cd-404212 pm sucs - levittownschools.comsites.levittownschools.com/ckind/documents/primary...can be...

Using Primary Sources to Meet Common Core State Standards is designed to help students learn how to analyze, interpret, and evaluate primary sources. Documents and events covered include the Charters of Freedom, the Civil War, the Great Depression, and other research topics. English Language Arts literacy skills covered are making inferences, summarizing text, citing evidence, and analyzing the connection between primary and secondary sources on the same topic.

Aligned with the Common Core State Standards for English Language Arts

Can be used for group activities, whole-class instruction, or individual assignments

Media/Technology standards are integrated throughout the activities in the book

Includes teacher pages, student activities, and answer keys

Correlated to Common Core State, National, and Provincial standards. Visit www.carsondellosa.com for correlations.

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CD-404212

Mark Twain Media/Carson-Dellosa Publishing LLC

To Meet Common Core State Standards

Grades6–8USINGPRIMARY SOURCES

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CD-404212

CD

-404212U

sing Prim

ary Sources to M

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rades 6–8

Using PrimarySources

to Meet Common CoreState Standards

Authors: SchyrletCameronandSuzanneMyers Editors: MaryDieterichandSarahM.Anderson Proofreader: MargaretBrown

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Using Primary Sources to Meet CCSS

ii404212-EB©MarkTwainMedia,Inc.,Publishers

To the Teacher ......................................................... 1

Common Core State Standards Matrix ................. 2

Instructional Resources TypesofPrimarySources.................................. 3 TypesofSecondarySources.............................. 3 EvaluatingaPrimarySource.............................. 4 PrimarySourceEvaluationForm....................... 5 RecognizingFactandOpinion........................... 6

Document-Based Learning ActivitiesSingle Source TheFirstAmendment......................................... 7 LearningActivity:ExercisingMyFirst AmendmentFreedoms................................. 8 LewisandClarkExpedition (OnlinePrimarySource) LearningActivity:WilliamClark’sJournal Entry............................................................. 9 PioneersontheWesternTrails......................... 10 LearningActivity:ClothingforPrairie Travelers..................................................... 12 TheEmancipationProclamation...................... 13 LearningActivity:ThePresidentMakesa Proclamation.............................................. 15 Lincoln’sLettertoMrs.Bixby............................ 17 LearningActivity:ALetterofConsolation.. 18 AmericatheBeautiful....................................... 19 LearningActivity:WordMeaning................ 20 LearningActivity:InterpretingaPoem....... 21 ChildLaborinaTextileMill,1909..................... 22 LearningActivity:AnalyzingaPhotograph. 23 WoodrowWilson’sPressStatement................. 24 LearningActivity:TotheSoldiersofthe NationalArmy............................................. 25 WorldWarI....................................................... 26 LearningActivity:HelpAmericaWin!......... 27

Multi-Text SourcesUnit 1: The Birth of Freedom DocumentA:TheDeclarationof Independence................................................... 28 DocumentB:JohnAdams’LettertoAbigail Adams,July3,1776......................................... 31 LearningActivity:TheBirthofFreedom........... 32

Unit 2: The Great Depression (Online Primary Sources) LearningActivity:DearMrs.Roosevelt............. 35Unit 3: World War II DocumentA:ExecutiveOrderNo.9066........... 36 DocumentB:PublicLaw100–383.................... 37 LearningActivity:Japanese-AmericanRelocation andInternment................................................. 38

Text With Audio/Visual SourceUnit 1: The Dust Bowl DocumentA:Photograph(PrimarySource)..... 41 DocumentB:LivinginaDustBowl(Secondary Source)............................................................. 42 LearningActivity:DustBowlDays.................... 43Unit 2: Bombing of Pearl Harbor DocumentA:“DayofInfamy”Address, December8,1941............................................ 44 DocumentB:“DayofInfamy”Address, December8,1941(AudioVersion).................... 45 LearningActivity:WarisDeclared!................... 46

Learning Stations ActivityUnit: American Civil War: Characteristics of a Leader LearningStationsActivity:TeacherPage......... 48Documents DocumentA:AutobiographicalSketchof Lincoln.............................................................. 49 DocumentB:BiographyofAbrahamLincoln.... 50 DocumentC:Lincoln’sLettertoJohnD. Johnston........................................................... 51 DocumentD:WaltWhitman.JournalEntry, August12,1863............................................... 52 DocumentE:PhotographofAbrahamLincoln. 53Learning Activities LearningStationOne:CompareandContrast. 54 LearningStationTwo:BiasandPointofView... 55 LearningStationThree:WordMeaning............ 56 LearningStationFour:MakingInferences........ 57Writing Activity Reflection—AmericanCivilWar:Characteristics ofaLeader....................................................... 58 Handout:PersonalityandCharacterTraits....... 59Answer Keys ......................................................... 60

Table of Contents

TableofContents


1404212-EB©MarkTwainMedia,Inc.,Publishers

To the Teacher

Inthepast,middle-schoolstudentsviewedhistorythroughtheeyesoftheirtextbookandother secondary sources. Giving students access to primary sources allows them to becomehistorians.Throughtheprocessofexamining,analyzing,and interpretinghistoricaldocuments,studentsbecomeengagedininquiry-basedlearning.Thisleadsthemtoadeeperunderstandingofhistoricalevents.

Using Primary Sourcescoversavarietyofhistoricalevents.Thisbookisdesignedtoofferteachersawiderangeofinstructionaloptionstomeetthediverselearningstylesofmiddle-schoolstudents.Theactivitiescanbeusedfor independentpracticeandsmall-grouporclassroomin-struction.Thisbookisdividedintothreesections.

Instructional Resourcescanbeusedas teacher-directed introductory lessons.Theyaredesignedtoshowstudentshowtoidentifyprimaryandsecondarysources,evaluateprimarysources,andrecognizefactandopinion.

Document-Based Learning Activitiesprovidestudentswithopportunitiestoworkwithpri-maryandsecondarysources.Formostactivities,facsimilesandtranscriptionsofprimaryandsecondarysourceshavebeenincludedinthebook.Alleffortshavebeenmadetomaintaintheformatting,capitalization,punctuation,andspellingasfoundintheoriginaldocuments.Afewdocumentsmustbeaccessedonline.Forthesedocuments,theURLhasbeenprovided.Thissectionisdividedintothreeparts.

• Single Source:Individualprimarysourcedocumentsarefollowedbyapageofdocument-basedquestionsoractivities.

• Multi-Text Sources:Twoprimarysourcesonasingletopicarefollowedbydocument-basedquestions.

• Text With Audio/Visual Source: Primary and secondary documents in print formatare integratedwithprimary sources in visual or auditory format.Theyare followedbydocument-basedquestions.

The learning activities require students to support their answers with details orevidence.Thequestionscoverreadingcomprehensionskills,suchaslocatinginformation,determiningthemeaningofwordsorphrases,identifyingpointofview,drawinginferences,andcitingevidence.

The Learning Stations Activityrequiresstudentstoexamine,analyze,andinterpretprimaryandsecondarysourcesfocusingonAbrahamLincolnandthecharactertraitsthatmadehimaneffectiveleaderduringtheCivilWar.

TheCommonCoreStateStandardsforEnglishLanguageArtsincludestandardsforLiter-acyinHistory/SocialStudies.TheactivitiesinthisbookcanbetaughtwithintheEnglishLanguageArtscontentareaorcanbeusedasinterdisciplinaryunitsbetweenEnglishLanguageArtsandHistory/SocialStudies.

TableofContents



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CommonCoreStateStandardsMatrix



Types of Primary Sources

Aprimary sourceisafirsthandaccountorphysicalobjectthatwaswrittenorcreateddur-ingthetimeperiodbeingstudied.Primarysourcesmakeitpossibleforyoutobecomehistoriansbyinterpretinghistoricaleventsforyourself.

advertisementsaudiorecordingsautobiographiesautographsawardcertificatesbankrecordsbaseballcardsbirthcertificatesblueprintsbrochuresbusschedulescensusrecordsclothingcoinscontractscourtrecordsdeathcertificatesdeedsdiariesdiplomasdrawingsdriver’slicensese-mails

furnitureinterviewsjewelryjournalslandrecordslegaldocumentslegislationlettersmagazinesmanuscriptsmapsmarriagelicensesmedalsmembershipcardsmemoirsmenusmilitaryrecordsnewslettersnewspapersoralhistoriespaintingspatentsphotographs

poetrypoliticalcartoonspostcardspostersreportcardssalesreceiptsschooltranscriptsscrapbookssheetmusicsketchbookssonglyricsspeechesstampstaxrecordsteamstatisticstelegramstombstonestoolstoysandgamestrophiesvideorecordingswillsyearbooks

Types of Secondary Sources

A secondary source is a secondhand account or physical object that was created bysomeoneusinginformationfromprimarysourcesorothersecondarysources.

almanacsatlasesbiographieschronologies

dictionariesdirectoriesencyclopediasguidebooks

handbookshistorybooksmanualstextbooks

InstructionalResources



Evaluating a Primary Source

Everyprimarysourcemaynotbecredibleor reliable.Whoevercreated thesourcemayhavehadabiasorslantedperspectiveoftheevent.Forexample,ifyouarereadingafirsthandaccountoftheBattleofGettysburgwrittenbyaUnionsoldier,youmustrealizethattheaccountofthebattle,whilefactual,maybebiased.Biasisonereasonthatitisimportanttoevaluateeveryprimarysource.Askyourselfthefollowingquestionswhenevaluatingaprimarysource.

Author/Creator

• Whocreatedthesource?

• Whatwastheperson’sroleintheevent:participantoreyewitness?

• Whenandwherewasthesourcecreated?

Audience/Purpose

• Whowastheintendedaudience?

• Whywasthesourcecreated:toinform,persuade,entertain,ordescribe?

• Doesthepurposeaffectthereliabilityofthesource?

Content/Reliability

• Whattypeofsourceisit?

• Whatkindofinformationdoesthesourcecontain?

• Cantheinformationbesupportedbyothersources?

Point of View/Bias

• Whatistheperson’spointofvieworperspective?

• Doesthecontentseemobjective,orcanyoudetectbias?

• Isthereevidencetosupporttheperson’sclaims?




Name: Date:

Primary Source Evaluation Form

1. Titleoftheprimarysource:

2. Typeofprimarysource:

3. Author/Creator:Whocreatedthesource?Whatwastheperson’sroleintheevent:partici-pantoreyewitness?Whenandwherewasthesourcecreated?

4. Audience/Purpose:Whowastheintendedaudience?Whywasthesourcecreated?Doesthepurposeaffectthereliabilityofthesource?

5. Content/Reliability: Whatkindofinformationdoesthesourcecontain?Cantheinformationbesupportedbyothersources?

6. Point of View/Bias:What is theperson’spointofvieworperspective?Does thecontentseemobjective,orcanyoudetectbias?Isthereevidencetosupporttheperson’sclaims?




Name: Date:

Recognizing Fact and Opinion

Itisimportanttoevaluateeveryprimarysource.Inordertoevaluateaprimarysource,youneedtobeabletorecognizethedifferencebetweenfactandopinion.Afactissomethingthatcanbeproventruewithsomeformofevidence.Anopinionexpresseswhatapersonorgroupthinks,feels,orbelieves.Opinionstatementsmaycontainsignalwordsorphrasessuchasbest, most, probably, I believe, I think,orI feel.

Directions:Readeachstatementbelow.PlacetheletterFonthelineifthestatementisafact.PlacetheletterOonthelineifthestatementisanopinion.

1. AbrahamLincolnwasthesixteenthPresidentoftheUnitedStates.

2. The transcontinental railroad was completed on May 10,1869.

3. I think Christopher Columbus was the greatest explorer inhistory.

4. SettlersoftheGreatPlainswerecalledsodbusters.

5. GeorgeWashingtonwasprobablythemostintelligentgeneraloftheAmericanRevolution.

6. TheMayflowerCompactgavePilgrimstherighttogovernthemselves.

7. PatrickHenry’sspeechesweremorepersuasivethanthespeechesofDanielWebster.

8. ThecottonginwasthemostimportantinventionoftheIndustrialRevolution.

9. Inmyopinion,theSpanishArmadawasthegreatestnavalforceinhistory.

10. TheFrenchandIndianWarwasoneoftheeventsthatledtotheAmericanRevolution.

11. ThediscoveryofgoldinCaliforniawasthebeginningoftheeventknownastheGoldRush.

12. ColonistsgrewtobaccoinJamestown.

13. SacagaweawasaNativeAmericanwomanontheLewisandClarkExpedition.

14. Freedomof thepress is themost important rightgranted tocitizensby theUnitedStatesConstitution.

15.BritishsoldiersintheAmericanRevolutiondeservedthenickname“Redcoats.”


George Washington



The First Amendment

AmendmentI

Congressshallmakenolaw respectinganestablishmentof religion,orprohibitingthefree exercisethereof;orabridgingthe freedomofspeech,orofthe press;ortherightofthepeople peaceablytoassemble,andto petitiontheGovernmentfora redressofgrievances.

[ExcerptfromtheConstitutionoftheUnitedStates, BillofRights.]

Document-BasedLearningActivities:SingleSource



Name: Date:

Exercising My First Amendment Freedoms

AmendmentIoftheUnitedStatesConstitutionguaranteesitscitizensfivepersonallibertiesorrights,suchasfreedomofspeech.Theserightshaveanimpactonourdailylives.

Directions:Read“TheFirstAmendment”handout. In thegraphicorganizerbelow, list thefiverightsguaranteedundertheFirstAmendment.Foreachright,giveaspecificexampleofhowyouexercisethisrightinyourdailylife.

First Amendment Right In my daily life, I exercise this right . . .

WhichFirstAmendment rightdoyoubelieve is themost important?Supportyouranswerwithdetailsandexamples.




Name: Date:

William Clark’s Journal Entry

Incomplete sentences and misspellings are common mistakes in the journal entries ofWilliamClark.In1805,MeriwetherLewissentaportionofClark’sprivatejournalbacktoThomasJeffersonfromFortMandan.InhisApril7thlettertoPresidentJefferson,MeriwetherLewisstated,“Capt.Clarkdoesnotwish this journalexposed in itspresentstate,buthasnoobjection, thatoneormorecopiesofitbemadebysomeconfidentialpersonunderyourdirection,correctingitsgrammaticalerrors.”

Directions:AccessthejournalsoftheLewisandClarkExpeditionattheURLbelow.FollowthestepstolocateWilliamClark’sjournalentryforApril1,1805.RewriteClark’sfirstjournalentryforthatdayusingcorrectgrammar,sentencestructure,andspelling.

Step1:GoonlinetotheURL:<http://lewisandclarkjournals.unl.edu/>. Step2:ClickonRead the Journalslink. Step3:Under1805clickontheAprillink.

April 1, 1805




Pioneers on the Western Trails RandolphMarcywasacareersoldierintheUnitedStatesArmy,aWesternexplorer,andanexpeditionleader.Heusedhisexperiencestowritehisbook,The Prairie Traveler: A Handbook for Overland Expeditions with Maps, Illustrations, and Itineraries of the Principal Routes between the Mississippi and the Pacific.Publishedin1859,hisbookbecameavitalhandbookforpioneersnavigatingthewesterntrails.

Asuitabledressforprairietravelingisofgreatimporttohealthandcomfort.Cottonorlinenfabricsdonotsufficientlyprotectthebodyagainstthedirectraysofthesunatmidday,noragainstrainsorsuddenchangesoftemperature.Wool,beinganon-conductor,isthebestmaterialforthismodeoflocomotion,andshouldalwaysbeadoptedfortheplains.Thecoatshouldbeshortandstout,theshirtofredorblueflannel,suchascanbefoundinalmostalltheshopsonthefrontier:this, inwarmweather,answers foranoutsidegarment.Thepants shouldbeof thickandsoftwoolenmaterial,anditiswelltohavethemre-enforcedontheinside,wheretheycomeincontactwiththesaddle,withsoftbuckskin,whichmakesthemmoredurableandcomfortable.

Woolensocksandstoutboots,comingupwellattheknees,andmadelarge,soastoadmitthepants,willbefoundthebestforhorsemen,andtheyguardagainstrattlesnakebites.

Intravelingthroughdeepsnowduringverycoldweatherinwinter,moccasinsarepreferabletobootsorshoes,asbeingmorepliable,andallowingafreercirculationoftheblood.IncrossingtheRockyMountainsinthewinter,theweatherbeingintenselycold,Iworetwopairsofwoolensocks,andasquarepieceofthickblanketsufficienttocoverthefeetandankles,overwhichweredrawnapairofthickbuckskinmoccasins,andthewholeenvelopedinapairofbuffalo-skinbootswiththehairinside,madeopeninthefrontandtiedwithbuckskinstrings.AtthesametimeIworeapairofelkskinpants,whichmosteffectuallypreventedtheairfrompenetratingtotheskin,andmadeanexcellentdefenseagainstbrushandthorns.

Mymen,whoweredressedintheregulationclothing,woreouttheirpantsandshoesbe-forewereachedthesummitofthemountains,andmanyofthemhadtheirfeetbadlyfrozeninconsequence.Theymendedtheirshoeswithpiecesofleathercutfromthesaddle-skirtsaslongastheylasted,and,whenthismaterialwasgone,theycoveredtheentireshoewithgreenbeeveormulehide,drawntogetherandseweduponthetop,withthehairinside,whichprotectedtheupperaswellasthesoleleather.Thesewingwasdonewithanawlandbuckskinstrings.Thesesimpleexpedientscontributedgreatlytothecomfortoftheparty;and,indeed,Iambynomeanssurethattheydidnot,inourstraitenedcondition,withoutthetransportationnecessaryforcarry-ingdisabledmen,savethelivesofsomeofthem.Withouttheawlandbuckskinsweshouldhavebeenunabletohaverepairedtheshoes.Theyshouldneverbeforgotteninmakinguptheoutfitforaprairieexpedition.




Wealsoexperiencedgreatinconvenienceandpainbythereflectionofthesun’sraysfromthesnowuponoureyes,andsomeofthepartybecamenearlysnow-blind.Greenorblueglasses,inclosedinawirenet-work,areaneffectualprotectiontotheeyes;but,intheabsenceofthese,theskinaroundtheeyesanduponthenoseshouldbeblackenedwithwetpowderorcharcoal,whichwillaffordgreatrelief.

Inthesummerseasonshoesaremuchbetterforfootmenthanboots,astheyarelighter,anddonotcramptheankles;thesolesshouldbebroad,soastoallowasquare,firmtread,with-outdistortingorpinchingthefeet.

Thefollowinglistofarticlesisdeemedasufficientoutfitforonemanuponathreemonths’expedition,viz.:

• 2blueorredflannelovershirts,openinfront,withbuttons.

• 2woolenundershirts.

• 2pairsthickcottondrawers.

• 4pairswoolensocks.

• 2pairscottonsocks.

• 4coloredsilkhandkerchiefs.

• 2pairsstoutshoes,forfootmen.

• 1pairboots,forhorsemen.

• 1pairshoes,forhorsemen.

• 3towels.

• 1guttaperchaponcho.

• 1broad-brimmedhatofsoftfelt.

• 1combandbrush.

• 2tooth-brushes.

• 1poundCastilesoap.

• 3poundsbarsoapforwashingclothes.

• 1belt-knifeandsmallwhetstone.

• Stoutlinenthread,largeneedles,abitofbeeswax,afewbuttons,paperofpins,

andathimble,allcontainedinasmallbuckskinorstoutclothbag.

Theforegoingarticles,withthecoatandovercoat,completethewardrobe.

[ExcerptfromPrairie Traveler: A Hand-Book for Overland Expeditions, . . .byRandolphB.Marcy,1859.Capitalization,punctuation,andspellingareasfoundintheoriginaldocument.]

Pioneers on the Western Trails (cont.)




Name: Date:

Clothing for Prairie Travelers

Directions:Readthe“PioneersontheWesternTrails”handoutandanswerthefollowingques-tions.Supportyouranswerswithtextualevidence.

1.Whywasitimportanttowear“suitabledress”whentravelingacrosstheprairie?

2. Whywouldawoolcoatbeabetterchoiceforaprairietravelerthanacoatmadeofcottonfabric?

3. Howdidthefootwearneededfor“travelingthroughdeepsnow”differfromtherecommended

summerfootwear?

4. Whywerebuckskinsandanawlnecessaryitemsfortheprairietraveler?

5.Marcytoldaboutthenecessaryclothingitemsneededforanoverlandexpedition.Healsoincludedalistofsuppliesneededfor“onemanuponathreemonths’expedition.”Whichcloth-ingitemtoldaboutintheexcerptwasnotlisted?

Extended Learning Activity

ToaccessanonlinecopyofRandolphMarcy’sbook,goonlinetothefollowingURL:<http://www.kancoll.org/books/marcy/>.




The Emancipation Proclamation [Transcript]

BythePresidentoftheUnitedStatesofAmerica:

AProclamation.

Whereas,onthetwenty-seconddayofSeptember,intheyearofourLordonethousandeighthundredandsixty-two,aproclamationwasissuedbythePresidentoftheUnitedStates,containing,amongotherthings,thefollowing,towit:

“ThatonthefirstdayofJanuary,intheyearofourLordonethousandeighthundredandsixty-three,allpersonsheldasslaveswithinanyStateordesignatedpartofaState,thepeoplewhereofshallthenbeinrebellionagainsttheUnitedStates,shallbethen,thenceforward,andforeverfree;andtheExecutiveGovernmentoftheUnitedStates,includingthemilitaryandnavalauthoritythereof,willrecognizeandmaintainthefreedomofsuchpersons,andwilldonoactoractstorepresssuchpersons,oranyofthem,inanyeffortstheymaymakefortheiractualfreedom.

“ThattheExecutivewill,onthefirstdayofJanuaryaforesaid,byproclamation,designatetheStatesandpartsofStates,ifany,inwhichthepeoplethereof,respectively,shallthenbeinrebellionagainsttheUnitedStates;andthefactthatanyState,orthepeoplethereof,shallonthatdaybe,ingoodfaith,representedintheCongressoftheUnitedStatesbymemberschosentheretoatelectionswhereinamajorityofthequalifiedvotersofsuchStateshallhaveparticipated,shall,intheabsenceofstrongcountervailingtestimony,bedeemedconclusiveevidencethatsuchState,andthepeoplethereof,arenottheninrebellionagainsttheUnitedStates.”

Now,thereforeI,AbrahamLincoln,PresidentoftheUnitedStates,byvirtueofthepowerinmevestedasCommander-in-Chief,oftheArmyandNavyoftheUnitedStatesintimeofactualarmedrebellionagainsttheauthorityandgovernmentoftheUnitedStates,andasafitandnecessarywarmeasureforsuppressingsaidrebellion,do,onthisfirstdayofJanuary,intheyearofourLordonethousandeighthundredandsixty-three,andinaccordancewithmypurposesotodopubliclyproclaimedforthefullperiodofonehundreddays,fromthedayfirstabovementioned,orderanddesignateastheStatesandpartsofStateswhereinthepeoplethereofrespectively,arethisdayinrebellionagainsttheUnitedStates,thefollowing,towit:

Arkansas,Texas,Louisiana,(excepttheParishesofSt.Bernard,Plaquemines,Jefferson,St.John,St.Charles,St.JamesAscension,Assumption,Terrebonne,Lafourche,St.Mary,St.Martin,andOrleans,includingtheCityofNewOrleans)Mississippi,Alabama,Florida,Georgia,SouthCarolina,NorthCarolina,andVirginia,(excepttheforty-eightcountiesdesignatedasWestVirginia,andalsothecountiesofBerkley,Accomac,Northampton,ElizabethCity,York,PrincessAnn,andNorfolk,includingthecitiesofNorfolkandPortsmouth[)],andwhichexceptedpartsare,forthepresent,leftpreciselyasifthisproclamationwerenotissued.




Andbyvirtueofthepower,andforthepurposeaforesaid,IdoorderanddeclarethatallpersonsheldasslaveswithinsaiddesignatedStates,andpartsofStates,are,andhenceforwardshallbefree;andthattheExecutivegovernmentoftheUnitedStates,includingthemilitaryandnavalauthoritiesthereof,willrecognizeandmaintainthefreedomofsaidpersons.

AndIherebyenjoinuponthepeoplesodeclaredtobefreetoabstainfromallviolence,unlessinnecessaryself-defence;andIrecommendtothemthat,inallcaseswhenallowed,theylaborfaithfullyforreasonablewages.

AndIfurtherdeclareandmakeknown,thatsuchpersonsofsuitablecondition,willbereceivedintothearmedserviceoftheUnitedStatestogarrisonforts,positions,stations,andotherplaces,andtomanvesselsofallsortsinsaidservice.

Anduponthisact,sincerelybelievedtobeanactofjustice,warrantedbytheConstitution,uponmilitarynecessity,Iinvoketheconsideratejudgmentofmankind,andthegraciousfavorofAlmightyGod.

Inwitnesswhereof,IhavehereuntosetmyhandandcausedthesealoftheUnitedStatestobeaffixed.

DoneatthecityofWashington,thisfirstdayofJanuary,intheyearofourLordonethousandeighthundredandsixtythree,andoftheIndependenceoftheUnitedStatesofAmericatheeighty-seventh.{seal}

AbrahamLincolnBythePresident:

WilliamH.SewardSecretaryofState.

[Capitalization,punctuation,andspellingareasfoundintheoriginaldocument.Theoriginaldocu-mentdoesshowquotationmarksbeforeeachlineofthefirstandsecondparagraph.Thesemarkshavebeenleftoffthistranscripttoaidreadability.]

The Emancipation Proclamation (cont.)




Name: Date:

The President Makes a Proclamation

Directions:Read“TheEmancipationProclamation”handoutandanswerthefollowingquestions.Citetextualevidencetosupportyouranswers.

1. Whoissuedtheproclamation?

2. Whatwasthepurposeoftheproclamation?

3. According to theproclamation,whatactionswere toberequiredof themilitaryandnavalauthority?




Name: Date:

4.WhattworeasonsdidAbrahamLincolnstateashisauthorityforissuingtheproclamation?

5. WhattwoactionsdidLincolnencouragethefreedslavestotake?

6. Werefreedslavesallowedtojointhemilitary?

7.WhatjustificationdidLincolngiveforbelievingtheproclamation“tobeanactofjustice”?


ConductresearchaboutthereactionofblackslivinginUnionstatesandthoselivingintherebelliousstatesuponhearingabouttheEmancipationProclamation.

The President Makes a Proclamation (cont.)




Lincoln’s Letter to Mrs. Bixby

TheoriginalletterthatAbrahamLincolnwrotetoMrs.Bixbynolongerexists.However,acopywasprintedinaBostonnewspaperafewdaysafterbeingdeliveredtoMrs.Bixby.ThereiscontroversyconcerningwhetherAbrahamLincolnoroneofhisaideswrotetheletter.

Executive Mansion, Washington , November 21, 1864

To Mrs. Bixby, Boston, Mass.

Dear Madam,

I have been shown in the files of the War Department a statement of the AdjutantGeneral of Massachusetts that you are the mother of five sons who have died gloriously on the field of battle. I feel how weak and fruitless must be any word ofmine which should attempt to beguile you from thegrief of a loss so overwhelming. But I cannot refrainfrom tendering you the consolation that may be foundin the thanks of the republic they died to save. I pray that our Heavenly Father may assuage the anguishof your bereavement, and leave you only the cherished memory of the loved and lost, and the solemn pridethat must be yours to have laid so costly a sacrificeupon the altar of freedom.

Yours, very sincerely and respectfully, A. Lincoln




Name: Date:

A Letter of Consolation

Directions: Readthe“Lincoln’sLettertoMrs.Bixby”handoutandanswerthefollowingquestions.Supportyouranswerswithtextualevidence.

1.Whereandwhenwastheletterwritten?

2. WheredidMrs.Bixbylive?

3. HowmanysonsofMrs.Bixbydiedinthewar?

4. WhichwarwastakingplacewhenLincolnwrotehislettertoMrs.Bixby?

5. WhatwasLincoln’spurposeforwritingtheletter?

6. HowdidLincolndescribethewordsheusedtoconsoleMrs.Bixby?

7. WhichtwothingsdidLincolnhopewouldlessenMrs.Bixby’sbereavementoverthelossofhersons?




America the Beautiful

O beautiful for spacious skies,For amber waves of grain,

For purple mountain majestiesAbove the fruited plain!

America! America! God shed His grace on thee,And crown thy good with brotherhood

From sea to shining sea!

O beautiful for pilgrim feet,Whose stern, impassion’d stressA thoroughfare for freedom beat

Across the wilderness!America! America! God mend thine ev’ry flaw,

Confirm thy soul in self-control,Thy liberty in law!

O beautiful for heroes proved in liberating strife,Who more than self their country loved,

And mercy more than life!America! America! May God thy gold refine

Till all success be nobleness,And ev’ry gain divine!

O Beautiful for patriot dreamThat sees beyond the yearsThine alabaster cities gleam,Undimmed by human tears!

America! America! God shed His grace on thee,And crown thy good with brotherhood

From sea to shining sea!

Katherine Lee Bates




Name: Date:

Word Meaning

Directions:Readthe“AmericatheBeautiful”handout.Useaprintoronlinedictionarytofindthemeaningofeachwordasitisusedinthepoem.

Word Meaning

1. amber

2. fruited

3. thoroughfare

4. confirm

5. alabaster


Almosteverylineofthepoemsuggestsamentalpicture.Createamultimediapresentationillustratingthevisualimageryofthepoem.




Name: Date:

Interpreting a Poem

Firstpublishedasapoem,thewordsto“AmericatheBeautiful”werelatersettomusic.ThissongissometimesreferredtoasthenationalhymnoftheUnitedStates.

Directions:Readthe“AmericatheBeautiful”handout.Answertheques-tions.Citetextualevidencetosupportyouranswers.

1. Whatwastheauthor’spurposeforwritingthepoem?

2. Whatisthetoneofthepoem?

3. Whatisthethemeofthefirststanzaofthepoem?

4.Ahymnisareligioussongofpraiseorjoy.Citeevidencefromthepoemthatsupportstheideathat“AmericatheBeautiful”canbeconsideredahymn.




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Name: Date:

Analyzing a Photograph

Directions:Studythephotographonthe“ChildLaborinaTextileMill,1909”handout.Useyourobservationstoanswerthefollowingquestions.

1. Describetheappearanceoftheboyinthephotograph,includingapproximateage,clothing,andfacialexpressions.

2. Whatjobdoestheboyappeartobedoinginthephotograph?

3. Basedonyourobservations,whatdoesthephotographtellyouaboutthistimeperiod?


ToaccesstheNationalChildLaborCommitteeCollectionofphotographsattheLibraryofCongressgoonlinetothefollowingURL:<http://www.loc.gov/pictures/collection/nclc/>.




Woodrow Wilson’s Press Statement [Transcript]

In1917,theUnitedStatesWarDepartmentformed the National Army to fight inWorldWar I.TheArmywasmadeupof theRegularArmy, theNationalGuard, anddraftees.PresidentWoodrowWilson released the following press statement tothesoldiersintheNationalArmywhowereleavingforFrance.

TotheSoldiersoftheNationalArmy:

Youareundertakingagreatduty.Theheartofthewholecountryiswithyou.

Everythingthatyoudowillbewatchedwiththedeepestinterestandwiththedeepest

solicitudenotonlybythosewhoarenearanddeartoyou,butbythewholenation

besides.Forthisgreatwardrawsusallclosertogether,makesusallcomradesand

brothers,asalltrueAmericansfeltthemselvestobewhenwefirstmadegoodour

nationalindependence.Theeyesofalltheworldwillbeuponyou,becauseyouarein

somespecialsensethesoldiersoffreedom.Letitbeyourpride,therefore,toshowall

meneverywherenotonlywhatgoodsoldiersyouare,keepingyourselvesfitand

straightineverythingandpureandcleanthroughandthrough.Letussetforourselves

astandardsohighthatitwillbeaglorytoliveuptoitandthenletusliveuptoitand

addanewlaureltothecrownofAmerica.Myaffectionateconfidencegoeswithyouin

everybattleandeverytest.Godkeepandguideyou!

WOODROWWILSON

7August,1917

TheWhiteHouse

Washington




Name: Date:

To the Soldiers of the National Army

Directions:Readthe“WoodrowWilson’sPressStatement”handout.Answerthefollowingques-tions.Citetextualevidencetosupportyouranswers.

1. Whowastheintendedaudience?

2. WhatwasPresidentWilson’spurposeforissuingthestatement?

3. Forwhatpurposewerethe“soldiersoffreedom”encouragedtobe“goodsoldiers”?

4. HowdidPresidentWilsoncompare“thisgreatwar”totheRevolutionaryWar?




World War I

Thefollowingisthetext-onlyportionfromaWorldWarIposter.ThepostercanbeviewedinitsentiretyattheURL:<http://hdl.loc.gov/pictures/resources/cph.3g09934>.

ShootShipstoGermanyand helpAMERICAWIN—Schwab

AtthisShipyardarebeingbuiltshipstocarryto ourmen“OverThere”—Food,Clothing,andthe MunitionsofWar.

Withouttheseshipsourmenwillnothaveanequal chancetofight.

Thebuildingofshipsismorethan aconstructionjob—itisourchancetowinthewar.

Hewhogivestohisworkthebestthatisinhimdoes hisbitastrulyasthemanwhofights.

Delays mean danger. Are you doing your bit?

Areyougivingthebestthatisinyoutohelpyour son,brother,orpalwhois“OVERTHERE”?




Name: Date:

Help America Win!

OnApril6,1917,AmericaofficiallyannouncedthatitwasdeclaringwaragainstGermany.ThisnewsinspiredGeorgeM.Cohantowritethesong“OverThere.”ItbecameoneofthemostfamoussongsofWorldWarI.

Directions:Readthe“WorldWarI”handout.Answerthefollowingquestions.Citetextualevidencetosupportyouranswers.

1. Whowastheintendedaudience?

2. Whatwasthemessage?

3. Whatwasthepurposeoftheposter?

4. Howmighttheposterhaveinfluencedthepeoplewhoreadit?




The Birth of Freedom

Directions:ReadDocumentsAandB.Answerthequestionsthatfollow.Citetextualevidencetosupportyouranswers.

Document A: The Declaration of Independence [Transcript]

In CONGRESS. July 4, 1776.

The unanimous Declaration of the thirteen united States of America.

WhenintheCourseofhumanevents,itbecomesnecessaryforonepeopletodissolvethepoliticalbandswhichhaveconnectedthemwithanother,andtoassume,amongthePowersoftheearth,theseparateandequalstationtowhichtheLawsofNatureandofNature’sGodentitlethem,adecentrespecttotheopinionsofmankindrequiresthattheyshoulddeclarethecauseswhichimpelthemtotheseparation. Weholdthesetruthstobeself-evident,thatallmenarecreatedequal,thattheyareendowedbytheirCreatorwithcertainunalienableRights,thatamongtheseareLife,Liberty,andthepursuitofHappiness.Thattosecuretheserights,GovernmentsareinstitutedamongMen,derivingtheirjustPowersfromtheconsentofthegoverned.That,wheneveranyformofGovernmentbecomesdestructiveoftheseends,itistheRightofthePeopletoalterortoabolishit,andtoinstitutenewGovernment,layingitsfoundationonsuchPrinciples,andorganizingitsPowersinsuchform,astothemshallseemmostlikelytoeffecttheirSafetyandHappiness.Prudence,indeed,willdictatethatGovernmentslongestablishedshouldnotbechangedforlightandtransientcauses;and,accordingly,allexperiencehathshewn,thatmankindaremoredisposedtosuffer,whileevilsaresufferable,thantorightthemselvesbyabolishingtheformstowhichtheyareaccustomed.But,whenalongtrainofabusesandusurpations,pursuinginvariablythesameObject,evincesadesigntoreducethemunderabsoluteDespotism,itistheirright,itistheirduty,tothrowoffsuchGovernment,andtoprovidenewGuardsfortheirfuturesecurity.SuchhasbeenthepatientsufferanceoftheseColonies;andsuchisnowthenecessitywhichconstrainsthemtoaltertheirformerSystemsofGovernment.ThehistoryofthepresentKingofGreatBritainisahistoryofrepeatedinjuriesandusurpations,allhavingindirectobjecttheestablishmentofanabsoluteTyrannyovertheseStates.Toprovethis,letFactsbesubmittedtoacandidworld. HehasrefusedhisAssenttoLaws,themostwholesomeandnecessaryforthepublicgood. HehasforbiddenhisGovernorstopassLawsofimmediateandpressingimportance,unlesssuspendedintheiroperationtillhisAssentshouldbeobtained;andwhensosuspended,hehasutterlyneglectedtoattendtothem. HehasrefusedtopassotherLawsfortheaccommodationoflargedistrictsofPeople,unlessthosePeoplewouldrelinquishtherightofRepresentationintheLegislature;arightinestimabletothemandformidabletotyrantsonly.

Document-BasedLearningActivities:Multi-TextSources

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Hehascalledtogetherlegislativebodiesatplacesunusual,uncomfortable,anddistantfromthedepositoryoftheirPublicRecords,forthesolePurposeoffatiguingthemintocompliancewithhismeasures. HehasdissolvedRepresentativeHousesrepeatedly,foropposingwithmanlyfirmnesshisinvasionsontherightsofthePeople. Hehasrefusedforalongtime,aftersuchdissolutions,tocauseotherstobeelected;wherebytheLegislativePowers,incapableofAnnihilation,havereturnedtothePeopleatlargefortheirexercise;theStateremaininginthemeantimeexposedtoallthedangersofinvasionfromwithout,andconvulsionswithin. HehasendeavouredtopreventthePopulationoftheseStates;forthatpurposeobstructingtheLawsforNaturalizationofForeigners;refusingtopassotherstoencouragetheirmigrationshither,andraisingtheconditionsofnewAppropriationsofLands. HehasobstructedtheAdministrationofJustice,byrefusinghisAssenttoLawsforestablishingJudiciarypowers. HehasmadeJudgesdependentonhisWillalone,forthetenureoftheiroffices,andtheamountandpaymentoftheirsalaries. HehaserectedamultitudeofNewOffices,andsenthitherswarmsofOfficerstoharrassourpeople,andeatouttheirsubstance. Hehaskeptamongus,intimesofPeace,StandingArmieswithouttheConsentofourlegislatures. HehasaffectedtorendertheMilitaryindependentofandsuperiortotheCivilPower. Hehascombinedwithotherstosubjectustoajurisdictionforeigntoourconstitution,andunacknowledgedbyourlaws;givinghisAssenttotheirActsofpretendedLegislation: ForQuarteringlargebodiesofarmedtroopsamongus: Forprotectingthem,byamockTrial,fromPunishmentforanyMurderswhichtheyshouldcommitontheInhabitantsoftheseStates: ForcuttingoffourTradewithallpartsoftheworld: ForimposingTaxesonuswithoutourConsent: Fordeprivingus,inmanycases,ofthebenefitsofTrialbyJury: FortransportingusbeyondSeastobetriedforpretendedoffences: ForabolishingthefreeSystemofEnglishLawsinaneighbouringprovince,establishingthereinanArbitrarygovernment,andenlargingitsBoundaries,soastorenderitatonceanexampleandfitinstrumentforintroducingthesameabsoluteruleintotheseColonies: FortakingawayourCharters,abolishingourmostvaluableLaws,andalteringfundamentallytheFormsofourGovernments: ForsuspendingourownLegislatures,anddeclaringthemselvesinvestedwithPowertolegislateforusinallcaseswhatsoever. HehasabdicatedGovernmenthere,bydeclaringusoutofhisprotectionandwagingWaragainstus. Hehasplunderedourseas,ravagedourCoasts,burntourtowns,anddestroyedtheLivesofourPeople.


Document A: The Declaration of Independence [Transcript] (cont.)

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HeisatthistimetransportinglargeArmiesofforeignMercenariestocompleattheworksofdeath,desolationandtyranny,alreadybegunwithcircumstancesofCrueltyandperfidyscarcelyparalleledinthemostbarbarousages,andtotallyunworthytheHeadofacivilizednation. HehasconstrainedourfellowCitizenstakenCaptiveonthehighSeastobearArmsagainsttheirCountry,tobecometheexecutionersoftheirfriendsandBrethren,ortofallthemselvesbytheirHands. Hehasexciteddomesticinsurrectionsamongstus,andhasendeavouredtobringontheinhabitantsofourfrontiers,themercilessIndianSavages,whoseknownruleofwarfare,isanundistinguisheddestructionofallages,sexesandconditions. IneverystageoftheseOppressions,WehavePetitionedforRedressinthemosthumbleterms:OurrepeatedPetitionshavebeenansweredonlybyrepeatedinjury.APrincewhosecharacteristhusmarkedbyeveryactwhichmaydefineaTyrant,isunfittobetherulerofafreepeople. NorhaveWebeenwantinginattentionstoourBrittishbrethren.Wehavewarnedthemfromtimetotimeofattemptsbytheirlegislaturetoextendanunwarrantablejurisdictionoverus.Wehaveremindedthemofthecircumstancesofouremigrationandsettlementhere.Wehaveappealedtotheirnativejusticeandmagnanimity,andwehaveconjuredthembythetiesofourcommonkindred,todisavowtheseusurpations,which,wouldinevitablyinterruptourconnexionsandcorrespondence.Theytoohavebeendeaftothevoiceofjusticeandofconsanguinity.Wemust,therefore,acquiesceinthenecessity,whichdenouncesourSeparation,andholdthem,asweholdtherestofmankind,EnemiesinWar,inPeaceFriends. We,therefore,theREPRESENTATIVESoftheunitedStatesofAmerica,inGENERALCONGRESSAssembled,appealingtotheSupremeJudgeoftheWorldfortherectitudeofourintentions,DO,intheName,andbyAuthorityofthegoodPeopleoftheseColonies,solemnlyPUBLISHandDECLARE,ThattheseUnitedColoniesare,andofRightoughttobeFreeandIndependentStates;thattheyareAbsolvedfromallAllegiancetotheBritishCrown,andthatallpoliticalconnexionbetweenthemandtheStateofGreatBritain,isandoughttobetotallydissolved;and,thatasFREEandINDEPENDENTSTATES,theyhavefullPowertolevyWar,concludePeace,contractAlliances,establishCommerce,andtodoallotherActsandThingswhichINDEPENDENTSTATESmayofrightdo.ANDforthesupportofthisDeclaration,withafirmrelianceontheprotectionofdivineProvidence,wemutuallypledgetoeachotherourLives,ourFortunes,andoursacredHonour.

Theforegoingdeclarationwas,byorderofCongress,engrossed,andsignedbythefollowingmembers:

[ThenamesofthesignerstotheDeclarationarelistedontheoriginaldocument,buttheyarenotincludedinthistranscription.]

[ExcerptfromtheJournals of the Continental Congress 1774–1789.VolumeV.1776.pages509–515,locatedattheLibraryofCongresswebsite.]


Document A: The Declaration of Independence [Transcript]

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The Birth of Freedom (cont.)

Document B: Letter. John Adams’ Letter to Abigail Adams, July 3, 1776

TheexcerptbelowwastakenfromaletterwrittenbyJohnAdamstohiswife,Abigail.Intheletter,AdamsdiscussestheresolutiontowritethedocumentnowknownastheDeclarationofIndependence.

Yesterday, the greatest question was decided, which ever was debated in America, and a greater, perhaps, never was nor will be decided among men. A resolution was passed without one dissenting colony, “that these United Colonies are, and of right ought to be, free and independent States, and as such they have, and of right ought to have, full power to make war, conclude peace, establish commerce, and to do all other acts and things which other States may rightfully do.” You will see in a few days a Declaration setting forth the causes which have impelled us to this mighty revolution, and the reasons which will justify it in the sight of God and man. A plan of confederation will be taken up in a few days. You will think me transported with enthusiasm, but I am not. I am well aware of the toil, and blood, and treasure, that it will cost us to maintain this declaration, and support and defend these States. Yet, through all the gloom, I can see the rays of ravishing light and glory. I can see that the end is more than worth all the means, and that posterity will triumph in that day’s transaction, even although we should rue it, which I trust in God we shall not.




Name: Date:

Learning Activity: The Birth of Freedom

Use Document A to answer question 1.

1. SummarizeinyourownwordsthefollowingsectionsoftheDeclarationofIndependence.

Section Summary

Introduction

Rights

Grievances

Conclusion




Name: Date:

Learning Activity: The Birth of Freedom (cont.)

Use Document B to answer questions 2–4.

2. WhatimportancedidJohnAdamsplaceonthepass-ingoftheresolution?

3. WhattwopiecesofinformationdidAdamssaytheDeclarationwouldinclude?

4. HowdidJohnAdamsfeelaboutindependencebeingdeclared?


Abigail and John Adams



Name: Date:

Learning Activity: The Birth of Freedom (cont.)

Use Documents A and B to answer questions 5–7.

5. AdamsstatedthattheDeclarationofIndependencewouldpresentreasonswhich“justifyitinthesightofGodandman.”ListthetworeasonsstatedintheDeclarationofIndependencethatthewriterfeltjustifiedtherevolution.

6. Adamsstated“youwillseeinafewdaysaDeclarationsettingforththecauseswhichhaveimpelledustothismightyrevolution.”ExaminetheDeclarationofIndependenceandlistfourofthecausestowhichAdamswasreferring.

7. Inhisletter,Adamsstated,“Iamwellawareofthetoil,andblood,andtreasure,thatitwillcostustomaintainthisdeclaration,andsupportanddefendtheseStates.”WhattextualevidencefromtheconclusionoftheDeclarationofIndependencesupportsthisstatement?


Go online to the URL: <http://www.archives.gov/exhibits/charters/ declaration_sign.html>.ClickontheJoin the Signers of the Declarationlinkandaddyoursignaturetoacopyofthishistoricaldocument.




Name: Date:

Learning Activity: Dear Mrs. Roosevelt

During theyearsof theGreatDepression,FirstLadyEleanorRoosevelt receivedmanylettersfromchildrenandyouth.Thelettersrequestedhelpwithmoney,clothes,andluxuries.

Directions: Access the “Dear Mrs. Roosevelt”Website at the URL below. Follow the steps tolocate transcriptsofsomeof the letterswritten toMrs.Roosevelt.Thereare fourcategoriesofletters.Selecttwoletters.Eachlettermustbefromadifferentcategory.

Step1:GoonlinetotheURL:<http://newdeal.feri.org/eleanor/>.Step2:ClickonThe Letterslink.Step3:ClickontheRequests for . . .linkstoaccessthelettersunderthefourcategories.

Letter One

1. Whowrotetheletterandwheredidtheylive?

2. Whenwastheletterwritten?

3. Inyourownwords,summarizetheletter.

Letter Two

1. Whowrotetheletterandwheredidtheylive?

2. Whenwastheletterwritten?

3. Inyourownwords,summarizetheletter.

BasedonLettersOneandTwo,whatcanyouinferaboutthelifeofchildrenandyouthduringtheGreatDepression?Citetextualevidencetosupportyouranswer.




World War IIDirections:ReadDocumentsAandB.Answerthequestionsthatfollow.Citetextualevidencetosupportyouranswers.

Document A: Executive Order No. 9066 [Transcript]

EXECUTIVEORDER

AUTHORIZINGTHESECRETARYOFWARTOPRESCRIBEMILITARYAREAS

WHEREASthesuccessfulprosecutionofthewarrequireseverypossibleprotectionagainstespionageandagainstsabotagetonational-defensematerial,national-defensepremises,andnational-defenseutilitiesasdefinedinSection4,ActofApril20,1918,40Stat.533,asamendedbytheActofNovember30,1940,54Stat.1220,andtheActofAugust21,1941,55Stat.655(U.S.C.,Title50,Sec.104); NOW,THEREFORE,byvirtueoftheauthorityvestedinmeasPresidentoftheUnitedStates,andCommanderinChiefoftheArmyandNavy,IherebyauthorizeanddirecttheSecretaryofWar,andtheMilitaryCommanderswhomhemayfromtimetotimedesignate,wheneverheoranydesignatedCommanderdeemssuchactionnecessaryordesirable,toprescribemilitaryareasinsuchplacesandofsuchextentasheortheappropriateMilitaryCommandermaydetermine,fromwhichanyorallpersonsmaybeexcluded,andwithrespecttowhich,therightofanypersontoenter,remainin,orleaveshallbesubjecttowhateverrestrictionstheSecretaryofWarortheappropriateMilitaryCommandermayimposeinhisdiscretion.TheSecretaryofWarisherebyauthorizedtoprovideforresidentsofanysuchareawhoareexcludedtherefrom,suchtransportation,food,shelter,andotheraccommodationsasmaybenecessary,inthejudgmentoftheSecretaryofWarorthesaidMilitaryCommander,anduntilotherarrangementsaremade,toaccomplishthepurposeofthisorder.ThedesignationofmilitaryareasinanyregionorlocalityshallsupersededesignationsofprohibitedandrestrictedareasbytheAttorneyGeneralundertheProclamationsofDecember7and8,1941,andshallsupersedetheresponsibilityandauthorityoftheAttorneyGeneralunderthesaidProclamationsinrespectofsuchprohibitedandrestrictedareas. IherebyfurtherauthorizeanddirecttheSecretaryofWarandthesaidMilitaryCommanderstotakesuchotherstepsasheortheappropriateMilitaryCommandermaydeemadvisabletoenforcecompliancewiththerestrictionsapplicabletoeachMilitaryareahereinaboveauthorizedtobedesignated,includingtheuseofFederaltroopsandotherFederalAgencies,withauthoritytoacceptassistanceofstateandlocalagencies. IherebyfurtherauthorizeanddirectallExecutiveDepartments,independentestablishmentsandotherFederalAgencies,toassisttheSecretaryofWarorthesaidMilitaryCommandersincarryingoutthisExecutiveOrder,includingthefurnishingofmedicalaid,hospitalization,food,clothing,transportation,useofland,shelter,andothersupplies,equipment,utilities,facilities,andservices. ThisordershallnotbeconstruedasmodifyingorlimitinginanywaytheauthorityheretoforegrantedunderExecutiveOrderNo.8972,datedDecember12,1941,norshallitbeconstruedaslimitingormodifyingthedutyandresponsibilityoftheFederalBureauofInvestigation,withrespecttotheinvestigationofallegedactsofsabotageorthedutyandresponsibilityoftheAttorneyGeneralandtheDepartmentofJusticeundertheProclamationsofDecember7and8,1941,prescribingregulationsfortheconductandcontrolofalienenemies,exceptassuchdutyandresponsibilityissupersededbythedesignationofmilitaryareashereunder. FranklinD.Roosevelt February19,1942




World War II (cont.)Document B: Public Law 100-383 [Excerpt]

One hundredth Congress of the United States of AmericaAT THE SECOND SESSION

Begun and held at the City of Washington on Monday, the twenty-fifth day of January, one thousand nine hundred and eighty-eight

An ActToimplementrecommendationsoftheCommissiononWartimeRelocationand

InternmentofCivilians.

Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled,

SECTION1.PURPOSES.ThepurposeofthisActareto— (1)acknowledgethefundamentalinjusticeoftheevacuation,relocation,andintern-

mentofUnitedSatescitizensandpermanentresidentaliensofJapaneseancestryduringWorldWarII;

(2)apologizeonbehalfofthepeopleoftheUnitedStatesfortheevacuation,reloca-tion,andinternmentofsuchcitizensandpermanentresidentaliens;

(3)provideforpubliceducationfundtofinanceeffortstoinformthepublicabouttheinternmentofsuchindividualssoastopreventtherecurrenceofanysimilarevent;

(4)makerestitutiontothoseindividualsofJapaneseancestrywhowereinterned... (5)discouragetheoccurrenceofsimilarinjusticesandviolationsofcivillibertiesin

thefuture;and (6)makemorecredibleandsincereanydeclarationofconcernbytheUnitedStates

overviolationsofhumanrightscommittedbyothernations.

SECT.2.STATEMENTOFTHECONGRESS. (a) WITH REGARD TO INDIVIDUALS OF JAPANESE ANCESTRY.—The Congressrecognizes that, as described by the Commission on Wartime Relocation and Internment ofCivilians,agraveinjusticewasdonetobothcitizensandpermanentresidentaliensofJapaneseancestryby theevacuation, relocation,and internmentof civiliansduringWorldWar II.As theCommissiondocuments,theseactionswerecarriedoutwithoutadequatesecurityreasonsandwithoutanyactsofespionageorsabotagedocumentedbytheCommission,andweremotivatedlargelyby racialprejudice,wartimehysteria,anda failureofpolitical leadership.TheexcludedindividualsofJapaneseancestrysufferedenormousdamages,bothmaterialandintangible,andtherewere incalculable losses ineducationand job training,allofwhich resulted insignificanthumansufferingforwhichappropriatecompensationhasnotbeenmade.Forthesefundamentalviolations of the basic civil liberties and constitutional rights of these individuals of Japaneseancestry,theCongressapologizesonbehalfofthenation.




Name: Date:

Learning Activity: Japanese-American Relocation and Internment

Use Document A to answer questions 1–4.

1. According to paragraph one, what did “the successfulprosecutionofthewar”require?

2. Accordingtoparagraphtwo,towhomdidthePresidentRooseveltgiveauthoritytosetupmilitaryareas?

3. Accordingtoparagraphtwo,whatwereauthorizedpersonneltodetermineaboutpeopleand

themilitaryareas?

4. WhydoyouthinkspecificethnicgroupswerenotlistedinExecutiveOrderNo.9066?


Gila River Relocation Center,Rivers, Arizona



Name: Date:

Learning Activity: Japanese-American Relocation and Internment (cont.)

Use Document B to answer questions 5–8.

5. SummarizethefollowingpurposesofPublicLaw100-383.

Purpose Summary

(1)

(2)

(3)

(4)

(5)

(6)

6. WhatethnicgroupwasCongressapologizingtoinSection2(a)?

7. WhatactionwastakenagainstthisethnicgroupduringWorldWarII?

8. WhatdidCongressstateasthemotivationfortherelocationandinternmentofciviliansdur-

ingWorldWarII?




Name: Date:

Learning Activity: Japanese-American Relocation and Internment (cont.)

Use Documents A and B to answer questions 9 and 10.

9. WhatisthedifferencebetweenthepurposesofExecutiveOrderNo.9066andPublicLaw100-383?

10. Howdid theperspective for relocationand internmentchange from1942whenExecutive

OrderNo.9066wasissuedtotheissuingofPublicLaw100-383in1988?


GoonlinetotheSmithsonianNationalMuseumofAmericanHistoryatthefollowingURLtolearnmoreabouttherelocationandinternmentofJapanese-AmericansduringWorldWarII.

URL:<http://amhistory.si.edu/perfectunion/experience/index.html>




The Dust Bowl

Directions: Duringthe1930s,theGreatPlainsregionoftheUnitedStatescametobeknownasthe“DustBowl.”ExamineDocumentA.Focusonthedetailsofthephotograph.ThenreadDocu-mentB.Answerthequestionsthatfollow.

Document A: Photograph (Primary Source)

LibraryofCongress<http://www.loc.gov/pictures/item/2012647036/>

Document-BasedLearningActivities:TextWithAudio/VideoSource



Document B: Living in a Dust Bowl (Secondary Source)

LifehadalwaysbeendifficultforhomesteadersontheGreatPlains.Farmsweresmallandwaterscarcewithnoreservoirsorirrigationsystems.Eveningoodyears,manywereluckytobreakeven.

Beforefarmersmovedtotheareainthelate1800s,thelandwascoveredwithhardygrassesthatheldthefine-grainedsoilinplaceevenduringtimesofdrought,wind,ortor-rentialrains. Whenlargenumbersofhomesteaderssettledintheregion,theyplowedupthegrassesandplantedcrops.Thecattletheyraisedatewhatevergrasswasleft.Thisexposedthesoiltothewindsthatconstantlysweptacrosstheflatplains.Whenaseriesofdroughtshittheareaintheearlythirties,combinedwiththefarmingpracticesofthepast50years,therewasnothingtoholdthesoilinplace.

AlargeareainthesouthernpartoftheGreatPlainsregionoftheUnitedStatescametobeknownastheDust Bowlduringthe1930s.Muchofthisareasufferedextensivelyfromsoilerosion.

TheDepressionhadalreadycausedthepriceofwheatandcorntofalltoall-timelows.Whencropsfailed,farmerscouldn’tmakemortgagepaymentsontheirfarms.By1932,athousandfamiliesaweekwerelosingtheirfarmsinTexas,Oklahoma,andArkansas.Thou-sandsoffamiliesmigratedwestinsearchofabetterlife.

In1935,boththefederalandstategovernmentsbegandevelopingprogramstocon-servethesoilandreclaimthearea.Thisincludedseedinglargeareaswithgrass,cropro-tation,contourplowing,terracing,andstripplanting.Insomeareas,“shelterbelts”oftreeswereplantedtobreaktheforceofthewind.

TheproblemsintheDustBowlareaincreasedin1936whenthewindsbeganblowingalmostcontinuously.Peoplefledtoshelterashugecloudsofdustadvancedonthem.Dustwascarriedgreatdistancesbythewind,insomecasesdarkeningtheskyallthewaytotheAtlanticOcean.

Duringthenextfouryears,asmuchasthreetofourinchesoftopsoilblewaway,leavingonlyhard,redclay,whichmadefarmingimpossible.Sandsettledaroundhomes,fences,andbarns.Peoplesleptwithwetclothsovertheirfacestofilteroutthedust.Theywoketofindthemselves, theirpillows,andblanketscakedwithdirt.Animalswereburiedaliveorchokedtodeathonthedust.

Peoplediediftheyremainedoutsidetoolongduringaduststorm.Manyalsodiedfromwhatcametobecalled“dustpneumonia”—severedamagetothelungscausedbybreath-ingdust.

[AdaptedfromIndustrialization Through the Great DepressionbyCindyBardenandMariaBackus.Usedwithpermis-sionofMarkTwainMedia,Inc.]




Name: Date:

Learning Activity: Dust Bowl Days

Use Document A, the primary source, to answer question 1.

1. Listthreedetailsyouobservedfromexaminingthephotograph.

Detail I Observed This detail makes me I think this wonder about . . . detail means . . .

Use Document B, the secondary source, to answer question 2.

2. Whatinformationdidyougainfromthesecondarysourcethathelpedyoutobetterunder-standthephotograph?Citetextualevidencetosupportyouranswer.

Extended Learning ActivitiesGoonline to theURL<http://memory.loc.gov/ammem/fsahtml/fahome.html>.BrowsethesubjectindextoviewphotographsshowingtheresultsofthedevastatingduststormsthatsweptacrosstheGreatPlainsduringtheDustBowlera.

GoonlinetotheURL<http://www.pbs.org/kenburns/dustbowl/>toexploretheWebsitethataccompaniestheKenBurnsmovieThe Dust Bowl.Checkoutthephotos,videos,biog-raphies,andtheinteractiveDustBowlactivities.




Bombing of Pearl Harbor

Directions:ReadDocumentA,thetextversionofPresidentFranklinRoosevelt’s“DayofInfamy”address.ThenlistentoDocumentB,theaudioversionofthespeech.Answerthequestionsthatfollow.Citetextualevidencetosupportyouranswers.

Document A: “Day of Infamy,” Address, December 8, 1941 [Transcript]

TOTHECONGRESSOFTHEUNITEDSTATES:

Yesterday,December7,1941—adatewhichwillliveininfamy—theUnitedStatesofAmericawassuddenlyanddeliberatelyattackedbynavalandairforcesoftheEmpireofJapan.

TheUnitedStateswasatpeacewiththatNationand,atthesolicitationofJapan,wasstillinconversationwithitsGovernmentanditsEmperorlookingtowardthemaintenanceofpeaceinthePacific.Indeed,onehourafterJapaneseairsquadronshadcommencedbombinginOahu,theJapaneseAmbassadortotheUnitedStatesandhiscolleaguedeliveredtoourSecretaryofStateaformalreplytoarecentAmericanmessage.Whilethisreplystatedthatitseemeduselesstocontinuetheexistingdiplomaticnegotiations,itcontainednothreatorhintofwarorofarmedattack.

ItwillberecordedthatthedistanceofHawaiifromJapanmakesitobviousthattheattackwasdeliberatelyplannedmanydaysorevenweeksago.DuringtheinterveningtimetheJapaneseGovernmenthasdeliberatelysoughttodeceivetheUnitedStatesbyfalsestatementsandexpressionsofhopeforcontinuedpeace.

TheattackyesterdayontheHawaiianIslandshascausedseveredamagetoAmericannavalandmilitaryforces.VerymanyAmericanliveshavebeenlost.InadditionAmericanshipshavebeenreportedtorpedoedonthehighseasbetweenSanFranciscoandHonolulu.

YesterdaytheJapaneseGovernmentalsolaunchedanattackagainstMalaya.

LastnightJapaneseforcesattackedHongKong.

LastnightJapaneseforcesattackedGuam.

LastnightJapaneseforcesattackedthePhilippineIslands.

LastnighttheJapaneseattackedWakeIsland.ThismorningtheJapaneseattackedMidwayIsland.




Japanhas,therefore,undertakenasurpriseoffensiveextendingthroughoutthePacificarea.Thefactsofyesterdayspeakforthemselves.ThepeopleoftheUnitedStateshavealreadyformedtheiropinionsandwellunderstandtheimplicationstotheverylifeandsafetyofournation.

AsCommander-in-ChiefoftheArmyandNavyIhavedirectedthatallmeasuresbetakenforourdefense.

Alwayswillberememberedthecharacteroftheonslaughtagainstus.

Nomatterhowlongitmaytakeustoovercomethispremeditatedinvasion,theAmericanpeopleintheirrighteousmightwillwinthroughtoabsolutevictory.

IbelievethatIinterpretthewilloftheCongressandofthepeoplewhenIassertthatwewillnotonlydefendourselvestotheuttermostbutwillmakeverycertainthatthisformoftreacheryshallneverendangerusagain.

Hostilitiesexist.Thereisnoblinkingatthefactthatourpeople,ourterritory,andourinterestsareingravedanger.

Withconfidenceinourarmedforces—withtheunboundingdeterminationofourpeople—wewillgaintheinevitabletriumph—sohelpusGod.

IaskthattheCongressdeclarethatsincetheunprovokedanddastardlyattackbyJapanonSunday,Decemberseventh,astateofwarhasexistedbetweentheUnitedStatesandtheJapaneseEmpire.

FranklinD.Roosevelt

THEWHITEHOUSE,

December8,1941

Document B: “Day of Infamy” Address, December 8, 1941 [Audio Version]

ToaccesstheaudioversionofPresidentFranklinRoosevelt’s“DayofInfamy”address,goonlinetotheNationalArchivesatthefollowingURL:<http://research.archives.gov/description/1436350>.

Bombing of Pearl Harbor (cont.)

Document A: “Day of Infamy,” Address, December 8, 1941 [Transcript] (continued)




Name: Date:

Learning Activity: War Is Declared!

Use Document A to answer questions 1–7.

1.Typeofdocument(checkone):

newspaper map

advertisement speech/address

letter congressionalrecord

report newspaperarticle

telegram

2. Dateofdocument:

3. Whocreatedthedocument?

4. Forwhataudiencewasthedocumentwritten?

5. Whywasthedocumentwritten?

6. Isthedocumentacrediblesourceofinformation?Whyorwhynot?

7. Whatisthecentralthemeofthedocument?




Name: Date:

Learning Activity: War Is Declared (cont.)

Use Document B to answer question 8.

8. Whatcanyoutellaboutthespeakerfromhisdeliveryofthespeech:voicelevel,pace,dra-maticpause,loadedwords,andrepetition?

Presentation Evidence

VoiceLevel

Pace

DramaticPause

LoadedWords

Repetition

Use Documents A and B to answer question 9.

9. DidreadingthetextversionofPresidentRoosevelt’sspeechandthenlisteningtotheaudioversiongiveyouabetterunderstandingofthishistoricalevent?Supportyouranswerwithdetailsandexamples.

Extended Learning ActivityTolearnmoreaboutthebombingofPearlHarbor,readoneofthefollowingbooks: • Literature:Under the Blood Red SunbyGrahamSalisbury • Informational Text:Pearl Harbor Child: A Child’s View of Pearl Harbor from Attack

to PeacebyDorindaNicholson




Learning Stations Activity: Teacher Page

Title: American Civil War: Characteristics of a Leader

Goal:Studentswillbeabletoanalyzeandinterpretprimaryandsecondarysourcesonthesametopic.

Instructions to Teacher

Thisactivityconsistsoffourlearningstations.Priortobeginningthestationactivities,itisimpor-tantfortheteachertointroduceorreviewwiththestudentstheskillsofcomparingandcontrasting,recognizingbiasandpointofview,identifyingwordmeaning,andmakinginferences.

Materials List/Setup

Station One: DocumentA:AutobiographicalSketchofLincoln(PrimarySource) DocumentB:BiographyofAbrahamLincoln(SecondarySource) Activity:CompareandContrastStation Two: DocumentC:Lincoln’sLettertoJohnD.Johnston.November4,1851(PrimarySource) Activity:BiasandPointofViewStation Three: DocumentD:WaltWhitman.JournalEntry,August12,1863(PrimarySource) Activity:WordMeaningStation Four: DocumentD:WaltWhitman.JournalEntry,August12,1863(PrimarySource) DocumentE:PhotographofAbrahamLincoln(PrimarySource) Activity:MakingInferencesWriting Activity Reflection—AmericanCivilWar,CharacteristicsofaLeader Handout:PersonalityandCharacterTraitsActivity:onecopyperstudentDocuments:onecopypereachstudentinagroupHandout:onecopypereachstudentinagroup

Opening: Discussion Questions (Teacher-Directed)

1. Whatareprimarysources?2. Whataresecondarysources?3. Howcanprimarysourceshelpyoutobetterunderstandatopic?4. Whatarecharactertraits?Personalitytraits?5. WhatdoyoualreadyknowaboutAbrahamLincoln?6. WhatdoyouknowaboutLincoln’scharacterorpersonality?

Student Instructions for Learning Stations

Atthelearningstations,youwillanalyzeandinterpretprimaryandsecondarysourcesonthetopicofAbrahamLincoln.Discussyouranswerswithothergroupmembersaftercompletingeachactivity.

Closure: Reflection

StudentswillusethecompletedlearningstationactivitiestohelpcomposetheReflectionwritingactivity.

LearningStationsActivity



Document A: Autobiographical Sketch of Lincoln

InhisDecember20,1859,lettertoJ.W.Fell,AbrahamLincolnenclosedabriefautobio-graphicalsketchthatFellhadrequested.Aboutthesketch,Lincolnwroteinhisletter,“...Thereisnotmuchofit,forthereason,Isuppose,thatthereisnotmuchofme—Ifanythingbemadeoutofit,Iwishittobemodest,andnottogobeyondthematerial.”

IwasbornFeb.12,1809,inHardinCounty,Kentucky.MyparentswerebothborninVirgin-ia,ofundistinguishedfamilies—secondfamilies,perhapsIshouldsay—MyMother,whodiedinmytenthyear,wasofafamilyofthenameofHanks,someofwhomnowresideinAdams,andothersinMaconcounties,Illinois—Mypaternalgrandfather,AbrahamLincoln,emigratedfromRockinghamCounty,Virginia,toKentuckyabout1781or2,when,ayearortwolater,hewaskilledbyindians,notinbattle,butbystealth,whenhewaslaboringtoopenafarmintheforest—Hisancestors,whowerequakers,wenttoVirginiafromBerksCounty,Pennsyl-vania—AnefforttoidentifythemwiththeNew-Englandfamilyofthesamenameendedinnothingmoredefinite,thanasimilarityofChristiannamesinbothfamilies,suchasEnoch,Levi,Mordecai,Solomon,Abraham,andthelike— Myfather,atthedeathofhisfather,wasbutsixyearsofage;andhegrewup,litterallywithouteducation—HeremovedfromKentuckytowhatisnowSpencercounty,Indiana,inmyeighthyear—WereachedournewhomeaboutthetimetheStatecameintotheUnion—Itwasawildregion,withmanybearsandotherwildanimalsstillinthewoods—ThereIgrewup—Thereweresomeschools,socalled;butnoqualificationwaseverrequiredofateacher,beyond“readin,writin,andcipherin”totheRuleofThree—Ifastragglersupposedtounder-standlatinhappenedtosojournintheneighborhood,hewaslookeduponasawizzard—Therewasabsolutelynothingtoexciteambitionforeducation.OfcoursewhenIcameofageIdidnotknowmuch—Stillsomehow,Icouldread,write,andciphertotheRuleofThree,butthatwasall—Ihavenotbeentoschoolsince—ThelittleadvanceInowhaveuponthisstoreofeducation,Ihavepickedupfromtimetotimeunderthepressureofnecessity— Iwasraisedtofarmwork,whichIcontinuedtillIwastwentytwo—AttwentyoneIcametoIllinois,andpassedthefirstyearinMaconCounty—ThenIgottoNew-Salem(atthattimeinSangamon,nowinMenardCounty,whereIremainedayearasasortofClerkinastore—thencametheBlack-HawkWar;andIwaselectedaCaptainofVolunteers—asuc-cesswhichgavememorepleasurethananyIhavehadsince—Iwentthecampaign,waselated,ranfortheLegislaturethesameyear(1832)andwasbeaten—theonlytimeIeverhavebeenbeatenbythepeople—Thenext,andthreesucceedingbiennialelections,IwaselectedtotheLegislature—Iwasnotacandidateafterwards.DuringthisLegislativeperiodIhadstudiedlaw,andremovedtoSpringfieldtopracticeit—In1846IwasonceelectedtothelowerHouseofCongress—Wasnotacandidateforre-election—From1849to1854,bothinclusive,practicedlawmoreassiduouslythaneverbefore—Alwaysawhiginpolitics,andgenerallyonthewhigelectoraltickets,makingactivecanvassers—Iwaslosinginterestinpolitics,whentherepealoftheMissouriCompromisearousedmeagain—WhatIhavedonesincethenisprettywellknown— Ifanypersonaldescriptionofmeisthoughtdesirable,itmaybesaid,Iam,inheight,sixfeet,fourinches,nearly;leaninflesh,weighing,onanaverage,onehundredandeightypounds;darkcomplexion,withcoarseblackhair,andgreyeyes—noothermarksorbrandsrecollected—

*Errorsincapitalization,punctuation,andspellingareasfoundintheoriginaldocument.




Document B: Biography of Abraham Lincoln

Abrahamwasonlynineyearsoldwhenhismothersuccumbedtoafataldisease.Asshelayonherdeath-bedshecalledhersonanddaughtertoherandgavethemherlastcharge.“Begoodtooneanother,”shesaid,“loveGodandyourkin.” Thewinterwhichfollowedwasdrearyanddesolateforthemotherlesschildren.AfewmonthslaterThomasLincolnbroughttothecabinasecondwifewhowasamotherindeedtothetwolittleones.Shewasthriftyandindustrious,aswellaskindandaffectionate,andunderherrulethefamilyhadmoreofthecomfortsoflifethanithadeverknownbefore.Mrs.Lincolninsistedthatten-year-oldAbemustbesenttoschoolandsohetrudgedeverydaytothelogschoolhouseamileandahalffromhome. Hewasadiligentstudent,andhereadeverybookonwhichhecouldlayhishands.Thesebookswerefewinnumber;theBible, Aesop’s Fables, Robinson Crusoe, Pilgrim’s Progress,ahistoryoftheUnitedStates,andWeem’sLife of Washington,werereadandre-read.Hisbookcasewasacrackbetweenthelogsofthecabinwall.OnenightthebindingoftheLife of Washington,wasinjuredbyadrivingstorm;topaythemanfromwhomitwasborrowedforthedamage,Abeworkedthreedaysinhiscornfield.Atnighttheboywouldlieflatonthefloorbeforethefireandcipheronaplankorawoodenshovelwithapieceofcharcoal;whenthesurfacewascoveredwithfigures,hewoulderasethemandbeginanew. Hisfatherconsideredthehoursspentinstudyaswastedtime,andAbewasoftencalledtoputhisbooksasidetogrubandplowandmow.Suchworkwaslittletohistaste;hesaidinlateryears,“hisfathertaughthimtoworkbutnevertaughthimtolovework.”... Inthespringof1830whenAbewastwenty-onehisfathermovedtoIllinoiswherefertilelandwastobehadoneasyterms....Inthenewsettlementthemensettoworktoclearawaytheforestandbuildcabins.Abehelpedtosplitrailstofenceinthelittlefarm.Henotonlyhelpedathome,butworkedforothersasoccasiondemanded.... AlittlelaterhemadeatriptoNewOrleanswithaboat-loadofmeat,hogs,andcorn....Afterhisreturnhome,hebecameclerkinacountrystore.Herebyhisscrupuloushonestyheearnedthenickname“HonestAbe.”Onedayhemadeanoverchargeoffourpenceandthatnighthewalkedseveralmilestoreturnthemoney.Duringhisleisurehecontinuedhisstudies.Bookswerescarce,andononeoccasionhewalkedsixmilestoborrowagrammar. In1832AbeLincolnwaselectedcaptainofacompanyofvolunteerswhomarchedwiththeregulartroopsagainsttheIndianchief,BlackHawk.MostofthemenwenthomewhentheirtermofenlistmentexpiredbutAbeLincolnre-enlistedandservedasaprivate.Thiswashisonlyexperienceinactualwarfare.Whenhereturnedhomehepresentedhimselfasacandidateforthelegislature.Hisneighborsheartilysupported“humbleAbrahamLincoln”whowasoneofthem,buthewasdefeated.Hewasaclear,straightforwardspeakerwithapointed,well-toldjokeforeveryoccasion.

[ExcerptfromBrief Biographies from American HistorybyEdnaHenryLeeTurpin,1907.]




Document C: Lincoln’s Letter to John D. Johnston

November 4, 1851 Shelbyville

Dear Brother, When I came into Charleston day before yesterday, I learned that you are anxious to sell the land where you live and move to Missouri. I have been thinking of this ever since, and cannot but think such a notion is utterly foolish. What can you do in Missouri better than here? Is the land any richer? Can you there, any more than here, raise corn and wheat and oats without work? Will anybody there, any more than here, do your work for you? If you intend to go to work, there is no better place than right where you are; if you do not intend to go to work, you cannot get along anywhere. Squirming and crawling about from place to place can do no good. You have raised no crop this year; and what you really want is to sell the land, get the money, and spend it. Part with the land you have, and, my life upon it, you will never after own a spot big enough to bury you in. Half you will get for the land you will spend in moving to Missouri, and the other half you will eat, drink, and wear out, and no foot of land will be bought. Now, I feel it my duty to have no hand in such a piece of foolery. I feel that it is so even on your own account, and particularly on mother’s account. The eastern forty acres I intend to keep for mother while she lives; if you will not cultivate it, it will rent for enough to support her—at least, it will rent for something. Her dower in the other two forties she can let you have, and no thanks to me. Now, do not misunderstand this letter; I do not write it in any unkindness. I write it in order, if possible, to get you to face the truth, which truth is, you are destitute because you have idled away all your time. Your thousand pretences for not getting along better are all nonsense; they deceive nobody but yourself. Go to work is the only cure for your case. A word to mother. Chapman tells me he wants you to go and live with him. If I were you I would try it awhile. If you get tired of it (as I think you will not), you can return to your own home. Chapman feels very kindly to you, and I have no doubt he will make your situation very pleasant.

[ExcerptfromSpeeches & Letters of Abraham Lincoln, 1832-1865.editedbyMerwinRoe.1912.]




Document D: Walt Whitman. Journal Entry, August 12, 1863

WaltWhitman,apopularAmericanpoet,wasanadmirerofAbrahamLincoln.HelivedinWashington,D.C.,during theCivilWar.Whitman’sAugust12,1863, journalentry,published inthebookSpecimen Days,recordshissightingsofPresidentLincolnonthestreetsofWashingtonD.C.

August 12th.—IseethePresidentalmosteveryday,asIhappentolivewherehepassestoorfromhislodgingsoutoftown.HeneversleepsattheWhiteHouseduringthehotseason,buthasquartersatahealthylocationsomethreemilesnorthofthecity,theSoldiers’home,aUnitedStatesmilitaryestablishment.Isawhimthismorningabout81/2comingintobusiness,ridingonVermontavenue,nearLstreet.Healwayshasacompanyoftwenty-fiveorthirtycavalry,withsabresdrawnandhelduprightovertheirshoulders.Theysaythisguardwasagainsthispersonalwish,buthelethiscounselorshavetheirway.Thepartymakesnogreatshowinuniformorhorses.Mr.Lincolnonthesaddlegenerallyridesagood-sized,easy-goinggrayhorse,isdress’dinplainblack,somewhatrustyanddusty,wearsablackstiffhat,andlooksaboutasordinaryinattire,&c.,asthecommonestman.Alieutenant,withyellowstraps,ridesathisleft,andfollowingbehind,twobytwo,comethecavalrymen,intheiryellow-stripedjackets.Theyaregenerallygoingataslowtrot,asthatisthepacesetthembytheonetheywaitupon.Thesabresandaccoutrementsclank,andtheentirelyunornamental cortègeasittrotstowardsLafayettesquarearousesnosensation,onlysomecuriousstrangerstopsandgazes.IseeveryplainlyABRAHAMLINCOLN’Sdarkbrownface,withthedeep-cutlines,theeyes,alwaystomewithadeeplatentsadnessintheexpression.Wehavegotsothatweexchangebows,andverycordialones.SometimesthePresidentgoesandcomesinanopenbarouche.Thecavalryalwaysaccompanyhim,withdrawnsabres.OftenInoticeashegoesoutevenings—andsometimesinthemorning,whenhereturnsearly—heturnsoffandhaltsatthelargeandhandsomeresidenceoftheSecretaryofWar,onKstreet,andholdsconferencethere.Ifinhisbarouche,Icanseefrommywindowhedoesnotalight,butsitsinhisvehicle,andMr.Stantoncomesouttoattendhim.Sometimesoneofhissons,aboyoftenortwelve,accompanieshim,ridingathisrightonapony.EarlierinthesummerIoccasionallysawthePresidentandhiswife,towardthelatterpartoftheafternoon,outinabarouche,onapleasureridethroughthecity.Mrs.Lincolnwasdress’dincompleteblack,withalongcrapeveil.Theequipageisoftheplainestkind,onlytwohorses,andtheynothingextra.Theypass’dmeonceveryclose,andIsawthePresidentinthefacefully,astheyweremovingslowly,andhislook,thoughabstracted,happen’dtobedirectedsteadilyinmyeye.Hebow’dandsmiled,butfarbeneathhissmileInoticedwelltheexpressionIhavealludedto.Noneoftheartistsorpictureshascaughtthedeep,thoughsubtleandindirectexpressionofthisman’sface.Thereissomethingelsethere.Oneofthegreatportraitpaintersoftwoorthreecenturiesagoisneeded.

[ExcerptfromSpecimen DaysbyWaltWhitman,1882.]




Document E: Photograph of Abraham Lincoln

ThisphotographofAbrahamLincolnwas takenbyAlexanderGardneronNovember8,1863.ToviewtheimageonlinegototheURL:<http://www.loc.gov/pictures/item/96522529/>.

LibraryofCongress




Name: Date:

Learning Station One: Compare and Contrast

Directions: ReadDocumentA,aprimarysourceaboutAbrahamLincoln,andDocumentB,asecondarysourceaboutLincoln.Selectoneofthesubtopicslistedbelow.Compareandcontrasttheinformationfoundinthedocumentsaboutyoursubtopic.

Subtopics: Education Military Experience Farm Work Family Political Campaigns

Subtopic:


Document A: Primary Source Alike

Document B: Secondary Source

Different Different



Name: Date:

Learning Station Two: Bias and Point of View

Directions: ReadDocumentC,thetranscriptofaletterAbrahamLincolnsenttohisstepbrother,JohnD.Johnston.Thenanswer thequestionsbelow.Cite textualevidence tosupportyouran-swer.

1. What was Lincoln’s opinion about his brother’s decision to sell the land and move toMissouri?

2. WhatargumentdidLincolnmaketosupporthisopinion?

3. Whatemotionally“loaded”wordsorexaggerationsexpressLincoln’sbiasabouthisbrother’sdecision?

4. WhatcanyouinferaboutLincoln’sopinionofhisstepbrother’scharacter?




Name: Date:

Learning Station Three: Word Meaning

Primarysourcesfromahistoricaleramaycontainunfamiliarorseldomusedvocabulary.Notknowingthemeaningofwordscanaffectyourunderstandingofadocument.

Directions: ReadDocumentD,WaltWhitman’sjournalentryforAugust12,1863.Whatdoyouthinkeachboldedwordmeans?Whatisthedictionarydefinitionofeachboldedword?Recordyouranswersinthegraphicorganizer.

Word What You Think Dictionary the Word Means Definition

1. quarters

2. sabres

3. accoutrements

4. unornamental

5. cortége

6. latent

7. barouche

8. crape

9. equipage

10. subtle




Name: Date:

Learning Station Four: Making Inferences

Directions: Examine Document E, photograph of Abraham Lincoln. Begin by looking at thephotographasawhole;thenfocusonhisfacialfeatures.Recordyourobservationsinthegraphicorganizer.ThenreadDocumentD,WaltWhitman’sjournalentryforAugust12,1863.Answerthequestion.

Detail (What I Observe) This leads me to question... Inference (My Best Guess)

CompareyourobservationsofthephotographwithWhitman’sdescriptionofLincolninhisjournalentryforAugust12,1863.Citetextualevidencetosupportyouranswer.




Name: Date:

Reflection

American Civil War: Characteristics of a Leader

Directions: AbrahamLincolnwasthesixteenthpresidentoftheUnitedStates.Hisexperiencesinlifehelpedtodevelophispersonalityandcharacter.ReflectuponwhatyouhavelearnedaboutAbrahamLincolnfromtheprimaryandsecondarysources.Examinethe“PersonalityandChar-acterTraits”handout.SelectthreetraitsthatyoufeelAbrahamLincolnpossessedthatmadehimaneffectiveleader.Citetextualevidencefromtheprimaryandsecondarysourcestosupportyourchoiceofcharactertraits.




adaptableadventurousaffectionateaggressiveambitiousangryanxiousannoyedapologeticargumentativearrogantawkwardboringbossybravecalmcapablecarelesscautiouscharmingcheerfulclevercold-heartedcompassionatecompulsiveconceitedconcernedconfidentconfusedconsiderateconsistentcontrollingcooperativecourageouscowardlycraftycreativecruelcuriousdemandingdependable

Personality and Character Traits

determineddiscourageddishonestdisrespectfuldreamereagereasy-goingeloquentembarrassingencouragingenergeticexpertfaithfulfearlessfidgetyfierceflamboyantflexiblefoolishfriendlyfrustratedfunnyfuriousgenerousgentlegivingglamorousgloomygraciousgreedygrouchygulliblehappyhard-workinghatefulhelpfulhesitanthonesthopefulhospitablehumble

immatureimpatientimpulsiveincompetentindecisiveindependentinsecureintelligentinventiveirritablejealousjoviallazyleaderlight-heartedlogicallonelylovableloyalmaliciousmeanmeekmischievousmysteriousnaggingnaïvenervousobedientobnoxiousobservantoptimisticpatientpatrioticperceptiveperseveringpersistentpersuasivepickypolitepopularpractical

proudrashreliablereservedrespectfulresponsibleromanticruderuthlesssarcasticscaredsecretiveself-centeredselfishsensitiveseriousshrewdshysillyslysmartsneakyspoiledsqueamishstingystrongstubbornstudioussuccessfulsympathetictalentedthankfulthoughtfulthriftytimidtrustingtrustworthyunfriendlyunhappywisewitty




Instructional ResourcesRecognizing Fact and Opinion (p.6)1.F 2.F 3.O 4.F 5.O6.F 7.O 8.O 9.O 10.F11.F 12.F 13.F 14.O 15.ODocument-Based Learning ActivitiesSingle SourceExercising My First Amendment Freedoms (p. 8)Rights (in any order): freedom of religion, freedom ofspeech,freedomofthepress,freedomtopeaceablyas-semble, freedomtopetition thegovernment for redressofgrievancesAnswerswillvaryforhowstudentsexercisethoserights.

William Clark’s Journal Entry (p. 9) Answersmayvary(exampleshown).April1,1805 Wehavethunder,lightning,hail,andraintoday.ItisthefirstrainofnotesinceOctober15th.Ihadtheboat,pirogues,andcanoesputinthewater.Weexpecttosetofftheboatwithdispatches.Intheboatwillgo6Ameri-cans,3Frenchmen,andperhapsseveralArikarachiefs.Immediatelyafter,weshallascend in2piroguesand6canoesaccompaniedby5Frenchmenwhointendtoas-cend a short distance to trap beaver.The beaver is ingreatabundance.Higherupourpartywillconsistofoneinterpreterandhunter,oneFrenchmanasan interpret-er and his two wives (This man speaks Minitari to hiswiveswhoareShoshoneorSnakeIndiansofthenationsthroughwhichweshallpass,andtoactas interpretersthroughhim.),26AmericansandFrench,myservant,aMandanIndian,andprovisionsfor4months.

Clothing for Prairie Travelers (p. 12)1.healthandcomfort2.Cottonorlinenfabricsdonotsufficientlyprotectthe

body against the direct rays of the sun at midday,noragainstrainsorsuddenchangesoftemperature.Wool,beinganon-conductor,isthebestmaterialforthismodeof locomotion,andshouldalwaysbead-optedfortheplains.

3.Deep snow footwear: moccasins are preferable tobootsorshoes,asbeingmorepliable,andallowingafreercirculationoftheblood.

Summer footwear: shoes are lighter, and do notcramptheankles;thesolesshouldbebroad,soastoallowasquare,firmtread,withoutdistortingorpinch-ingthefeet.

4.The awl and buckskins were necessary for repair-ing worn out shoes. Without shoes the feet couldbecomedamagedand themenwouldbedisabled.

Withnowaytotransportadisabledman,thesolutionwastopreventthemfrombecomingdisabledbybe-ingabletorepairtheshoes.

5.Possibleanswers:pants,moccasins

The President Makes a Proclamation (p. 15–16) 1.Abraham Lincoln issued the Emancipation Procla-

mation.The document states after the title “By thePresidentoftheUnitedStatesofAmerica.”Theproc-lamationissignedbyAbrahamLincoln.

2.ThepurposeoftheEmancipationProclamationwastofreeanypersonsheldasslaveswithindesignatedstates.Theproclamationdeclared“allpersonsheldas slaves within any state or designated part of aState,Thepeoplewhereofshallthenbeinrebellionagainst theUnitedStates,shallbe then, thencefor-ward,andforeverfree.”

3.The proclamation gave the military and naval au-thorities the power to maintain the freedom of thefreedslaves.Theproclamationstates“TheExecutivegovernmentoftheUnitedStates, includingthemili-taryandnavalauthoritiesthereof,willrecognizeandmaintainthefreedomofsaidpersons.”

4.AbrahamLincolnstatedhisauthorityforissuingtheproclamationas“PresidentoftheUnitedStates”andas “Commander-in-Chief, of the Army and Navy oftheUnitedStates.”

5.Lincolnencouragedthefreedslavesto“abstainfromallviolence”and“laborfaithfulforreasonablewages.”

6.Yes, slaves were allowed to join the military. Theproclamation stated “persons of suitable condition,willbereceivedintothearmedserviceoftheUnitedStates.”

7.Lincoln stated the proclamation was “warranted bytheConstitution,uponmilitarynecessity.”

A Letter of Consolation (p. 18) 1.ExecutiveMansion,inWashingtononNovember21,

1864.2.Boston,Mass.3.fivesons.Lincolnstated“youarethemotheroffive

sons.”4. ItwastheCivilWar.TheletterisdatedNovember21,

1864.ThedateoftheCivilWarwas1861–1865.5.Lincoln’spurposeforwritingthelettertoMrs.Bixby

wastoconsoleandthankMrs.Bixbyonbehalfofthenation for her sacrifice. He stated “but I cannot re-frainfromtendering(to)youtheconsolationthatmaybe found in the thanks for the republic theydied tosave.”

6.Lincolndescribedhiswordsas“weakandfruitless.”7.Lincolnhopedshewouldbeleftwith“thecherished

memoryofthelovedandlost”and“solemnpride.”

Answer Keys

AnswerKeys



Word Meaning (p. 20) 1.yellow 2.bountiful3.awayoraccessroad 4.verify5.white

Interpreting a Poem (p. 21) 1.toexpressherfeelingsaboutAmerica2.Thetoneispositive.Positivewordsandphrasessuch

as“OBeautiful,”“patriotdream,”“brotherhood,”“self-control,”and“freedom”wereused.

3.In the first stanza, the poet uses phrases such as“spacious skies,” “purple mountain majesties,” and“fruitedplains”todescribethebeautyofallthediffer-entgeographicalsceneryofthenation.

4.TheauthorcallsonGodineachstanza:“GodshedHisgraceonthee,”“Godmendthineev’ryflaw,”and“mayGodthygoldrefine.”

Analyzing a Photograph (p. 23) Answerswillvary,butmayinclude:1.ten-years-old;dirtyandrumpledclothing;wearsahat

with lintclinging to it;serious facialexpressionwithmouthsetinagrimace

2.taking off an empty thread bobbin and replacing itwithafullbobbin

3.Itwasaperiod inhistorywherechildrenworked infactories.Conditionsinthefactorywerenotcleanorsafe.

To the Soldiers of the National Army (p. 25)1.SoldiersoftheNationalArmy2.Remind the soldiers that their actions would be

“watched with the deepest interest” by their lovedones,“thenation,”and“theeyesofalltheworld”andtokeep themselves“fitandstraight”and“pureandclean.”

3.to“addanewlaureltothecrownofAmerica”4.He said “this great war draws us all closer togeth-

er,makesusallcomradesandbrothers,asall trueAmericansfeltthemselvestobewhenwefirstmadegoodournationalindependence.”

Help America Win! (p. 27) 1.construction workers who were building the war-

ships2.Thebuildingofshipswas“morethanaconstruction

job,”itwasa“chancetowinthewar.”Bydoingtheirbest,theyweredoingtheirfairsharelikeasoldier,a“manwhofights.”

3.Thepurposeoftheposterwastoencourageworkerstodotheir“best.”

4.It encouraged theworkers todo their bestworkortheywouldnotbehelpingtheir“son,brother,orpalwhowas‘OVERTHERE.’”

Multi-Text SourcesThe Birth of Freedom (p. 32)1.Answerswillvarybutmightinclude: Introduction–purposeoftheresolution Rights – explains basic human rights all people

have Grievances– listofcomplaintsagainst theKingof

England Conclusion – Declaration of Independence and

pledgebythesigners2.Adamsfeltthepassingoftheresolutionwasofgreat

importance. He stated in his letter “the greatestquestion was decided, which ever was debated inAmerica.”

3.AdamstatedtheDeclarationwouldgivethe“causeswhichhaveimpelledustothismightyrevolution,”andwould state the reasons “which will justify it in thesightofGodandman.”

4.Adamshadmixedfeelings.Hestatedinhisletterhewasawareofthecost“thetoil,andblood,andtrea-sure, that itwill cost.”Yethecouldsee“the raysofravishinglightandglory”intheend.

5.thepeopleoftheUnitedStatescanassumethe“sep-arateandequalstationtowhichtheLawsofNatureandofNature’sGodentitlethem”

6.Answerswillvary. (See:DocumentA:TheDeclara-tionofIndependencehandout.)

7.The signers of the Declaration pledged “our Lives,ourFortunes,andoursacredHonour.”

Dear Mrs. Roosevelt (p. 35)Answerswillvary.

Japanese-American Relocation and Internment (p. 38)1.“every possible protection against espionage and

againstsabotagetonational-defensematerial,nation-al-defense premises, and national-defense utilities”

2.SecretaryofWarandMilitaryCommandershemightappointfromtimetotime

3.TheSecretaryofWaror theCommandershad therighttosetup“militaryareaswherevertheydeemeditnecessary.Theycouldalso“determine,fromwhichanyorallpersonsmaybeexcluded,andwithrespecttowhich,therightofanypersontoenter,remainin,orleaveshallbesubjecttowhateverrestrictionstheSecretary of War or the appropriate Military Com-mandersmayimposeinhisdiscretion.”

4.Bynotlistingethnicgroups,theycouldapplytheex-ecutiveordertowhomevertheywantedto.Thisway,theirabilitytocarryouttheexecutiveorderwasnotlimited.

5.(1)openlyadmitthatthegovernment’sactionswerewrong

(2)toapologize

AnswerKeys



(3)provideapubliceducationfundtopreventsimilaractionsfromreoccurring

(4)makerestitution(makegoodfinanciallyorrestorehonor) to theJapanesewhowere internedor theirdescendants

(5)discouragefutureviolationsandactions (6)makeU.S.complaintsabouthumanrightsviola-

tionsbyothernationsmorecredibleandsincere6.individualswithJapaneseancestry7.relocationandinternment8.“racial prejudice, wartime hysteria, and a failure of

politicalleadership”9.TheexecutiveorderwasissuedbythePresidentof

theUnitedStates. It establishedmilitaryareasandorderedtherelocationand internmentofpeopleforthepurposeofnationaldefenseduringwartime.Thepublic law was enacted by Congress to apologize,makerestitution,andtakestepstodiscouragesuchactionsfromhappeningagain.

10. In1942,theU.S.wasatwarwithJapan.Whentheex-ecutiveorderwasissued,theyfelttheyneededtodothistoprotectthenationagainstespionage.In1988,documentationbythecommissionprovedtheactionswere“carriedoutwithoutadequatesecurityreasonsandwithoutanyactsofespionageorsabotage.”

Text With Audio/Visual SourcesDust Bowl Days (p. 43)Answerswillvary,butmayinclude:1.erosion, high mounds of dirt, bare trees, buildings

lookabandoned(noevidencethatpeoplearelivingthere),nocropsinthefield,dirtmoundisrippledlikethesandsofthedesert

2.Therewerenocropsinthefield,becausethe“cropsfailed.” The buildings looked abandoned because“farmerscouldn’tmakemortgagepaymentsontheirfarms” so “thousands of families migrated west.” Itwas sand that “settled around homes, fences, andbarns.”

War Is Declared! (p.46)1.speech/address2.December8,19413.FranklinD.Roosevelt4.CongressoftheUnitedStatesandthepeopleofthe

UnitedStates5.declareastateofwarwithJapan6.Thedocumentiscreditablebecauseitwasaspeech

given by the President of the United States at thetimeofthehistoricalevent.

7.ThecentralthemeofthedocumentisthejustificationfordeclaringwaronJapan.InhisspeechPresidentRooseveltstates“Yesterday,December7,1941...the

UnitedStatesofAmericawassuddenlyanddeliber-atelyattackedbynavalandairforcesoftheEmpireofJapan.”

8.Answerswillvary.9. Answerswillvary.

Learning Stations ActivityLearning Station One: Compare and Contrast (p. 54) Answerswillvary.

Learning Station Two: Bias and Point of View (p. 55) 1.Hethoughthisbrotherwas“utterlyfoolish”fortrying

tosellthelandandmovetoMissouri.2.Answerswillvarybutmight include:Lincolnargued

ifthelandwassold,hisbrotherwouldspendhalfhismoney“inmovingtoMissouri”andtheotherhalfhewould“eat,drink,andwearout.”Thenhewouldhavenomoneytobuyland,noteven“aspotbigenoughtoburyyouin.”

3.Answersmayinclude:anxious;foolish;itismyduty;foolery;idled;pretences;deceive;nonsense.

4.Answerswillvary.

Learning Station Three: Word Meaning (p. 56)DictionaryDefinitions:1.lodgingorresidence2.cavalrysword3.itemsasoldierwearsotherthanhisclothingormili-

taryequipment4.notshowy5.ceremonialprocession6.underlying7.atypeofhorse-drawncarriage8.agauze-liketypeoffabric9.carriageandhorses10.restrained

Learning Station Four: Making Inferences (p. 57)Answerswillvary.

Reflection (p. 58)Answerswillvary

AnswerKeys

About the Authors

Schyrlet Cameron has 34 years of experience as an elementaryand middle-school teacher. She is currently working as a writer andeducational consultant. Schyrlet has authored or co-authored over 20teacher resourcebooks.Shehaspresentedworkshopsat thenational,state,and local levelsonavarietyof topics.SchyrletholdsaMasterofEducationDegreeinElementaryEducationandhasreceivedrecognitionforherprofessionalisminteachingincludingtheMissouriScienceTeacherof theYearAwardand thenationalExcellence inTeaching ElementarySciencePresidentialAward.

SuzanneMyershas31yearsofexperienceasaschoollibrarymediaspecialistwithadditional certification in social studies.Currently, she isaneducationalconsultantandawriter/editor.Sheistheco-authorof12teacherresourcebooksandseveralbulletinboardsets.Inherworkshops,Suzanne focuses on utilizing technology and Internet resources in thecurriculum.Shehasbeenawardedstategrantsthatprovidedfundingforcross-curricularactivitiesinsocialstudiesandliterature.

CD-404212 Using Primary Sources to Meet Common Core State StandardsCD-404216 Common Core: ConductingResearch Projects

Toseetheseproductsandmore,visityournearestteacherbookstoreorgoonlineatwww.carsondellosa.comandclickontheMarkTwainMedialogoorShopbyBrand.

ThisproductisalignedwiththeCommonCoreStateStandards.(©Copyright2010.NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.AllrightsReserved.)Ithasalsobeencorrelatedtostate,national,andCanadianprovincialstandards.Visitwww.carsondellosa.comtosearchandviewitscorrelationstoyourstandards,orcall800-321-0943.

CD-410089 Using Primary Sources to Meet Common Core State Standards Bulletin Board Set

Using Primary Sources to Meet Common Core State Standards Photo Credits

pg.4 AmericanElectionConcept.©istockphoto.com/travellinglight.9Apr.2007.

pg.6 Georgewashingtoncharlespealepolk.jpg.{PD-Art/Old}PaintingbyCharlesPealePolk.1793-1794.Uploaded19Sept.2007.<http://www.commons.wikimedia.org/wiki/File:George_washington_charles_peale_polk.jpg>

pg.9 OldTreasureMapPaper©istockphoto.com/rami_ba.14Nov.2009.

pg.15 EmancipationProclamation.jpg.{PD-Old}EngravingbyW.Roberts.1864.PhotobyMamaGeek.13June2007.<http://www.commons.wikimedia.org/wiki/File:EmancipationProclamation.jpg>

pg.18 Bixbyletterfacsimile.jpg.{PD-Old}OriginalletterwrittenbyAbrahamLincoln.21Nov.1864.UploadedbyMrwojo.14July2009.<http://www.commons.wikimedia.org/wiki/File:Bixby_letter_facsimile.jpg>

pg.21 AmericatheBeautiful2.jpg.{PD-Old}PublishedbyOliverDitsonCompany.1917.<http://lcweb2.loc.gov/diglib/ihas/loc.natlib.ihas.100010520/contactsheet.html>

pg.21 AmericatheBeautiful3.jpg.{Pd-Old}PublishedbyOliverDitsonCompany.1917.<http://lcweb2.loc.gov/diglib/ihas/loc.natlib.ihas.100010520/contactsheet.html>

pg.22 AdofferboyinGlobeCottonMill,Augusta,Ga.{PD-LOC/Old}PhotobyLewisWickesHine.Jan.1909.<http://www.loc.gov/pictures/item/ncl2004001430/PP/>

pg.24 ActivityintheranksofUniversityofCaliforniaunit.PhotoshowsCaliforniastudentsinspectiondrillonthe…-NARA-533482.tif.{PD-USGOV/NARA}WarDepartment.c.1917-1918.UploadedbyNARA.12Sept.2011.<http://research.archives.gov/description/533482>

pg.31 Plumed’oie.jpg[QuillPen].{PD-CC-BY-SA-1.0}UploadedbyLessayCatus.6Aug.2006.<http://www.commons.wikimedia.org/wiki/File:Plume_d’oie.jpg>

pg.33 AbigailSmithAdams.jpg.{PD-Art/Old}PaintingbyGilbertStuart.1800–1815.UploadedbySmokestackBasilisk.19Dec.2012.<http://www.commons.wikimedia.org/wiki/File:Abigail_Smith_Adams.jpg>

pg.33 JAdamsStuart.jpg.{PD-Art/Old}PaintingbyGilbertStuart.1800–1815.UploadedbyGearedBull.3Mar.2007.<http://www.commons.wikimedia.org/wiki/File:JAdamsStuart.jpg>

pg.38 GilaRiverRelocationCenter,Rivers,Arizona.ApanoramaofthenorthwestsectionofCampNumber2…-NARA-538650.jpg.{PD-USGOV-NARA}PhotobyFrancisSteward,WarRelocationAuthorityphotographer.27Nov.1942.UploadedbyNARA.13Nov.2011.<http://research.archives.gov/description/538650>

pg.41 Liberal(vicinity),Kan.Soilblownbydustbowlwindspiledupinlargedriftsonafarm.{PD-LOC/Old}PhotobyArthurRothstein.Mar.1936.<http://www.loc.gov/pictures/item/2012647036/>

pg.46 CongressRoosevelt1941.jpg.{PD-USGOV}PhotobyHarris&Ewing.8Dec.1941.UploadedbyChrisO.21Jan.2007.<http://www.commons.wikimedia.org/wiki/File:CongressRoosevelt1941.jpg>

pg.53 AbrahamLincoln,head-and-shouldersportrait,facingfront.{PD-LOC/Old}PhotobyAlexanderGardner.8Nov.1863.<http://www.loc.gov/pictures/item/96522529/>