8th grade social studies pacing guide - … · 8th grade social studies pacing guide 2016-2017 ......

1

8TH GRADE SOCIAL STUDIES PACING GUIDE

2016-2017

CHAPTER SPI ESSENTIAL VOCABULARY/

QUESTION RESOURCES/WRITING

1ST SIX WEEKS

CHAPTER 2

EUROPEAN

EXPLORATION AND

SETTLEMENT

8.1 Explain the primary

motivations for English

colonization of the New

World, including the rise of the

middle class

(joint stock companies),

the need to move surplus

population, and the search for

religious freedom. (E, G, H)

I can identify motivators for

English colonization in the New

World

including:

Europe

LESSON 1

Jamestown

LESSON 2

New France

LESSON 3

Columbus

VOCAB.

pilgrimage,

plantation,

conquistador,

Protestanism, Virginia Company,

James River, John

Smith, Pocahontas,

Powhatan, John Rolfe,

starving time,

Tobacco, Bacon’s

Rebellion, Indentured

servants, slaves,

House of Burgesses,

Huguenots, Peter

Stuyvesant, patroon

2

8.2 Trace and explain the

founding of Jamestown,

including: (E, G, H)

• Virginia Company

• James River

• John Smith

• Pocahontas

• Powhatan

• John Rolfe

• “starving time”

• Tobacco

• Bacon’s Rebellion

• Indentured servants

and slaves

• The arrival of women

• House of Burgesses

I can explain the founding of

Jamestown and analyze Smith’s

A Historie

of Virginia, including:

RESOURCES

McGraw Hill textbook

resources, Graphic

Organizers,

ClassZone, Unit 1

Resource Book,

Animated History

(ClassZone), Study

Island, United

Streaming,

McDougal-Littell

American History,

Bellringers, Wowzers

3

slaves

the arrival of women

8.5 Describe the settlement of

New Netherlands and the

subsequent possession of the

colony by the English,

including:

(C, E, G, H)

• Dutch influences

• Peter Stuyvesant

• Patroon System

• Renaming to New York

• Diverse population

4

I can explain the history of the

New Netherlands settlement.

8.8 Describe the location and

reasons for French exploration

and settlements in North

America, including the

Huguenots. (E, G, H, P)

I can identify reasons why the

French migrated to North

America and

locate French claims on a map,

including:

d fur trade

5

1ST SIX WEEKS

CHAPTER 3

English Colonies in North

America

1587-1770

“Students will

understand the

social, political,

and economic

reasons for the

movement of people

from Europe to the

Americas, and

they will describe

the impact of colonization

by Europeans on

American Indians

and on the

development of

the land that

8.3 Explain the founding of the

Plymouth Colony, including the

separatists, William Bradford,

Mayflower, Mayflower

Compact, and Squanto. (C, G,

H, P)


the Plymouth Colony by

analyzing Of

Plymouth Plantation, including:

8.4 Analyze the reasons for the

settlement of the Massachusetts

Bay Colony and the events and

the key figures of the colonies,

including: (C, E, G, H, P )

• Non- separatists/Puritans

• John Winthrop

• theocracy

Lesson 1

New England

Colonies

Lesson 2

Middle

Colonies

Lesson 3

Southern

Colonies

VOCAB.

Seperatists, William

Bradford, Mayflower,

Mayflower

Compact, Squanto,

Puritans, Jojhn

Winthrop,

Theocracy, Anne

Hutchinson, Roger

Williams, Thomas

Hooker, William

Penn, James

Oglethorpe

6

eventually became

the United States

of America

• Town meetings

• Anne Hutchinson and

Roger Williams-Rhode

Island

• Thomas Hooker- Connecticut

• Salem Witchcraft Trials

I can explain why the

Massachusetts Bay Colony was

settled.

-Separatists/Puritans

8.6 Analyze the founding of

Pennsylvania as a haven for

Quakers and the tolerance that

drew many different groups to

the colony, including: (C, E, H,

P)

• William Penn

• Philadelphia

• Role of women

• Relationship with Indians

7


Pennsylvania as a haven for

Quakers and

tolerance, including:

Indians

8.7 Explain the reasons behind

the settlement of the Georgia

Colony, including the role of

John Oglethorpe and Georgia as

a “debtor” colony and a “buffer”

colony. (C, E, G, H)


Georgia, including:

lony

8

8.9 Cite textual evidence

analyzing examples of both

cooperation and conflict

between American Indians and

colonists, including agriculture,

trade, cultural exchanges, and

military alliances and conflicts.

(C, E, G, H, P)

I can cite textual evidence that

analyzes the cooperation

between

American Indians and Colonists,

including:

8.10 Locate and identify the first

13 colonies, and describe how

their

9

location and geographic features

influenced their development.

(E, G, H, P)

• The First Virginia Charter,

1606

• The Mayflower Compact,

1620

• Charter of the Massachusetts

Bay

Colony, 1629

• The Fundamental Orders of

Connecticut, 1639

• The New England Articles of

Confederation, 1643

• The Maryland Toleration Act,

1649

I can describe how colony’s

location and geography affected

its economic activities and

locate all 13 of them on a map.

10

Chapter 4

Colonial Life

Students will be able to

identify the roles of

colonial individuals in the

“New World.”

8.11 Describe the significance

of and the leaders of the First

Great Awakening, and the

growth in religious toleration

and free

exercise of religion. (C, H, P)

I can explain the importance of

the First Great Awakening in

spreading religious freedom and

tolerance in the colonies and the

leaders:

8.12 Compare and contrast the

day-to-day colonial life for men,

women, and children in

different regions and of different

ethnicities,

including the system of

indentured servitude, as well as

their connection to the land.

(C, E, G, H, P)

Lesson 1

Comparing and

Contrasting

Farm and City

Life in the

English

Colonies.

Lesson 2

Colonial Rights

and Life for

African

Americans in

the English

Colonies

Lesson 3

Religion and

Education in

Colonial

America.

Vocab.

First Great

Awakening,

Toleration,

Indentured

Servitude,

Triangular Trade,

Middle Passage

11

I can give examples of Colonial

daily life, including:

8.13 Analyze the ideas that

significantly impacted the

development of colonial

self-government by citing

textual evidence and examining

multiple perspectives using

excerpts from the following

documents: (C, H, P)

• The First Virginia Charter,

1606

• The Mayflower Compact,

1620

• Charter of the Massachusetts

Bay Colony, 1629

Lesson 4

Colonial

Families and

Leisure

Activities in

Colonial

America

12

• The Fundamental Orders of

Connecticut, 1639

• The New England Articles of

Confederation, 1643

• The Maryland

Toleration Act, 1649

I can analyze the development

of self-government in the

colonies by

reading the following texts:

1606

1620

Bay Colony, 1629

Connecticut, 1639

1649

gland Articles of

Confederation

13

8.14 Identify the origins and

development of slavery in the

colonies, overt and passive

resistance to enslavement,

and the Middle Passage.

(C, E, G, H, P)

I can identify the origins of

slavery in the colonies and the

overt and passive resistance to

enslavement.

14

2nd Six Weeks

Chapter 5

Beginnings of an

American Identity

Students will begin to

understand the

foundational principals of

American government and

its founding fathers.

8.15 Compare the government

structures and economic base

and

cultural traditions of New

France and the English colonies.

(C, E, G, H, P)

I can compare the government

structures and economic base

and

cultural traditions of New

France and the English colonies

8.16 Explain how the practice of

salutary neglect, experience

with self-government, and wide

spread ownership of land

fostered individualism

and contributed to the

American Revolution.

(C, E, H, P)

I can define salutary neglect

and explain how it fostered

individualism

Lesson 1

Early

American

Culture

Lesson 2

American

Democratic

Roots

Lesson 3

French and

Indian War

VOCAB.

Salutary Neglect,

Self-Government,

individualism,

Benjamin Franklin,

Albany Plan of

Union, John Peter

Zenger, Fort

Loudoun, Magna

Carta, English Bill

of Rights

15

and contributed to the

Revolution as well as self-

government and wide

spread ownership of land.

8.17 Evaluate the contributions

of Benjamin Franklin to

American society in the areas of

science, writing and literature,

and politics, including analysis

of excerpts from Poor Richard’s

Almanack, The Autobiography

of Benjamin Franklin, the

Albany Plan of Union and the

Join or Die cartoon. (C, H, P)

I can evaluate the contributions


American

Primary

Documents and

Supporting Texts

to Read: excerpts

from “Give Me

Liberty or Give Me

Death” speech,

Patrick Henry; The

Declaration of

Independence;

excerpts from

“Common Sense”

and “The Crisis,”

Thomas Paine;

16

society in the areas of science,

writing and literature, and

politics by

analyzing Poor Richard’s

Almanack, The Autobiography

of Benjamin

Franklin, the Albany Plan, and

his Join or Die cartoon.

8.18 Describe the impact of the

John Peter Zenger trial on the

development of the principle of

a free press. (C, P)

I can describe the impact of the

John Peter Zenger trial on the

development of the principle of

free press.

8.19 Describe the causes,

course, and outcome of the

French and Indian War,

including the massacre

Autobiography of

Benjamin Franklin

Primary

Documents and

Supporting Texts

to Consider:

excerpts from

Andrew Hamilton’s

closing argument in

the trial of John

Peter Zenger;

excerpts from John

Donelson’s journal

RESOURCES

National

Geographic-The

New World;

Nightmare in

Jamestown,

17

at Fort Loudoun. (C, G, H, P,

TN)

I can explain the causes and

effects of the French and Indian

War and

the massacre at Fort Loudoun.

8.28 Describe the significance

of the Magna Carta, the English

Bill of Rights, and the

Mayflower

Compact in relation to the

development of government in

America. (C, H, P)

I can explain how the Magna

Carta, the English Bill of

Rights, and the

Mayflower Compact influenced

America’s government.

18

Chapter 6

The Road to Revolution

8.21 Summarize the major

events of the Watauga

Settlement,

including: (E, P, TN)

• Battle of Alamance and

Regulators

• Watauga Purchase and

Compact

• James Robertson

• Little Carpenter, Dragging

Canoe

I can evaluate the contributions


American

society in the areas of science,

writing and literature, and

politics by analyzing Poor

Richard’s Almanack, The

Autobiography of Benjamin

Franklin, the Albany Plan, and

his Join or Die cartoon.

Lesson 1

Tighter British

Control

Lesson 2

Colonial

Resistance

Grows

Lesson 3

Lexington and

Concord

Lesson 4

Declaring

Independence

VOCAB.

Mercantalism,

Pontiac’s

Rebellion, The

Proclamation of 1763,

The Sugar Act, 1764,

The Quartering Act,

1765, The Stamp Act,

1765, The Declaratory

Act, 1766, The

Townshend Act, 1767,

The Boston Massacre,

1770, The Boston Tea

Party, 1773, The

Intolerable Acts, 1774,

Patrick Henry,

Benjamin Franklin,

John Adams, Sam

Adams, John

Hancock, Thomas

Jefferson, Sons of

Liberty, Declaration of

Independence,

“Common Sense,”

“The Crisis,”

Loyalist, Patriot

19

8.22 Analyze the social,

political and economic causes of

the American Revolution and

the

major battles, leaders and

events, including: (C, E, H, P)

• Mercantilism

• Pontiac’s Rebellion

• The Proclamation of 1763

• The Sugar Act, 1764

• The Quartering Act, 1765

• The Stamp Act, 1765

• The Declaratory Act, 1766

• The Townshend Act, 1767

• The Boston Massacre, 1770

• The Boston Tea Party, 1773

• The Intolerable Acts, 1774

• Patrick Henry

• Benjamin Franklin

• John Adams

• Sam Adams

• John Hancock

• Thomas Jefferson

• Sons of Liberty

20

8.27 Compare the points of

views of the Loyalists and

Patriots by integrating visual

information through charts,

graphs, or images with print

texts. (C, E, G, H, P)

I can create a charts, graphs, or

image that compares and

contrasts the points of view of

the Loyalists and Patriots.

21

Chapter 7

The American Revolution

8.20 Explain the impact of

individuals who created interest

in the land west of Appalachian

Mountains, including:

(C,G,H,P,TN)

-long hunter

-Wilderness Road

-Daniel Boone

-William Bean

-Thomas Sharpe Spencer

-Dr. Thomas Walker

8.23 Determine the central ideas

expressed in the Declaration of

Independence and write an

expository piece in which the

legacy of these ideas in today’s

world is described and validated

with supporting evidence from

the text.

8.24 Using Thomas Paine’s

“Common Sense” and “The

Crisis” identify aspects of the

texts that reveal the author’s

Lesson 1

Early Years of

War

Lesson 2

War Expands

Lesson 3

Path to Victory

Lesson 4

Legacy of the

War

Vocab

long hunter,

Wilderness Road,

Daniel Boone,

William Bean,

Thomas Sharpe

Spencer, Dr.

Thomas Walker,

Lexington and

Concord, Fort

Ticonderoga,

Bunker Hill, Valley

Forge, George

Washington,

Benedict Arnold,

Hessians, Marquis

de La Fayette,

Friedrich von

Steuben, George

Rogers Clark,

Francis Marion,

James Robertson,

Cherokee War,

Nancy Ward, Battle

of the Bluffs

22

point of view and purpose

including loaded language.

8.25 Identify and explain the

significance of the major battles,

leaders, and events of the

American Revolution,

including: (C, E, H, P, TN)

• Battles of Lexington and

Concord

• Capture of Fort Ticonderoga

• Battle of Bunker Hill

(Breed's Hill)

• Battle of Trenton and

Princeton

• Battle of Saratoga

• Valley Forge

• Battle of King’s Mountain

• Battle of Yorktown

• George Washington

• Benedict Arnold

• Hessians

• Marquis de La Fayette

• Friedrich von Steuben

• George Rogers Clark

RESOURCES

McGraw Hill

references, “Roots”

excerpt, Study

Guide with

Additional Support,

TCAP Coach,

ClassZone,

Reading Study

Guide, Study

Island, BrainPop,

Common Core

Writing: Captain

Thomas Smith,

poem, Graphic

Organizers Cause

& Effect, Wowzers,

Bellringers, Exit

Tickets, group

activities-think,

pair, share,

compare and

contrast, Critical

Thinking: Which

23

• Francis Marion

I can explain the significance of

major battles and events of the

American Revolution,

including:

Concord

Hill]

Princeton

tle of Saratoga

8.26 Summarize the

effect of the Revolution

on the Wataugans and

the reasons, plans, and

struggles in creating the

Cumberland Settlement,

including: (G, P, TN)

region was the least

prosperous and

why (Chart located

on page 119 of

text), Name Game

“The Last of the

Mohicans” film –

Parental Permission

required

Primary

Documents and

Supporting Texts

to Read: excerpts

from “Give Me

Liberty or Give Me

Death” speech,

Patrick Henry; The

Declaration of

Independence;

excerpts from

“Common Sense”

and “The Crisis,”

Thomas Paine;

24

• Formation of Washington

District

• Cherokee War

• Nancy Ward

• Watauga Petitions

• Transylvania Purchase

• Richard Henderson

• James Robertson

• John Donelson

• severe winter and

river travel

• Cumberland Compact

• Indian attacks

• Battle of the Bluffs

I can summarize the effects of

the Revolution on the

Wataugans and

the reasons, plans, and struggles

in creating the Cumberland

Settlement, including:

District

Autobiography of

Benjamin Franklin

Primary

Documents and

Supporting Texts

to Consider:

excerpts from

Andrew Hamilton’s

closing argument in

the trial of John

Peter Zenger;

excerpts from John

Donelson’s journal

25

nsylvania Purchase

John Donelson

26

3rd Six Weeks

Chapter 8

Confederation to

Constitution

8.29 Analyze the Land

Ordinance of 1785 and the

Northwest Ordinance of 1787

and their impact on the future

development of western

settlement and the spread of

public education and slavery.

(E, G, P)

I can analyze the effects of the

Land Ordinance of 1785 and the

Northwest Ordinance of 1787,

including:

8.30 Analyze the weaknesses of

the Articles of Confederation,

including no power to tax, no

common currency, no control of

interstate commerce, and no

executive branch, failure of the

Lost State of Franklin and the

Lesson 1

Confederation

Era

Lesson 2

Creating a

Constitution

Lesson 3

Ratification

and the Bill of

Rights

VOCAB.

Land Ordinance

1785, Northwest

Ordinance 1787,

Articles of

Confederation,

Shay’s Rebellion,

Conmstitutional

Convention, The

Great Compromise,

3/5 Compromise,

James Madison,

George

Washington,

Ratification,

Federalist, Anti-

Federalist, Bill of

Rights, Federalist

Papaers 10 and 51,

Preamble, checks

and balances,

amendement,

federalism,

27

impact of Shays’ Rebellion. (C,

E, H, P, TN)

I can analyze the weaknesses of

the Articles of Confederation

including:

on currency

commerce

Franklin

Rebellion

8.31 Identify the various leaders

of the Constitutional

Convention and analyze the

major issues they debated,

including: (C, E, H)

• distribution of power between

the states and federal

government

• Great Compromise

28

• Slavery and the 3/5

Compromise

• George Washington and James

Madison

I can identify the leaders of the

Constitutional Convention,

including:

orge Washington

8.32 Explain the ratification

process and describe the conflict

between Federalists and Anti-

Federalists over ratification,

including the need for a Bill of

Rights and concern for state’s

rights, citing evidence from the

Federalist Papers No. 10 and 51

and other primary source texts.

(H, P)

I can describe the conflict

between Federalists and Anti-

Federalists

29

citing evidence from primary

sources, including:

8.33 Describe the principles

embedded in the Constitution,

including the purposes of

government listed in the

Preamble, separation of powers,

check and balances, the

amendment process, federalism,

and recognition of and

protections of individual rights

in the Bill of Rights. (P)

I can list the goals of the

Constitution as stated in the

Preamble.

I can explain separation of

powers and list the

responsibilities of each branch

of government.

Primary

Documents and

Supporting Texts

to Read: excerpts

from The Articles

of Confederation;

the U.S.

Constitution; The

Federalist Paper #

30

I can identify the process of

checks and balances.

I can explain the amendment

process.

I can define federalism and list

the powers granted to states and

the national government.

I can list the freedoms protected

in the Bill of Rights.

8.34 Write an opinion piece

arguing for the importance of a

particular right as it impacts

individuals and/or groups, using

evidence from the Bill of Rights

and contemporary informational

text. (P)

I can write an opinion piece

arguing the importance of a

particular

right as it impacts individuals

and/or groups citing evidence

from the

10 and #51; The

Bill of Rights;

Washington’s

Farewell Address

Primary

Documents and

Supporting Texts

to Consider:

excerpts from The

Kentucky and

Virginia

Resolutions,

Thomas Jefferson

and James

Madison; Patrick

Henry’s arguments

against ratification

RESOURCES

Animated Map

(ClassZone), Name

Game, Vocabulary,

Graphic Organizer

(Main Idea &

31

Bill of Rights and contemporary

informational text.

Details), Group

Activity (Protest

the Proclamation of

1763), Design and

create a book jacket

for Poor Richard’s

Almanac, Compare

& Contrast the

Class Systems of

Britain and the

American Colonies.

Common Core

Writing: Examine

the quote and

writings of Increase

Mather

32

Chapter 9

A New Republic.

8.35 Analyze the major events

of George Washington’s

presidency, including

Pinckney’s Treaty, Jay’s Treaty,

Whiskey Rebellion, and

precedents set in the Farewell

Address. (G, P)

I can analyze the major events

of George Washington’s

presidency,

including:

Address

8.36 Explain the strict versus

loose interpretation of the

Constitution and how the

conflicts between Thomas

Jefferson and Alexander

Hamilton resulted in the

Lesson 1

Washington’s

Presidency

Lesson 2

Challenges to

the New

Government

Lesson 3

Federalists

Take Charge

VOCAB

Pinckney’s Treaty,

Jay’s Treaty,

Whiskey Rebellion,

Washington’s

Farewell Address,

Alexander

Hamilton,

Interpretation,

political party,

National Bank,

John Adams,

foreign policy,

Alien and Sedition

Acts

33

emergence of two political

parties by analyzing their views

of foreign policy, economic

policy (including the National

Bank), funding, and assumption

of the revolutionary debt. (C, E,

G, H, P)

I can identify the precedents set

by George Washington and

connect them to the role of

modern-day U.S. presidents.

8.37 Explain the controversies

that plagued the administration

of John Adams, including the

conflicts with England and

France and the Alien and

Sedition Acts. (H, P)

34

Chapter 10

The Jefferson Era

8.40 Analyze the role played by

John Marshall in strengthening

the central government,

including the key decisions of

the Supreme Court - Marbury v.

Madison, Gibbons v. Ogden,

and McCulloch v. Maryland.

(H, P)

I can analyze the role played by

John Marshall in strengthening

the

central government, including

Supreme Court decisions of:

ch v. Maryland

8.41 Explain the major events of

Thomas Jefferson’s presidency,

including his election in 1800,

Louisiana Purchase, the defeat

of the Barbary pirates, and the

Embargo Act. (E, G, H)

Lesson 1

Jeffersonian

Democracy

Lesson 2

Louisiana

Purchase and

Exploration

Lesson 3

War of 1812

VOCAB

Marbury v.

Madison, Thomas

Jefferson,

Louisiana

Purchase, Barbary

Pirates, Embargo

Act, Merriweather

Lewis, William

Clark,

Impressment, War

Hawks, Henry

Clay, Burning of

Washington, Fort

McHenry, William

Henry Harrison,

Tecumseh, Andrew

Jackson, Battle of

Horseshoe Bend,

Battle of New

Orleans

35

I can chart and detail the

importance of Thomas

Jefferson’s presidency

on a timeline, including:

8.42 Analyze the impact of the

Lewis and Clark Expedition by

identifying the routes on a map,

citing evidence from their

journals. (C, E, G, H)

I can analyze the impact of the

Lewis and Clark Expedition by

labeling their journey on a map.

8.43 Explain the causes, course,

and consequences of the War of

1812, including the major

battles, leaders, events and role

of Tennessee: (E, H, P, TN)

Primary

Documents and

Supporting Texts

to Read: excerpts

from The Articles

of Confederation;

the U.S.

Constitution; The

Federalist Paper #

10 and #51; The

Bill of Rights;

Washington’s

Farewell Address

Primary

Documents and

Supporting Texts

to Consider:

excerpts from The

Kentucky and

Virginia

Resolutions,

Thomas Jefferson

and James

Madison; Patrick

36

• Impressment

• War Hawks

• Henry Clay

• Burning of Washington

• Fort McHenry

• William Henry Harrison

• Tecumseh

• Andrew Jackson

• Battle of Horseshoe Bend

• Battle of New Orleans

I can explain the causes of the

War of 1812, including:

soldiers

shipping

American Indians

Henry’s arguments

against ratification

RESOURCES

TCAP Coach,

ClassZone,

BrainPop, United

Streaming, Name

Game, Cause &

Effect Graphic

Organizer, Pros &

Cons of

Regionalism (page

227), Main Idea

Graphic Organizer

of Constitution,

Geogame,

Vocabulary, Key

Idea Questions,

Document Based

Questions for

Common Core

Writing, Wowzers,

Study Island

37

Chapter 11

National and Regional

Growth

8.44 Identify on a map the

changing boundaries of the

United States, including the

Convention of 1818 and Adams-

Onis Treaty. (G, P)

I can identify on a map the new

U.S. boundaries set in the

following

treaties:

-Onís Treaty

8.45 Analyze the relationship

the United States had with

Europe, including the influence

of the Monroe Doctrine (E, G,

P)

I can analyze the impact of the

Monroe Doctrine on the United

States’ relationship with Europe.

Lesson 1

Early Industry

and Inventions

Lesson 2

Plantations and

Slavery Spread

Lesson 3

Nationalism

and

Sectionalism

VOCAB

Convention of

1818, Adams-Onis

Treaty, Monroe

Doctrine, American

System, Henry

Clay

38

8.95 Analyze how significant

inventors and their inventions,

including barbed wire, the six

shooter, windmills, sod housing,

and the steel plow changed life

in the West. (C, E, H, P)

I can analyze how new

inventions changed life in the

West, including:

-shooter

8.46 Analyze the physical

obstacles to and the economic

and political factors involved in

building a network of roads,

canalsand railroads, including

Henry Clay’s American System.

39

4th Six Weeks

Chapter 12

Jacksonian Democracy

8.47 Explain the causes and

effects of the wave of

immigration from Northern

Europe to the United States, and

describe the growth in the

number, size, and spatial

arrangements of cities as a result

of events such as the Great

Potato Famine. (C, E, G, P)

I can explain the causes for

Northern European immigration

to the

United States, including the

Great Potato Famine.

8.54 Identify the constitutional

issues posed by the doctrine of

nullification and secession and

analyze the earliest origins of

that doctrine. (C,E,G,H,P,TN)

I can explain the issues layered

within the doctrine of

nullification and secession and

Lesson 1

Jacksonian

Democracy and

State’s Rights

Lesson 2

Jackson’s

Policy toward

Native

Americans

Lesson 3

Prosperity and

Panic

VOCAB.

Immigration, Great

Potato Famine,

doctrine of

nullification and

secession, Andrew

Jackson, corrupt

bargain, Jacksonian

Democracy, spoils

system, veto,

Nullification Crisis,

Indian Removal

Act, Sequoyah,

Trail of Tears

RESOURCES

TCAP Coach,

ClassZone,

BrainPop, United

Streaming, Name

Game, Cause &

Effect Graphic

40

apply it to prior legislative

documents.

8.55 Explain the events and

impact of the presidency of

Andrew Jackson, including the

“corrupt bargain,” the advent of

Jacksonian Democracy, his use

of the spoils system and the

veto, his battle with the Bank of

the United States, the

Nullification Crisis and the

Indian removal. (C, E, G, H, P,

TN)

I can explain the events and

impact of the presidency of

Andrew

Jackson, including:

battles

Organizer, Main

Idea Graphic

Organizer of

Constitution,

Geogame,

Vocabulary, Key

Idea Questions,

Document Based

Questions for

Common Core

Writing

41

8.56 Analyze the contributions

of Sequoyah to the Cherokee.

(C, TN)

I can analyze Sequoyah’s

contributions to the Cherokee

tribe.

8.57 Write a narrative piece that

describes the impact of the

Indian Removal Act of 1830

and the struggle between the

Cherokee Nation and the United

States government and cites

evidence from primary source

accounts of the Trail of Tears.

(C, G, H, TN)

I can use primary sources to

write a narrative piece about

Indian

Removal, including:

43

Chapter 13

Manifest Destiny

8.58 Describe the concept of

Manifest Destiny and its impact

on the developing character of

the American nation, including

the purpose, challenges and

economic incentives for

westward expansion. (C, E, G,

H, P)

I can create a concept web that

explains and analyzes the

definition, purpose, challenges,

and incentives of groups most

affected by Manifest Destiny.

8.59 Describe American

settlements in Texas after 1821

and the causes for the Texas

War of Independence, including

the roles of David Crockett and

Sam Houston in the war and the

legacy of the Alamo. (G, H, P,

TN)

Lesson 1

Trails West

Lesson 2

Texas

Revolution

Lesson 3

War with

Mexico

Lesson 4

California Gold

Rush

VOCAB

Manifest Destiny,

Texas War of

Independence,

David Crockett,

Sam Houston,

Alamo, mountain

men/trailblazers,

Mormons,

missionaries,

Oregon Trail, John

C. Fremont, James

K. Polk,

annexation,

Mexican War, Rio

Grande, Zachary

Taylor, Winfield

Scott, Mexican

Cession, Wilmot

Proviso

44

I can describe American

settlements in Texas between

1821 and 1836.

8.60 Analyze the reasons,

outcome and legacy of groups

moving west including the

mountain men/trail blazers,

Mormons, missionaries, settlers,

and the impact of the Oregon

Trail and John C. Frémont. (C,

G, H)


effects of the westward

migration of the

following groups:

Oregon Trail

RESOURCES

McGraw-Hill

textbook

references,

45

8.61 Describe the major events

and impact of the presidency of

James K. Polk, including his

“Dark Horse” nomination, the

settlements of the Oregon

boundary, the annexation of

Texas, and the acquisition of

California through the Mexican

War. (E, G, H, P)

I can describe the major events

and their impacts of James K.

Polk’s

presidency, including:

boundary

8.62 Describe the causes,

course, and consequences of the

Mexican War, including the

controversy over the Rio Grande

boundary, the roles played by

ClassZone, Name

Game, TCAP

Coach, Guided

Reading, Wowzers,

Think, Pair, Share,

Flipcard Review,

Sequence of Events

Graphic Organizer,

American

Landscapes

flipchart, online

biography of

Sacagawea,

Compare and

Contrast the

perspectives of

Thomas Jefferson

and Satanta, Kiowa

Chief, Animated

Geography: Lewis

& Clark, Marbury

v. Madison Case,

Technology

Timeline,

46

Zachary Taylor and Winfield

Scott, the Mexican Cession and

the Wilmot Proviso. (C, E, G,

H, P)

I can analyze the causes and

effects of the Mexican War,

including:

controversy

8.63 Trace the major figures and

events in the discovery of gold

in California and its impact on

the economy of the United

States, including John Sutter,

and 49’ers. (C, E, G, H)

I can explain the roles of

Zachary Taylor and Winfield

Scott in the

Mexican War.

BrainPop, United

Streaming

47

Chapter 14

New Spirit of Change

8.48 Analyze the 19th century

reforms influenced by the 2nd

Great Awakening such as the

Temperance Movement, Prison

Reform, Mental Health Reform,

and education, including tent

meetings, establishment of new

churches, Horace Mann,

Dorothea Dix, and temperance

societies. (C, P)

I can identify the impacts and

key individuals of the 2nd Great

Awakening, including:

churches

Reform/Dorothea Dix

Horace Mann

Lesson 1

Hopes of

Immigrants

Lesson 2

Reforming

American

Society

Lesson 3

Abolition and

Women’s

Rights

VOCAB

2nd Great

Awakening,

Temperance

Movement,

Reform, Horace

Mann, Dorthea

Dix, suffrage,

Elizabeth Cady

Stanton, Lucretia

Mott, Susan B.

Anthony, Sojourner

Truth, John Brown,

Harriet Tubman,

Underground

Railroad, William

Loyd Garrison,

“The Liberator”,

Frederick Douglas,

Slave Narratives,

Harriet Beecher

Stowe, “Uncle

Tom’s Cabin,”

“The Emancipator”

48

8.49 Analyze the women’s

suffrage movement and its

major proponents, including

Elizabeth Cady Stanton,

Lucretia Mott, and Susan B.

Anthony and examine excerpts

from the writings of Stanton,

Anthony and Sojourner Truth.

(C, P)

I can analyze the women’s

suffrage movement, their

writings, identify

their goals and leaders

including:

8.66 Analyze the impact of the

various leaders of the

abolitionist movement,

including John Brown and

armed resistance; Harriet

49

Tubman and the Underground

Railroad; William Lloyd

Garrison and The Liberator;

Frederick Douglass and the

Slave Narratives; and Harriet

Beecher Stowe’s Uncle Tom’s

Cabin, Virginia Hill and Free

Hill, Tennessee; Francis Wright

and Nashoba Commune; and

Elihu Embree’ s The

Emancipator. (C, E, H, P, TN)

I can explain the importance of

cotton to the economy of the

South,

including:

otton gin

the South

-

producing states on a map

8.71 Identify the conditions of

enslavement, and explain how

50

slaves adapted and resisted in

their daily lives. (C, H)

I can understand the daily lives

of slaves and how slaves

resisted captivity.

51

5th Six Weeks

Chapter 15

The Nation Breaks Apart

8.67 Explain the reasons for and

the impact of the Compromise

of 1850, including the roles

played Daniel Webster and John

C. Calhoun and the Fugitive

Slave Law. (C, E, G, H, P)


effects of the Compromise of

1850, including the Fugitive

Slave Law.

I can evaluate the opinions and

motivations of John C. Calhoun

and Daniel Webster.

8.68 Explain the motivations

behind passage of the Kansas-

Nebraska Act of 1854, including

the rise of the Republican Party,

“Bleeding Kansas,” the Sumner

Brooks incident, and the John

Brown raid on Harper’s Ferry.

(H, P)

Lesson 1

North and

South Tensions

Rise

Lesson 2

Slavery

Dominates

Politics

Lesson 3

Lincoln

Elected

President and

Southern

Secession

VOCAB

Compromise 1850,

Daniel Webster,

Fugitive Slave

Law, Kansas-

Nebraska Act,

Bleeding Kansas,

Harper’s Ferry,

Dredd Scott v.

Sandford, Stephen

Douglas,

Abraham Lincoln,

agrarian,

industrialist,

mason-dixon line,

House Divided

Speech 1858,

Gettysburg

Address,

Emancipation

Proclamation,

52

I can explain the controversy

and impacts of the Kansas-

Nebraska Act,

including:

n’s violent actions

8.69 Analyze the reasons for

and applied by the Supreme

Court in the Dred Scott v.

Sandford case and the resulting

divisiveness between the North

and South. (C, H, P)

I can analyze and explain the

impact of the Dred Scott case in

dividing the nation.

8.70 Examine the arguments

presented by Stephen Douglas

and Abraham Lincoln in the

Illinois Senate race debate of

1858. (H, P)

RESOURCES

ClassZone, Name

Game, TCAP

Coach, Guided

Reading, Wowzers,

Think, Pair, Share,

Flipcard Review,

Sequence of Events

Graphic Organizer,

Unit 4 Resource

Book, American

Landscapes

flipchart, online

biography of

Sacagawea,

Compare and

Contrast the

53

I can chart the arguments of

Stephen Douglas and Abraham

Lincoln in the Illinois Senate

race debate of 1858.

8.72 Identify on a map the

boundaries constituting the

North and the South and

delineate and evaluate the

geographical differences

between the two regions,

including the differences

between agrarians and

industrialists. (E, G, P)

I can explain how the physical

geography of the North and

South

impacted their economies,

including:

perspectives of

Thomas Jefferson

and Satanta, Kiowa

Chief, Animated

Geography: Lewis

& Clark, Marbury

v. Madison Case,

Technology

Timeline,

BrainPop, United

Streaming

54

8.73 Describe the influence of

industrialization and

technological developments of

the regions, including human

modification of the landscape

and how physical geography

shaped human actions-growth of

cities, deforestation, farming

and mineral extraction. (E, G,

H, P)

I can explain how the

geography of the North resulted

in an industrial

culture and its effect on the

landscape such as:

extraction

8.74 Evaluate each candidate

and the election of 1860 and

analyze how that campaign

reflected the sectional turmoil in

the country. (G, P, TN

55

I can compare the candidates of

the election of 1860 and analyze

how the election represented a

divided nation.

8.75 Explain the geographical

division of Tennessee over the

issue of slavery and secession,

including Governor Harris, the

secession convention vote of

1861, anti-secession efforts, and

Scott County. (P, TN)

I can explain how Tennessee

was divided over the issues of

slavery and

secession, including:

vote-1861

- secession efforts

County’s secession

from Tennessee

56

8.76 Describe Abraham

Lincoln’s presidency and his

significant writings and

speeches, including his House

Divided speech in 1858,

Gettysburg Address in 1863,

Emancipation Proclamation in

1863 and inaugural addresses in

1861 and 1865. (C, H, P)

I can describe Lincoln’s

presidency and analyze his well-

known

speeches and writings,

including:

Proclamation

57

Chapter 16

Civil War Erupts

8.77 Explain the roles of leaders

during the Civil War, including

Ulysses S. Grant, Jefferson

Davis, Robert E. Lee, Stonewall

Jackson and soldiers on both

sides of the war, including

Tennesseans David Farragut,

Nathan Bedford Forrest and

William Brownlow. (C, E, H, P,

TN)

I can explain the roles of

leaders during the Civil War,

including:

8.79 Cite textual evidence

analyzing the life of the

common soldier in the Civil

Lesson 1

War Erupts

Lesson 2

Life in the

Army

Lesson 3

No End in

Sight

VOCAB.

Ulysses S. Grant,

Jefferson Davis,

Robert E. Lee,

Stonewall

Jackson, David

Farragut, Nathan

Bedford Forest,

William

Brownlow, Battle

of Nashville,

Anaconda Plan,

Fort Henry, Fort

Donelson, Fort

Sumter,

Gettysburg,

Appomattox

Courthouse,

RESOURCES

58

War, including Sam Watkins

and Sam Davis. (C, H, TN)

Citing textual evidence, I can

analyze the life of the common

soldier in

the Civil War, including Sam

Watkins and Sam Davis

8.80 Trace the critical

developments and events in the

war, including geographical

advantages and economic

advantages of both sides,

technological advances and the

location and significance of the

following battles:

• Anaconda Plan

• First Battle of Bull Run

• Fort Henry and Fort Donelson

• Shiloh

• Antietam

• Stones River

• Fredericksburg

• Chancellorsville

Andrew Jackson jig

saw activity. Read

about his life,

create a

presentation,

Wowzers, Political

cartoon comparing

King George to

Andrew Jackson,

Think, Pair, Share,

“Do you think that

Andrew Jackson

would be a popular

presidential

candidate today?”

BrainPop,

ClassZone, United

Streaming,

Bellringers,

Compare and

Contrast the

sectional interests

of the nation,

Compare and

59

• Gettysburg

• Vicksburg

• Chickamauga

• Lookout Mountain

• Franklin

• Nashville

• Sherman’s “March to the Sea”

• Appomattox Court House

I can compare the strengths of

the Union and Confederate

Armies

during the Civil War, including

I can explain the strategy of the

Anaconda Plan.

I can name and location and

importance of battles of the

Civil War,

including

Contrast the

Jeffersonian

Democracy to that

of the Jacksonian

Democracy, TCAP

Content Review,

Revisit the decision

to remove the

Cherokee, Cause

and effect on the

Indian Removal

Act, Event &

Impact on

Jackson’s

presidency, Name

Game, Geogame

60

Donelson

klin

Sea”

Court House

61

Chapter 17

Tide of the War Turns

8.78 Describe African-

American involvement in the

Union army, including the

Massachusetts 54th Regiment

and the 13th U.S. Colored

Troops in the Battle of

Nashville. (C, H, TN)

I can describe African American

involvement in the Union army,

including

usetts 54th Regiment

13th U.S. Colored Troops

[Battle of Nashville]

8.81 Assess the impact of the

assassination of President

Abraham Lincoln on both the

North and the South. (C, E, H,

P)

I can write an argumentative

piece of how the history of the

United

Lesson 1

Emancipation

Proclamation

Lesson 2

War Affects

Society

Lesson 3

North Wins

Lesson 4

Legacy of the

War

VOCAB.

Massachusetts 54th

and 13th U.S.

Colored Troops,

Assassination

Primary

Documents and

Supporting Texts

to Read: excerpts

from “The

Declaration of

Sentiments,”

Seneca Falls

Convention;

excerpts from

“Nature” and “Self-

Reliance, Ralph

Waldo Emerson;

excerpts from

“Walden” and

“Civil

Disobedience,”

62

States would be different if

Lincoln was not assassinated.

Henry David

Thoreau; “Ain’t I A

Woman,”

Sojourner Truth;

excerpts from Eliza

Bryan of the New

Madrid

Earthquakes

Primary Document

and Supporting

Texts to Consider:

excerpts from

Roughing It, Mark

Twain; A Narrative

in the Life of David

Crockett of the

state of Tennessee,

David Crockett

63

Chapter 18

Reconstruction

8.82 Explain the significance of

13th, 14th and 15th

Amendments to the U.S.

Constitution. (P)

I can explain the significance of

the 13th, 14

the, and 15th amendments.

8.83 Analyze the choice of

Andrew Johnson as Vice-

President, his succession to the

Presidency, his plan for

Reconstruction and his conflict

with the Radical Republicans.

(H, P, TN)

I can follow the career of

Andrew Johnson’s presidency,

including:

ln’s choice for vice-

president

Lesson 1

Rebuilding the

Union

Lesson 2

Reconstruction

and Daily Life

Lesson 3

End of

Reconstruction

VOCAB

Andrew Johnson,

Reconstruction,

Radical

Republicans, 10

percent plan,

Freedman’s

Bureau, Jim Crow

Laws, Ku Klux

Klan,

carpetbaggers,

Exodusters, Pap

Singleton

RESOURCES

64

Republics

8.84 Compare the 10 Percent

Plan to the Radical Republican

Plan for Reconstruction. (C, P)

I can compare and contrast

Lincoln’s 10% Plan with the

Radical

Republican’s Wade Davis Bill

by drawing and labeling a Venn

diagram.

8.85 Explain the effects of the

Freedmen’s Bureau and the

restrictions placed on the rights

and opportunities of freedmen,

including racial segregation and

Jim Crow laws. (C, H, P)

I can explain the purpose and

effectiveness of the Freedmen’s

Bureau.

Lewis & Clark

Journal Entries,

BrainPop,

ClassZone, United

Streaming, Unit 5

Resource Book,

Online Biography

of James

Beckwourth, Daily

Life on the Trail,

TCAP Content

Review, Students

will create a list of

supplies that the

pioneers might

have needed for

their trek west,

Timeline of events

that led to the

statehood of Texas,

TCAP Coach,

Graphic Organizer

Events & Effects,

“How did westward

expansion

65

I can explain the restrictions

placed on former slaves,

including

segregation and Jim Crow laws.

8.86 Trace the rise of the Ku

Klux Klan and vigilante justice,

including its role in Tennessee.

(C, P, TN)

I can trace the rise of the Ku

Klux Klan including its origins

in Tennessee.

8.87 Explain the movement of

both white and black Northern

entrepreneurs (carpetbaggers)

from the North to the South. (C,

E, P)

I can explain why carpetbaggers

came to the South during

Reconstruction.

transform the

nation?” Name

Game, Vocabulary

VOCAB.

Clipper ship,

telegraph, Morse

Code, innovation,

transform, trade

union, strike,

prejudice,

discrimination,

famine, nativist,

community,

license,

productivity,

domestic slave

trade, process,

consequence,

yeoman, overseer,

spiritual, slave

codes,

Underground

Railroad, literacy,

legal, brief

66

8.88 Explain the controversy of

the 1876 presidential election

and the subsequent removal of

federal troops from the South.

(H, P)

I can explain what happened

during the 1876 election and

how it led to the end of

Reconstruction.

8.89 Describe the push-pull

effect in the movement of

former slaves to the North and

West, including the Exodusters

and Pap Singleton. (C, E, G, H,

TN)

I can create a push-pull chart

explaining the migration of

former slaves

to the North and West,

including:

Primary

Documents and

Supporting Texts

to Read: excerpts

from Uncle Tom’s

Cabin, Harriet

Beecher Stowe;

excerpts from the

Lincoln-Douglas

Debates; excerpts

from Roger

Taney’s decision in

the Dred Scott case;

excerpts from The

Autobiography of

Frederick

Douglass,

Frederick Douglass.

RESOURCES

PBS Home Video,

“The American

67

8.90 Describe the major

developments in Tennessee

during the Reconstruction Era,

including the Constitutional

Convention of 1870, the yellow

fever epidemic of 1878 and the

election of African-Americans

to the General Assembly. (G, P,

TN)

I can describe the major

developments in Tennessee

during the

Reconstruction era, including:

Convention

1878

Americans to the General

Assembly

8.91 Explain patterns of

agricultural and industrial

development after the Civil War

Experience: John

Brown’s Holy

War.” BrainPop,

United Streaming,

Compare &

Contrast the labor

of the North and

the South, Think,

Pair, Share the

possible meanings

in the song, “Swing

Low, Sweet

Chariot,”

Uncle Tom’s

Cabin excerpts,

ClassZone,

Compare &

Contrast the

Compromise of

1850 and the

Kansas-Nebraska

Act of 1854, TCAP

Content Review,

Create a timeline of

68

as they relate to climate, use of

natural resources, markets and

trade and the location of such

development on a map. (E, G)

I can interpret a map showing

agricultural and industrial

development

after the Civil War, including:

events that leads to

the Civil War,

Examine quote by

Abraham Lincoln,

“A house divided

against itself cannot

stand.” Main Idea

Graphic Organizer

on how slavery

affected politics in

the 1850s.

Compare and

Contrast the beliefs

of the Republican

Party versus the

Democratic Party.

Examine the Court

case of Dred Scott

v. Sandford.

Student political

debate. Discuss an

issue in school and

how a compromise

might be reached.

69

Chapter 24

Tensions Moving West

8.92 Trace the evolution of

federal policies toward

American Indians, including

movement to reservations;

assimilation, boarding schools,

wars with Indians (Little Big

Horn and Wounded Knee), and

the impact of the railroad and

settlement patterns of pioneers,

Buffalo Soldiers (George

Jordan), and the Dawes Act. (C,

E, G, H, P, TN)

I can chart the federal American

Indian policy including:

Lesson 1

Indian Conflict

Lesson 2

Miners,

Ranchers, and

Cowboys

Lesson 3

Homesteaders

and War on the

Plains

VOCAB.

Crazy Horse,

Geronimo, Sitting

Bull, Chief Joseph,

Homestead Act,

Transcontinental

Railroad, Union

Pacific, Open

Range, Long Drive,

Cow Towns

Primary

Documents and

Supporting Texts

to Read: excerpts

from the “House

Divided” speech in

1858, Gettysburg

Address in 1863,

Emancipation

Proclamation in

1863, and Inaugural

70

8.93 Explain the significance of

various American Indian

leaders, including: (H)

• Crazy Horse

• Geronimo

• Sitting Bull

• Chief Joseph

8.94 Explain the impact of the

Homestead Act. (E, H, P)

I can explain the impact of

westward expansion on

American Indians,

including:

e

Jordon

8.96 Trace the expansion and

development of the

Addresses in 1861

and 1865, Abraham

Lincoln; The

Respective of Co.

Aytch, Sam

Watkins

RESOURCES

PBS Home Video,

“The American

Experience: John

Brown’s Holy

War.” BrainPop,

United Streaming,

Compare &

Contrast the labor

of the North and

the South, Think,

Pair, Share the

possible meanings

in the song, “Swing

Low, Sweet

Chariot,”

71

Transcontinental Railroad,

including the Golden

Spike event (1869), and the role

that Chinese immigrant laborers

(Central Pacific track) and Irish

immigrant laborers (Union

Pacific track) played in its

construction. (C, E, G, P)

I can label the expansion of the

transcontinental railroad on a

map,

including:

8.97 Examine the development

and life of the iconic American

cowboy, including his skills,

clothes and work. (C, H)

I can explain the role of

immigrants on the construction

of the railroad,

Uncle Tom’s

Cabin excerpts,

ClassZone,

Compare &

Contrast the

Compromise of

1850 and the

Kansas-Nebraska

Act of 1854, TCAP

Content Review,

Create a timeline of

events that leads to

the Civil War,

Examine quote by

Abraham Lincoln,

“A house divided

against itself cannot

stand.” Main Idea

Graphic Organizer

on how slavery

affected politics in

the 1850s.

Compare and

Contrast the beliefs

of the Republican

72

including:

8.98 Explain the concepts of the

Open Range, Long Drive and

cow towns in the development

of the American ranching

industry. (E, G, H)

I can explain the development

of the American ranching

industry,

including:

Party versus the

Democratic Party.

Examine the Court

case of Dred Scott

v. Sandford.

Primary

Documents and

Supporting Texts

to Read: excerpts

from the “House

Divided” speech in

1858, Gettysburg

Address in 1863,

Emancipation

Proclamation in

1863, and Inaugural

Addresses in 1861

and 1865, Abraham

Lincoln; The

Respective of Co.

Aytch, Sam

Watkins

78

Resources:

RESOURCES

-Studenthandouts.com

-Lcdoe.org

79

-masteryconnect.com

-zipgrade.com

-gradecam.com

-bit.ly/TNhistoryshare

-bit.ly/ECET2TN-Instructional Leadership Course

-Edmodo Group Password: SMCTZP

-https://rewordify.com/

1. Life at Jamestown: http://www.historyisfun.org/visitus/documents/lifeatjamestown.pdf

2. Life for the colonies: http://www.dcte.udel.edu/hlp2/lessons/colonial/3-colonial-settlement.pdf

3. Early European Imperial Colonization of the New World: http://www.gilderlehrman.org/history-

by-era/imperial-rivalries/resources/earlyeuropean-imperial-colonization-new-world

4. The First Great Awakening - http://edsitement.neh.gov/lesson-plan/first-great-awakening - sect-

introduction

5. Why was George Whitefield so important? -

http://sheg.stanford.edu/upload/Lessons/Unit%203_Revolution%20and%20Early%20America/First

%20Great%20Awakening1.pdf

6. Education in the colonies - http://www.let.rug.nl/usa/outlines/history-1963/the-colonial-

period/how-they-were-schooled.php

80

7. http://www.biography.com/people/squanto-9491327

8. http://www.biography.com/people/myles-standish-9491929

9. http://www.biography.com/people/william-brewster-9225681

10. http://www.biography.com/people/anne-hutchinson-9348085

11. http://www.history.com/topics/roger-williams

12. http://www.history.com/topics/pilgrims

13. http://www.history.com/topics/jamestown

14. http://www.biography.com/people/pocahontas-9443116

15. http://www.biography.com/people/john-rolfe-9462712

16. http://www.biography.com/people/john-smith-9486928

17. http://www.biography.com/people/john-winthrop-9534864

18. http://www.biography.com/people/john-harvard-9330635

19. The First Charter of Virginia - http://avalon.law.yale.edu/17th_century/va01.asp

20. The Mayflower Compact - http://avalon.law.yale.edu/17th_century/mayflower.asp

21. The Charter of Massachusetts Bay - http://avalon.law.yale.edu/17th_century/mass03.asp

22. The Maryland Toleration Act - http://avalon.law.yale.edu/18th_century/maryland_toleration.asp

23. Fundamental Orders of Connecticut - http://lonang.com/library/organic/1639-foc/

81

24. Albany Plan of Union - http://avalon.law.yale.edu/18th_century/albany.asp

25. New England Confederation Articles - http://avalon.law.yale.edu/17th_century/art1613.asp

26. http://www.history.com/topics/salem-witch-trials

27. http://www.smithsonianmag.com/history/the-great-new-england-vampire-panic-36482878/?no-

ist

28. http://www.history.com/topics/puritanism

29. http://www.history.com/topics/anne-hutchinson

30. http://www.foodtimeline.org/foodcolonial.html

31. http://historicjamestowne.org/education/for-educators-2/lesson-plans/

32. http://historicjamestowne.org/collections/selected-artifacts/foodways-2/

33. The Starving Time - http://www.ushistory.org/us/2c.asp

34. http://www.pbslearningmedia.org/resource/d377ad71-005f-4bb7-b0a1-

e40a5a85aa39/colonizing-america-crash-course-us-history-2/

35. http://www.pbslearningmedia.org/resource/a9e2f2c5-2bf9-45a4-bc8d-54410bfbb510/the-natives-

and-the-english-crash-course-us-history-

36. http://www.pbslearningmedia.org/resource/1c45ee2c-7835-46bb-9877-48cc038b1c1f/the-

quakers-the-dutch-and-the-ladies-crash-courseus-history-4/

82

37. http://www.pbslearningmedia.org/resource/8d4d8900-e1ef-40ad-97d0-d96e00f34ab5/the-seven-

years-war-and-the-great-awakeningcrash-course-us-history-5/

_________________________________________________________________________________

1. Declaration of Independence - http://sheg.stanford.edu/upload/Lessons/Declaration of

Independence Lesson Plan.pdf

2. Declaration of Independence - http://www.courts.ca.gov/documents/CVCS-Lesson-Gallagher-

all.pdf

3. Founding Documents: The Magna Carta and the U.S. Constitution -

http://www.worldchesshof.org/uploads/2012/08/10/king58ca.pdf

4. Freedom of the Press: The Trial of Peter Zenger -

http://www.huntington.org/uploadedFiles/Files/PDFs/LHTHfreepress.pdf

5. Thomas Paine’s Common Sense - http://www.calhum.org/files/uploads/program_related/TD-

How-Patriots-Justify-Separation-Lesson.pdf

6. Causes of the American Revolution - http://chnm.gmu.edu/7tah/unitdocs/unit11/pdfs/unit11.pdf

7. http://www.discoveryeducation.com/teachers/free-lesson-plans/the-american-revolution-the-

declaration-and-beyond.cfm#eva

8. http://tnstateparks.com/parks/about/fort-loudoun

9. https://tennesseeencyclopedia.net/entry.php?rec=490

http://www.pbslearningmedia.org/resource/8d4d8900-e1ef-40ad-97d0-d96e00f34ab5/the-seven-years-war-and-the-great-awakeningcrash-course-us-history-5/

http://www.pbslearningmedia.org/resource/8d4d8900-e1ef-40ad-97d0-d96e00f34ab5/the-seven-years-war-and-the-great-awakeningcrash-course-us-history-5/

83











20. http://www.u-s-history.com/pages/h1161.html

21. http://www.biography.com/people/groups/founding-fathers

22. http://www.historyisfun.org/yorktown-victory-center/new-yorktown-museum/museum-artifacts/

23. https://www.amrevmuseum.org/collection

24. http://www.nga.gov/content/ngaweb/education/teachers/teaching-packets/index-american-

design.html

84

25. http://www.nga.gov/content/dam/ngaweb/Education/learning-resources/teaching-

packets/pdfs/American-Paintings-tp.pdf

26. https://www.khanacademy.org/humanities/history/1600s-1800s/declaration-of-

independence/v/background-and-introduction-to-the-unitedstates-declaration-of-independence

27. http://americanart.si.edu/collections/colonial/

28. Colonial American Art at the Metropolitan Museum -

https://www.metmuseum.org/toah/hi/te_index.asp?i=4

29. http://www.metmuseum.org/toah/hd/arid/hd_arid.htm

30. https://www.nga.gov/collection/gallery/gg62/gg62-main1.html

31. http://www.earlyamerica.com/music1/

32.

http://iipdigital.usembassy.gov/st/english/publication/2008/05/20080504215102eaifas0.427685.html

- axzz3dGC6WHjZ

33. http://www.history.org/Foundation/journal/Winter03-04/clothing.cfm

34. http://www.history.org/history/clothing/intro/

35. http://www.pbslearningmedia.org/resource/64579e78-54da-4270-9739-48c7d21d67b8/taxes-

and-smuggling-prelude-to-revolution-crashcourse-us-history-6/

36. http://www.pbslearningmedia.org/resource/83da867c-6425-4f09-9241-c183b30f9625/who-won-

the-american-revolution-crash-course-ushistory-7/

85

37. http://www.history.com/topics/american-revolution/joseph-plumb-martin

38. http://www.ushistory.org/march/other/martindiary.htm

_________________________________________________________________________________

1. Magna Carta - http://www.archives.gov/exhibits/featured_documents/magna_carta/

2. The Mayflower Compact - http://avalon.law.yale.edu/17th_century/mayflower.asp

3. The English Bill of Rights - http://avalon.law.yale.edu/17th_century/england.asp

4. The Land Ordinance of 1785 - http://memory.loc.gov/cgi-

bin/query/r?ammem/bdsdcc:@field(DOCID+@lit(bdsdcc13201))

5. The Northwest Ordinance - http://avalon.law.yale.edu/18th_century/nworder.asp

6. State of Franklin - https://tennesseeencyclopedia.net/entry.php?rec=509

7. The Lost State of Franklin - http://www.tnhistoryforkids.org/places/state_of_franklin

8. The Articles of Confederation - http://avalon.law.yale.edu/18th_century/artconf.asp

9. The Constitution - http://www.archives.gov/exhibits/charters/constitution_transcript.html

10. Federalist #10 - http://www.constitution.org/fed/federa10.htm

11. Federalist #51 - http://www.constitution.org/fed/federa51.htm

12. Washington’s Farewell Address - http://avalon.law.yale.edu/18th_century/washing.asp

13. http://www.census.gov/schools/index/analyzing-the-three-fifths-compr.html

86

14. Haym Salomon - http://www.nps.gov/revwar/about_the_revolution/haym_salomon.html

15. http://www.biography.com/people/abigail-adams-9175670

16. http://www.gilderlehrman.org/history-by-era/creating-new-government/essays/righteous-

revolution-mercy-otis-warren

17. http://www.biography.com/people/robert-morris-9415422

18. http://www.history.com/topics/shays-rebellion

19. http://study.com/academy/lesson/american-revolution-social-and-economic-impact.html

20. https://www.boundless.com/u-s-history/textbooks/boundless-u-s-history-textbook/american-life-

during-the-revolution-1763-1789-

8/economic-revolution-75/toward-economic-freedom-425-9638/

21. http://www.pbslearningmedia.org/resource/14626680-6946-4768-9419-dad96c9e6041/the-

constitution-the-articles-and-federalism-crashcourse-us-history-8/

22. http://www.pbslearningmedia.org/resource/24cbd68d-c0fe-41af-860c-1cd87eed2bad/where-us-

politics-came-from-crash-course-ushistory-9/

_________________________________________________________________________________

1. Journals of Lewis and Clark - http://lewisandclarkjournals.unl.edu/

2. National Geographic Site on Lewis and Clark -

http://www.nationalgeographic.com/lewisandclark/journey_intro.html

http://www.pbslearningmedia.org/resource/24cbd68d-c0fe-41af-860c-1cd87eed2bad/where-us-politics-came-from-crash-course-ushistory-9/

http://www.pbslearningmedia.org/resource/24cbd68d-c0fe-41af-860c-1cd87eed2bad/where-us-politics-came-from-crash-course-ushistory-9/

87

3. http://www.history.com/topics/lewis-and-clark

4. http://www.biography.com/people/meriwether-lewis-9381267

5. http://www.biography.com/people/william-clark-9542620

6. http://www.biography.com/people/thomas-jefferson-9353715







13. http://www.biography.com/people/john-marshall-9400148

14. Text of Marbury v. Madison - http://www.ourdocuments.gov/doc.php?flash=true&doc=19

15. http://www.oyez.org/cases/1792-1850/1803/1803_0/

16. Gibbons v Ogden - http://www.ourdocuments.gov/doc.php?doc=24

17. http://www.oyez.org/cases/1792-1850/1824/1824_0

18. McCulloch v. Maryland - http://www.ourdocuments.gov/doc.php?doc=21

19. http://www.oyez.org/cases/1792-1850/1819/1819_0

88

20. http://www.pbslearningmedia.org/resource/c6a0a70d-4705-4f2b-a517-28d6421b382d/thomas-

jefferson-and-his-democracy-crash-courseus-history-10/

21. Rip Van Winkle - http://www.bartleby.com/195/4.html

22. The Legend of Sleepy Hollow - http://www.gutenberg.org/files/41/41-h/41-h.htm

23. The Deerslayer - http://www.gutenberg.org/ebooks/3285

1. http://www.biography.com/people/james-madison-9394965

2. http://www.history.com/topics/monroe-doctrine

3. The Monroe Doctrine - http://avalon.law.yale.edu/19th_century/monroe.asp

4. https://history.state.gov/milestones/1801-1829/monroe

5. http://www.biography.com/people/james-monroe-9412098

6. http://www.biography.com/people/john-quincy-adams-9175983

7. http://www.history.com/topics/war-of-1812

8. http://www.pbslearningmedia.org/resource/9cb066b8-fe79-4ed0-a0ce-ddab46b603f7/the-war-of-

1812-crash-course-us-history-11/

9. http://www.pbslearningmedia.org/resource/the-market-revolution-crash-course-us-history-12/

10. http://www.biography.com/people/francis-scott-key-9364165

11. http://www.biography.com/people/martin-van-buren-9515025

http://www.gutenberg.org/ebooks/3285

89

12. http://www.biography.com/people/william-henry-harrison-9329968

13. http://www.biography.com/people/tecumseh-9503607

14. http://www.biography.com/people/andrew-jackson-9350991





1. Louisiana Purchase information - http://sheg.stanford.edu/louisiana-purchase

2. Milestones in U.S. Sectionalism -

http://shaw.muscogee.k12.ga.us/academic/test_prep/social/US%20History_1800_1850.pdf

3. Missouri Compromise - http://www.loc.gov/rr/program/bib/ourdocs/Missouri.html

4. Social Studies Sectionalism Resources - http://www.socialstudiescms.com/#!sectionalism/ct68

5. Westward Expansion Resource page:

http://www.teacherplanet.com/resource/westwardexpansion.php

6. U.S. Sectionalism Resources

http://aded.hickman.k12tn.net/cms/One.aspx?portalId=3052816&pageId=21333922

7. 19th Century America Resources for Sectionalism - http://www.teacheroz.com/19thcent.htm

https://tennesseeencyclopedia.net/entry.php?rec=695

90

8. Discovery Education Video Trail of Tears - https://app.discoveryeducation.com/

9. http://www.loc.gov/teachers/classroommaterials/primarysourcesets/industrial-

revolution/pdf/teacher_guide.pdf

10. http://classroom.monticello.org/images/handouts/JeffersonDBQ.pdf

11. https://www.gilderlehrman.org/history-by-era/jackson-lincoln/resources/andrew-jackson-

cherokee-tribe-1835

12. http://www.pbs.org/weta/thewest/resources/archives/two/removal.htm

13. http://video.pbs.org/video/2365078830/

14. http://www.biography.com/people/sequoyah-41074

15. http://www.sequoyahmuseum.org/index.cfm/m/5

16. http://www.smithsonianmag.com/history/the-cherokees-vs-andrew-jackson-277394/?no-ist

17. http://www.pbs.org/indiancountry/history/interactive_map.html

18. http://www.ualr.edu/sequoyah/uploads/2011/11/Family Stories from the Trail of Tears.htm

19. http://picturinghistory.gc.cuny.edu/item.php?item_id=180

20. American Progress painting by John Gast - http://www.loc.gov/item/97507547/

21. George Caleb Bingham - Daniel Boone escorting settlers through the Cumberland Gap.jpg

22. http://dcc.newberry.org/system/artifacts/500/original/Palmer_Across_the_Continent.jpg

91

23. Westward Course Empire Takes Its Way painting

24. http://www.pbs.org/kera/usmexicanwar/resources/manifest_destiny_sullivan.html

25. http://www.pbs.org/kera/usmexicanwar/index_flash.html

26. http://www.gilderlehrman.org/history-by-era/jackson-lincoln/resources/common-man-and-

contradictions-mock-trial-andrew-jackson

27. https://www.dropbox.com/sh/2hyjl2hilc4epip/AAAegH3ox0Ukriz-06ZjbyOka?dl=0

28. http://www.flowofhistory.org/ir_toolkit/






34. https://www.dropbox.com/sh/4ewr1r342jy91dn/AABzqDvf5rldvFyhk_ICJQGTa?dl=0

35. http://www.biography.com/people/dorothea-dix-9275710

36. http://www.biography.com/people/elizabeth-cady-stanton-9492182

37. http://www.biography.com/people/lucretia-mott-9416590

38. http://www.biography.com/people/sojourner-truth-9511284

92

39. http://www.biography.com/people/john-tyler-9512796

40. http://www.biography.com/people/james-polk-9443616

41. http://www.biography.com/people/zachary-taylor-9503363

42. http://www.biography.com/people/eli-whitney-9530201

43. http://www.biography.com/people/john-deere-9269591

44. http://www.history.com/topics/native-american-history/trail-of-tears

45. http://www.history.com/topics/manifest-destiny

46. http://www.history.com/topics/industrial-revolution/videos

47. http:/www.biography.com/people/henry-clay-9250385

48. http://americanart.si.edu/education/pdf/catlin.pdf

49. https://www.dropbox.com/sh/ek3czn70pyetagg/AABhyKmIEkXD385qTAbBVD8ra?dl=0

50. https://www.dropbox.com/sh/v7wwoltvk38ebup/AAAsZ_E3K_r3V7OcQHERoXL1a?dl=0

51. http://www.pbslearningmedia.org/resource/b8ef7e3c-fbd0-4ba7-9ef5-183842412943/age-of-

jackson-crash-course-us-history-14/

52. http://www.pbslearningmedia.org/resource/19th-century-reforms-crash-course-us-history-15/

53. http://www.pbslearningmedia.org/resource/women-in-the-19th-century-crash-course-us-history-

16/

http://www.biography.com/people/zachary-taylor-9503363

93

54. http://www.pbslearningmedia.org/resource/war-and-expansion-crash-course-us-history-17/

55. http://www.biography.com/people/millard-fillmore-9295008

1. http://www.biography.com/people/franklin-pierce-9440391

2. Annenberg Learner - http://www.learner.org/biographyofamerica/prog10/maps/

3. National Geographic - http://www.nationalgeographic.com/features/99/railroad/tl.html

4. EDSITEment- factory vs. plantation in the North and South - http://edsitement.neh.gov/lesson-

plan/factory-vs-plantation-north-and-south

5. Stanford History Education - http://sheg.stanford.edu/john-brown

6. http://www.biography.com/people/groups/abolitionists


8. http://legacy.fordham.edu/Halsall/mod/1850fugitive.asp

9. http://www.history.com/topics/black-history/fugitive-slave-acts

10. http://www.gilderlehrman.org/history-by-era/slavery-and-anti-slavery/resources/facts-about-

slave-trade-and-slavery

11. http://avalon.law.yale.edu/19th_century/fugitive.asp

12. https://www.dropbox.com/sh/q0mrda93fas1lx3/AAANkhjJUSWG0NbCqotr1ntQa?dl=0

13. https://www.dropbox.com/sh/saff8avsdqkh3j4/AADbtV0-1Qkdl6wSIXtTcPOza?dl=0

94

14. https://www.dropbox.com/sh/oz40ztugd9gs33o/AADF238ZcYhs2l2pgcRe1N7va?dl=0

15. Index of Narratives http://xroads.virginia.edu/~hyper/wpa/index.html

16. http://legacy.fordham.edu/Halsall/mod/1850fugitive.asp The document- Fugitive Slave Act- 10

sections.

17. Dred Scott vs. Sandford -

http://www.streetlaw.org/en/landmark/cases/dred_scott_v_sandford#Tab=Teaching

18. Dred Scott case - http://www.oyez.org/cases/1851-1900/1856/1856_0/

19. http://teachingamericanhistory.org/past-programs/institutes/2002-2/lincoln_readings/#9

20. Annenberg Learner-Video response of a Nation Divided

http://www.learner.org/courses/amerhistory/units/9/video/


22. http://memory.loc.gov/ammem/aaohtml/exhibit/aopart3b.html

23. https://www.dropbox.com/sh/ns2qeoh58arnziq/AADsv78J7M35MQcZqTubfPapa?dl=0

24. https://www.dropbox.com/sh/2iu0wcr93j997nw/AADIxjz72bsJutV1jXTY-_1ia?dl=0

25. http://www.history.com/topics/black-history/slavery

26. PBS's The Africans in America - http://www.pbs.org/wgbh/aia/part3/title.html

27. PBS's The Africans in America - http://www.pbs.org/wgbh/aia/part4/title.html

95

28. PBS's Many Rivers to Cross - http://www.pbs.org/wnet/african-americans-many-rivers-to-

cross/classroom/resistance-to-slavery-lessonplan/


cross/classroom/causes-and-effects-of-abolitionlesson-plan/


cross/history/on-african-american-migrations/

31. http://www.pbslearningmedia.org/resource/slavery-crash-course-us-history-13/

1. http://www.pbs.org/civilwar/cwimages/tellingStory/flash.html

2. http://www.history.com/topics/american-civil-war

3. http://www.civilwar.com/

4. http://www.civilwar.org/education/in4/1862.html

5. http://sheg.stanford.edu/emancipation-proclamation

6. http://www.civilwar.org/education/history/emancipation-150/10-facts.html

7. https://www.dropbox.com/s/rt51dlbbn0k96ld/Civil War quotes activity.docx?dl=0

8. https://www.gilderlehrman.org/history-by-era/american-civil-war/interactives/i-take-my-pen-

letters-from-civil-war/transcripts

9. http://www.historyplace.com/civilwar/index.html

10. http://www.socialstudiescms.com/#!civil-war/cile

http://www.pbslearningmedia.org/resource/slavery-crash-course-us-history-13/

96

11. http://avalon.law.yale.edu/19th_century/gettyb.asp

12. http://www.masshist.org/online/54thregiment/essay.php?entry_id=528

13. http://www.biography.com/people/james-buchanan-9230228

14. http://www.biography.com/people/abraham-lincoln-9382540



17. http://www.biography.com/people/david-farragut-9291840

18. http://www.biography.com/people/robert-e-lee-9377163

19. http://www.biography.com/people/ulysses-s-grant-9318285

20. http://www.biography.com/people/william-tecumseh-sherman-9482051

21. http://www.pbslearningmedia.org/resource/the-election-of-1860-and-the-road-to-disunion-crash-

course-us-history-18/

22. http://www.pbslearningmedia.org/resource/the-civil-war-part-1-crash-course-us-history-20/

23. http://www.pbslearningmedia.org/resource/the-civil-war-part-2-crash-course-us-history-21/




97


28. http://www.biography.com/people/andrew-johnson-9355722

29. http://www.biography.com/people/john-wilkes-booth-9219681

30. http://www.civil-war.net/

31. http://history.ncsu.edu/projects/cwnc/items/show/144

32. http://www.vny.cuny.edu/draftriots/Intro/draft_riot_intro_set.html

33. http://www.history.com/topics/american-civil-war/draft-riots

34. http://mtaah.com/13thusct/page2.html


36. http://www.biography.com/people/clara-barton-9200960

37. http://www.history.com/photos/civil-war-mathew-brady

38. http://www.archives.gov/education/lessons/brady-photos/

39. http://www.crf-usa.org/black-history-month/black-troops-in-union-blue

1. http://www.history.com/topics/american-civil-war/reconstruction

2. http://www.pbs.org/wgbh/amex/reconstruction/index.html

3. http://www.teachingushistory.org/lessons/reconlegislation.html

4. http://www.history.com/topics/black-history/black-codes

http://www.crf-usa.org/black-history-month/black-troops-in-union-blue

98

5. https://college.cengage.com/history/us/resources/students/primary/blackcode.htm

6. Reconstruction in Tennessee - https://tennesseeencyclopedia.net/entry.php?rec=1112

7. https://sheg.stanford.edu/thomas-nast

8. https://www.csub.edu/~gsantos/cat15.html

9. http://cartoons.osu.edu/digital_albums/thomasnast/keller_web.htm

10. http://www.pbs.org/wgbh/amex/reconstruction/nast/sf_nast.html


12. https://www.gilderlehrman.org/history-by-era/reconstruction/resources/ku-klux-klan-threat-1868

13. http://study.com/academy/lesson/lincolns-ten-percent-plan-summary-lesson-quiz.html#lesson

14. http://sheg.stanford.edu/reconstruction

15. http://sheg.stanford.edu/radical-reconstruction

16. http://sheg.stanford.edu/sharecropping

17. http://www.sitemason.com/files/kMBqiA/TN%20Reconstruction%20Tour%20final%20rfs.pdf

18. http://www.tn4me.org/minor_cat.cfm/minor_id/10/major_id/6/era_id/5

19. http://www.pbs.org/wnet/jimcrow/stories_narratives.html

20. http://www.pbs.org/wnet/jimcrow/stories_events.html

21. http://edsitement.neh.gov/lesson-plan/battle-over-reconstruction-aftermath-war

99

22. http://www.digitalhistory.uh.edu/exhibits/reconstruction/section5/section5_01.html

23. http://www.pbs.org/weta/thewest/program/episodes/seven/theexodust.htm

24. https://www.gilderlehrman.org/collections/de4c9abf-3e8c-4592-9c5f-454239443550

25. https://www.gilderlehrman.org/history-by-era/reconstruction/resources/lincoln’s-reconstruction-

plan

26. http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html

27. Interactive statistics on before and after Reconstruction -

http://teachingamericanhistory.org/static/neh/interactives/reconstruction/

28. http://www.history.com/topics/american-civil-war/black-leaders-during-reconstruction

29. http://www.biography.com/people/hiram-r-revels-9456129

30. http://www.inmotionaame.org/maps/large/6_005Mw.jpg

31. http://amhist.ist.unomaha.edu/module_files/African Americans Going West.jpg

32. http://www.crf-usa.org/black-history-month/race-and-voting-in-the-segregated-south

33. Maps on African-American voting - http://www.umich.edu/~lawrace/vote.htm

34. http://image.slidesharecdn.com/reconstructionppt-110126105403-phpapp01/95/reconstruction-

ppt-57-728.jpg?cb=1296039610

35. https://www.dropbox.com/s/to90ma7mdpyaafo/1867 Reconstruction vote table.png?dl=0

100

36. http://history.house.gov/Exhibitions-and-Publications/BAIC/Historical-Essays/Fifteenth-

Amendment/Introduction/

37. http://www.crmvet.org/info/nps_voting_rights.pdf (pages 3-12)

38. https://www.dropbox.com/s/mxkeaszfxmwhzz8/Memphis Race Riot of 1866.docx?dl=0

39. Race Riot of 1866 - https://tennesseeencyclopedia.net/entry.php?rec=900

40. Yellow Fever - https://tennesseeencyclopedia.net/entry.php?rec=1545

41. Freedmen's Bureau - https://tennesseeencyclopedia.net/entry.php?rec=517


43. https://www.gilderlehrman.org/history-by-era/reconstruction/resources/sharecropper-contract-

1867

44. http://www.pbslearningmedia.org/resource/reconstruction-and-1876-crash-course-us-history-22/

_________________________________________________________________________________

1. http://www.pbslearningmedia.org/resource/the-industrial-economy-crash-course-us-history-23/

2. http://www.pbslearningmedia.org/resource/westward-expansion-crash-course-us-history-24/

3. http://www.biography.com/people/red-cloud-9453402

4. http://www.biography.com/people/chief-joseph-9358227

5. http://www.biography.com/people/crazy-horse-9261082

http://www.pbslearningmedia.org/resource/reconstruction-and-1876-crash-course-us-history-22/

101

6. http://www.biography.com/people/sitting-bull-9485326

7. http://www.biography.com/people/geronimo-9309607

8. http://www.biography.com/people/george-custer-9264128

9. http://www.biography.com/people/john-deere-9269591

10. http://www.biography.com/people/samuel-colt-9254072

11. http://www.biography.com/people/john-d-rockefeller-20710159

12. http://www.biography.com/people/andrew-carnegie-9238756

13. http://www.biography.com/people/jp-morgan-9414735

14. http://www.biography.com/people/cornelius-vanderbilt-9515195

15. https://www.gilderlehrman.org/history-by-era/reconstruction/resources/agriculture-america

16. https://www.gilderlehrman.org/history-by-era/development-west/resources/indian-policy

17. http://ngm.nationalgeographic.com/2007/12/vaquero/draper-text

18. http://www.cnn.com/2013/03/03/travel/cowboy-vacations/

19. http://www.nytimes.com/2014/01/26/us/a-harder-outlook-for-todays-cowboy.html?_r=0

20. http://plainshumanities.unl.edu/encyclopedia/doc/egp.ii.015

21. http://www.history.com/topics/cowboys

22. http://www.pbs.org/weta/thewest/program/episodes/five/

102

23. http://www.pbs.org/weta/thewest/program/episodes/six/

24. http://www.pbs.org/weta/thewest/program/episodes/seven/

25. https://www.gilderlehrman.org/history-by-era/development-west/resources/all-aboard-making-

connections-with-transcontinental-railro

26. http://www.history.com/topics/native-american-history/native-american-cultures

27. http://www.history.com/topics/native-american-history

28. http://www.history.com/topics/inventions/transcontinental-railroad

29. http://edsitement.neh.gov/lesson-plan/i-hear-locomotives-impact-transcontinental-railroad - sect-

thelesson

30. https://www.apstudynotes.org/us-history/outlines/chapter-26-the-great-west-and-the-agricultural-

revolution-1865-1896/

31. http://settlersinthewest.weebly.com/native-americans.html

32. http://www.odl.state.ok.us/usinfo/pubs/ghost_dance.pdf

33.

http://www.nebraskastudies.org/0600/frameset_reset.html?http://www.nebraskastudies.org/0600/stor

ies/0601_0200.html

34. http://websupport1.citytech.cuny.edu/Faculty/pcatapano/US2/US

Images/Indian_land_for_sale.gif

103

35. http://kids.britannica.com/comptons/art-101005/Euro-American-settlers-assembling-at-the-

border-of-Oklahoma-Territory

36. http://www.pbs.org/wgbh/theymadeamerica/whomade/mccormick_hi.html

37. http://www.pbs.org/wgbh/theymadeamerica/whomade/drake_hi.html

38. http://www.pbs.org/wgbh/theymadeamerica/whomade/strauss_hi.html

39. http://www.pbs.org/wgbh/theymadeamerica/whomade/singer_hi.html

40. http://www.pbs.org/wgbh/theymadeamerica/whomade/morse_hi.html

41. http://www.pbs.org/wgbh/theymadeamerica/whomade/westinghouse_hi.html

42. http://www.pbs.org/wgbh/theymadeamerica/whomade/otis_hi.html

43. http://www.pbs.org/wgbh/theymadeamerica/whomade/judah_hi.html

44. http://www.pbs.org/wgbh/theymadeamerica/whomade/goodyear_hi.html

45. http://www.nga.gov/content/ngaweb/education/teachers/teaching-packets/ie-american.html

46. https://www.dropbox.com/sh/en0g5emk0l79qc4/AACKSoKu8k_bSSwtLEe_E05ya?dl=0

47. http://www.albertbierstadt.org/