Fourth Grade SOCIAL STUDIES Curriculum FrameworkThe History of America (to 1850)

The Land and People before European Exploration

Standard Essential Content Resources

4.1 The “civilized tribes” and their locations such as the Paleo, Archaic, Woodland, and Mississippian, including:

● Coats-Hines Site● Pinson Mounds● Old Stone Fort● Chucalissa Indian

Village

Paleo Indians: The Paleo Indians were nomads (no permanent home). They traveled and hunted animals. They lived in groups of related family members.

● Coats- Hines Site : Paleo - indian excavation site in Williamson County, TN. Named “Coats-Hines” in honor of Tennessee Division of Archaeology staff member Patricia Coats, who participated in the excavation of mastodon A, and the Hines corporation, which facilitated the 1994 salvage work.

Archaic Indians: descendants of the Paleo indians but because of the climate changes they had less of a need to be nomadic. They were hunter/ gatherers.

Woodland Indians: first farmers. Still hunter/ gathers but also began cultivating seeds and planting gardens. Known for making pottery not only for practical use but for artistic purposes as well.

● Pinson Mounds : largest burial complex of the Woodland Indians found in West Tennessee.

● Old Stone Fort- ceremonial gathering place of Native Americans. Located in Manchester, TN.

Mississippian Indians: Largest and most complex society. They were known as mound builders. Located in the Mississippi River Valley.

● Chucalissa Indian Village: Remains of these people located in Memphis, TN. : These ancient peoples hunted; made tools of bone, stone, and wood; were capable farmers; and lived in thatch-roofed homes. They built earthworks and worshipped the sun. They lived along the eastern shore of the Mississippi River. Today Choctaw Indians live on the site.

http://www.tn4me.orgTribes in Tennessee:http://www.tn4me.org/era.cfm/era_id/1http://nerrs.noaa.gov/doc/siteprofile/acebasin/html/cultural/cultres/crarctmp.htmWebsite gives information on the four distinct cultural stages of the periods as they are delineated by cultural changes such as technological improvements, settlement patterns, and socio-political organization.

http://www.texasbeyondhistory.net/st-plains/kids/talking/index.htmlGame showing how Native Americans could have communicated using their sign language.

http://www.historyforkids.org/learn/northamerica/before1500/history/paleoindian.htmWebsite gives background information on Paleoindian time period (kid friendly)

http://www.historyforkids.org/learn/northamerica/before1500/history/archaic.htmWebsite gives background

information on Archaic time period (kid friendly)

http://www.historyforkids.org/learn/northamerica/before1500/history/woodland.htmWebsite gives background information on Woodland location (kid friendly)http://www.historyforkids.org/learn/northamerica/before1500/history/mississippian.htmWebsite gives background information on Mississppian time period/location (kid friendly)

http://centerfirstamericans.org/cfsa-publications/Tune-TA5-2011.pdfWebsite shows pictures of excavation of Coats-Hines site and the Paleo-Indian findings.

http://www.tnhistoryforkids.org/places/pinson_moundsGives information about the Old Stone Fort past and present including present day pictures.http://tennesseeencyclopedia.net/entry.php?rec=1062Encyclopedia Article to learn about Pinson Mounds.http://www.tnhistoryforkids.org/places/old_stone_fortGives information about the Old Stone Fort past and present including present day pictures.http://tennesseeencyclopedia.ne

t/entry.php?rec=1018Encyclopedia Article to learn about Old Stone Fort.http://tennesseeencyclopedia.net/entry.php?rec=254Encyclopedia Article to learn about Chucalissa Indian Village

4.2 Analyze religious beliefs, customs, and various folklore traditions of the Cherokee, Creek, Shawnee, Yuchi, and Chickasaw, including:

● principal chief● summer and winter

homes● Beloved Woman● white jobs and red

jobs● recreation● clans● maternal

designations

Southeastern Indian Tribes – Cherokee, Creek, Shawnee, Yuchi , and Chickasaw

Shared cultural traits:

Principal chief – usually the oldest and wisest member of the tribe – passed on through bloodlines – made decisions with advice from a council (which could include women)

Summer homes – wattle and daub – rectangular with poles holding bark and wood scraps – usually very large to accommodate extended families

Winter homes – asi – smaller and closer to the ground – sometimes built into the ground – warmer in the winterdome-shaped

Beloved Women – women who had attained the right to serve on the Council – served as ambassadors to other tribes – considered peacemakersi.e., Nancy Ward

white jobs and red jobs – white jobs included those that contributed to the daily life and welfare of the tribe (peacetime) - red jobs included those connected to war – making weapons or training horses

recreation – games of skill were popular – contests between clans

clans – Matriarchal – all lineage through the MOTHER

maternal designations – determined the CLAN – no intermarriage within CLANS

TN Native Americans:http://www.native-languages.org/tennessee.htmMap of TN native Americans

http://www.k12reader.com/reading-comprehension/Gr5_Wk3_Customs_and_Traditions.pdfClose reading passage-Native Americans

Text book “Building A Nation” TN6-7

Ed Helper (If you have an account)

Cherokee:http://www.ducksters.com/history/native_american_cherokee.phphttp://www.tnhistoryforkids.org/esl/esl1

http://nativeamericans.mrdonn.org/southeast/cherokee.htmlhttp://www.historyforkids.org/learn/northamerica/before1500/history/cherokee.htm

http://4thgradeky.wikispaces.com/file/view/Cherokee+Packet.pdf

http://www.allthingscherokee.com/articles_culture_people_040101.htmlBeloved Women

Discovery Education- “American Indians of the Woodlands- Cherokee”Video Clip- 1 minute 36 seconds

Creek:http://www.wacona.com/words/creekcherokee/foods.htmSite compares Cherokee to Creek.

http://www.native-languages.org/creek-legends.htmCreek Folklore

http://www.forsythcountyschools.org/its/mpayne/cherokeeandcreek/creek.html

Shawnee:http://www.bigorrin.org/shawnee_kids.htm

Yuchi:http://www.bigorrin.org/yuchi_kids.htm

http://tennesseeencyclopedia.net/entry.php?rec=1549

http://www.jstor.org/stable/658310?seYuchi Myths

Chickasaw:http://www.bigorrin.org/chickasaw_kids.htm

http://www.native-languages.org/chickasaw-legends.htmFolklore

4.3 Create a visual display using multiple forms of media to identify with pictures geographic terms such as bluffs, swamps, isthmus, gulf, sea, bay, and cape.

-bluffs: A steep headland, promontory, riverbank, or cliff.-swamps: A swamp is an area of land permanently saturated, or filled, with water.-isthmus: An isthmus is a narrow piece of land that connects two larger pieces of land. The narrow piece of land will have water on both sides of it.-gulf: A gulf is an area of the ocean that is partly enclosed by land. It is larger than a bay and is only found on the continental coast line.-sea: a division of an ocean or a large body of salt water partially enclosed by land-bay: an indentation of a shoreline larger than a cove but smaller than a gulf-cape: a strip of land projecting into a body of water

http://www.enchantedlearning.com/geography/landforms/glossaryprintable.shtml

Age of Exploration (15 th - 16 th Centuries)

4.4 Trace the routes of early explorers and describe the early explorations of the Americas, including:

● Christopher Columbus● John Cabot● Ferdinand Magellan● Amerigo Vespucci● Robert de La Salle● Hernando de Soto● Henry Hudson● Jacques Cartier

Christopher Columbus--Route: see resources (Spain, San Salvador, Cuba, Hispaniola)-Describe the early explorations of the Americas:Italian explorer whose expeditions were sponsored by Spain’s King Ferdinand. Columbus wanted to find East Asia by sailing west across the Atlantic Ocean in three ships (Nina, Pinta, and Santa Maria). He set sail on August 12, 1492 and first spotted land on October 12, 1492. It was a small island in the Bahamas that Columbus would name San Salvador. He met natives there that he called Indians because he was convinced that he had landed on islands off the coast of East Asia. He also visited other islands in the Caribbean such as Cuba and Hispaniola. After making his discovery, Columbus was eager to return home to Spain and claim his riches. Only the Pinta and the Nina were able to return to Spain, however, as the Santa Maria wrecked off the coast of Hispaniola. Columbus left 43 men behind on the island to start up an outpost. Upon returning home, Columbus was treated like a hero.

John Cabot--Route: see resources (England, Canada-Labrador, Newfoundland, Cape Breton)-Describe the early explorations of the Americas:An Italian-born English explorer and navigator. At the request of King Henry VII of England, Cabot sailed to Canada in 1497, commanding the small ship called "Matthew." Cabot landed

Explorers:http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u2/Interactive map showing many explorers’ paths

http://www.k12reader.com/reading-comprehension/Gr5_Wk18_Conflict_Over_North_American_Lands.pdfClose read passage

Christopher Columbus:TE 134-138TE 141 (map)http://video.nationalgeographic.com/video/kids/history-kids/christopher-columbus-kids/Columbus Video

http://www.ducksters.com/biography/explorers/christopher_columbus.phpKid friendly information

http://www.landofthebrave.info/christopher-columbus-facts.htm

near Labrador, Newfoundland, or Cape Breton Island (the exact spot is uncertain) on June 24, 1497. Cabot claimed the land for England. Cabot explored the Canadian coastline and named many of its islands and capes. The mission's purpose was to search for a Northwest passage across North America to Asia (a seaway to Asia). Cabot was unsuccessful, although he thought that he had reached northeastern Asia.Cabot undertook a second, larger expedition in 1498. On this trip, Cabot may have reached America, but that is uncertain. Cabot's expeditions were the first of Britain's claims to Canada. John Cabot died in England in 1499.

Ferdinand Magellan--Route: see resources-Describe the early explorations of the Americas:He was a Portuguese explorer who led the first expedition that sailed around the Earth. Magellan also named the Pacific Ocean (the name means that it is a calm, peaceful ocean). Early in his career, Magellan sailed to India and to the Far East many times via Africa's Cape of Good Hope. He sailed for his native Portugal, but a dispute with the Portuguese King Manuel II turned him against the Portuguese. Thereafter, he sailed for Spain. Magellan and his friend the astronomer Ruy de Falero proposed to King Charles V (of Spain) that a westward voyage around the tip of South America would take them to the Moluccas (spice-rich islands) and avoid the Portuguese (with whom they were competing fiercely). The voyage began September 8, 1519, and lasted until September 6, 1522 (almost 3 years). Magellan sailed from Seville, Spain, with five ships, the Trinidad, San Antonio, Concepcion, Victoria, and Santiago. Three years later, only one ship (the Victoria) made it back to Seville, carrying only 18 of the original 270 crew members. Magellan was killed towards the end of the voyage, on the Island of Mactan in the Philippines, during a battle with the natives. The Basque navigator Juan Sebastián de Elcano (del Cano) completed the trip.

Amerigo Vespucci--Route: see resources (Spain, Amazon River, Orinoco River, South America, Portugal)-Describe the early explorations of the Americas:Amerigo Vespucci was an Italian explorer who was the first person to realize that the Americas were separate from the continent of Asia. America was named for him in 1507, when the German mapmaker Martin

Facts for kids

Amerigo Vespuccihttp://www.landofthebrave.info/amerigo-vespucci-facts.htmfacts for kids

http://www.enchantedlearning.com/explorers/indexv.shtmlBackground information for kids

John Cabot:http://www.enchantedlearning.com/explorers/page/c/cabot.shtmlInformation/small map of exploration

Ferdinand Magellan:http://www.enchantedlearning.com/explorers/page/m/magellan.shtmlInformation/small map of exploration

http://www.ducksters.com/biography/explorers/ferdinand_magellan.phpKid friendly information with photographs

http://www.landofthebrave.info/ferdinand-magellan-facts.htmFacts for kids

http://www.k12reader.com/reading-comprehension/Gr5_Wk13_Colonization.pdfClose read passage

Robert de La Salle:http://www.enchantedlearning.com/explorers/page/l/lasalle.shtmlInformation/small map of explorationTE 241-242

Waldseemüller, printed the first map that used the name America for the New World.On his first expedition (sailing for Spain, 1499-1500), Vespucci was the navigator under the command of Alonso de Ojeda. On this trip, Ojeda and Vespucci discovered the mouth of the Amazon and Orinoco Rivers in South America, thinking it was part of Asia. On his second expedition (sailing for Portugal, 1501-02) he mapped some of the eastern coast of South America, and came to realize that it not part of Asia, but a New World.

Robert de La Salle--Route: see resources (France, Canada, Mississippi River, Gulf of Mexico, Lake Michigan, Lake Huron, Lake Eerie, Lake Ontario)-Describe the early explorations of the Americas:He was a French explorer. He was sent by King Louis XIV to travel south from Canada and sail down the Mississippi River to the Gulf of Mexico. He was the first European to travel the length of the Mississippi River. His mission was to explore and establish fur-trade routes along the river. La Salle named the entire Mississippi basin Louisiana, in honor of the King, and claimed it for France on April 9, 1682. He also explored Lake Michigan (1679), Lake Huron, Lake Erie, and Lake Ontario. He tried to start a settlement in the southern Mississippi River Valley.

Hernando de Soto--Route: see resources-Describe the early explorations of the Americas:(1500-1542) was a Spanish explorer who sailed the Atlantic Ocean and was the first European to explore Florida and the southeastern US. In 1524, he went on an expedition to Nicaragua, South America. De Soto lived for a while in Nicaragua, prospering by engaging in the slave trade. Francisco Pizarro enlisted de Soto for an expedition to Peru (1531-1532). During this expedition they met and killed Atahualpa, the ruler of the Incas, and conquered the Inca empire. De Soto returned to Spain in 1536, and was granted the rights to conquer Florida and was named governor of Cuba in 1537. De Soto arrived on the west coast of Florida on May 30, 1539 with 10 ships carrying over 600 soldiers, priests, and explorers. They spent four years searching for gold and silver, exploring the area, and brutally contacting native societies,

Hernando De Soto:http://www.enchantedlearning.com/explorers/page/d/desoto.shtmlInformation/small map of exploration

TE 146-147

http://www.landofthebrave.info/hernando-de-soto-facts.htmFacts for kids

Henry Hudson:http://www.enchantedlearning.com/explorers/page/h/hudson.shtmlInformation/small map of exploration

http://www.ducksters.com/biography/explorers/henry_hudson.phpKid friendly information

http://www.landofthebrave.info/henry-hudson-facts.htmFacts for kids

TE 165TE 166 (Map)

Jacques Cartier:http://www.enchantedlearning.com/explorers/indexc.shtmlInformation/small map of exploration

TE 166 (Map)

http://www.landofthebrave.info/jacques-cartier-facts.htmFacts for kids

including the Cherokees, Seminoles, Creeks, Appalachians, and Choctaws. De Soto died during the explorations and was buried on the banks of the Mississippi River in late June, 1542.

Henry Hudson--Route: see resources-Describe the early explorations of the Americas: (1565-1611) was an English explorer and navigator who explored parts of the Arctic Ocean and northeastern North America. The Hudson River, Hudson Strait, and Hudson Bay are named for Hudson. He made two trips (in 1607 and 1608), but failed to find a route to China. In 1607, he sailed to Spitzbergen (an island north of Scandinavia in the Arctic Ocean) and discovered Jan Mayen Island (a tiny island off eastern Greenland). Hudson sailed into New York's harbor on September 3, 1609 and noted what an excellent harbor it was. Hudson sailed up the river about 150 miles (240 km) and noted the abundance of rich land, but realized that this was not a waterway to India. His reports resulted in many Dutch settlements in the area. From 1610-1611 he made a trip through the Hudson Strait and into Hudson Bay ended in a mutiny. Hudson died in 1611 after his crew mutinied and left Hudson, his son, and seven crew members adrift in a small, open boat in Hudson Bay.

Jacques Cartier-Route: see resources-Describe the early explorations of the Americas:(1491-1557) was a French explorer who led three expeditions to Canada, in 1534, 1535, and 1541. He was looking for a route to the Pacific through North America (a Northwest Passage) but did not find one. Cartier paved the way for French exploration of North America. Cartier sailed inland, going 1,000 miles up the St. Lawrence River. He also tried to start a settlement in Quebec (in 1541), but it was abandoned after a terribly cold winter. Cartier named Canada; "Kanata" means village or settlement in the Huron-Iroquois language. Cartier was given directions by Huron-Iroquois Indians for the route to "kanata," a village near what is now Quebec, but Cartier later named the entire region Canada.

4.5 Analyze the impact of exploration and settlement on the indigenous peoples and the environment, including military campaigns, Columbian Exchange, and European agricultural practices.

The Columbian Exchange refers to a period of cultural and biological exchanges between the New and Old Worlds. Exchanges of plants, animals, diseases and technology transformed European and Native American ways of life. Advancements in agricultural production, evolution of warfare, increased mortality rates and education are a few examples of the effect of the Columbian Exchange on both Europeans and Native Americans.

Must include a diagram of the Columbian Exchange – several can be found by googling

KEY Products - horses, wheat from Europecorn, tobacco from New World

Farming in the 13 American ColoniesFarming in colonial differed in many ways from farming today. The most significant difference was in what crops were grown where. New England Colonies had hard time with growing crops because the soil was not rich enough in mineral, especially by the ocean. The long lasting winters also contributed to the sub par crop growing. The main kind of food New Englanders contributed to the economy was fish.

In the Middle Colonies were the most prosperous of all. They grew wheat, barley, oats, rye, and corn. The Middle Colonies were often called the "breadbasket" because they grew so much food. Wheat could be ground to make flour, and both wheat and flour could be sold in other colonies or in Europe.Southern Colonies grew several things. The most popular crop was tobacco.

The Jamestown colonists had grown tobacco originally, and tobacco farms sprung up all over Virginia and North Carolina. The two southernmost states (South Carolina and Georgia) also grew indigo and rice. Tidewater made these crops feasible.

Equipment was also different. Colonial farmers had to rely on manpower and animal power. It was not uncommon for a farm family to have crops growing near the ocean while chickens, pigs, and cows were grazing nearby and for that same family to fish for clams and other fish down at the oceanside.

http://www.socialstudiesforkids.com/articles/ushistory/13coloniesfarm.htmFarming in the 13 American Colonists

http://www.slideshare.net/ezlee2/impact-of-european-exploration-and-colonization-on-native-532920Impact of exploration on Indigenous peoples

4.6 Create a graphic organizer identifying the five different countries (France, Spain, Portugal, England,

France: Mississippi River, Des Moines, Detroit, St. Louis, New Orleans

Spain: St. Augustine, FL, Southwest including

France:textbook pages 240-243

Spain:

and the Netherlands) that influenced different regions of the present United States at the time the New World was being explored, and describe how their influence can be traced to place names.

Texas and California (missions)

Portugal: Brazil claimed by Pedro Alvares Cabral, still speak Portuguese today

England: East coast of the Atlantic from Maine to Floridaplace names – Lexington, Concord, New York

Netherlands: Hudson River, New Amsterdam (Manhattan Island, New York) – Dutch tradition in New York – Knickerbockers (stories of Washington Irving)

TE 146-151 (New Spain, missions)TE 233-234 (St. Augustine, New Mexico)

Portugal:http://www.ducksters.com/geography/country.php?country=Brazil

England:TE 156-162 (Roanoke and Jamestown)TE 168-173 (Pilgrims and Puritans)TE p 177-182 (New England, Middle, and Southern Colonies)

Netherlands:textbook pages 165-167

Nice maps on page 250.

Settling the Colonies to the 1700s

4.7 Summarize the failure of the lost colony of Roanoke and theorize what happened.

Venture sponsored by Sir Walter Raleigh

island off coast of present-day NC

not properly supplied – settlers ill-prepared for environment

most likely reason for disappearance – Indian raid or plague

www.totallyhistory.com/roanoke-island-mystery

www.teachingushistory.org/lessons/roanoke-over.html

Textbook: Chapter 5 Lesson 1 page 156-157

4.8 Describe the early competition between European nations for control of North America and locate the colonization efforts of the English, Dutch, French, and Spanish on a map.

-English, Dutch, French, Spanish settlement patterns-map-French fur trade-Spanish missions- Early English colonies- power struggle with Native Americans- search for Northwest Passage/gold

http://it.pinellas.k12.fl.us/Teachers7/FoxTe/files/0EC518EABF314D56A0671AD68C205C6E.pdf

map of colonization - http://users.humboldt.edu/ogayle/hist110/colonial.html

Textbook Chapter 5 lesson 2-3

4.9 Compare and contrast the differing views of American Indians and colonists on ownership or use of land and the conflicts between them, including the Pequot and King Philip’s Wars in New England.

Europeans saw land as a matter of ownershipIndividuals and/or businesses claimed land

Indians saw land as a gift from God – to be cherished and protected

Pequot War history http://www.warpaths2peacepipes.com/the-indian-wars/pequot-war.htm

King Philip’s War historyhttp://www.warpaths2peacepipes.com/

Anything taken from the land (food, game, shelter) was to be used for the good of the tribe

Pequot Wars – with the New England PuritansPequots eventually disappear as a tribe

King Philip’s War – encroaching claims on Iroquois land cause major war with English settlersfrontier much more difficult than living close to coast in cities that were beginning to emerge

Both the French and the British USED Indian allies

French allies – HURONBritish allies - IROQUOIS

the-indian-wars/king-philips-war.htmhttp://sheg.stanford.edu/upload/Lessons/Unit%202_Colonial/King%20Philip%20Lesson%20Plan.pdfTextbook: Chapter 7 Lesson 3

4.10 Explain the cooperation that existed between the colonists and American Indians during the 1600s and 1700s including fur trade, military alliances, treaties, and cultural interchanges.

- trading goodsboth sides traded goods needed by the other

French fur trappers lived among the Indians and formed bonds with them

English settlers more of a threat since they wanted the land to keep and farm

- Treaty of 1621

- Iroquois League or Confederation – unified 5 major tribes making them much more difficult to defeat

Textbook - fur trade: page 165 - Iroquois League: Chapter 2 Lesson 1 - French and Indian War: Chapter 7 Lesson 3

4.11 Describe the conflicts between Indian nations, including the competing claims for control of land and actions of the Iroquois and Huron.

- 5 Nation Iroquois Confederacy

- Huron sought protection from the Iroquois along the St. Lawrence

Iroquois/Huron conflict http://suite101.com/article/the-eastern-native-american-huron-iroquois-and-france-1600-1700-a384157

Textbook: Iroquois League: Chapter 2 Lesson 1

4.12 Analyze the factors that led to the defeat of the American encroachment on land drove

www.historyresources.org/HISTORY/.../Colonisation/

Indians, including the resistance of Indian nations to encroachment and the effects on native language and culture.

Indians farther into the West and often into conflict with other Indian tribesuse of firearms and horses by the Europeans gave them tremendous advantagesmissionaries (especially Jesuits) worked to convert Indians to ChristianityDISEASE – wiped out entire tribes

COLONISATION01.ppt

Textbook: Spanish Missions: Chapter 4 Lesson 3

4.13 Locate the first 13 colonies and explain how their location and geographic features influenced their development and settlement patterns.

New England colonies – rocky soil – small farmsrapid, short rivers – will give birth later to mills and factories

Middle Colonies – broad fertile plains ideal for corn, wheat, and barley – “bread basket”

Southern Colonies – long, slow rivers provide water for drinking and irrigationPlantation economy (slave labor) emergesTidewater areas – indigo, rice

http://mrnussbaum.com/13colonies/13regions/

http://www.slideshare.net/jakakey/13-colonies-powerpoint-presentation

Social Studies for kids

Textbook: Chapter 5 Lesson 4

4.14 Write informative text identifying major leaders and groups responsible for the founding of the original colonies in North America and the reasons for their founding, including:

● Lord Baltimore, Maryland● John Smith, Virginia● Roger Williams, Rhode

Island● John Winthrop,

Massachusetts● William Bradford● James Oglethorpe● William Penn

Lord Baltimore – established MD as a haven for Catholics

John Smith – took over leadership of the Jamestown colony – “if you don’t work, you don’t eat” was his one rule

Roger Williams – established Rhode Island after being exiled from Mass Bay colony for his views – believed in separation of church and state and in fairly compensating the Indians

John Winthrop – MASS Bay – theocracy – as governor for 30 years, Winthrop ensured that Puritan beliefs were the basis for the lawnot tolerant of other groups

William Bradford – Plymouth Colony – Separatist Pilgrims who wanted to completely break from the Church of England

James Oglethorpe – founded Georgia as a haven for debtors – military commander

William Penn – founder of

powerpoint quiz review salem.k12.va.us/staff/.../SOL%20COLONIAL/ThirteenColoniesMAPS.ppt

Webquest - http://www.columbia.k12.mo.us/mce/jhenry/13colonies/The%2013%20Colonies%20WebQuest.htm

Textbook: Chapter 5

Pennsylvania – haven for Quakerstolerant of other religionsanti-slaverypacifiststreated the Indians with respect

4.15 Cite and explain examples from informational texts about how economic opportunities and political, religious, and social institutions evolved in the colonial era.

gold/tobaccoindustriesTriangular TradeMayflower Compacttown meetings/ democracyreligious freedom

Mayflower Compact – agreement to abide by majority ruleTriangular Trade – slaves, rum, molassestobacco – major crop for VA and southern coloniesshipping/merchants – primarily in New England and New Yorkplantation economy – Southfamily farms in the middle colonies

Salem Witchcraft Trials – 1692 – mass hysteria – repressive religion and social behavior probably led to the phenomenon – broke the hold of “theocratic” governments

social institutions passage -http://library.thinkquest.org/J002606/1600s.html

Textbook: Mayflower Compact pg. 170 Working and Trading: Chapter 6 Lesson 1

4.16 Making use of primary documents, analyze the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings and contrast these with the presence of enslavement in all colonies.

Town meetings - New Englandeach church member had a voice in voting and decision making – note that you had to be a member of the “established” church – Puritandid not include women

VA House of Burgesses – 1619first representative govt in the colonies

Slavery – 1619 – first slaves brought to Jamestownused primarily for labor on plantations but New England and middle colonies also had slavery – domestic servants or farm hands

compare and contrast chart - http://www.socialstudieshelp.com/lesson_5_notes.htm

http://www.mrmartinelle.com/5-how-democratic-were-the-13-colonies.html

Textbook: Chapter 6

4.17 Describe the major religious tenants of the earliest colonies, including:

● Puritanism in Massachusetts

● Quakerism in Pennsylvania

PuritanismMASS BAY / PLYMOUTHpre-destination“elect” vs. “non-elect”hard work, thrift

QuakersPENNSYLANIASociety of Friends

Puritan reading passage - http://www.k12reader.com/reading-comprehension/Gr5_Wk31_Escaping_Persecution.pdf

http://www.historyforkids.org/learn/northamerica/after1500/religion/puritans.htm

Did not recognize the concept of nobility or one person being better than another“thee” “thou”Pacifists – would not fightTreated the Indians with kindness – purchased land from them instead of taking itWill be leaders in the abolitionist movement

Quakers reading passage -http://www.historyforkids.org/learn/northamerica/after1500/religion/quakers.htm

Textbook: Chapter 5 (founding the colonies)

4.18 Explain various reasons why people came to the colonies, including profit, religious freedom, slavery, and indentured servitude.

religious freedom – Plymouth, Mass Bay, Maryland, Pennsylvaniaprofit – Virginia, New Yorksurplus population/debtors – Georgia

Slaves first brought to Jamestown in 1619 – gradually replaced indentured servants as favored form of labor in southern colonies

Indentured servants – usually skilled workers who could not afford passage to New World for themselves or their families – would sign a contract for their labor for a period of years (usually 5 to 7) in return for passage, room, board, and a piece of land at the end of the contractEntire families sometimes came over as indentured servants

These people became the backbone of the American frontier – were carpenters, blacksmiths, farmers – may have started in poor circumstances but worked their way to land-owning status

flashcards - http://quizlet.com/7437425/13-colonies-reasons-for-settlement-flash-cards/

Reading passage -http://www.cvsd.org/libertylake/classes/5th_grade/mr_berard/documents/Why%20the%20Settlers%20Came.pdf

http://www.columbia.k12.mo.us/pke/phillips/colonies/whypeoplecametothenewworld.htm

indentured servants -http://www.historyforkids.org/learn/northamerica/after1500/economy/indentured.htm

slavery/triangular trade activity -http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/

Textbook: Chapter 5 (founding the colonies)

4.19 Locate and label a map the location of the settlements of Jamestown, Plymouth, New Netherland, New Sweden, and the Massachusetts Bay Colony.

Use a map of the 13 colonies – not a map of the current US – the students need to see what existed at the time as the colonies

Map -http://www.earlyamerica.com/earlyamerica/maps/settlements/

http://www.eduplace.com/ss/maps/pdf/colonies_nl.pdf

Textbook: map on page 266

4.20 Explain the impact of individuals who created interest in land west of the Appalachian Mountains including:

● Long Hunters● Daniel Boone – Wilderness

Road● Thomas Sharpe Spencer

-long hunter: A long hunter is an explorer and hunter who makes expeditions into the wilderness for as much as six months at a time. (They were gone a LONG time and carried LONG guns!)

- Wilderness Road: road into KY

Danial Boone video and activities -http://www.youtube.com/watch?v=fdsanxn6r8Q&feature=channel_page

http://www.danielboonetrail.com/frontier_kids.php

● William Bean● Dr. Thomas Walker

and Ohio Valley, Daniel Boone, Cumberland Gap

- Spencer: long hunter, first white settler in middle TN, “Bigfoot” - legendary strength- Bean: 1st permanent settler in TN, his son was the first white child in TN, Watauga River, wife saved by Cherokee Nancy Ward

Walker: named Cumberland Gap and “Walker Line” - the separating point between Virginia and North Carolina, kept a journal of exploration in KY in 1750

Daniel Boone:In 1769 a party under the leadership of Daniel Boone crossed the mountains, and entered Kentucky by way of Cumberland Gap. He was known as a great hunter, became dreaded by the Indians. He was taken prisoner several times and always managed to escape. He had a great impact on the expansion of American civilization as he was a great statesman and frontiersman.

http://video.tnhistoryforkids.org/thfk-7-journey_through_the_gap-web.wmv

Thomas Sharpe Spencer articles -http://tennesseeencyclopedia.net/entry.php?rec=1243

William Bean article -http://www.ajlambert.com/revolt/rev_wb.pdf

Textbook: Chapter 11 Lesson 2

Primary Documents and Supporting Texts to Read: excerpts from the Mayflower Compact; excerpts from the Fundamental Orders of Connecticut; Excerpts from John Smith’s “Starving Time”, Bradford’s Of Plymouth Plantation

Appendix document with excerpts to be prepared and stored on sharing server in 2014-15.

http://www.vlib.us/amdocs/index.html#1600

The War for Independence (1760- 1789)

4.21 Describe the various contributions made by Benjamin Franklin to the development of unique American society including his scientific experiments and inventions, the development of the Albany Plan and the Join or Die political cartoon.

1743- American Philosophical Society- headquartered in Philadelphia and dedicated to harnessing man’s intellectual and creative powers for the common good.

Inventions credited to Franklinbifocal lenses, lightning rod, Franklin Stove, experiments with electricity

Albany Plan: June 1754- northern colonies and representatives from the Six Iroquois Nations met in Albany, New York. They adopted a

http://www.ducksters.com/biography/ben_franklin.php

-http://www.smithsonianeducation.org/educators/lesson_plans/franklin/intro.html

http://www.ushistory.org/franklin/info/

http://www.ushistory.org/franklin/info/inventions.htm

http://bensguide.gpo.gov/benfranklin/

"plan of union" (Albany Plan) drafted by Benjamin Franklin. This plan stated that each colonial legislature would elect delegates to an American continental assembly presided over by a royal governor.Join or Die political cartoon: May 9, 1754- first political cartoon published by Benjamin Franklin in the Pennsylvania Gazette. The cartoon depicted a broken snake. The pieces represented each of the colonies. He was trying to get the people to understand that they must unite against the enemy or they would die. The cartoon became a symbol often used during the American Revolution.

Close Read:http://www.teachamericanhistory.org/file/join_or_die_1.pdf

4.22 Describe the causes, course, and consequences of the French and Indian War, including the massacre at Fort Loudoun.

1750s- France and Britain were fighting in Europe. The war spread to North America. British Colonists wanted to take over French land, and relieve them of their fur trade territory held in North America.1759 - British Major General James Wolfe captured Quebec and ended the war, but also died in the battle. This was a major victory for the British, but a tragic loss for their morale.

Impact of French and Indian War:1. French removed from Ohio Valley opening the way for colonial expansion into the Ohio Valley2. military experience for American militiamen3. Americans realize that British can be beaten in battle – this will encourage them to consider independence

1763 – The North American French territory became British land. As a result of the war the British began taxing the colonists to pay for the war. This is a major policy change that will start the events that lead to the Revolution.

In 1757 South Carolina's colonial government built a fort in TN called Fort Loudoun.Fort Loudoun was built because

www.tn.gov/environment/tn_consv/archive/tragedy_ftloudoun.pdf

www.tnhistoryforkids.org

http://www.tnhistoryforkids.org/esl/esl3(Ft. Loudoun)http://www.kidport.com/reflib/usahistory/frenchindian/frenindwar.htm#Events

England was at war with France, and the colonies were a part of that international struggle. The fort, in the heart of Cherokee territory, was meant to ensure that Cherokee warriors fought against the French rather than the English.Soldiers arrived in 1756 and began building the fort; they traded goods to ensure friendly relations.

1758 and 1759 relations broke down. When the general in charge of British forces in America ordered his men to stop trading with the Cherokee, the Cherokee people near Fort Loudoun retaliated by refusing to trade food with the soldiers. Numerous acts of violence between Cherokee and colonials arose, and hostile Cherokee warriors surrounded Fort Loudoun.

1760, in August, Captain Paul Demere of the British army surrendered the fort. The 230 people men, women and children were told that they would be allowed safe passage east across the mountains.

August 9, the British garrison spent the night about 15 miles east, next to a small body of water called Cane Creek. The next morning Cherokee warriors attacked and killed about 30 people, including Captain Demere. The rest of the soldiers and other people who had lived at Fort Loudoun were taken prisoner.

4.23 Explain how political, religious, and economic ideas and interests brought about the Revolution, including:

● resistance to imperial policy (Proclamation of 1763)

● the Stamp Act● the Townshend Acts● taxes on tea● “taxation without

representation”

British policy changes in 1763 - wanted to impose taxes on colonists to get revenue to cover costs of French and Indian WarColonists resist this change in policy

Stamp Act 1765 - first DIRECT tax on colonistsColonists BOYCOTT British goods and organize resistance through groups like the Sons of Liberty

Create a timeline of these events.

Cause and effect chart of events

Effects of politics, religion and economy.

American Revolution link/ primary sources:http://www.historyteacher.net/AHAP/Weblinks/AHAP_Weblinks4.htm

● Coercive Acts Boycotts so effective that British repeal the taxQuartering Act 1765 - sent troops to police port cities and stop smugglingColonists resent having to quarter troops

Townshend Acts 1767 - British try indirect tax on imported goods - tea, glass leadColonists smuggle around the tax and renew boycotts

Colonists claim - No Taxation without Representation - Should not be taxed if they did not have a representative in Parliament

Boston Tea Party 1773 - Sons of Liberty throw 342 chests of tea in Boston Harbor to protest taxesBritish pass the COERCIVE Acts (colonists call them the Intolerable Acts) - closed the port of Boston and suspended the colonial assembly

Harsh treatment of Massachusetts helps to unify the other colonies in the idea of revolution

Mercantilism was the idea that colonies existed for the benefit of the Mother Country.The French and Indian War was a fight between Britain and France that lasted from 1754-1763. Because the British ended in debt, they began to demand more from the colonies. Parliament passed the Royal Proclamation of 1763 which prohibited settlement beyond the Appalachian Mountains.

Beginning in 1764, Great Britain began passing acts to exert greater control over the American colonies which had been left more or less to themselves until the French and Indian War. In order to continue to support the British soldiers left in America after the war, Great Britain passed the Quartering Act in 1765. This ordered colonists to house and feed British soldiers if there was

video clip about Stamp Act:http://www.hulu.com/watch/65896

American Revolution Reader’s Theater:http://rosalindflynn.com/pdf%20files/AmRevolution.pdf

Book:If You Lived in the Time of the American Revolution by Kay Moore

Possible use for Close Reading:Boston Tea Party from Massachusetts Gazette:http://etext.lib.virginia.edu/etcbin/toccer-new2?id=HarCamp.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=48&division=div2

Another Account of the Tea Party:http://etext.lib.virginia.edu/etcbin/toccer-new2?id=HarCamp.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=49&division=div2

Intolerable Acts:http://edhelper.com/ReadingComprehension_35_48.html

http://www.studyzone.org/testprep/ss5/b/causrev.cfmACTS information for kids

not enough room for them in the barracks.

An important piece of legislation that really upset the colonists was the Stamp Act passed in 1765. This required stamps to be purchased or included on many different items and documents such as playing cards, legal papers, newspapers, and more. This was the first direct tax that Britain had imposed on the colonists. The money from it was to be used for defense. In response to this, the Stamp Act Congress met in New York City. 27 delegates from nine colonies met and wrote a statement of rights and grievances against Great Britain. In order to fight back, the Sons of Liberty and Daughters of Liberty secret organizations were created. They imposed non-importation agreements. Sometimes, enforcing these agreements meant tarring and feathering those who still wished to purchase British goods.

Events began to escalate with passage of the Townshend Acts in 1767. These taxes were created to help colonial officials become independent of the colonists by providing them with a source of income. Smuggling of the affected goods meant that the British moved more troops to important ports such as Boston. The increase in troops led to many clashes including the famous Boston Massacre.

In 1773, parliament passed the Tea Act, giving the British East India Company a monopoly to trade tea in America. This led to the Boston Tea Party where a group of colonists dressed as Indians dumped tea from three ships into Boston Harbor. In response, the Intolerable Acts were passed. These placed numerous restrictions on the colonists including the closing of Boston Harbor.

In response to the Intolerable

Acts, 12 of the 13 colonies met in Philadelphia from September-October, 1774. This was called the First Continental Congress and they called for a boycott of British Goods.

May, 1775 brought the meeting of the Second Continental Congress. All 13 colonies were represented. George Washington was named the head of the Continental Army with John Adams backing.

With the colonial victory at Bunker Hill on June 17, 1775, King George III proclaimed that the colonies were in a state of rebellion. He hired thousands of Hessian mercenaries to fight against the colonists.

In January, 1776, Thomas Paine published his famous pamphlet entitled "Common Sense." Up until the appearance of this extremely influential pamphlet, many colonists had been fighting with the hope of reconciling. However, he argued that America should no longer be a colony to Great Britain but instead should be an independent country.

On June 11, 1776, the Continental Congress appointed a committee of five men to draft the Declaration: John Adams, Benjamin Franklin, Thomas Jefferson, Robert Livingston, and Roger Sherman. Jefferson was given the task of writing the first draft. Once complete, he presented this to the committee. Together they revised the document and on June 28 submitted it to the Continental Congress. The Congress voted for independence on July 2. They then made some changes to the Declaration of Independence and finally approved it on July 4.

*(Underlined terms are of importance)

4.24 Explain the different forms of protests Americans used to try to change British policies such as the Boston Tea Party, tar and

boycotts – most effective means of protestAmerican colonists refused to buy British goods. This put pressure

-Textbook pg. 265, Ch. 8-9.-”Can’t You Make Them Behave, King George?” by Jean Fritz-Leveled Readers

feathering, letter writing, and boycotts.

on middle class Britons who worked in factories and shops in England. They, in turn, pressured Parliament to repeal taxes that the colonists were protesting (like the Stamp Act).

Sons of Liberty – most famous group out of Boston – used violence and intimidation to protest. Tarred and feathered tax collectors. Vandalized offices. Hung effigies (vocabulary word). Most famous act of resistance – Boston Tea Party.

Committees of Correspondence – organized by Sam Adams – colonial network by which news moved from one colony to another.

-Primary Sources Textbook pg. 284-285, wb pg. 68.-Images of political protests of today.-www.pbs.org-www.socialstudiesforkids.com-www.havefunwithhistory.com/activities/btp.html --interactive-mrnussbaum.com/history-2-2/btparty/-http://www.ducksters.com/history/american_revolution.php-http://www.history.com/videos/colonists-protest-british-policies#colonists-protest-british-policies--Videohttp://edhelper.com/ReadingComprehension_35_695.html--Account needed-http://classroom.monticello.org/kids/resources/profile/77/Jefferson-and-the-beginning-of-the-American-Revolution/-http://docsteach.org/documents/search?mode=browse&menu=open&era[]=revolution-and-the-new-nation&sortBy=arc_id-http://www.history.com/topics/american-revolution/videos#the-sons-of-liberty-and-the-boston-tea-party-http://www.history.com/videos/bet-you-didnt-know-revolutionary-war#bet-you-didnt-know-revolutionary-war-http://www.history.com/videos/bet-you-didnt-know-revolutionary-war#colonists-protest-british-policies-http://www.smithsoniansource.org/display/primarysource/viewdetails.aspx?TopicId=&PrimarySourceId=1076

4.25 Write a short summary of the events of Tennessee’s first settlement and settlers, including the Watauga Purchase, Watauga Compact, Little Carpenter, and Dragging Canoe.

http://www.tnhistoryforkids.org/places/sycamore_shoals-http://www.northcarolinahistory.org/encyclopedia/98/entry/-http://www.tnhistoryforkids.org/esl/esl3-http://www.tnhistoryforkids.org/esl/esl4-http://www.wataugalakemagazine.com/sycamoreshoalstennessee.html-http://welcometoclarksvilletn.com/

index/clarksville-history/-http://thejamesscrolls.blogspot.com/2009/04/chief-attakullakulla-little-carpenter.html-http://www.ucan-online.org/culture.asp?culture=281&category=15-http://www.tennesseehistory.com/class/Attakulla.htm-http://www.chickamauga-cherokee.com/dragging_canoe.html-http://thejamesscrolls.blogspot.com/2009/04/speech-given-by-dragging-canoe.html -Dragging Canoe’s Speech-http://www.moccasinbend.net/cita/slcmdc/timeline.html--Dragging Canoe Timeline

4.26 Describe the significance of the First and Second Continental Congresses and of the Committees of Correspondence.

First Continental Congress:● Held after Britain imposed

the Coercive Acts aka Intolerable Acts

● Held in Philadelphia in September 1774

● Representatives from each colony except Georgia attended

● Voted to stop all trade with Britain until the Intolerable Acts were repealed

● Voted that each colony would begin training militias

● Leaders agreed to meet again in one year if the situation did not improve

Second Continental Congress:● After Battles of Lexington

and Concord● Held in Philadelphia in May

1775● John Hancock served as

president of the Congress● Formed the Continental

Army, with soldiers from all 13 colonies

● George Washington appointed General and Commander-in-Chief of the Continental Army

● Sent Olive Branch petition to King George III

● Declaration of Independence written

First Continental Congress: TE pg 281

Second Continental Congress: TE pg 297-300

● Congress approved the Declaration on July 4, 1776

4.27 Compare and contrast first and second-hand accounts of Paul Revere’s midnight ride.

-Compare and contrast two or more texts-Differentiate between first person and second person point of view.-Describe the events leading up to and surrounding the ‘midnight ride.”

-a copy of “The Midnight Ride of Paul Revere” by Longfellow (in the old 5th grade reading book)-http://ahp.gatech.edu/midnight_ride_1775.htmlthis is Paul Revere’s firsthand account-www.teachamericanhistory.org/.../the_ midnight _ ride _of_ paul _ revere _a...-http://www.historynet.com/paul-reveres-true-account-of-the-midnight-ride.htm-http://www.glencoe.com/gln/glencoe_literature/downloads/grade_8.pdf.-http://picturingamerica.salemstate.edu/images/unit09/optimized_units/Rennie_Kerry.pdf-Picture books about Paul Revere-http://www.socialstudiesforkids.com/wwww/us/paulreveredef.htm-http://www.landofthebrave.info/paul-revere.htm-http://www.readworks.org/passages/colonization-revolutionary-war-paul-reveres-ride ---Close Reading Passage-http://www.kidsandhistory.net/paulvm/foyer.html-http://www.paul-revere-heritage.com/midnight-ride-myths.html

4.28 Identify the people and events associated with the Declaration of Independence and cite evidence from the Declaration to determine its significance to the development of American Democracy.

Thomas Jefferson, Benjamin Franklin, and John Adams charged with writing the Declaration.The duty then fell just to Jefferson who authored the document we know.

Important ideas in the Preamble of the Declaration of Independence:“all men are created equal” – did not apply to women or African Americans at the time but would later be interpreted to include all Americans“endowed with certain

Close read of “Declaration of Independence.”

http://americanhistory.about.com/od/declarationofindependence/a/declaration_sg_2.htmBackground information for teachers

http://www.studyzone.org/testprep/searchresultsss.cfm

unalienable rights – life, liberty, pursuit of happiness” – idea of natural rights that cannot be denied to any manpursuit of happiness generally means that Americans can pursue the job, the religion, the lifestyle that makes them happy“that govts are formed to secure these rights” – why we have government at all“deriving their just powers from the consent of the governed” – the PEOPLE determine how much power the govt has – idea of popular sovereignty“when govt becomes destructive of these rights, it is their duty to alter or abolish it” – Americans are charged with changing the govt if it fails to protect their rights – can hold a revolution (or, in modern terms, we can vote for new officials or demand reforms).

List of Grievances – “He” refers to King George – Jefferson was being careful to attack the King only and not the people of England – wanted their compassion and helpLook at 2-3 of the grievances to help students see what Americans were unhappy with.

Final Declaration – the men who signed were pledging their fortunes and their honor – very important to people at this time. Both George Washington and John Adams would use their own fortunes to pay for expenses and to pay soldiers during the war. They meant what they said.

4.29 Analyze the influences of key leaders during this period including:

● Patrick Henry● Alexander Hamilton● Thomas Jefferson● George Washington● Benjamin Franklin● Thomas Paine● John Adams● Sam Adams● John Hancock● Benedict Arnold

Patrick Henry-Born on May 29th, 1736, in Hanover County, Virginia.On May 30th, 1765, he went to protest against the Stamp Act at the Virginia House of Burgesses. He became one of the first radicals in the American Revolution.One of the most famous speeches in American history – Speech to the Virginia Convention, 1775 – “Give me liberty or Give me death!”In 1774, Patrick Henry

http://www.theamericanrevolution.org

http://www.thinkquest.org(American Revolution Leaders)

library.thinkquest.org/TQ0312848/timeline.htm

http://www.studyzone.orgTextbook page 298: Thomas Jefferson, John Adams, and Thomas Paine

represented Virginia in the First Continental Congress. A famous quote, “I AM NOT A VIRGINIAN, BUT AN AMERICAN!”In 1776, Patrick Henry was elected the Governor of Virginia.After the signing of the Constitution, he worked to have the first ten amendments added to the Constitution.

Alexander HamiltonFirst Secretary of Treasury, under George Washington. Hamilton designed policies that helped the new nation get its economy going. His ideas about government were at the heart of the republican form of government we now have, and his economic theories form the basis of our economy still. Along with James Madison and John Jay, he wrote The Federalist Papers, letters to New York newspapers designed to convince the people in that state to ratify the Constitution. He was a leader of the new Federalist Party, along with John Adams. His politics brought him into conflict with Thomas Jefferson, who was a leader of the new Democratic-Republican Party. Hamilton was killed in a duel with Aaron Burr.

Thomas Jefferson-The third President of the United States of America, Thomas Jefferson was born on April 13, 1743, in Shadwell, Virginia.He became the third President of the United States in 1801 defeating rival candidate, John Adams. He ran for a second term and won again.Jefferson wrote the first draft of the Declaration of Independence. While he was president, Jefferson was able to reduce the national debt by a third by eliminating the tax on whiskey. He sent the navy to fight against the pirates in the Mediterranean. He arranged the purchase of the Louisiana Territory from Napoleon in 1803.In 1826, he died on the Fourth of

http://www.socialstudiesforkids.com/wwww/us/alexanderhamiltondef.htmHistorical account of the duel.http://www.youtube.com/watch?v=btjWGOS_GPUFunny Got milk commercial about duel.http://www.youtube.com/watch?v=OLSsswr6z9Y&list=PL9F6F1C65996B1DDF

http://www.libertyskids.com/arch_who_tjefferson.htmlTextbook page 301 - Thomas Jefferson

ww.libertyskids.com/arch_who_gwashington.html

July while the country was celebrating the fiftieth anniversary of our Declaration of Independence. His death was an event that saddened our nation. Ironically, Thomas Jefferson and John Adams died on exactly the same day.

George Washington -Commanded the Continental Army during the Revolution – most respected leader in the coloniesOutstanding victories at Trenton and Princeton – showed his military strategyValley Forge – showed his moral leadershipAfter Revolution, he was chosen to lead the Constitutional ConventionElected as 1st President – only President to get a unanimous electoral voteFarewell Address – 1. No entangling alliances 2. No political parties – had great impact on foreign policy but the political parties arose anyway

Benjamin Franklin-1706-1790He is considered to be one of the greatest Americans that ever lived.His newspaper, the "Pennsylvania Gazette," was one of the most successful papers in the colonies. He was the first editor to publish a newspaper cartoon and to use maps to illustrate a story.He became Philadelphia's postmaster in 1737. The British government was so impressed by his efficiency that they made him deputy postmaster general for all of the colonies in 1753.He founded a city hospital, organized a fire department, helped found what eventually became the University of Pennsylvania, established a professional organization for scholars called the American Philosophical Society, and helped establish the first subscription library in the American

http://www.libertyskids.com/arch_who_bfranklin.html

http://www.libertyskids.com/arch_who_tpaine.html

colonies.His inventions include the Franklin stove, bifocal lenses, the lightning rod. His scientific studies promoted an understanding of the Gulf Stream in the Atlantic Ocean and he encouraged "daylight-saving" time in summer. He did not patent any of his inventions or use them for profit, preferring to give them to the world for everyone's comfort and convenience.He wrote and published the yearly almanac, "Poor Richard's Almanac" for twenty-five years. The Autobiography of Benjamin Franklin – a classic.

Served as the ambassador to France during the Revolution and helped convince the French to aid the Americans.

Thomas Paine-Common Sense 1776 – pamphlet that helped convince Americans to support independenceThe Crisis 1778 – pamphlet that encouraged Americans to stick with the war effort and not give up

John Adams-Defended the British soldiers in the Boston Massacre although he supported colonial independenceWorked to get the 2nd Continental Congress to vote for independenceElected 2nd President of the U.S.Sacrificed his chance at re-election by keeping the U.S. out of war with England or France which would have been devastating for the new republic

Samuel Adams“firebrand of the Revolution”leader of the Sons of Libertyorganized the Committees of Correspondence

John Hancockleader of the Sons of Libertyimportant Boston merchantknown as the “King of the

http://www.libertyskids.com/arch_who_jadams.html

http://www.libertyskids.com/arch_who_sadams.html

http://www.libertyskids.com/arch_who_jhancock.html

http://www.libertyskids.com/arch_who_barnold.html

Smugglers”First person to sign the Declaration of Independence

Benedict Arnold-Important and effective general for the American army – especially important for the victory at Saratoga.He is known as the most famous traitor in United States history.

4.30 Determine the meaning and identify the terms Loyalists, Patriots, Minutemen, Overmountain Men, and Redcoats to describe people during the Revolution.

Loyalist: (Tories) American colonists who remained loyal to Great Britain during the Revolutionary War based on cultural and economic ties. Believed that taxation of the colonies was justified to pay for British troops to protect American settlers from Indian attacks.

● Benedict Arnold● William Allen● John Howe

Patriots: (Rebels, Whigs) American colonists who were determined to fight the British until American independence was won. Believed in complete independence from England. Inspired by the ideas of Locke and Paine and the words of Patrick Henry (“Give me Liberty or give me death”). Provided troops for the continental army led by George Washington.

● George Washington● John Adams● Samuel Adams● John Hancock● Nathan Hale● Francis Marion● Thomas Jefferson● Patrick Henry● Benjamin Franklin● Alexander Hamilton● John Jay● Thomas Paine

Minutemen: First to fight in the American Revolution. Highly mobile, well- prepared militia.

● Paul Revere● Isaac Davis

Overmountain Men: American Frontiersmen from west of the Appalachian Mountains who took part in the American Revolution.

● John Sevier

To build TE content knowledge:http://www.sparknotes.com/history/american/revolution/section5.rhtml

Video of Paul Revere:http://www.earlyamerica.com/paul_revere.htm

video of Ben Franklin:http://www.earlyamerica.com/ben2.htm

● Isaac ShelbyRedcoats: members of the British Military. Their uniform consisted of red coats and white pants, which made them very recognizable. They were also called Lobstertails because the coats had long tails on them.

4.31 Locate and identify the major military battles, campaigns, and turning points of the Revolutionary War, including:

● Lexington and Concord● Bunker (Breed’s) Hill● Valley Forge● Princeton and Trenton● Saratoga● King’s Mountain● Yorktown

1775- Battle of Lexington & Concord: Beginning of Revolutionary War- British army move towards Lexington and Concord to find Sam Adams and John Hancock, rebel leaders. “Shot Heard Round the World” - ConcordAmerican victory(Paul Revere’s Ride)

1775- Battle of Bunker Hill: Boston - 1st major battle of the revolution. British realized that fighting the colonists would not be as easy as they thought. British victory.

1776- Battle of Princeton & Trenton: At Trenton, General Washington crossed the Delaware in a surprise attack on Hessians - German troops hired by the King of England. At Princeton, Washington used a campfire trick to deceive the British. Both were major American victories. The colonists gained confidence.

1777- Battle of Saratoga: British split their armies for a 3 pronged attack out of Canada from the North and Pennsylvania from the South. Americans win the victory at Saratoga, NY. Benedict Arnold - major hero of the battle for the Americans.TURNING POINT - the French agree to support the American side with their Navy and with loans because they now believe the colonists can actually win the war.

1777 Valley Forge - not a battle but a winter resting place for the Continental Army. Conditions were brutal - little food, poor clothes, (many soldiers were in rags for shoes). Darkest point of the war. But...Washington kept

close reading:http://www.readworks.org/passages/colonization-revolutionary-war-valley-forge

h ttp://library.thinkquest.org/ TQ0312848/ http://www.kidport.com/reflib/usahistory/americanrevolution/amerrevolution.htm http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u4/index.html

http://www.app.discoveryeducation.com(must set up account)http://www.epd86.org/bolin/studentpage.htmlhttp://www.uvm.edu/~inquiryb/webquest/sp07/cschmid/

Powerpoints on battles (when you select the links it will download the ppt to your downloads file):http://staff.fcps.net/pnewton/ppt/Battles%20of%20the%20Revolutionary%20War-0708.ppt

http://www.tips-for-teachers.com/social%20studies/revolutionary%20war%20battles.ppt

http://www.vanschools.org/UserFolders%5Cpetersonj%5CAmericanRevolution.ppt

http://rholinsky.pbworks.com/f/Battles+of+the+Revolutionary+War.ppt

his men drilling - Lafayette and Von Steuben (foreign) ran their training. GW’s personal leadership strength kept the troops from deserting.

1778 Battle of Kings Mountain - most significant battle in the southern colonies. Concerned the Wautauga Settlement in east TN at the North Carolina border. American victory that kept loyalists (heavy in the Tidewater regions) from giving more aid to the British and showed the British how difficult it would be to defeat the frontiersmen.

1781- Battle of Yorktown: American and French forces surrounded the British army. French navy arrives in the harbor to close off a retreat by sea. General Cornwallis was trapped and surrendered. This was the last major battle of the American Revolution. American victory.

4.32 Draw evidence from informational text summarizing the contributions of France and certain individuals to the outcome of the Revolution including the Marquis de Lafayette, Kósciuszko, and Baron von Steuben.

Contributions of France – supplied money and other aid to Americans during Revolution – most important contribution was their NAVY which was used to block Cornwallis’ escape from Yorktown.

Lafayette – served with George Washington and offered his military experience and acted as a liaison to the French commanders

Kosciuszko – fought with the Americans against the British – planned the fortress and garrison at West Point

Von Steuben – drilled the Continental soldiers and taught them discipline and military procedure

-http://www.libertyskids.com/arch_who_mlafayette.html-http://www.socialstudiesforkids.com/wwww/us/lafayettedef.htm-Liberty Kids Video #22-”Marquis Arrives”-http://www.socialstudiesforkids.com/wwww/us/baronvonsteubendef.htm-http://mrnussbaum.com/baron-von-steuben/-http://www.nps.gov/thko/forkids/index.htm-http://www.americaslibrary.gov/jb/revolut/jb_revolut_francoam_1.htmlhttp://www.colonialwilliamsburg.org

4.33 Write an opinion piece with supporting details contrasting how the ideals set forth in the Declaration of Independence clashed with the existence of slavery.

“All men are created equal” – but did not apply to African slaves

Edhelper reading passage ( close read)-SLAVERY AND THE LAW.

Edhelper reading passage (close read)-The Declaration of IndependenceBy Phyllis Naegeli

(History for kids and Social Studies for kids for added research).

4.34 Explain using supporting details how the Revolution affected the Watauga Settlement, including:

● Washington District● Cherokee War of 1776● Nancy Ward● John Sevier● Watauga Petitions

Nancy Ward: She was a beloved woman of the Cherokee. Nancy Ward is her English name. Her Cherokee name is Nanyehi. She believed that the Native Americans and European Americans could live together peacefully and worked as a negotiator between them. She introduced farming and dairy production to her people which brought about significant changes.

http://alastar-packer.hubpages.com/hub/Chickamauga-Cherokee-War-1776-1780

http://www.tnhistoryforkids.org/people/nancy_ward

http://www.tnhistoryforkids.org/people/john_sevier (John Sevier)

http://www.lib.utk.edu/newfoundpress/pubs/odonnell/chp3.pdf (Treaty of Long Island)

http://jeffersonswest.unl.edu/archive/view_doc.php?id=jef.0009 (Treaty of Long Island)

http://www.northcarolinahistory.org/encyclopedia/127/entry/ (john Sevier)

4.35 Integrate evidence from several texts describing the different roles women played during the Revolution including Abigail Adams, Molly Pitcher, Phyllis Wheatley, and Mercy Otis Warren.

Abigail AdamsShe wrote to her husband, John, while he was in serving in the Continental Congress in Philadelphia. Much of what she had to say made its way into our founding documents. When John and others were considering a declaration of independence, Abigail reminded him to take care of the women, who would not hold themselves bound by laws in which they had no voice.Later in life, as first lady, she was called "Mrs. President" for her efforts in shaping the country.

Molly Pitcher"Molly, bring me a pitcher." Shortened, this became "Molly, pitcher". No, she was neither the manager nor pitcher of a baseball team. She was the "water boy" of her time, bringing refreshment to men in battle.

One day while on "duty" near Monmouth, New Jersey, she saw her husband shot in the arm. She rushed to his side. She, then, took over his position at the cannon,

-http://score.rims.k12.ca.us/score_lessons/women_american_revolution/-http://www.kidinfo.com/american_history/american_revolution.html-http://www.ducksters.com/biography/women_leaders/abigail_adams.php-http://www.socialstudiesforkids.com/wwww/us/mollypitcherdef.htm-Liberty Kids #17 “Captain Molly”-http://www.smithsoniansource.org/display/lessonplan/viewdetails.aspx?TopicId=1004&LessonPlanId=1022

firing several rounds at the oncoming British forces. Her bravery and good aim earned the respect of other soldiers. They fought on with renewed enthusiasm, sending the British into retreat. Her action impressed General Washington, who commissioned her as "Sergeant Molly Pitcher". Oh, her real name? Try Molly Hays McCauley.Note: there is much disagreement about whether there really was a "Molly Pitcher". Several women manned cannons during the Revolutionary War. Molly McCauley was one of them.

Phillis Wheatley"In every human Beast, God has implanted a Principle, which we call Love of Freedom; it is impatient of Oppression, and pants for Deliverance." Phillis Wheatley was America's first published black author. Along with being a great American poet, Phillis Wheatley was patriot and symbol for abolitionists. In 1761, at the age of 7, Phillis was bought as a slave by the Wheatley family of Boston. The Wheatley children, Mary and Nathaniel, took it upon themselves to teach Phillis how to read and write. Phillis discovered the joy of putting words together in poems. She became a celebrity, reading her poems in public. Phillis's poems were about learning and virtue. She also wrote poems about patriotism, battles, and the greatness of America. One poem was about George Washington, then the leader of the Patriot Army. She even got to read the poem to him in person. Phillis was given her freedom in 1778, when the Wheatleys all passed away or left the colonies.

Mercy Otis WarrenMercy Otis Warren wrote the first history of the Revolutionary War. She should know. She was there. Mercy got her start before the War officially began because she wanted to do something to reach the common people with revolutionary ideas. The first

Committee of Correspondence was formed in the Warren home. John Adams was impressed with Mercy's writing. She wrote plays poking fun at the British. One was entitled The Blockheads. She could not put her name on the plays, as making fun of the British carried a high price - punishment and possibly jail time. In all, Mercy wrote six plays. With her husband gone off to fight, Mercy decided to write the history of the American Revolution using her notes from meetings and conversations. Her efforts were published in 1805, History of the Rise, Progress, and Termination of the American Revolution.

4.36 Explain the purpose and obstacles in creating the new Cumberland Settlement, including:

● Richard Henderson● James Robertson● John Donelson● salt licks● severe winter● river travel● Cumberland Compact● Battle of the Bluffs

Purpose: better farm land

John Donelson:

-river travel: settlers would travel in “flotillas” as a form of protection from Indian attacks.

-Cumberland Compact: May of 1780- Richard Henderson, a land speculator and representative for North Carolina. Signed in “Nashborough,” Tennessee, by 250 men of the new Cumberland settlement and established early government institutions (the infrastructure of courts, governance, and taxation) for the first settlers of the Tennessee territory. The Compact called for the creation of a civil government, and represented the settlers’ desire for self-governance and independence from North Carolina. Yet only a small part of the document was devoted to governance; it was in large measure a contract dictating a legal framework for land transfers.

-Battle of the Bluffs: April 2, 1781. One of the most famous incidents in Nashville, TN history. Nashville’s early settlers were able to fend off an attack by the Chickamauga Cherokees led by Dragging Canoe.

John Donelson:-Using the TN 4 Me website, introduce information about Tennessee settlers and early settlements, specifically John Donelson and Charlotte Robertson: http://www.tn4me.org/article.cfm/a_id/251/minor_id/79/major_id/25/era_id/3http://www.tn4me.org/article.cfm/a_id/249/minor_id/79/major_id/25/era_id/3http://www.tn4me.org/sapage.cfm/sa_id/226/era_id/3 -With a PowerPoint or printed copies, show students a copy of John Donelson’s journal.http://www.tn4me.org/artifact.cfm/au_id/1587http://www.tn4me.org/artifact.cfm/au_id/1557

Primary Documents and Supporting Texts to Read: Declaration of Independence; excerpts from “Give Me Liberty or Give Me Death” speech, Patrick Henry; Letters from Abigail Adams; poetry of Phyllis Wheatley; poetry of Mercy Otis Warren; excerpts from John Donelson’s Journal

Declaration of Independence *Textbook page R26 through R29

Give Me Liberty or Give Me Death speechhttp://www.historyplace.com/speeches/henry.htmAudio of the speechhttp://www.history.org/almanack/life/politics/giveme.cfm

Letters from Abigail Adamshttp://www.thelizlibrary.org/suffrage/abigail.ht m http://www.eduplace.com/kids/socsci/ca/books/bke1/sources/bke1_template.jsp?name=adamsa&bk=null&state=ca

Phyllis Wheatleyhttp://www.poemhunter.com/phillis-wheatley/poems/

Mercy Otis Warrenhttp://www.poemhunter.com/mercy-warren/

John Donelson’s Journalhttp://www.tn.gov/tsla/founding_docs/33635_Transcript.pdf

Creating a New Government

4.37 Analyze the weaknesses of the Articles of Confederation including no power to tax, weak central government, and the impact of Shays’ Rebellion.

Articles of Confederation:● Provided for a weak

national government● Gave congress no power

to tax or regulate commerce among the states (interstate commerce)

● Provided for no common currency

● Gave each state one vote regardless of size

● Provided for no executive or judicial branch

● Required a unanimous vote by all states to make changes to the Articles

Made the central government very weak and unable to keep

Textbook: Chapter 10 Lesson 1

Articles of Confederation Siteshttp://bensguide.gpo.gov/9-12/documents/articles/http://www.socialstudiesforkids.com/subjects/articlesofconfederation.htmhttp://www.congressforkids.net/Independence_articles.htmCompared with Constitutionhttp://home.earthlink.net/~gfeldmeth/chart.art.html

Shays’ Rebellionhttp://www.socialstudiesforkids.com/wwww/us/shayssrebelliondef.htm

order

Shays’ Rebellion 1786 – farmers in western Massachusetts rioted and threatened rebellion because of foreclosures on their farms – they shut down the courts that were delivering the foreclosure notices – skirmished with a militia raised with money from the more wealthy residents of the state that feared the disorder and violence. The Shayites were scattered and most returned to their homes and farms.Sent a strong message about the need to have a stronger government than the Articles allowed for - an impetus for the Constitutional Convention

4.38 Explain the events that led to the creation and failure of the Lost State of Franklin.

- John Sevier, first and only governor of the State of Franklin

One of the main reasons for the American Revolution was King George III's order, as stated in the Proclamation of 1763, that the colonists go no further west than the Appalachian Mountains. London being a long way from these mountains, thousands of settlers ignored his demand and moved into what is now upper east Tennessee in the 1770s and 1780s. They also played a huge role in the outcome of the revolution by defeating a British army at the Battle of Kings Mountain.

When the Revolutionary War ended, these settlers needed protection against Native American tribes, and the closest thing to an established government that these settlers had was the government of North Carolina. But -- for the same reasons King George III was reluctant to do so -- North Carolina didn't want to incur the expense of sending its militia to defend a bunch of frontier families moving further and further into lands claimed by Native American tribes.

State of Franklin history and activityhttp://www.tnhistoryforkids.org/places/state_of_franklin

John Sevierhttp://www.tnhistoryforkids.org/people/john_sevier

4.39 Identify the various leaders Distribution of Federal and State TE pgs 344-347

of the Constitutional Convention and analyze the major issues they debated including:

● distribution of power between the states and federal government

● Great Compromise● Slavery and the 3/5

Compromise● George Washington and

James Madison

Powers: Federal Powers

● coin money● declare war● conduct foreign relations● oversee foreign and state

trade (control of interstate commerce)

State Powers● ratify amendments● manage public health and

safety● oversee trade within state● education

Great Compromise- Began with two competing plans: -New Jersey Plan- all states should have an equal number of votes -Virginia Plan- representation should be based on population The Great Compromise resulted in the formation of our two-house legislative branch: - House of Representatives- number of representatives per state based on population -Senate- 2 senators per state

Slavery and the ⅗ Compromise● Southern states wanted slaves

counted towards their population so they would have more representatives in Congress, but not towards population for taxing purposes.

● Northern states objected● 3/5 Compromise- three out of

five slaves would count as part of a state’s population

● No action against importing slaves would be made for 20 years, then the practice would be banned

George Washington -was elected to be the leader of the convention

James Madison -his day-to-day notes are the most complete record of the Constitutional Convention “called the Father of the Constitution” -wanted to throw out Articles of

Constitutional Convention:http://www.congressforkids.net/Constitution_delegates.htm

Federal and State Powershttp://www.usconsulate.org.hk/pas/kids/national_govt.htm

Confederation and write a new plan. -believed in a strong central government (Federalist)

4.40 Explain the ratification process and describe the conflict between Federalists and Anti-Federalists over ratification, including the need for a Bill of Rights.

Once the Constitution was complete, states had to vote to accept it.There were two sides to the debate:Federalists-wanted a strong national government-agreed with the Constitution

Anti-Federalists-were not happy with the Constitution-feared the Constitution would reduce the powers of the state-worried the president could become a king-argued that the Constitution did not protect the rights of citizens from government

The Federalist Papers – series of essays written by Hamilton, Jay, Madison to convince New York to ratify the Constitution – also published in other states – today considered the most authoritative book about the Constitution

Five states ratified the Constitution by Jan. 1778.Once Federalists pledged that Congress would add a Bill of Rights to the Constitution, the other states ratified it by 1790.

TE pg 352-355

4.41 Describe the principles embedded in the Constitution including:

● purposes of government listed in the Preamble

● separation of powers● Branches of government● check and balances● the amendment process● principle of judicial review● recognition of and

protection of individual rights in the 1st Amendment

The weaknesses in the Articles of Confederation led to the development of the new Constitution.

The Constitution of the United States established a government that shared power between the national government and the state governments, protected the rights of states, and provided a system for orderly change through amendments to the Constitution itself.

{Purposes of Government} PREAMBLE – 1. In order to form a

more perfect union 2. Establish justice 3. Insure domestic tranquility 4. Provide for the common defense 5. Promote the general welfare 6. Secure the blessings of liberty for us and for our posterity

Separation of Powers: The structure of the new national government. Included 3 separate Branches of Government: Legislative, Executive, and Judicial.Checks and Balances: Each branch can check the powers of the others to keep any one branch from becoming too powerful. Examples – the Congress can pass a bill but the President can veto it; the President can appoint a person to the Supreme Court but the Senate has to confirm the appointment; the Congress can pass a law but the Supreme Court can declare it unconstitutional

Amendment Process –Propose amendment – 1. 2/3 of both houses of Congress or 2/3 of the statesRatify amendment –3/4 of the state legislatures or state conventions

Judicial Review – Marbury v. Madison 1803Supreme Court can review laws of Congress and of states to determine their constitutionality

1st Amendment – freedom of speech, religion, assembly, press[emphasize that the rights carry responsibilities with them]

4.42 Write an opinion piece with supporting detail from primary sources that defends the ratification of the Constitution.

Why a Constitution?stronger central government to keep the peace and ensure the economy ran smoothlyBill of Rights to protect individual freedomsestablish a government that was responsive to the will of the people

Primary Documents and Supporting Texts to Read: Preamble of the Constitution;

excerpts from Articles 1, 2, and 3 of the United States Constitution; 1st Amendment

The New Nation’s Westward Expansion (1790-1830)

4.43 Describe the events, precedents, and successes of the presidency of George Washington and list his cabinet members.

George Washington’s cabinet:Vice President: John AdamsSecretary of State: Thomas JeffersonSecretary of Treasury: Alexander HamiltonSecretary of War: Henry KnoxAttorney General: Edmund Randolph

During his presidency:Bill of Rights established in 1791.

Avoided war with France and Great Britain – made treaties

Key Events in the Presidency of George Washington:http://millercenter.org/president/keyevents/washington

http://app.discoveryeducation.com/search?Ntt=George+Washington

http://www.readworks.org/passages/us-presidents-george-washington

4.44 Explain the purpose for creating the federal district of Washington D.C., including the role of Pierre L’Enfant.

Purpose of creating the Federal District:Founded on July 16, 1790, Washington DC is unique because it was established by the Constitution (a 10 square mile federal district) of the United States to serve as the nation’s capital. It could not be in any one state.Washington chose the site along the Potomac and Anacostia Rivers because of a compromise between Alexander Hamilton and northern states who wanted the new federal government to assume Revolutionary War debts, and Thomas Jefferson and southern states who wanted the capital placed in a location in the South.

Pierre Charles L’Enfant- designed the city as a bold new capital with boulevards and ceremonial spaces like his native, Paris, France. Benjamin Banneker, a self-taught African-American mathematician, provided the astronomical calculations for surveying and laying out the city.

http://www.youtube.com/watch?v=VyGWrnVI7zg

http://www.history.com/topics/washington-dc/videos#deconstructing-history-white-house

4.45 Label and locate the Territory South of the River Ohio (Southwest Territory) on a map,

identify its leaders, and explain how it was the first step to statehood, including William Blount, John Sevier, Rocky Mount, and the Treaty of Holston.

4.46 Write an opinion piece using supporting detail explaining the political beliefs of Alexander Hamilton and Thomas Jefferson leading to the political parties.

Jefferson: 1. Pro-farmer and agriculture 2. Believed any informed adult should vote 3. Strict construction of the Constitution 4. Pro-French 5. No Bank of the U.S.

Hamilton: 1. Pro-industry 2. Govt by the “rich, well-born, and able” 3. Loose construction of the Constitution 4. Pro-British 5. Developed and supported the Bank of the U.S.

4.47 Detail the events, struggles, success and main people of the exploration of the Louisiana Purchase and map the routes across the continent, including the Corps of Discovery, Lewis and Clark, Sacagawea, Zebulon Pike, and John Frémont.

Corps of Discovery: The first American expedition (Lewis and Clark) to cross the western portion of the United States. Occurred after the Louisiana Purchase. The primary objective was to explore and map the newly acquired territory, find a practical route across the Western half of the continent, and establish an American presence in the territory before Britain and other European powers tried to claim it. May 1804- September 1806.

Map the route. Importance of the rivers. Gave the U.S. a claim to the Oregon Territory.

Sacajawea – served as a guide and interpreter for Lewis and Clarks

Zebulon Pike – map his route across the Great Plains and into the Southwest. Pike’s Peak.

John C. Fremont – “pathfinder of the West” – map his trails into California

ppts on the Louisiana Purchase:http://americanhistory.mrdonn.org/powerpoints/louisianapurchase.html

videos:http://dsc.discovery.com/tv-shows/other-shows/videos/assignment-discovery-shorts-the-louisiana-purchase.htm

http://www.history.com/videos/lewis--clark-expedition-charts-new-territory#lewis--clark-expedition-charts-new-territory

Lewis and Clark Lesson Plan:http://teacher.scholastic.com/activities/lewis_clark/prepare.htm

4.48 Use concrete words, phrases, and sensory details to convey the experiences of settlers on the overland trails to the West including location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate.

Major routes:Oregon TrailMormon TrailSanta Fe Trail

include details on covered wagons, river crossings, avoiding settlement in the Plains (Great

American Desert) and going on to the more fertile Oregon Country or to California

4.49 Explain the causes, course, and consequences of the War of 1812 including:

● trade restrictions● impressment● war hawks● Tecumseh● Tippecanoe● William Henry Harrison● burning of Washington

D.C.● Francis Scott Key● Dolly Madison● Battle of New Orleans

Causes: unhappiness with British practice of impressment, problems with Indians on the frontier (caused by British agents who paid Indians to attack American settlements), and land hunger for Canada.

trade restrictions – President Jefferson tried an EMBARGO as an alternative to war

impressment – British Navy boarded American ships and took sailors for their Navy

War Hawks – young congressmen from KY, TN, Ohio – tired of continual Indian warfare and blamed Britishincluded Henry Clay, John C. Calhoun

Tecumseh – organized and united Northwest Indian tribes

William Henry Harrison – commanded American army that defeated Tecumseh

British burned Washington D.C. – Dolly Madison saved some of the important documents and paintings

Fort McHenry – Baltimore – Francis Scott Key wrote The Star Spangled Banner as he watched the bombardment of the fort by British ships in the harbor

Battle of New Orleans – Andrew Jackson “Old Hickory” made his national reputation for defeating the British

4.50 Interpret the meaning of the lyrics in the song “The Star-Spangled Banner.”

Close read lyrics of “The Star Spangled Banner”

4.52 Analyze and describe the role of Tennessee in the War of 1812 including:

● Andrew Jackson● Battle of Horseshoe Bend● Sam Houston

Andrew Jackson- When war broke out in 1812, Jackson immediately offered the government the 2500 Tennessee militiamen under his command. After leading the troops 1,000 miles down the river, he was ordered to dismiss them

http://www.tennessee.gov/tsla/history/military/tn1812.htmBackground information for teachers

● Volunteers with no pay. Refusing to disband, he earned the nickname “Old Hickory” as he was “tough as a hickory stick” facing the many hardships that his men faced.

Battle of Horseshoe Bend- a Creek civil war erupted in what is now Alabama. In an attack on Fort Mims, Red Stick Creeks killed some 250 people, including American civilians, Mississippi territorial militia, and some Creeks who had taken refuge there. The Creeks' civil war quickly became an American war. In March 1814, Jackson's force of Tennesseans and allied Indians, including the Creek opponents of the Red Sticks, annihilated the main Creek force at the Battle of Horseshoe Bend.

Sam Houston-

http://www.tennessee.gov/tsla/exhibits/veterans/1812.htmBackground information for teachers with authentic copies of letters and documents.

http://www.pbs.org/kcet/andrewjackson/alife/war_hero.htmlVideo “Battle of Horseshoe Bend” and background information for teachers

4.52 Write a narrative piece with supporting text describing the effects of the New Madrid Earthquakes of 1811-12 on the land and people of Tennessee.

4.53 Write a research piece summarizing life on the frontier of Tennessee and reasons why pioneers moved west, including:

● Cumberland Gap● Natchez Trace● Jackson Purchase● transportation● housing● food● clothing● gender roles● education● entertainment

4.54 Describe and explain the contributions of Sequoyah. ● Developed an alphabet for

the Cherokee language.● Using his alphabet the

Cherokee produced written materials.

● The Cherokee history was preserved because they were able to write it down using the alphabet he created.

Textbook page 405

http://www.edhelper.com/ReadingComprehension_35_201.html

4.55 Describe the major events in 1824 Election – 4 candidates –

Jackson’s presidency including the corrupt bargain, the Indian Removal Act, reducing the national debt, preserving the union, and abolishing the national bank.

Andrew JacksonHenry ClayJohn Quincy AdamsJohn Crawford

Jackson won the popular vote but did not have a majority in the Electoral CollegeVote went to the House of Representatives as stated in the ConstitutionTop Two vote getters – Jackson and JQ AdamsHenry Clay threw his support behind JQAdams and got enough votes in the House of Reps to get JQA electedA few days after the election, JQA announced that Henry Clay would be Secretary of State.Jackson supporters claimed that JQA and Clay had made a “corrupt bargain” in order to steal the election from Jackson.

Election of 1828Jackson defeated JQAdams in both popular and electoral votes

1. Nullification Crisis – South Carolina nullified (refused to obey) the federal tariff. Jackson threatened to send federal troops to collect the tariff. Henry Clay offered a compromise tariff that SC accepted. Jackson showed that he would keep the Union together even if he disagreed with some laws himself.

2. Indian Removal – Jackson believed the southeastern Indian tribes – Cherokees, etc., - would be better off if they were moved to Oklahoma Territory. Indians in the way of white expansion. Indian Removal Act passed by Congress. Resulted in “Trail of Tears.”

3. Jackson determined to bring the Bank of the U.S. to an end because he believed it benefited the wealthy industrialists of the East and hurt western and southern farmers. Removed federal deposits from the Bank until it collapsed.This caused a Panic (the word for recession in the 1800’s) that hurt

the country and left the government without an organized way to deal with its finances.

4. Jackson’s opponents often called him “King Andrew” because he used the power of the presidency – especially the veto – often and widely.

4.56 Analyze the impact of the Indian Removal Act on the Cherokee, detail their resistance to being removed, and map the movement west including:

● Treaty of New Echota● John Ross● Trail of Tears

Primary Documents and Supporting Texts to Read: “The Star Spangled Banner”, Francis Scott Key; excerpts from letters of Meriwether Lewis from the Corp of Discovery; excerpts from Eliza Bryan of the New Madrid Earthquakes

The Star Spangled Bannerhttp://fun.familyeducation.com/fourth-of-july/music/35068.htmlhttp://www.mdhs.org/digitalimage/star-spangled-banner-handwrittenhttp://kids.niehs.nih.gov/games/songs/patriotic/anthemmid.htm

Letters of Meriwether Lewishttp://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/lewisandclark/resources_1.html

Eliza Bryanhttp://www.ceri.memphis.edu/compendium/eyewitness/

The Growth of The Republic (1800-1850)

4.57 Analyze and describe the factors of the Industrial Revolution occurring in the United States and on Tennessee including:

● Samuel Slater-factory system

● Watermills-influence of geography

● Fulton-steamboats● Eli Whitney-cotton gin

Samuel Slater – Father of the American Factory System – brought secrets of textile industry from England and started industry in the U.S.

Northeastern U.S. better suited geographically to industry. Had the short, rapidly moving rivers necessary to power the water mills that turned machinery. Immigrants came into the Northeast to get jobs in the

textiles and other factories, while slave labor on the plantations dominated the South and family farms dominated the West.

Robert Fulton – used the technology of the steam engine to propel the first steamboat on the Hudson River.Importance – made river traffic two-way – both up and down rivers.

Eli Whitney – developed the cotton gin – separated the seeds from the cotton fiber – gave new life to the cotton industry and, unfortunately, also to slavery.

4.58 Explain the expansion of the plantation system and slavery as the demand for cotton production grew and the impact of the cotton gin

Cotton gin made growing cotton more profitable.Land across the Deep South was opened for plantation expansion.Rivers in the South – long, lazy – good source for irrigation and livestock, but not for industry.Demand for cotton – English factories depended on American cotton.Slave labor increased.

4.59 Contrast the emerging urbanization in the North with the agricultural South and the developing West.

Cities develop in the North as industrialization takes hold. Not just seaports like NYC and Boston, but also cities along rivers where industries were located like Buffalo, Pittsburgh.

South remains plantation-dominated.West – Ohio, Indiana, Michigan…family farms – wheat, corn, oats

4.60 Describe and explain the contributions of Virginia Hill and Free Hill, Tennessee, Frances Wright and Nashoba, and Elihu Embree and their efforts to abolish slavery in Tennessee.

4.61 Describe the characteristics of slave life on plantations across the South.

Slave quarters

Not allowed to read or write

Encouraged to practice Christianity

Generally given food and adequate clothing because it was not in the best interests of the slave owner to hurt his

investments.

Most brutal practices like whipping were actually rare because of “damage” to the property (slave).

Harsh penalties for runaways.

“sold down the river” – practice of breaking up slave families by selling children or husbands/wives away to other plantations

Many slaves did more than work cotton – learned trades like blacksmithing, barrel-making, care and doctoring of livestock, domestic service

4.62 Using informational texts, explain the fight for independence against Mexico and the contributions of Tennesseans Sam Houston and David Crockett.

Mexico gained independence from Spain in 1821Allowed American settlers into Texas territory – Stephen Austin brought first groupEventually hundreds more came into the territory but refused to follow Mexican rules of “no slavery” and “convert to Catholicism”Texans revolted against Mexican authority in 1836

Leader – Sam Houston (would later become the President of the Lone Star Republic)

Battle of the Alamo – Davy Crockett and other volunteers sacrificed their lives to stop Mexican advance

Texas gained its independence and became the Lone Star Republic from 1836-1845 when it was annexed as part of the U.S.

4.63 Conduct a short research project detailing the surprise nomination and election of James K. Polk and list his accomplishments in office including Texas statehood, territorial expansion, and one term promise.

1844 ElectionPolk ran on a promise to serve ONE term only and to accomplish the following:1. settle boundary with Oregon2. annex Texas3. acquire California

Accomplished all his goals.

Mexican War – 1846-1848 – US acquired California and all the territory east to Texas – called the Mexican Cession

4.64 Cite evidence from informational texts explaining the causes, course, and consequences of the Mexican War, including Winfield Scott, Zachary Taylor, and Mexican Cession.

Cause – US wanted California and Mexico would not sellCourse – US won major battles under leadership of Winfield Scott and Zachary Taylor (who went on to win the Presidency in 1848)Consequence – Mexico lost huge part of his territory. Mexican Cession included future states of NM, NV, CA, parts of CO, UT

4.65 Identify prominent people and reform movements in the United States during the mid-19th century including:

● Dorothea Dix and her quest for prison reform and help for the mentally ill

● Horace Mann and public education

● Nat Turner and Gabriel Prosser and their resistance to enslavement

● Frederick Douglass and William Lloyd Garrison and the abolition of slavery

Dorothea Dix – worked to get poor people out of poor houses and to get the mentally ill into hospitals instead of prisons

Horace Mann – worked to improve public education and to have compulsory education laws

Nat Turner and Gabriel Prosser – led slave rebellions in the South that scared southern plantation owners and made them restrict their slaves more tightly and treat them worse

Frederick Douglass – escaped slave that gained an education and worked as an abolitionist speaker

William Lloyd Garrison – publisher of The Liberator – called for the violent overthrow of slavery

4.66 Write an expository piece describing the search for gold in California and its impact.

1848 gold discovered at Sutter’s Mill in CaliforniaTouched off global stampede for the gold fieldsTransportation across country by covered wagonTransportation around South America – clipper ships

California grew almost overnight into a territory, then a state, with enough population to petition Congress to enter as a state in 1850

4.67 Explain the events, political debate, and outcome of the Compromise of 1850 and the Kansas and Nebraska Act.

Compromise of 18501. California admitted as a free state (changed the equal balance of slave and free so a major blow to the southerners)2. Southerners get a Fugitive Slave Law – northerners supposed to turn in runaway slaves – just increased tension between the two groups.

Kansas-Nebraska Act 1854Stephen Douglas sponsored legislation to bring the Kansas and Nebraska territories into the Union under Popular Sovereignty – people in the territories would vote whether they would be slave or free.This would abolish the Missouri Compromise 36/30 line that had stood for 34 years. Set off massive protests about the possibility of slavery expanding into the territories. Gave birth to the Republican Party which was organized over the one issue of no expansion of slavery into the territories. Bleeding Kansas – pro vs. anti-slavery groups begin a civil war in the Kansas territory. Dress rehearsal for Civil War.

4.68 Create a visual display using multiple forms of media to name the states and territories. that existed in 1850, their locations, and major geographical features, including mountain ranges, principal rivers, and dominant plant regions.

Google Territorial Expansion of the US maps and should find several good examples.

-http://smithsonianeducation.org/educators/lesson_plans/borders/start.html

Primary Documents and Supporting Texts to Read: excerpts from the writings of Frederick Douglass; excerpts of the Autobiography of David Crockett