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28 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 6, American Northeast: 1800-1850
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Early Suffragists

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http://rims.k12.ca.us/activity/suffrage/

Description: It is 2080 and Dr. Maxine Norton needs your help in rebuilding some of the lost history of America. Your task will be to design a stamp for the U.S. Post Office that would have served to pursuade some young woman in the early 21st century that she had the "right stuff" to be the first woman president of the U.S. Standards 8.6.6

Author: Connie Hendrix, James Lick MS

Lesson ID: 336

Work, Lyddie! Work!

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http://rims.k12.ca.us/activity/lyddie/

Description: This is a chance for you to find out what it was like to have to work instead of having the chance to go to school. Analyze primary source documents about early factory labor (young women mill workers during the period 1840-1860) showing their hours of labor, ages, reasons for working, and factory conditions. Then read a historical novel about the time, Lyddie by Katherine Paterson. Research modern day labor issues to see if the things faced by Lyddie are really so different today in places where young people do not have the opportunity to go to school. To share what you learned with others, you will write a poem or labor song. Standards 8.6.1 and 8.12.4

Author: Darla Moore, Cucamonga Middle School

Lesson ID: 1285

African-American Communities in the North Before the Civil War

http://edsitement.neh.gov/view_lesson_plan.asp?id=453#PREPARING

Description: Fully one-third of Patriot soldiers at the Battle of Bunker Hill were African Americans. Census data also reveal that there were slaves and free Blacks living in the North in 1790 and after. What do we know about African-American communities in the North in the years after the American Revolution? Tour and/or read about some important free African- American communities thriving in the North before the Civil War. Standard 8.6.4

Author: EDSitement

Lesson ID: 35

After the American Revolution: Free African Americans in the North

http://edsitement.neh.gov/view_lesson_plan.asp?id=452

Description: Working individually or in small groups, read some primary and secondary information on an African American who lived between the end of the American Revolution and the outbreak of the Civil War. Based on a specific event in that person's life, compose an "excerpt" from a biography of the individual or historical fiction with the individual as a character. One or more members of each group may serve as illustrators. In addition, each group should prepare a very brief summary of the individual's life based on one or more secondary accounts. Standard 8.6.4

Author: EDSitemenet

Lesson ID: 36

Allegheny Portage Railroad: Developing Transportation Technology

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/23allegheny/23allegheny.htm

Description: In the early 1800s England was the world leader in railroad technology. The first railroads and locomotives used in the United States were based on English designs. When that technology proved unsatisfactory for America's more rugged terrain, new designs were created and later exported back to Europe. In this way, the United States emerged as a leader in railroad technology. Analyze photos and maps to determine how railroad and canal building technology improved in the early 19th century in Pennsylvania. Standard 8.6.1

Author: National Park Service, Teaching with Historic Places

Lesson ID: 45

American Suffrage Movements

http://www.constitutioncenter.org/education/ForEducators/LessonPlans/Suffrage/5471.shtml

Description: Consider the role of individual initiative by completing historical research on various initiatives involved in American suffrage movements (African-Americans, women, D.C. residents, Native Americans, and 18-20 year olds). After examining your understanding of "initiative" and what it means to take initiative through a written response and class discussion, consider the initiative of the Founders as exemplified in the Declaration of Independence and the U.S. Constitution. In groups, read and paraphrase the language of the Voting Amendments and share primary and secondary sources concerning suffrage. Finally, focus on the ability of a single person to make a difference in a community, state, or national initiative. Standards 8.6.6, 8.8.3, , 11.10.4, 11.10.5, 11.10.6, 11.10.7, 12.2.4, and 12.6.4 civics

Author: Bill of /Rights Institute

Lesson ID: 61

Antebellum Temperance and Abolition Movements

http://www.oah.org/pubs/teachingunits/women/lesson3.pdf

Description: This unit examines how the industrial revolution and the abolition movement led to changes in women's roles both within and outside the home. Use handbills, songs, and resolutions from abolitionist and women's rights conventions to understand the experiences women faced in laboring to achieve equal status in antebellum American society. Analyze and evaluate the impact of the women's rights movement in the antebellum era and link past and present by drawing connections to contemporary society. You will need Acrobat Reader but no Internet connection for this lesson. Standards 8.6.6, 8.9.1 and 11.10.7

Author: Susan Leighow and Rita Sterner-Hine, Organization of American Historians

Lesson ID: 88

Anti-railroad Propaganda Poster: The Growth of Regionalism, 1800-1860

http://www.archives.gov/education/lessons/anti-rail/

Description: Regional differences deepened when the national government began expanding, meeting foreign entanglements and domestic trouble in the early and mid 19th c. This lesson relates to the struggle to define the powers of the national and state governments in the expansion of railroads. Standards 8.6.2, 11.1.3, and 11.7.1

Author: Kerry C. Kelly, Hunterdon Central Regional High School

Lesson ID: 90

Before Brother Fought Brother: Life in the North and South 1847-1861

http://edsitement.neh.gov/view_lesson_plan.asp?ID=289

Description: A complex series of events led to the Civil War. The lessons in this unit are designed to help students develop a foundation on which to understand the basic disagreements between North and South. Through the investigation of primary source documents - photographs, census information and other archival documents - students gain an appreciation of everyday life in the North and South, changes occurring in the lives of ordinary Americans, and some of the major social and economic issues of the years before the Civil War. Standard 8.6 general and 8.7 general

Author: EDSITEment, National Endowment for the Humanities

Lesson ID: 127

Building America's Industrial Revolution: The Boott Cotton Mills of Lowell, Massachusetts

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/21boott/21boott.htm

Description: Boott Cotton Mills' buildings (c. 1835) were products of the earliest large-scale industrial planning project in America and were developed by the same industrialists who founded the city of Lowell. Among the planners was Kirk Boott, first agent of the initial textile company in Lowell, for whom the Boott Mills are named. The Boott millyard illustrates the development of a single textile company in the early years of America's Industrial Revolution and how it paralleled the rise and decline of the Northern textile industry. Using primary material from the Teaching with Historic Places site, you will hold a town meeting about building the mill, analyze a primary source about the mill system, and explore the industrial history of your town or city. Standards 8.6.1 and 8.12.1

Author: Stephen Stowell, Lowell Historic Board

Lesson ID: 171

28 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 6, American Northeast: 1800-1850
<-- Previous | Next -->

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