Threads of Change in the 19th Century America: A Museum Exhibition Webquest

http://seed210.tripod.com/task.htm

Description: Your preservation company is competing with five or six other firms for a $10,000,000 contract to provide an exhibit of 19th century themes to the Smithsonian Museum of American History. This is a brand new selection concept for the Museum. Each company has been asked to provide four ideal examples such as a quote from a piece of literature, a work of art, a piece of music or an artifact which illustrate the 19th century Threads in American History: Romanticism, Transcendentalism, Abolitionism and Feminism and Industrialism. Each member of your group is an expert in one of these Threads, and you feel confident that you can find just the right items to include in the exhibit and enjoy the fame and fortune of working with one of the preeminent institutions in the country. Your company will deliver an oral presentation of your findings to a committee from the Museum. You must be able to justify to this group that your selections are the best representations for this groundbreaking exhibit. Standards 8.6.6., 8.6.7, 8.9.1, 8.12.4 and 8.12.6

Author: Vicki Seed, Eastern Middle School

Lesson ID: 1097

Trial of Susan B. Anthony

http://www.law.umkc.edu/faculty/projects/ftrials/anthony/sbahome.html

Description: In 1873 Susan B. Anthony was arrested for the "crime" of voting for president. How would you use the Constitution to defend her? Here are all the resources you will need. Standards 8.6.6, 11.10.7, and 12.2.1 civics

Author: Douglas O. Linder, Famous American Trials

Lesson ID: 1135

Utopian Communities, 1800-1890

http://www.yale.edu/ynhti/curriculum/units/1989/1/89.01.04.x.html

Description: Religious, economic and social conditions present in nineteenth-century America led to the formation of literally hundreds of small utopian and/or reform communities. Examine the writings of utopian idealists of the nineteenth century and present arguments defending or attacking these ideas. Study two communities for comparison:1) a purely secular community (e.g. Owen’ s experiment in New Harmony, Ohio) and 2) a strictly religious one (e.g. Noyes’ community in Oneida, New York). Though both communities shared property and wealth, they were quite different in goals, methods and achievements. Develop criteria for judging “successes” and “failures” of such social experiments. (Your teacher will select the sections of this unit for study) Standards 8.6.1, 8.6.1, 8.12.0, 11.1.4

Author: Peter N. Herndon, Yale-New Haven Teachers Institute

Lesson ID: 798

What's in a Factory?

http://invention.smithsonian.org/centerpieces/whole_cloth/u2ei/index.html

Description: A textile factory is a system of machines, workers, managers, power, and materials, all brought together to produce cloth and make money. You will use the essay "Why a Factory?" and the diagram of a factory floor to answer: "How many machines, how many people, and how much money were needed to run a factory in the early 19th c.?" Standard 8.6.1

Author: Lemelson Center for the Study of Invention and Innovatio, National Museum of American Histor

Lesson ID: 1311

What's In A Factory? Calculating A Textile System

http://invention.smithsonian.org/centerpieces/whole_cloth/u2ei/u2materials/eiPac4.html

Description: Step into the role of an early 19th century mill owner. Use the essay "Why A Factory?", an introductory paragraph, and the diagram of a factory floor to answer: "How many machines, how many people, and how much money are needed to run a factory?" While the numbers you are given will not be exact, they will closely represent the circumstances of an early 19th-century factory. Standard 8.6.1

Author: The Lemelson Center for the Study of Invention and Innovation, National Museum of American History

Lesson ID: 1233

Woman Suffrage and the 19th Amendment

http://www.archives.gov/education/lessons/woman-suffrage/

Description: Beginning in the mid-19th century, several generations of woman suffrage supporters lectured, wrote, marched, lobbied, and practiced civil disobedience to achieve what many Americans considered a radical change in the Constitution. Militant suffragists used tactics such as parades, silent vigils, and hunger strikes. The records of the National Archives and Records Administration reveal much of this struggle. Standards 8.6.6, 11.5.4, 11.10.7 and 12.4.2

Author: National Archives

Lesson ID: 1276

Women's Suffrage - When, Where and Obstacles to Overcome

http://www.womeninworldhistory.com/lesson4.html

Description: Learn about Women's Suffrage in this activity by the Women in World History project. First, examine political cartoons showing women's political activity to win the vote in the U.S. and then see a timeline of the spread of suffrage in other parts of the world. Discuss the issue: Why do women vote less often than men? Standards 8.6.6, 11.5.4 and 11.10.7

Author: Lyn Reese, Women in World History Project

Lesson ID: 1281

World of Barilla Taylor: Bringing History to Life through Primary Sources

http://www.oah.org/pubs/magazine/women/stearns.htm

Description: Integral to Lowell's early industrial success was a labor force comprised mostly of young women from rural New England. These women challenged prescribed gender roles, called into question previously held assumptions about women's role and status in American society. , Through her letters, explore the life and dreams of one of these women, Barilla Taylor. Standard 8.6.1

Author: Liza Stearns, OAH Magazine of History

Lesson ID: 1290