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10 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 2a, Documents of Freedom
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Documents and Symbols of American Freedom

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http://rims.k12.ca.us/score_lessons/symbols_freedom/

Description: Explore the content and meaning of key documents in American history such as the Mayflower Compact, the Declaration of Independence, the Constitution, and the Bill of Rights. Learn the importance of major symbols of American freedom such as the Bald Eagle, the 4th of July, the Star Spangled Banner, Independence Hall, the Liberty Bell, Uncle Sam, Lady Justice and the Statue of Liberty. A glossary is included in this web museum for English Language Learners at the upper grades. Standards K.2, 1.3.3, 3.4.3, 8.2.1, and 11.1

Author: Dorothy Hutchens

Lesson ID: 324

Federalists vs. Anti-Federalists

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http://www.historyofsupremecourt.org/resources/lp_defines_federalists.htm

Description: How much power should the federal government have? This was a weighty question that was heavily debated in the newly established United States of America. Explore the views and proponents of both the Federalists and Anti-Federalists in order to understand this great political debate, as well as how the Supreme Court established Federalist precedents during the time of the Marshall Court. Standards 8.2.4, 8.2.7, 12.1.5 and 12.4.5

Author: History of the Supreme Court

Lesson ID: 139

Articles of Confederation

http://history.grand-forks.k12.nd.us/ndhistory/LessonOverview.aspx?LessonID=159

Description: Analyze the Articles of Confederation and examine its components. Draw conclusions about the document's effectiveness for governing the new nation. Use a worksheet to gather your notes and will write an essay integrating your information. The Articles link within the site is broken so go to . Standard 5.7.1 and 8.2.2

Author: Engage Students in American History

Lesson ID: 1417

Articles of Confederation DBQ

http://highschool.gardencity.k12.ny.us/socialstudies/Mcauley/DBQs/US%20History%20DBQs/Articles%20of%20Confederation.htm

Description: What problems confronted the United States during its early years? is the question you will answer in a DBQ essay. Consider what you already know about this topic. How would you answer the question if you had no documents to examine? Now, read each document carefully, underlining key phrases and words that address the document-based question. You may also wish to use the margin to make brief notes. Answer the questions that follow each document. Based on your own knowledge and on the information found in the documents, develop a thesis that directly answers the question. Write a well-organized essay proving your thesis. The essay should be logically presented and should include information both from the documents and from your own outside knowledge of the topic. Standard 8.2.2

Author: Mr. McAuley's Social Studies Site, Garden City Unified School District

Lesson ID: 1449

Famous Virginians at the Colonial Fair

http://www.fcps.k12.va.us/LondonTowneES/Webquests/FamousVAs/va.html

Description: Choose a famous Virginian from the early revolutionary period. Working in pairs, one of you will play the part of the famous Virginian and the other will play the part of a TV reporter. You will use the resources listed here to find information about the famous Virginian and write a list of questions and answers to be used in an interview to be conducted during the Colonial Fair. Others will have the task of introducing a famous Virginian to the people attending the Colonial Fair. You will work in pairs and use the resources listed here to find information about the famous Virginian you choose and create a brochure with information about the person and a poster announcing the event. Standards 5.5.4 and 8.2.4, and 8.4.2

Author: Carolyn Thalman, Fairfax County Public Schools

Lesson ID: 396

Gettysburg Address & the Declaration of Independence

http://www.c-spanclassroom.org/VideoDetail.aspx?video_id=70

Description: View this 3-minute C-SPAN video of scholars discussing the meaning of the Gettysburg Address and the principles from the Declaration of Independence that Abraham Lincoln referred to in it. Discuss the core principles established by the Declaration and whether it was as or more important than the Constitution. Standards 8.1.2, 8.2.2, 8.10.4, and 11.1.0

Author: C-SPAN Classroom

Lesson ID: 1576

Giving Speeches: George Washington's First and Second Inaugural Addresses

http://www.georgewashington.si.edu/kids/activity7.html

Description: Interpret George Washington's first and second inaugural addresses. Compare and contrast the information of each speech and write an imaginative historical narrative based on the events of the two inauguration days. Standards 8.2.4 and 8.4.2

Author: National Portrait Gallery

Lesson ID: 451

Navy and the Constitution: Launching the U.S. Navy

http://www.archives.gov/education/lessons/new-us-navy/

Description: In groups, analyze a selection of Navy documents and respond to the questions on the Document Analysis Worksheet. Determine which Constitutional provision each document relates. Further analyze the Constitution and determine the relationship between Congress and the President with regard to nominations and control of the military. Standards 8.3.4 and 12.3.2

Author: National Archives and Records Administration, The Digital Classroom

Lesson ID: 751

On the Edge and Under the Gun

http://www.thirteen.org/wnetschool/origlessons/under_gun/index.html

Description: Examine the issues of gun control, the right to bear arms, and gun related violence in America at the start of a new millennium. After exploring the complexities of this problem, examine what can, and has been done to redress the situation using the Million Mom March as a reference point. Synthesize web information on the topic in the form of a research paper. Standards 8.2.6, 8.3.5, 12.1.6, and 12.5.1

Author: Phil Bildner, Manhattan School for Children

Lesson ID: 777

Ratification of the Constitution

http://www.archives.gov/education/lessons/constitution-day/ratification.html

Description: On September 17, 1787, a majority of the delegates to the Constitutional Convention approved the documents over which they had labored since May. After a farewell banquet, delegates swiftly returned to their homes to organize support, most for but some against the proposed charter. Before the Constitution could become the law of the land, it would have to withstand public scrutiny, debate and ratification by state legislatures. Standards 8.2.3, 8.2.4, 8.2.6-7, 11.1.2 and 12.1.3-6

Author: Rennie G. Quible, National Archives and Records Administration (NARA) Volunteer Docent

Lesson ID: 875

10 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 2a, Documents of Freedom
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