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8 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 4, Early American Leaders, Events, and Culture
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American Odyssey

http://www.studyguide.org/american_odyssey.htm#task

Description: Welcome to American Odyssey, an opportunity to study 6 American poets in depth. For this unit, you will work with 3 or 4 students in your class and form an imaginary traveling team who will explore America learning about these poets. Your group will stop to make 6 small group presentations along the journey's way to share with classmates what you are learning. Standards 8.4.4 and 11.5.5

Author: Cindy Adams, Vestavia Hills High School

Lesson ID: 56

Andrew Jackson vs. Congress and the Bank: Conflicting Rights and Responsibilities

http://nationalhistoryday.org/images/uploads/2003Webcurbook.pdf

Description: Alexander Hamilton, the first Secretary of the Treasury, proposed that Congress charter a national bank which would have branches around the country. Such a bank, he argued, could assist the federal government by providing a safe place to deposit tax money and other revenue, allowing the government to easily make payments all over the country, and marketing government bonds. Hamilton also believed the bank could play a central role in the economy by printing banknotes which could serve as currency, encouraging trade among the various regions of the nation, and making loans to fledgling industries. In 1791, in response to Hamilton's recommendation, Congress chartered the Bank of the United States, later known as the First Bank of the United States. Standards 8.3.4 and 8.4.3

Author: National history Day

Lesson ID: 83

Black and White in United States History: A Gray Area Comparing Old and New Accounts of Thomas Jefferson's Life

http://www.nytimes.com/learning/teachers/lessons/19981116monday.html?searchpv=learning_lessons

Description: Evaluate the responsibilities of history textbooks in reporting on historical events, people, and eras and investigate how new information can and should be added to these texts. Students compare and contrast various textbook articles about Thomas Jefferson, discuss the new-found DNA evidence that Jefferson fathered children with one of his slaves, and write additions to current American history textbooks so that they include this recent historic information. Standards 8.2.5, 8.3.4, 11.1.2, and 11.10.6

Author: Alison Zimbalist, The New York Times Learning Network, Lorin Driggs, The Bank Street College of Education in New York City

Lesson ID: 148

Constitutional Power - Jefferson vs Hamilton

http://www.teachtheteachers.org/projects/FClevenger2/index.htm

Description: Here is your chance to make history. Envision yourself in 1790 as Thomas Jefferson or Alexander Hamilton debating issues of the powers of the Constitution before the Congress of the United States. The two issues are the National Bank and the Alien and Sedition Acts. Were they Constitutional? On the issue of a National Bank... If Jefferson is successful, we may never pay off the national debt. The nation's economic structure may not survive and the nation may crumble. Should Hamilton be successful, few of those who fought in the Revolutionary War will benefit from the payment of the debt. On the issue of the Alien and Sedition Acts...Should Jefferson prevail, our civil liberties will be maintained. However, if Hamilton is victorious we could loose some of our free speech and other rights that we value today. Which route will our nation take? Standard 8.3.4 (This lesson needs an edit but is a sound lesson academically)

Author: Fred Clevenger, Oak Creek Intermediate

Lesson ID: 257

Historic Steps of Lewis and Clark

http://www.usaweekend.com/97_issues/971102/lewis_and_clark/971102trail_intro.html

Description: Pick our way through Lewis and Clark's historic steps. You'll face six major decisions that affected the outcome of the expedition. Do your choices match those of the famous explorers? Standards 5.8.3 and 8.8.2

Author: Barb Kubik, Lewis and Clark Foundation

Lesson ID: 501

How Did Individuals and States Challenge the Power of the Federal Government in the Young Nation?

http://www.eduref.org/Virtual/Lessons/crossroads/sec4/Unit_5/Unit_VQ2R1.html

Description: In groups, students review and describe five challenges to the authority of the federal government that are presented through a series of primary resources. After reading the background information and primary source provided, analyze the excerpts and answer questions which deal with the reasons for the conflict, the way in which the government was challenged, and the view of government taken by the participants. Standards 8.4.3 and 11.1.3

Author: Crossroads Curriculum

Lesson ID: 526

Landscape Painting

http://www.smithsonianeducation.org/educators/lesson_plans/landscape_painting/index.html

Description: Examine the landscape paintings of Catlin, Bierstadt, and Moran to learn not only about American art of the 19th century but the geography and values of the new country. Standards 5.8.2 and 8.4.4

Author: Education Art to Zoo, Smithsonian

Lesson ID: 634

McCullough v. Maryland (1819)

http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp?action=showDetails&id=179&ref=showCatD&catId=7

Description: In one of the first and most important Supreme Court cases on federal power: McCullough v. Maryland (1819), the Supreme Court held that Congress has implied powers derived from those listed in Article I, Section 8. They ruled that the “Necessary and Proper” Clause gave Congress the power to establish a national bank. Standards 8.4.3 and 12.5.3

Author: Bill of Rights Institute

Lesson ID: 217

8 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 4, Early American Leaders, Events, and Culture
<-- Previous | Next -->

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