEN: Draw a picture of a woman before and after the woman's rights movement. Include 4+ changes that occurred. -example: BEFORE: Women weren't considered fit for higher education. AFTER: 1837 Mount Holyke opened as the first college for women.
  5. Pass out extra credit worksheet to students who want it. Sheet includes an excerpt from Dorthea Dix's Plea for Human Treatment of the Insane and an entry from Alonzo Delano's book, Life on the Plains and Among the Diggings, as he pursues wealth from gold in California.

WEEK TWENTY-SIX

HISTORY QUESTION OF THE WEEK: What was the first state to secede from the Union? It was South Carolina, which seceded on December 20, 1860, in response to the November election of Abraham Lincoln as president.

Objective: What have I learned about how people tried to gain freedom during this time period?
Homework: study for exam

  1. UNIT EVALUATION A) What are 3 things you've learned during this unit on Manifest Destiny and the roads to freedom? B) What are 2 areas about which you still feel confused? C) List the one area from this unit about which you would have like to study more.
  2. In groups of 3-4 create posters with 4 squares. Title the poster: "1800's: The Roads to Freedom." In the first square title the square, "Manifest Destiny." Include the definition of "Manifest Destiny," the major barriers to moving West, and a picture showing the general idea of Manifest Destiny. In the second square, title the square "Social Reform." Select one of the five social reformers we discussed (Dorthea Dix, Horace Mann, etc.). Include: the person's name, what this person thought was the problem that needed to be changed, what changes occurred as a result of this person's work, and a picture representing the changes that person made. Label the third square, "Abolitionists." Include the goal of this movement, conditions before the movement, at least 3 leaders in this movement, what actions abolitionists took, and a picture representing the abolitionist movement. Label the forth square, "Women's Rights." Include the goal of this movement, conditions before the movement, at least 3 leaders in the movement, at least 2 changes that occurred as a result of these people's work, and a picture representing the women's rights movement. This poster will be a major grade (equal to a test grade). Grading the poster is as follows (out of 250 points): Titled poster correctly (20), Square 1-4 (each worth 50 points), Neat, Creative, & Complete (30)

Objective: What have I learned about how people tried to gain freedom during this time period?
Homework: Finish worksheet

  1. Cram/study for exam
  2. Exam. Note: Because the state standardized exams up to this point don't have as many questions about areas relating to this unit, I did use some text questions from the textbook test for this exam.
  3. Worksheet introducing next unit

Week 26 continues into the next unit.



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