Comprehensive
Curriculum
Grade 7
Social Studies
Cecil J. Picard
State Superintendent of Education
© April 2005
Grade 7
Social Studies
Table of Contents
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
The American Revolution (1776–1789) ..................................................................... 1
Building a New Nation (1789–1800) ....................................................................... 13
Expansion and Conflict (1800–1850) ....................................................................... 41
Growth of a Nation (1800–1861) ............................................................................. 58
Reform Movements (1800–1861)............................................................................. 73
The Civil War (1850–1865)...................................................................................... 86
Reunion and Reconstruction (1865–1877) ............................................................... 98
Grade 7
Social Studies
Unit 1: The American Revolution (1776–1789)
Time Frame: Three weeks
Unit Description
This unit is a study of the American Revolution, the emerging tensions, conflicting
loyalties, and resulting independence from Great Britain.
Student Understandings
Students understand British policies for the thirteen colonies and how those policies led
to the American Revolution. Students understand that colonists were divided in their
support for the American Revolution. Students learn about the role key figures played in
events that led to the conclusion of the American Revolution. Students use geographic
tools and historical narrative to explain American Revolution events and compare the
interdependence of Great Britain and the American colonies with the current global
economy.
Guiding Questions
1. Can students identify and describe significant physical features that influenced
U.S. historical events?
2. Can students compare the interdependence of Great Britain and the American
colonies to the global economy today?
3. Can students use economic concepts to explain mercantilism and describe its
role in British colonization and the conflict between the thirteen American
colonies and Great Britain?
4. Can students explain the causes, course, and consequences of the American
Revolutionary War, identify key figures, and explain their roles?
5. Can students compare and contrast the strategies and motivations of the
Patriots, Loyalists, and British during the American Revolution?
6. Can students explain how the American Revolution affected the politics,
society, and economy of the new nation?
Grade 7 Social StudiesUnit 1The American Revolution (1776–1789)
1
Unit 1 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
Geography
Places and Regions
3.
Identify and describe significant physical features that influenced U.S.
historical events (e.g., Ohio River Valley in the American Revolution) (G-1BM2)
Physical and Human Systems
7.
Compare the interdependence of Great Britain and the American colonies to
the global economy today (G-1C-M6)
Economics
Fundamental Economic Concepts
41.
Use economic concepts (e.g. supply and demand, interdependence) to explain
Mercantilism and describe its role in British colonization and the conflict
between the thirteen American colonies and Great Britain (E-1A-M9)
Individuals, Households, Businesses, and Governments
42.
Identify U.S. exports and imports that contributed to the U.S economic
interdependence with Europe and other parts of the world during the
eighteenth and nineteenth centuries (E-1B-M6)
Historical Thinking Skills
43.
Construct a timeline of key events and key figures in U.S. history from 1763 to
1877 (H-1A-M1)
44.
Interpret a timeline to identify cause-and-effect relationships among events in
U.S. history (H-1A-M1)
50.
Conduct historical research using a variety of resources, and evaluate those
resources for reliability and bias, to answer historical questions related to U.S.
history (H-1A-M6)
History
United States History
51.
Explain the causes, course, and consequences of the American Revolutionary
War (H-1B-M6)
52.
Compare and contrast the strategies and motivations of the Patriots, Loyalists,
and British during the American Revolution (H-1B-M6)
53.
Explain the role of key figures in the American Revolution (H-1B-M6)
54.
Explain how the American Revolution affected the politics, society, and
economy of the new nation (H-1B-M7)
Activity 1: Colonial Life Before Revolution (GLEs: 41, 51, 53)
Ask students to share their knowledge of Colonial American history prior to the
American Revolution. Write the following heading on the board: New England, Middle
Colonies, and Southern Colonies. Ask students to brainstorm about life in these regions.
The teacher may record each student’s ideas under the headings written on the board.
Grade 7 Social StudiesUnit 1The American Revolution (1776–1789)
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Have students utilize information to write a paragraph summary of life in the 13 colonies.
Review content from earlier grades concerning:
 differences among the Northern, Middle, and Southern Colonies.
 colonial experience with government (e.g., town meetings, colonial
legislatures, and British King and Parliament).
 trading patterns in the colonies and between the colonies and England (e.g.,
supply and demand, interdependence).
Students will review why Western European countries explored and colonized the New
World. Guide discussion to emphasize the search for precious metals and natural
resources. The Spanish experience in finding vast quantities of gold prompted other
nations to desire gold and wealth for the Mother Country.
Provide copies of outline maps of the 13 colonies. Have them add labels for the 13
colonies and major cities in the three regions into which colonies were grouped.
Define mercantilism and describe it as the policy that dominated British and colonial
trade after 1660. Have students brainstorm and then determine and list the examples in
which colonial trade with other countries and the manufacturing of goods in the colonies
were limited. How did they give England control over colonial resources? Record
answers on the board, transparency, or poster board.
Divide the class into six groups. Have each group represent a sector of society in Colonial
America. A suggested list follows a:
 sailor working on a ship
 Virginia tobacco farmer
 New England shipbuilder
 New England producer of tar and pitch (used for ships)
 colonist elected to a legislative body
 New Yorker starting a clothing manufacturing business
Ask each group what its attitude would have been toward mercantilism and have students
engage in a roundtable discussion. Appoint a student from each group to keep notes on
the discussion and the various arguments presented within the group. At the end of their
small-group discussion, have them review the notes taken and add any they feel were not
documented. Ask one representative (other than the note-taker) from each group to report
to the class the consensus of the group.
Next, set up a contemporary economic simulation to replicate conditions after 1660. How
did the students feel about their situation? What responses did they think about? Why
were colonists opposed to this policy? How did the policy contribute to illegal activities
in the colonies?
Provide study guides for students to keep a record of the review process. Correct
misconceptions and add information as needed.
Grade 7 Social StudiesUnit 1The American Revolution (1776–1789)
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Based on reviews of Colonial America, ask students to list advantages and disadvantages
of being a colonist in the English colonies.
Advantages
Disadvantages
Example: Protection of British Army
Example: Quartering soldiers
Activity 2: Physical Geography and Colonial Activities (GLE: 3)
Provide a map of North America about 1770 showing the thirteen American colonies,
major cities, British fortifications, areas of French and Spanish claims, the Proclamation
Line of 1763, and physical features. Guide student discussion on the following questions:
 Where were major cities located and why? Illustrate the importance of rivers
and ocean ports.
 Why were the Appalachian Mountains important for British defense of the
colonies?
 Why did the British locate outposts (forts) as indicated on the map? Discuss
invasion routes of the French and the Spanish.
 Why was the Proclamation Line of 1763 drawn as it was?
 What impact did the Proclamation of 1763 have on expansion?
 How did the Proclamation of 1763 influence colonial historical events?
Divide students into groups and have them research one of the following physical
features and present how it influenced historical events by using student-made maps,
drawings, photographs, skits, summaries, presentations, etc.:
 Ohio River Valley
 Mississippi River/Swamp
 Appalachian Mountains
 Chesapeake Bay
Activity 3: Colonial Interdependence (GLE: 7)
Discuss the Navigation Acts started by Parliament in the reign of Charles II in 1660 and
how these acts (laws) were designed to make Britain richer at the expense of the colonies.
Have students brainstorm reasons why the colonies and the Mother Country were
dependent on each other for resources and goods. Based on reviews of regional
differences in the colonies—climate, physical features, and products—have students
explain why trade among the colonies became important.
Have students compare colonial interdependence with interdependence today. Ask
students to list products in their homes that were made in another country. Compare that
list with products made in the United States. What would happen to our lifestyle if trade
did not occur? Students will present the advantages and disadvantages, such as these:
 Dependence on trade with other countries is good for Americans.
Grade 7 Social StudiesUnit 1The American Revolution (1776–1789)
4

Interdependence (trade both ways) is good for Americans.
Conclude with a discussion of interdependence in Colonial America compared with that
of today. Have students write a paper explaining how they are alike and how they are
different. Who in modern America would be opposed to interdependence? Who in the
colonies was opposed to interdependence?
Activity 4: Navigation Acts (GLE: 41)
Trade was vital to each of the colonies, but the colonies produced and traded different
goods. Review knowledge of the three regions in Colonial America, asking students to
 name the resources important to each colony/region; and
 name countries involved in trade with that colony/region.
Chart responses on the chalkboard or chart. Review British actions that influenced trade.
Construct a chart on the advantages and disadvantages of the Navigation Acts for the
colonial economy.
Advantages
1. Encouraged colonial shipbuilding.
2.
Disadvantages
1. Colonists produced other goods British
did not want to buy.
2.
Divide students into groups to investigate and research the impact of each of the
following:
 Navigation Acts on trade and business
 A tax on a product (tea or tobacco) and sales of the product
 Restrictions on manufacturing (Iron Act, Hat Act) and the impact on prices
Have students create cause and effect or action/reaction charts or models showing the
impact of the Navigation Acts on supply, demand, and prices. Have students choose the
point of view of the colonists or British. Have students defend or refute the acts based on
the chosen point of view.
Activity 5: Triangular Trade (GLEs: 41, 42)
Review terms export and import. Review the Triangular Trade between Africa, the
Caribbean Islands, and the New England Colonies.
Have students use outline maps to trace trade routes and the types of cargo being traded
between the regions in the Triangular Trade.
Grade 7 Social StudiesUnit 1The American Revolution (1776–1789)
5
Have students respond to the following:
Questions About
Advantages to Britain
Colonial Trade
Did Triangular Trade
violate the policy of
mercantilism?
Why were New England
traders permitted to
continue illegal trade?
Did the British benefit
from violations of the
Navigation Acts?
Advantages to Colonies
Have students write a paragraph explaining why the British never fully enforced the
Navigation Acts and mercantilist policy.
Activity 6: Cause/Effect Events Preceding Revolution (GLEs: 43, 44, 51)
Provide a chart as follows of the four causes of the Revolutionary War:
Westward
Movement
The Proclamation
of 1763 provoked
the Americans.
Why?
Four Causes of the Revolutionary War
The Army
Taxation
The Quartering Act
and the Boston
Massacre provoked
the Americans.
Why?
The new taxes were
very small, so why
did the Americans
protest?
Economy
Mercantilism and
the Intolerable Acts
provoked the
Americans. Why?
Have students work in small group to complete the chart. Discuss and correct as a whole
group.
Provide students with a two-column cause/effect chart listing major events preceding the
Revolutionary War. The left column of the chart should be titled British Actions with the
events already listed. The right column should be titled Colonists’ Reactions. Using
resources and information discovered during their research, students will complete the
chart, identifying effects the events had on life in the colonies and/or how these events
caused colonists to oppose British rule. Have students complete the chart in small groups.
Grade 7 Social StudiesUnit 1The American Revolution (1776–1789)
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REVOLUTIONARY WAR CAUSE/EFFECT CHART
British Actions:
Navigation Acts
French and Indian Wars
Proclamation of 1763
Colonists’ Reactions:
Example: had to trade only with England
Example: believed they could defend themselves
______________________________________
Colonial Actions:
First Continental Congress
Second Continental Congress
Effect:
_______________________________
_______________________________
Teacher Note: Add many more entries to the chart.
Convert individual cause/effect charts into a large classroom cause/effect chart,
completing the “Colonists’ Reactions” portion in class discussion.
Have students write letters to members of the Continental Congress, as if they were living
during the time of the American Revolution to members of the Continental Congress. In
these letters, knowing what they know now of the causes and effects of the war, ask
students to advise leaders on what to do and why.
Divide the class into three groups. Each group will be responsible for collecting
information and creating a list for one of the following topics:
 Causes leading to the Revolution
 Key individuals during the Revolution
 Major military campaigns that led to independence
Provide the students with a list of events and dates. Have students use dates and events to
construct 3 x 5 index cards. Working in groups of two, have students list dates and event
on 3 x 5 index cards. Students will organize the events chronologically on the cards. Then
students will take turns quizzing each other.
Activity 7: Causes of the American Revolution (GLEs: 51, 52, 54)
To illuminate differences between Patriots, Loyalists, and the British, ask students to
role-play one of the following scenarios in class:
 You are a colonist who has been forced to quarter a British soldier in your
home. Together with another student acting as that British soldier, explain
your feelings. Have students create a two-column pro/con chart analyzing the
causes of the American Revolution. Have them then refer to the following
website:
http://www.learner.org/biographyofamerica/prog04/key_events/index.html
Grade 7 Social StudiesUnit 1The American Revolution (1776–1789)
7
Have students develop arguments for and against independence and write persuasive
essays stating their opinions.
 You are a colonist. Give your response to the Quartering Act.
 You are King George III. Justify and defend the practice of levying taxes.
 You are a newspaper editor in colonial Massachusetts. Report and defend a
newspaper headline that appeared the day after the Battles of Lexington and
Concord.
 You are a colonist. Address King George III asking him to repeal the taxes
Britain has levied on the colonists. Include your reasons for the repeal.
 You are a colonial merchant making your living selling British tea. The
Townshend Acts are now being enforced. Explain why you will or why you
will not join the boycott against British goods.
 You are a newspaper reporter in colonial Boston. Report your description of
the Boston Massacre.
 You are a contemporary history teacher. Compare how taxes are viewed today
with how they were viewed during the colonial era.
 Interview Samuel Adams regarding the Stamp Act protests.
 You are a colonist in sympathy with the British. Describe the Boston
Massacre from your point of view.
 You are a slave in Virginia in 1775. Explain why you would or would not
have been loyal to the British.
 You are a history teacher. Explain American justification for the
Revolutionary War.
During the process, have students work on a chart that compares and contrasts the
strategies and motivations of the different groups.
Have students create a classroom cause/effect chart showing how the American
Revolution affected politics, society, and the economy of America.
Activity 8: Pursuit of the Revolutionary War (GLEs: 43, 44, 51)
Provide a map for students to locate the battles of the Revolutionary War. Have students
listen to a teacher-made story of the Revolutionary War read aloud. Have students mark
maps with codes that correspond with the reader to indicate that the listener understands
how to find locations on a map. The story can help the reader locate geographical areas
during the Revolutionary War. For example:
After the Boston Tea Party, the British government issued the Intolerable Acts.
General Gage and 10,000 Redcoats occupied Boston, took over the government,
and closed the harbor. Boston was now under a military dictatorship and its
economy was dead. Underline Boston in blue. The seeds of the Revolutionary
War were sown here.
Grade 7 Social StudiesUnit 1The American Revolution (1776–1789)
8
Divide the class into six groups with each assigned to investigate one of the following
famous battles/events between 1776 and 1781. The list must include the following:
Lexington/Concord
(1775)
Valley Forge
(1777–8)
The Battle of Trenton
(1776)
Famous Battles/Events (1776-1781)
Bunker Hill
Saratoga
(1775)
(1777)
Bonhomme Richard
Yorktown
(1779)
1781)
The Battle of Brandywine
Battle of Germantown
(1777)
(1777)
After each cooperative learning group has researched its battle/event, have them create
 pictures depicting the battle/event
 location of the battle/event on a classroom map of Colonial America
Each picture must contain a three-sentence caption describing the significance of the
battle/event posted on the classroom map. Have students present their pictures and maps.
Have students then create a class timeline, using the software Timeliner, for the period
from 1775 to 1785. Have them give an oral report and display information obtained from
their research about the military campaigns that led to independence.
Have the students imagine being an American soldier in the battle previously researched.
Ask the student to write a few paragraphs describing the battle, geographical influences,
and how they might feel as a Colonial soldier.
Activity 9: Leaders During the Revolutionary War (GLEs: 43, 44, 53)
Have students generate a list of important figures in the American Revolution. The list
should include but not be limited to the following:
Important Figures in the American Revolution
Samuel Adams
Patrick Henry
Thomas Paine
John Adams
Paul Revere
George Washington Thomas Jefferson
Benjamin Franklin
John Hancock
King George III
Lord North
Lord Cornwallis
Crispus Attucks
Deborah Sampson
John Paul Jones
Benedict Arnold
Marquis de Lafayette
Group students in pairs and let each pair select (or assign to each pair) an important
American and/or Englishman from this period. Each pair is responsible for researching
and producing materials for a class book on leaders in the Revolutionary War. The
materials might include:
 A typed biographical sketch of a famous Revolutionary War leader focusing
on his/her role in the Revolution
Grade 7 Social StudiesUnit 1The American Revolution (1776–1789)
9

A student-created or computer-generated picture of the famous American or
of something significant about the person
 A bio-poem about the famous person
 A timeline detailing actions of the famous person
Ask students to give oral reports on their work as the class book is compiled or have
students create individual books on which to report.
Activity 10: Wrap It Up (GLEs: 50, 51, 52, 54)
Provide students with 12 questions constructed on the content of the unit for a scavenger
hunt. Questions should include varying levels of difficulty. More difficult questions
should require research in newspapers, magazines, Internet, and other library resources.
Provide each small group of students with a scavenger hunt questionnaire. Provide
students with time to share with small group and whole group.
Provide students with a graphic organizer on the causes of the Revolution. Ask the
student to fill in the organizer as a study guide.
 Step One:
List the Four Causes
 Step Two:
The Spark
 Step Three: Early Actions
 Step Four:
The Turning Point
 Step Five:
More Action
 Step Six:
The Final Action
 Step Seven: The Results
Ask students: Were the colonists justified in declaring independence? Why or why not?
Provide time for reflection time and time to discuss this in small groups. Allow opposing
viewpoints. Ask students to write a brief journal entry explaining their point of view
based on evidence. Volunteers may share and debate their point of view.
Sample Assessments
General Guidelines



Use a variety of performance assessments to determine student comprehension.
Students should be monitored throughout the work on all activities via teacher
observation, log/data collection entries, report writing, group discussion, and
journal entries.
Select assessments that are consistent with the types of products that result from
the student activities, and collaboratively develop a scoring rubric with other
teachers or students.
Grade 7 Social StudiesUnit 1The American Revolution (1776–1789)
10

All student-developed products and student investigations should be evaluated as
the unit progresses. When possible, students should assist in developing any
rubrics that will be used.
General Assessments










Construct a concept wall and use a dictionary to define difficult vocabulary
throughout the unit.
Compile study guides, photographs, and lists.
Perform skits.
Write papers, summaries, letters, paragraphs, bio-poems and journals.
Collaborate and make presentations.
Participate in class discussions.
Create student-made and computer-generated pictures.
Determine geographic and political boundaries of regions using maps.
Conduct research to answer historical questions throughout the unit.
Construct charts, drawings, timelines, and student-made maps as study guides.
Activity-Specific Assessments

Activity 2: Have each group compile student-made maps, drawings, photographs,
and summaries and present findings and visual aids to class.

Activity 4: Have students chart advantages and disadvantages of the Navigation Acts
for the colonial economy. Have students investigate and research the impact of each
of the following:
 Navigation Acts on trade and business
 A tax on a product (tea or tobacco) and sales of the product
 Restrictions on manufacturing (Iron Act, Hat Act) and the impact on
prices
Have students create cause and effect or action/reaction charts or models showing the
impact of the Navigation Acts on supply, demand, and prices. Have students choose
the point of view of the colonists or British. Have students defend or refute the acts
based on their point of view.

Activity 5: Provide outline maps for students to trace trade routes and the types of
cargo being traded between the regions in the Triangular Trade.
Grade 7 Social StudiesUnit 1The American Revolution (1776–1789)
11
Have students respond to the following:
Questions About
Colonial Trade
Did Triangular Trade
violate the policy of
mercantilism?
Why were New England
traders permitted to
continue illegal trade?
Did the British benefit
from violations of the
Navigation Acts?
Advantages to Britain
Advantages to Colonies
Have students write a paragraph explaining why the British never fully enforced the
Navigation Acts and mercantilist policy.
Grade 7 Social StudiesUnit 1The American Revolution (1776–1789)
12
Grade 7
Social Studies
Unit 2: Building a New Nation (1789–1800)
Time Frame: Nine weeks
Unit Description
Students study the U.S. Constitution, its purpose, principles, structure, and practices in
building a new nation.
Student Understandings
Students understand the purpose of government and the ideas and events that led to the
formation of the U.S. Constitution. Students understand the principles of government
embodied in the U.S. Constitution and how they have shaped the lives of U.S. citizens in
building a new nation.
Guiding Questions
1. Can students explain and evaluate the major purposes of government and
distinguish among various forms of government?
2. Can students explain the meaning of the term federalism?
3. Can students explain how separation of powers limits government and
describe the U.S. government system of checks and balances?
4. Can students identify the powers of the U.S. federal government and the
powers it shares with state governments according to the U.S. Constitution?
5. Can students identify the structure and powers of the three branches of the
federal government, the limits of those powers, and key positions within each
branch?
6. Can students identify qualifications and terms of office for elected officials at
the national level?
7. Can students identify current government leaders at the national level?
8. Can students describe the powers/responsibilities and limits of power for
government officials at the national level?
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
13
Unit 2 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
Civics
Structure and Purposes of Government
10.
Explain and evaluate the major purposes of government (C-1A-M1)
11.
Explain the meaning of the term federalism (C-1A-M2)
12.
Distinguish between various forms of government (e.g., monarchy,
totalitarian) and describe their characteristics and organization (C-1A-M2)
13.
Explain how separation of powers limits government and describe the U.S.
government system of checks and balances (C-1A-M3)
14.
Identify the powers of the U.S. federal government and the powers it shares
with state governments according to the U.S. Constitution (C-1A-M3)
15.
Identify the structure and powers of the three branches of the federal
government, the limits of those powers, and key positions within each branch
(C-1A-M5)
16.
Identify qualifications and terms of office for elected officials at the national
level (C-1A-M6)
17.
Identify current government leaders at the national level (C-1A-M6)
18.
Describe the powers/responsibilities and limits of power for government
officials at the national level (C-1A-M6)
19.
Explain how a bill becomes law at the federal level (C-1A-M7)
20.
Examine a given law or court ruling and evaluate it based on given criteria
(e.g., Dred Scott Decision) (C-1A-M7)
21.
Evaluate a type of tax in an historical context (e.g., Stamp Act, Tea Tax) (C1A-M10)
Foundations of the American Political System
22.
Identify problems the United States faced after the American Revolution that
led to the writing of the U.S. Constitution (C-1B-M1)
23.
Compare and contrast the Articles of Confederation with the U.S.
Constitution (C-1B-M1)
24.
Identify the roles of the Continental Congress and the Great Compromise in
forming the American constitutional government and the federal union (C1B-M1)
25.
Identify the arguments of the Federalists and Anti-Federalists (C-1B-M1)
26.
Explain how historical English documents, such as the Magna Carta and the
English Bill of Rights, influenced American democracy (C-1B-M1)
27.
Explain how ancient governments influenced American democracy and
culture (C-1B-M1)
29.
Define and explain the ideas expressed in the Mayflower Compact and the
Declaration of Independence (C-1B-M3)
30.
Explain the principles of government embodied in the U.S. Constitution (C1B-M3)
31.
Analyze methods used to institute change or resolve social conflict in U.S.
history (e.g., War of 1812, states’ rights theory) (C-1B-M4)
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
14
GLE #
GLE Text and Benchmarks
32.
Explain how changes are made in a democratic society (C-1B-M5)
History
Historical Thinking Skills
47.
Explain how a given historical figure influenced or changed the course of
U.S. history (H-1A-M3)
48.
Compare and contrast two primary sources related to the same event in US
history. (H-1A-M4)
49.
Propose and defend an alternative course of action to a given issue or problem
in U.S. history (H-1A-M5)
United States History
55.
Describe the issues involved in the creation and ratification of the U.S.
Constitution (H-1B-M8)
56.
Explain the significance of the Bill of Rights and its specific guarantees (H1B-M8)
57.
Describe major events and issues involving early presidencies (H-1B-M8)
Sample Activities
Activity 1: Purposes of Government (GLEs: 10, 48)
Pose a hypothetical situation to the class. Imagine that, on a field trip to Tahiti, the
students became stranded—without any adults and with little hope of being rescued in the
foreseeable future—on a very hospitable tropical island. Start with a brief, general
discussion about such matters as the following: How will you work together? How will
you create rules? How will you deal with people who group members think are not
following the rules?
Have students read the Preamble to the United States Constitution, which lists promises
the new government made to its citizens. Ask students working in pairs to compare
promises in the Preamble. As a class activity, ask the pairs to complete a classroom wall
chart like the one below.
The Preamble to the U.S. Constitution
On the chart below, list an example of how your government today carries out goals
promised in the Preamble. List as many examples as you can.
GOALS STATED IN THE PREAMBLE EXAMPLES OF THE GOAL TODAY
To form a more perfect union
To establish justice
To ensure domestic tranquility
To provide for the common defense
To promote the general welfare
To secure the blessings of liberty
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
15
Working in small groups (if desired, groups can be assigned the questions below), make
lists of the things the group would have to consider in developing its own government.
Help the students by asking these guiding questions, which relate to phrases from the
Preamble:
 How will you make sure that anyone who feels unfairly treated will have a
place to air complaints? (establishing justice)
 How will you make sure that people can have peace and quiet? (ensuring
domestic tranquility)
 How will you make sure that group members will help if outsiders arrive who
threaten your group? (providing for the common defense)
 How will you make sure that the improvements you make on the island (such
as shelter, clothing, and the like) will be used fairly? (promoting the general
welfare)
 How will you make sure that group members will be free to do what they
want as long as it doesn’t hurt anyone else? (securing the blessing of liberty to
ourselves)
 How will you make sure that the rules and organizations you develop protect
future generations? (securing the blessing of liberty to our posterity)
If the students worked in groups, allow time for sharing.
Provide copies of the Preamble to the Louisiana Constitution and the Preamble to the
United States Constitution. Ask students to complete a double bubble map to compare
and contrast. Then ask students to briefly describe, in writing, how both constitutions
compare. Have students discuss findings with the class.
Activity 2: Federalism (GLEs: 11, 14)
Tell students to examine the balance of governmental power as set up by the
Constitution. Make a three-column chart with one column labeled “State,” one labeled
“Federal,” and one labeled “Both.” Ask students to brainstorm a list of powers held by
the state government and the federal government and document these on the chart. Place
powers shared by both governments in the column labeled “Both.”
Define federalism as: a system of government in which power is distributed between
national and state governments (e.g., National Laws/State Laws).
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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Display the following chart and have students compare it to their brainstorming list:
National Government







print money
regulate interstate (between
states) and international trade
make treaties and conduct
foreign policy
declare war
provide an army and navy
establish post offices
make laws necessary and
proper to carry out these
powers
State Governments







issue licenses
regulate intrastate (within the
state) businesses
conduct elections
establish local governments
ratify amendments to the
Constitution
take measures for public health
and safety
may exert powers the
Constitution does not delegate
to the national government or
prohibit the states from using
Ask students if they can think of any other powers that are not on the list. For example,
providing education (which is part of providing for the general welfare) is shared, though
mostly delegated to state and local governments. Have students discuss and defend why
particular powers might be placed where they are. Lead students into a discussion on
shared (or concurrent) powers. Have students make an additional list of what they think
would be concurrent powers. The list may include, but is not limited to, the following:
 collect taxes
 build roads
 borrow money
 establish courts
 make and enforce laws
 charter banks and corporations
 spend money for the general welfare
 take private property for public purposes, with just compensation
In small groups ask students to make posters with various national, state, and concurrent
powers. Have students make drawings, pictures, or other types of visual images that
correspond to the powers held as national, state and shared powers. Students may work in
groups. Have students share their posters with the class and display their best work.
In small groups, have students respond to the following questions. They are to collaborate
before writing down their final answers.
 What is the relationship between state and federal governments in the U.S.?
How are they similar? How are they different? Which has more power?
 What are the advantages of a federal government in which power is divided
between national and state governments? What are the advantages of a
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
17




centralized government (as in France or Great Britain) where all the power
rests with the national government?
Why did the “Founding Fathers” ultimately decide on a federal government?
What kinds of laws do states make? What kinds of laws does the federal
government make? Why?
What might happen if a state could override a federal law, as Thomas
Jefferson once suggested?
What issues or conflicts might arise from divisions of power between state
and federal governments? Use examples.
Activity 3: Governmental Systems (GLE: 12)
Provide definitions of democracy, aristocracy, and autocracy. Explain demokratia in
Ancient Greek, where demo meant people and kratia (cracy) meant power or rule;
autocracy where auto meant self or one ruler; and aristocracy where aristo meant elite
rulers. Have students determine the differences among monarchies, oligarchies, and
totalitarian governments. Ask students to research (or the teacher will provide) brief
descriptions of governments in Saudi Arabia, the former Soviet Union, Nazi Germany,
Great Britain, France, and/or others.
To review difficult vocabulary throughout the unit, give every student one sheet of white
8.5” x 11” paper. Ask students to fold the paper in half then in half again. After unfolding
the paper the students should have four squares creased in one sheet of paper. Assign one
vocabulary word to every student. Ask the students to write the vocabulary word in the
upper left hand square, the definition in the upper right corner, and a sentence utilizing
the vocabulary word in the lower left corner. Then they can draw a picture that represents
the vocabulary word in the lower right corner. Have the students share their words with
class and display.
Ask students to locate the governments on a chart according to the definitions. Use the
charts in a discussion focusing on the rights of the people. Some governments may be
judged both aristocratic (Communist Party rule in the former Soviet Union) and
autocratic (totalitarian dictatorship under Stalin in the former Soviet Union). Discuss
differences as well as difficulties in classifying governments under each concept heading.
Contrasting Governmental Systems
Sort the following countries according to the types of government that best represent their
systems:
Great Britain Nazi Germany Former Soviet Union United States
Pakistan
France
Saudi Arabia
Zimbabwe
Sweden
North Korea
Canada
Syria
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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DEMOCRACY
Example: United States
AUTOCRACY
Example: Nazi Germany
ARISTOCRACY
Example: Communist
Soviet Union
Questions for guiding the student placement of individual governments: Who is the
source of power in the country? Are the rulers elected? Does the government recognize a
privileged class? What is the difference between a direct democracy and an indirect
democracy? What countries have had presidents? kings? prime ministers? Do these
titles indicate a certain type of government? Give examples.
Ask students to use these questions to search the Internet, reference materials, or state
department publications for a descriptive paragraph on the government of each country.
Ask students to review findings in oral presentations.
Activity 4: Foundational Principles of Democratic Government (GLE: 12)
Working in pairs, students research (text or other sources), define, and give examples of
important concepts essential in a democratic society: rule of law, consent of the governed,
limited government, and representative government. Ask pairs to share their definitions
with the class. Create a concept wall where these and other important concepts can be
posted. Make certain the definitions are carefully crafted before being added to the wall.
When conversant with the definitions, students will apply these concepts to various
governments.
Concepts Essential to Democracy
COUNTRY
RULE OF
LAW
LIMITED
GOVERNMENT
CONSENT OF
GOVERNED
REPRESENTATIVE
GOVERNMENT
France
Nazi
Germany
Saudi Arabia
Great Britain
United States
Canada
Syria
Former
Soviet Union
Sweden
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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Other nations can be substituted for those in the chart above.
After determining how these concepts do or do not have a central role in the government
of each country, students compare and contrast democratic with non-democratic
governments. Ask students to write a paragraph describing the importance of each of the
four concepts to democratic societies.
Activity 5: Separation of Powers and Checks and Balances (GLE: 13)
Provide a graphic organizer or use a software program like Inspiration to create an outline
of three branches, their powers, and limitations as a brainstorming activity.
Provide study guides for the Constitution (a primary resource) to help students
understand important concepts of and structure of American government. Because the
Constitution contains so many unusual terms, make certain that the study guides ask for
written definitions from the students. The study guides on each article and section of the
Constitution can be used repeatedly in meeting a number of GLEs. An example of a study
guide for Article I is presented below:
Article I, United States Constitution
Article I establishes the legislature that represents the people (republic) in making rules
governing the country. The article has 10 sections. In the space provided below, write a
summary of the section in your own words.
Section 1 Congress
What does vested mean?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Section 2 House of Representatives
Who can vote for House members?
What are the qualifications for a member to be elected?
What does sole power of impeachment mean?
What is enumeration?
Why did some people count differently?
How many representatives does each state have the right to elect?
What is their term of office?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Provide similar study guides for Articles II and III. Working in pairs or small groups,
students peruse the articles and sections to answer the questions. Supervise their work
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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closely and assist with difficult concepts embedded in the document. Have students add
important concepts and definitions to the concept wall.
Students can use data and concepts from these study guides at several points in the unit.
When initial work has been completed, reinforce that the Constitution provides for three
branches of government while students explain the powers of each branch. Introduce the
concept of checks and balances. Ask students to use their study guides to explain how
powers are separated among the different branches of government and how one branch of
government checks on the power of other branches. What does balance mean in the
phrase checks and balances?
Have students use the Constitution, the textbook, or the Internet to fill in the charts.
Resource: http://www.trumanlibrary.org/
If desired, conclude the activity with a simulation in which the class works on a realworld problem using a system of separation of powers and checks and balances. Use the
following website as a possible source: http://edsitement.neh.gov/).
Activity 6: Important Federal Offices (GLEs: 15, 16, 17, 18)
Have students brainstorm what constitutes an important position in the United States
government. In teams of three, students will use government sites on the Internet to
research important positions in each of the three branches of the federal government and
name the person(s) holding those positions. Next, have students create charts showing
offices of importance for each branch of government, including the names of individuals
currently holding those offices at the national levels, their roles in those positions,
qualifications, and terms. Finally, students will mark each position as E = elected or A =
appointed.
Ask students to use the Internet to identify the political affiliation of each person holding
an important position in contemporary national government. As they record this
additional data, ask students to explain why political affiliations are not listed for the
judicial branch of government.
Review the powers and responsibilities of each branch of national government while
posing questions exposing student knowledge. Where does appointive power reside?
What branch has advise and consent power over appointments? What powers are denied
to Congress? What powers are denied to the executive branch? What does “supreme” in
Supreme Court mean?
Here are some choices of paper topics:
Ask students to compare those officials elected by the people and those appointed
and to speculate why some positions are elected and why some are appointed. Do
they agree on the appointment of officers? Explain why or why not.
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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Have students write papers that discuss and contrast the terms of office for elected
officials with those of federal judges who are appointed for life. Have them
include their positions on the merits of this difference.
Activity 7: How a Bill Becomes a Law (GLE: 19)
With teacher guidance, students will construct a “How a Bill Becomes a Law” chart in
class. Use one or both of the models below from:
 http://www.bensguide.gpo.gov/6-8/lawmaking/index.html
 http://www.esditement.neh.gov/
To help students, begin the process with a series of questions about who can propose a
law. Does it make a difference what type of law (e.g., revenue bills)? Use the chart to
illustrate student knowledge of checks and balances.
When the chart is complete, distribute copies of a similar chart from the text or other
source. Ask students to compare the charts to verify and correct their work. Post the
completed (as corrected) chart on the classroom wall. A sample chart follows.
How Laws Are Made
Laws may be initiated in either chamber of Congress, the House of Representatives or the
Senate. For this example, we will track a bill introduced in the House of Representatives.
For more information, try How Our Laws Are Made (Senate Document 105-14) Text
(166k) PDF (327k).
Let’s track the
1. When a Representative has an idea for a new law,
bill history of the
he/she becomes the sponsor of that bill and
International
introduces it by giving it to the clerk of the House or
Dolphin
by placing it in a box, called the hopper. The clerk
Conservation Act.
assigns a legislative number to the bill, with H.R.
for bills introduced in the House and S. for bills
introduced in the Senate. The Government Printing
Office (GPO) then prints the bill and distributes
copies to each representative.
2. Next, the bill is assigned to a committee (the House has 22 standing committees,
each with jurisdiction over bills in certain areas) by the Speaker of the House so that it
can be studied.
The standing committee (or often a subcommittee)
studies the bill and hears testimony from experts and
people interested in the bill. The committee then may
release the bill with a recommendation to pass it, or
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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revise the bill and release it, or lay it aside so that the House cannot vote on it.
Releasing the bill is called reporting it out, while laying it aside is called tabling.
3. If the bill is released, it then goes on a calendar (a list of bills awaiting action). Here
the House Rules Committee may call for the bill to be voted on quickly, limit the
debate, or limit or prohibit amendments. Undisputed bills may be passed by unanimous
consent, or by a two-thirds vote if members agree to suspend the rules.
4. The bill now goes to the floor of the House for consideration and begins with a
complete reading of the bill (sometimes this is the only complete reading). A third
reading (title only) occurs after any amendments have been added. If the bill passes by
simple majority (218 of 435), the bill moves to the Senate.
5. In order to be introduced in the Senate, a senator must be recognized by the presiding
officer and must announce the introduction of the bill. Sometimes, when a bill has
passed in one house, it becomes known as an act; however, this term usually means a
bill that has been passed by both houses and becomes law.
6. Just as in the House, the bill then is assigned to a
committee. It is assigned to one of the Senate’s 16
standing committees by the presiding officer. The
Senate committee studies and either releases or tables
the bill just like the House standing committee.
7. Once released, the bill goes to the Senate floor for consideration. Bills are voted on
in the Senate based on the order they come from the committee; however, an urgent bill
may be pushed ahead by leaders of the majority party. When the Senate considers the
bill, they can vote on it indefinitely. When there is no more debate, the bill is voted on.
A simple majority (51 of 100) passes the bill.
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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8. The bill now moves on to a conference committee, which is made up
of members from each House. The committee works out any differences
between the House and Senate versions of the bill. The revised bill is
sent back to both houses for their final approval. Once approved, the bill
is printed by the Government Printing Office (GPO) in a process called
enrolling. The clerk from the introducing house certifies the final
version.
9. The enrolled bill is now signed by the Speaker of the House and then the vice
president. Finally, it is sent for presidential consideration. The president has ten days to
sign or veto the enrolled bill. If the president vetoes the bill, it can still become a law if
two-thirds of the Senate and two-thirds of the House then vote in favor of the bill.
Copies of bills are provided as a service of the Superintendent of Documents, U.S.
Government Printing Office.
http://bensguide.gpo.gov/6-8/lawmaking/index.html
Have students create a short script showing the process of how a bill becomes a law.
Assign parts, and have students create a bill that the class would like to see become a law,
and simulate the process of a bill becoming a law.
Ask students to create a song/poem telling the process of how a bill becomes a law.
School House Rock has a song about how a bill becomes a law.
Activity 8: Historical Events of Conflict (GLEs: 20, 49)
Write the following scenario on the board or overhead:
 The Congress passes a law that says all citizens who were not born in this
country must return to their country of birth within one month.
 The president signs the law and says he will have the armed forces help to
enforce compliance.
Hold a class discussion using the following questions about the scenario above:
 Can anything be done about this? Propose and defend an alternative course of
action to this issue.
 In the United States, all courts have the power to review decisions of other
branches and determine their constitutionality, but the “final” power of
judicial review rests with nine appointed judges. In England, the decisions of
the highest court are subject to review by the legislature. Who is best suited to
have this authority? Explain and defend your answer.
 Could we have a workable system of government without judicial review?
How would such a system be organized?
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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
Does the fact that the Court currently has the power to review actions of the
legislative and executive branches relieve these two branches of the obligation
to review their own decisions to be certain they are constitutional?
Have students choose one of the following and explain why it was important for each
branch of government—executive, legislative, and judiciary. What is Judicial review?
Historic events involving conflicts between branches include the following:
 the impeachment of President Andrew Johnson
 the impeachment of President Bill Clinton
 the conflict over President Franklin D. Roosevelt’s attempt to add six seats to
the Supreme Court
 the Alien and Sedition Acts
 Supreme Court cases such as Marbury v. Madison (1803), the Dred Scott
Decision (1857), and McCulloch v. Maryland (1819)
 President Andrew Jackson’s conflict with Congress over the second National
Bank
 the Watergate incident during President Richard Nixon’s tenure in office
Documents about these events are available online at http://www.edsitement.neh.gov/.
Have students present their findings to the class using software such as PowerPoint©.
They should include the facts of the case or incident; the arguments before the Supreme
Court, Senate, or Congress; the decision (including the actual vote) or outcome; reasons
for the decision or outcome; and possible alternative courses of action for this issue. Have
students include the process of checks and balances as it pertains to the case.
Activity 9: Taxation and Liberty (GLE: 21)
Ask the students to think about taxes and what comes to mind when they hear the word.
Write the word on the chalkboard. Allow one minute for the students to think about the
word. Ask students to share their ideas with the class and write their ideas about taxes on
the chalkboard.
It has often been said that the “power to tax is the power to destroy.” In pairs, have
students interpret the meaning of this statement and explain why only the House of
Representatives can initiate revenue bills. Why did the authors put this provision in the
Constitution?
Review the hated Tea Tax levied by the British government and the reactions of the
colonists. The Stamp Act (1765), passed by Parliament, required stamps to be purchased
and then placed on newspapers, almanacs, pamphlets, legal documents, dice, and playing
cards. Why was this tax considered so offensive? Ask students to predict and describe
citizen reactions to a tax they deem to be unfair. Discussion topic: Would an unfair tax
pass the test of “promote the general welfare” in the Preamble?
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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Provide a list of different types of taxes: excise tax, sales tax, income tax, graduated
income tax, poll tax, tariff, etc. Ask students to create a chart listing the type of tax,
definition, and examples.
Students will be able to use this knowledge to design a pamphlet calling for colonists to
fight against British taxation. Assignment: Imagine you are a Patriot living in Boston in
1774. On a separate sheet of paper, design a pamphlet describing the wrongs imposed on
colonists by English taxation. Your pamphlet should include persuasive arguments for the
continued fight against British taxation.
Activity 10: Problems Facing the New Nation (GLE: 22)
Ask students to generate a list of problems confronting the new states after independence
was declared in 1776 and before the Articles of Confederation took effect in 1781. Create
a classroom list of the problems (e.g., control of trade, power to tax, negotiating treaties,
declaring war, raising an army).
Have groups discuss their views on each topic listed above. A recorder for the group
should note all major discussion points and differing points of view. Call on group
representatives to report on the groups’ findings.
Ask students to write a sentence describing how each of the problems on the list was
corrected (at least partially) by writing and implementing the United States Constitution.
Have students write a letter to the editor as if they were living in 1781. What concerns
would they address, and what opinions would they have on the issues discussed?
Activity 11: Articles of Confederation (GLE: 23)
It took four years (1777–1781) for the states to ratify the Articles of Confederation. The
new states often quarreled over tariffs, trade restrictions, and boundaries. Thus, when the
Articles were ratified, the provisions created a weak central government with powerful
state governments. Provide students with the framework of the Articles of Confederation
(primary resource) to work through the following exercise:
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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Articles of Confederation
Have students read through the provisions of the Articles of Confederation and indicate
whether each provision strengthened (S) or weakened (W) the national government. In
the space provided, explain the choice. Then write how the United States Constitution
corrected the weaknesses of the Articles.
1. The Articles created a loose confederation of independent states that gave limited
powers to a central government. Circle S
W
___________________________________________________________________
2. The national government consisted of a single house of Congress where each state
would have one vote. Circle S
W
___________________________________________________________________
Teacher Note: Add many more statements.
Have students fill in the chart with the following information and discuss each topic:
Government Under the Articles
 Unicameral legislature
 One vote per state
 Two-thirds majority needed to pass legislation
 Unanimous vote needed to amend Articles
Weaknesses of the Articles
 No national executive
 No national court system
 National government could not enact taxes
 National government could not raise a standing army
 National government could not regulate trade
Problems Under the Articles
 Currency problems: Many states printed their own money. The national
currency, meanwhile, became almost worthless.
 Interstate commerce: States placed tariffs on each other’s goods. This, combined
with currency problems, led to a sharp decline in interstate commerce.
 Foreign trade: Other countries placed tariffs and trade restrictions on U.S. goods,
and the U. S. was not able to reciprocate. The absence of a strong navy also left
the U.S. merchant ships vulnerable to pirates.
 Foreign affairs: The inability of the national government to raise a standing army
left the U.S. vulnerable. For example, key provisions of the Treaty of Paris,
which ended the Revolutionary War, were not enforced. As a result, the British
continued to occupy forts in the Northwest Territory—land that had been ceded
to the United States.
Next, have the students create a chart comparing weaknesses of the Articles of
Confederation to strengths of the Constitution.
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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Have students create a political cartoon illustrating at least one of the weaknesses of the
Articles of Confederation.
Have students create a bumper sticker supporting the ratification of the Articles of
Confederation.
Activity 12: Constitutional Convention (GLEs: 24, 55)
From readings in their text and/or class discussion, students identify challenges facing the
Founding Fathers in writing the Constitution. To aid them in organizing this information,
provide them with an organizer, such as a semantic web, titled “Challenges of Writing
the Constitution.” Using knowledge gained from readings, students will complete the
semantic web by defining its elements, such as the Virginia Plan, in the blank spaces.
Fill in the blanks telling how each topic created a challenge for the writers of the
Constitution of the United States.
SEMANTIC WEB: CHALLENGES OF WRITING THE CONSTITUTION
Constitutional Compromises
The Great Compromise
 Virginia Plan ___________________
________________________________
_______________________________
 New Jersey Plan ________________
________________________________
_______________________________
The 3/5 Compromise
 Free States ___________________
Commerce Compromise
 Northern States ________________
_______________________________
_______________________________
_______________________________
 Southern States ________________
_______________________________
_______________________________
_______________________________
Slave Trade
 Slave States__________________
Form student teams to explain how experiences within the Continental Congress and
problems with the Articles of Confederation helped in resolving these important
compromises. Have students write a paragraph describing the issues involved in the
creation and ratification of the U.S. Constitution.
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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Activity 13: Political Parties (GLE: 25)
The Federalists and Anti-Federalists began debating the pros and cons of the Constitution
before it was ratified, and those groups quickly formed the first American political
parties. The two most famous representatives of these parties were Thomas Jefferson
(Anti-Federalist) and Alexander Hamilton (Federalist).
If technology is available, ask students to complete the online activity, You Decide:
Jefferson or Hamilton, at http://www.learner.org/biographyofamerica/prog05/index.html
which is available through the EDSITEment-reviewed resource Learner.Org. The site is
presented in an interesting point/counterpoint format, in which quotations from Hamilton
and Jefferson are interwoven with background text and the recurring question, “Who had
the more enduring vision for the United States?”
In small groups have students compile a list of major arguments for and against
ratification. Opposing teams will debate major arguments on ratification. Create a
comparison chart representing the characteristics and beliefs of Hamilton and Jefferson
and their respective political parties.
Characteristic
Occupation
Views on banking
Views on taxation
Personal strengths
Experience
Alexander Hamilton
(Federalist)
Example: Lawyer
Thomas Jefferson
(Anti-Federalist)
Example: Experienced in
diplomacy and negotiation
Political beliefs
Slavery
More characteristics can be added to further explain the differences between the
Federalist and the Anti-Federalist parties. When the chart is complete, ask individual
students to explain how Hamilton and Jefferson would have reacted, or did react, to
selected issues addressed by the new Constitution (e.g., power of national government,
role of the executive, limitations on government).
Assign students to role-play a Federalist arguing for a strong central government and an
Anti-Federalist arguing to preserve power for the states. Provide selected portions of the
Federalist Papers (primary resource) for comparison with role-play.
Write the words Democrat and Republican on the board and pose the questions: What
role do political parties play today in the political scene and what are the basic
differences between these two main parties? Use Worldbookonline.com, World Book
Encyclopedia, Newsbank, Pro Quest, etc., to conduct research on the following:
 What does the Constitution say about political parties?
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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








Trace the history of political parties.
What is the purpose of these parties?
Identity and describe various party systems of the United States.
Describe the organization of the parties on national, state, and local levels.
Define terms such as political party, two-party system, demographics, and
socioeconomic status.
Describe the demographics of each party (age, socioeconomic status, gender, race,
geographic location, etc).
Which party has the largest percentage of people who identify themselves as
members?
What is the role of third parties?
What are some recent and somewhat successful third parties?
Activity 14: Principles of American Government (GLE: 26)
Ask students to create a classroom tree (diagram) using Inspiration software and/or a
timeline using Timeliner software tracing important documents and events leading up to
the writing of the United States Constitution. Where possible, use copies of the original
documents for analysis. As each document is introduced, have students identify and
explain important principles that influenced American democracy (e.g., individual rights
[Rights of Englishmen], consent of governed, representative government). Ask them to
record discussion summaries in the chart below:
Important Document
Important Principle
Example of How the
Document Influences
American Government
Today
Magna Carta 1215
Mayflower Compact 1620
English Bill of Rights 1689
Virginia Declaration of
Rights 1776
Declaration of
Independence 1776
Articles of Confederation
1781
Activity 15: Greco-Roman Concepts of Government (GLE: 27)
The ancient Athenians practiced a form of direct democracy where all eligible citizens
(free men) participated in the government of the city-state. An indirect democracy is what
is practiced in the United States. Its origins are the representative democracy of the
Romans. Have students hypothesize the meaning of an indirect democracy.
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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Tell the students that the principal has just asked them to vote for a class president for the
entire seventh grade. Tell the students that for each ten students in the class, the class will
have a representative that will count as one vote. How many votes will their class cast if
there are thirty students in the class? Have the students then vote for their class president
and tally the votes. Whoever received the most class votes (direct democracy) will
receive three votes (indirect democracy) for the school tally.
Next, have students create a class government modeled on the town meeting (direct
democracy). Challenge the class to create rules governing an important activity in which
they would have a variety of interests. Guide discussion of the activity, illustrating the
difficulty individuals have in directly shaping laws. Contrast the difficulty of a direct
democracy with the ease of an autocracy—where one person is the government deciding
the law.
With the Internet we have the ability to let everyone vote on each law that is presented
before Congress. Would it be a good idea to replace our representative democracy
(Congress) with a direct democracy using the Internet? Have students write a paper
expressing their views on this question.
Activity 16: Primary Documents (GLE: 29)
Provide copies of the Mayflower Compact so that students can examine each part of it.
Mayflower Compact
After reading and discussing the opening sentence of the Mayflower Compact, write a
sentence describing how the colonists believed in the divine right of the English King.
Mark words from the document that support your statement.
In the name of God, Amen. We, whose names are underwritten, the Loyal
Subjects of our dread Sovereign Lord, King James, by the Grace of God, of Great
Britain, France and Ireland, King, Defender of the Faith, etc.
________________________________________________________________________
Having undertaken for the Glory of God, and Advancement of the Christian Faith,
and the Honour of our King and Country, a voyage to plant the first colony in the
northern Parts of Virginia; do by these Presents, solemnly and mutually in the Presence
of God and one of another, covenant and combine ourselves together into a civil Body
Politick.
What did the colonists mean by “covenant and combine ourselves together into a civil
Body Politick?” _________________________________________________________
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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…for our better Ordering and Preservation, and Furtherance of the Ends
aforesaid; And by Virtue hereof to enact, constitute, and frame, such just and equal Laws,
Ordinances, Acts, Constitutions and Offices, from time to time, as shall be thought most
meet and convenient for the General good of the Colony; unto which we promise all due
Submission and Obedience.
Which portions of this quote from the Mayflower Compact would you cite to indicate
that they recognized the rule of law? _________________________________________
rights of Englishmen?_____________________________________________________
consent of the governed?___________________________________________________
Have students define and express the ideas in the Mayflower Compact in paragraph.
Activity 17: Primary Documents (GLEs: 29, 30, 48)
Hold a discussion on the Declaration of Independence of 1776, the Constitution of 1787,
and the Bill of Rights of 1791, focusing on the Preamble and its subsequent parts. Pass
out copies of the Declaration of Independence and the Bill of Rights so students can read
and discuss the documents as you move through them. Have students complete the
following chart marking (+) if that concept is found in that document or (-) if not.
Rights of Man
Exercise free speech
Self-government
Secure homes
Fair justice system
Independent states
Declare and end war
Make foreign
agreements
Hold peaceful
meetings
Trade freely with
other countries
Declaration of
Independence
1776
(-)
Constitution of
1787
(-)
Bill of Rights
1791
(+)
When the chart is complete, ask students to explain how the Declaration of Independence
contributed to development of the Constitution and why a Bill of Rights became
important.
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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Activity 18: Simulating the Necessity of Law (GLE: 30)
Create a simulation in which students assume they are isolated and living together
without a government or rule of law. Establish rules by which students can conduct
discussion on the creation of a government. Why might their attempts at government fail?
Why is the rule of law so important? Ask the class to discuss the importance of
government, the rule of law, and consent of the governed. Relate that experience to
Americans forming a new government after declaring independence from England in
1776.
Review the principles of government that are embodied in the U.S. Constitution. This list
would include the following:
federal union
checks and balances
popular sovereignty
separation of powers
respect for individual rights consent of the governed
Divide the students into cooperative learning groups to locate evidence of these principles
in the Constitution, and list the examples under the appropriate principle. Have the
groups present and explain their information and create a wall chart displaying their
findings. Have students explain how these principles are the foundation for the
established rules of our government by the people and for the people as a necessary
means of law and order.
Activity 19: Change in a Democratic Society (GLEs: 31, 32)
Guide class discussion of the following ways a representative democracy addresses the
need for change. Ask students to describe the ways in which a representative democracy
makes changes in society. Guide a discussion of the following:
 persuasion/consensus
 supreme court cases
 impeachment
 petition
 laws (majority rule)
 elections and voting (changing the majority)
 amendments to the Constitution
 judicial review (protection of minority rights)
Create an informal classroom debate on the following:
 How did the abolition of slavery (Thirteenth Amendment) change democracy?
The Fourteenth Amendment?
 How did granting women (Nineteenth Amendment) the right to vote impact
democracy?
 How did lowering the voting age (Twenty-Sixth Amendment) impact
democracy?
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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Have students write a paper on any issue and explain the process that led to change in
U.S. history. In the paper, have the students include what issue the country may have
faced if this change never occurred. Who would it have affected and why? How would it
be different today?
Have students bring in articles that display the potential for change in our society today
(e.g., new amendments to the Constitution, petitions on a local level, Supreme Court
cases, etc.).
Activity 20: Changing Government by Amendment (GLEs: 32, 49)
Amendments to the Constitution make changes in the supreme law of the land. Provide a
study guide for Articles IV-VII of the Constitution as follows:
Articles IV-VII U.S. Constitution
Summarize the content of these articles of the Constitution in your own words:
Article IV. Relationship between States and the Federal Government
Why is it important that every state have a republican form of government?
How did the Constitution treat runaway slaves?
Why is it important that citizens in one state have the rights of citizenship in all
other states?
What does full faith and credit mean?
Article V. Amending Process
What are the two ways amendments to the Constitution may be proposed?
What are the two ways amendments to the Constitution may be ratified?
What special provision was made concerning slavery until 1808?
Article VI. Supreme Law of the Land
What does supreme law of the land mean?
Article VII. Ratification
What were the provisions established for ratifying this Constitution?
Building on the study guide, ask students to explain the two ways an amendment can be
proposed and the two ways amendments can be ratified. Ask the students to describe the
process and construct a model on the chalkboard.
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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Ask individual students to add new concepts with definitions to the concept wall.
Discuss the fact that dozens of Constitutional amendments are proposed in every
Congressional session, but few make it out of committee. Students can research the status
of these pending amendments and then make a presentation showing the viewpoints of
both sides of the issue. Then have each student propose and defend an alternative course
of action. Suggested amendments could include the following:
 repeal the Second Amendment.
 provide for direct election of the president and vice president.
 disallow the desecration of the American Flag.
 make English the official language of the United States.
 allow a naturalized citizen of the United State to become president.
Activity 21: Historical Figures (GLE: 47)
Have students conduct research on a historical figure that influenced or changed the
course of U.S. history (e.g., George Washington, Thomas Edison, the Wright Brothers,
Alexander Graham Bell, Martin Luther King, Jr., etc.). Have students create a project
poster online using Website: http://poster.hprtec.org/. The project poster should include a
picture, an essay and other links that relate to the historical figure. Students can also use
the presentation software called Microsoft Publisher.
Have students create five “Who Am I?” questions to ask the class. Have students play in
teams, with the team that guesses the historic figure first, using the fewest clues, declared
the winner). Each class member must have a different historic figure approved by the
teacher before research begins. Have students focus on the impact the individual had on
U.S. history while they are creating their questions.
Activity 22: Bill of Rights (GLE: 56)
Working in groups of three, ask students to make a list of ten rights of individuals that all
three members agree upon. Each group must agree unanimously! Put these lists on the
board. Identify the rights agreed on most frequently. Have students vote on each right and
cross off any right that does not secure a three-fourths majority vote by the class. (If
students come up with the same provisions found in the Bill of Rights, adjust the
activity.) Ask students to list rights not included in the Bill of Rights such as the right to
vote.
Trace the origin of individual rights beginning with the Rights of Englishmen, Virginia
Declaration of Rights, and the Declaration of Independence. During this review, have
students explain how Americans came to believe that all citizens had basic human rights.
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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The Bill of Rights
Match the following freedoms and rights to specific amendments in the Bill of
Rights and write a summary in your own words indicating the importance of each
amendment:
(1) freedom of speech
(3) freedom of the press
(5) right to petition government
(7) freedom from quartering soldiers
(9) freedom from unreasonable
seizure
(11) no double jeopardy
(13) due process
(15) right to a speedy trial
(17) right to trial by jury of one’s peers
(19) right to counsel
(21) protection from excessive bail
or fines
(23) rights not listed are retained by
people
(2) freedom of religion
(4) freedom of assembly
(6) right to bear arms
(8) freedom from unreasonable
searches
(10) indictment by grand jury before
trial
(12) protection from
self-incrimination
(14) eminent domain compensation
(16) right to a public trial
(18) right to confront witnesses
(20) right to jury trial in civil cases
(22 no cruel or unusual
punishment
During class discussion ask students to identify historical reasons why each right was
included in the Bill of Rights. For example, no quartering of soldiers can be traced to the
Quartering Act (quartering of British soldiers in private homes) during the period
preceding the Revolutionary War.
Provide copies of George Mason’s Virginia Declaration of Rights (primary resource) and
ask students to make comparisons with the Bill of Rights amended to the United States
Constitution.
Have students complete a Bill of Rights project. For each amendment, students will
complete the following:
 Write out the amendment as it is in the Constitution.
 Write what the amendment means to them and what it guarantees.
 Draw a picture of what the amendment entails or cut out an article or political
cartoon that represents the amendment and provide a written explanation of
how it does so.
Activity 23: Whiskey Rebellion (GLE: 57)
Provide reading materials that describe the Whisky Rebellion and President
Washington’s response. Review the facts of the event and ask the class to consider how
the executive would have acted under the Articles of Confederation. Ask them to explain
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
36
why Washington was able to use executive power under the Constitution to suppress the
rebellion. Ask students to informally debate the following questions:
 Did President Washington violate the rights of the farmers?
 What was the common good in this case?
 Did President Washington promote the general welfare of the country?
 Was this simply a “right to tax” issue?
Assign students one of the first eighteen presidents to research. Have them present the
information in the form of a baseball card including term(s) served, political party,
political beliefs, issues during his administration, major events that occurred, and a
drawing or picture of the president.
Sample Assessments
General Guidelines




Use a variety of performance assessments to determine student comprehension.
Students should be monitored throughout the work on all activities via teacher
observation, log/data collection entries, report writing, group discussion, and
journal entries.
Select assessments that are consistent with the types of products that result from
the student activities, and collaboratively develop a scoring rubric with other
teachers or students.
All student-developed products and student investigations should be evaluated as
the unit progresses. When possible, students should assist in developing any
rubrics that will be used.
General Assessments



Students will construct study guides on the Constitution of the United States.
Students will identify vocabulary words and create a concept wall of definitions
unique to this unit of study.
Students can propose and defend some positions on a topic given by the teacher,
which can include a written essay, journal writing, and letter writing on selected
topics. Students will use written expression in:
 explaining issues involved in the creation and ratification of the U.S.
Constitution
 comparing and contrasting democratic with nondemocratic governments
 describing the importance of each of the four concepts of democracy to a
democratic society
 speculating on why some positions are elected and why some are
appointed
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
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





expressing the ideas in the Mayflower Compact and compare it to the
United States Constitution
 contrasting the terms of office for elected officials with those of federal
judges who are appointed for life
 discussing issues and processes that led to change in U.S. history
Students will search the Internet, reference materials, or state department
publications for writing descriptive paragraphs on a given topic.
Students will generate lists to:
 explain promises the new government made to its citizens
 compare promises in the Preamble
 explain considerations required for developing one’s own government
 explain concurrent powers
 explain problems confronting the new states after independence was
achieved in 1783
 create a classroom list of the problems encountered during and after the
Revolutionary War (e.g., control of trade, power to tax, negotiating
treaties, declaring war, raising an army)
Students will collaborate and share ideas surrounding:
 the Preamble
 why particular powers might be placed where they are
 concurrent powers
 placement of individual governments
 what constitutes an important position in the United States government
 ideas on taxes
Students can create and utilize charts in the study of Building a New Nation.
Students can make a three-column chart comparing and contrasting state, federal
and shared powers, showing how government today carries out goals promised in
the Preamble. The countries can be sorted by the students according to the types
of government that best represent their systems.
Students will investigate the following concepts essential to democracy:
 offices of importance for each branch of government
 how a bill becomes a law
 checks and balances
 taxes
 weaknesses of the Articles of Confederation
 strengths of the Constitution
 power of national government
 role of the executive branch of government
 limitation on government
 important principles that influenced American democracy
 a comparison and contrasting view of the Rights of Man with the:
 Declaration of Independence
 Constitution of 1787
 Bill of Rights
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
38








Students will utilize a graphic organizer to complete a double bubble map in
comparing and contrasting the Preamble to the Louisiana Constitution and the
Preamble to the United States Constitution.
Students will conduct a simulation on a real-world problem using a system of
separation of powers and checks and balances. Students will create a short script
and simulate the process of how a bill becomes a law and the principles of
government.
Ask students to review findings of groups in oral presentations.
Students will create political cartoons illustrating at least one of the weaknesses of
The Articles of Confederation.
Students will conduct a scenario on how the three branches work together.
Students will conduct research on the following topics: the four principles of
democratic government for identifying the political affiliation of each person
holding an important position in contemporary national government. Ask students
to explain why political affiliations are not listed for the judicial branch of
government.
Have students investigate appointive power, advise and consent power, powers of
Congress, powers of the executive branch, conflicts between branches, and
possible alternative courses of action.
Provide a graphic organizer or use Inspiration to create an outline of three
branches, their powers, and limitations as a brainstorming activity.
Activity-Specific Assessments

Activity 2: Project Poster Activity, students will make posters that correspond to
various national, state and concurrent powers. Students will make drawings,
pictures, or other type of visual image that correspond to the powers held by
national, state and shared powers.

Activity 3: Vocabulary Activity to review difficult vocabulary throughout the
unit. Give every student one sheet of white 8.5” x 11” paper. Assign one
vocabulary word to every student. Ask each student to write the vocabulary word,
the definition of it, and a sentence utilizing the vocabulary word. Then draw a
picture that represents the vocabulary word. Have students share their words with
the class and display their work.

Activity 7: Ask students to create a song/poem telling the process of how a bill
becomes a law.

Activity 9: Pamphlets Activity, students will design a pamphlet calling for
colonists to fight against British taxation including persuasive arguments for the
continued fight against British taxation.

Activity 11: Students will create a bumper sticker supporting ratification of the
Articles of Confederation.
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
39

Activity 12: Students will complete a semantic web on the challenges of writing
the Constitution.

Activity 14: Students will create a classroom tree (diagram) and/or a timeline
tracing important documents and events leading up to the writing of the United
States Constitution.

Activity 15: Students will participate in a mock campaign and election.

Activity 22: Bill of Rights project: Write out the amendment as it is in the
Constitution, write what the amendment means to them and what it guarantees.
Draw a picture of what the amendment entails or cut out an article or political
cartoon that represents the amendment and provide a written explanation of how it
does so.

Activity 23: Baseball Card Project: Assign students one of the first eighteen
presidents to research. Have them present the information in the form of a
baseball card including term(s) served, political party, political beliefs, issues
during his administration, major events that occurred, and a drawing or picture of
the president.
Grade 7 Social StudiesUnit 2Building a New Nation (1789–1800)
40
Grade 7
Social Studies
Unit 3: Expansion and Conflict (1800–1850)
Time Frame: Five weeks
Unit Description
Students study the development of early foreign policy and the territorial expansion of
the United States.
Student Understandings
Students understand the reasons for foreign policy and how events in early American
history shaped early and future policies with nations and regions of the world. Students
understand that expansion of the U.S. was facilitated by cooperation and conflicts with
foreign governments and indigenous peoples. Students learn to use geographic tools and
information to explain international interaction.
Guiding Questions
1. Can students analyze various types of maps, charts, graphs, and diagrams
related to U.S. history?
2. Can students analyze methods used to institute change or resolve social
conflict in U.S. history?
3. Can students describe political divisions of the world?
4. Can students explain various processes/strategies nations use to interact?
5. Can students explain how U.S. foreign policy is formed and carried out?
6. Can students identify types of foreign policy issues with reference to current
and historical examples?
7. Can students compare and contrast two primary sources related to the same
event in U.S. history?
8. Can students propose and defend an alternative course of action to a given
issue or problem in U.S. history?
9. Can students explain Napoleon’s reasons for selling the Louisiana territory to
the United States and the impact of that acquisition?
10. Can students explain why President Madison asked Congress for a declaration
of war in 1812, the sectional divisions over the war, and the consequences of
the Native American alliance with the British?
11. Can students explain westward movement of the United States, the changes it
created, and its effects on relations with Native Americans?
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
41
12. Can students describe diplomatic and political developments that led to the
resolution of conflicts with Britain, Spain, and Russia from 1815 to 1850?
13. Can students explain Manifest Destiny and its economic, political, social, and
religious roots?
14. Can students identify the causes, course, and consequences of the Texas War
for Independence and the Mexican-American War?
Unit 3 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
Geography
1.
Analyze various types of maps, charts, graphs, and diagrams related to U.S.
History (G-1A-M2)
Physical and Human Systems
8.
Explain how cooperation and conflict affected the changing political
boundaries of the United States to 1877 (e.g., Missouri Compromise) (G1C-M7
Civics
Foundations of the American Political System
31.
Analyze methods used to institute change or resolve social conflict in U.S.
history (e.g., War of 1812, states’ rights theory) (C-1B-M4)
International Relationships
34.
Describe political divisions of the world (nation-states) (C-1C-M1)
35.
Explain various processes/strategies nations use to interact (C-1C-M1)
36.
Explain how U.S. foreign policy is formed and carried out (C-1C-M2)
37.
Identify types of foreign policy issues with reference to current and
historical examples (e.g., Middle East conflicts) (C-1C-M3)
History
Historical Thinking Skills
49.
Propose and defend an alternative course of action to a given issue or
problem in U.S. history (H-1A-M5)
United States History
58.
Explain Napoleon’s reasons for selling the Louisiana territory to the United
States and the impact of that acquisition (H-1B-M9)
59.
Explain President Madison’s reason for declaring war in 1812, the sectional
divisions over the war, and the consequences of the Native American
alliance with the British (H-1B-M9)
60.
Describe provisions of the Monroe Doctrine and its influence on U.S.
foreign relations (H-1B-M9)
61.
Explain westward movement of the United States, the changes it created,
and its effects on relations with Native Americans (H-1B-M9)
62.
Explain Manifest Destiny and its economic, political, social, and religious
roots (H-1B-M9)
63.
Describe diplomatic and political developments that led to the resolution of
conflicts with Britain, Spain, and Russia from 1815 to 1850 (H-1B-M9)
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
42
64.
Identify the causes, course, and consequences of the Texas War for
Independence and the Mexican-American War (H-1B-M9)
Sample Activities
Activity 1: Westward Expansion (GLE: 61)
Review colonial interest in expanding westward before the Revolutionary War began.
Ask students to explain (review) how and why colonists had objected to the Proclamation
of 1763. With independence, the question was who should control the frontier—the states
or the national government. The Northwest Ordinance of 1787 provided for the
following:
 admission of new states in the Northwest
 schools in the new territories
 these lands to be free of slavery
Like explorers who sailed to the New World, colonial adventurers sought to create new
settlements and acquire land beyond the Appalachian Mountains.
Ask students to list reasons why people were pulled and pushed to explore and settle west
of the Appalachian Mountains. Ask them to compare these adventurers with the early
European explorers.
Reintroduce sectional differences between the northern and southern colonies (i.e., states
under the new Constitution). Ask the students to review their work on the region to
suggest how sectional differences provided motives for people to move westward after
1790.
Inform the class that westward expansion is the focus of this unit. Create five research
teams, each responsible for a decade of early American history. Assign each team one of
the following time periods: 1789–1810, 1811–1820, 1821–1830, 1831–1840, and 1841–
1850. Each group presents its research at the appropriate time. The presentations must
include the following:
Elements
Important events (including timelines) that
occurred in the period, including formation of
political parties and their representatives (include
analyses of the administrations of sitting
presidents during the period)
Expansions of American territory, including
reasons for movement and settlements, and how
the expansion was accomplished, including maps
with labels
Descriptive Data
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
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Flat boats on the Ohio River
Maps illustrating routes followed in moving
Oregon Trail
westward, physical features of importance in the
expansion
Changes that were created by westward
expansion during this time period
Effects or relations with Native Americans during
this time period
Inform student teams that they are responsible for leading discussions when that period is
scheduled in class. They are to include an explanation of the impact of westward
expansion on relations with Native Americans. Provide a PowerPoint© presentation or
copies of the charts and questions to all students so they can record notes during class
discussion. Critique the work and report of each group for accuracy during the
presentations.
Activity 2: Physical Features and American History (GLE: 1)
Provide students with a historical atlas of the United States. Ask students to compare a
topographical map (physical features labeled) of the United States with a map of
territorial expansion during 1800–1850. Working in small groups, students develop
responses to a series of questions:
 Why was the Old Southwest (Alabama, Mississippi) settled? What section of
the United States were the settlers from? What was their motivation for
settling the region? Why was the Coastal Plain important? How do rivers run
in the South and the Old Southwest? How did these rivers aid transportation
for export but make communication among states difficult? What type of
farmers and planters would move into this area?
 Why were settlements quickly developed in the grasslands of Kentucky and
Tennessee? What was the importance of the Appalachian Mountains? What
was the impact of the Cumberland Gap and Wilderness Trail? What type of
farmers would be interested in settling in this area?
 Why were the Ohio River and its tributaries important to the northern and
middle states? Why did this river system further isolate the North from the
South? Would you speculate that states in the Northwest would favor
slavery? Why were river valleys viewed favorably in moving westward (e.g.,
Oregon Trail following rivers)?
Have groups report their responses. Guide the discussion by illustrating the importance
and location of roads and, later, railroads; rivers as barriers and as transportation routes;
mountains as barriers making gaps important; and climate and soils for growing crops.
Activity 3: Map Labs (GLE: 1)
Using a historical atlas of the United States, ask students to study and interpret
information from a series of maps. Have them work in pairs, explain the title, legend,
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
44
scale, and compass rose (cardinal and intermediate directions) on each map as a review
exercise. Provide a series of exercises that require use of the legend, compass rose, and
scale (e.g., measuring distances, determining direction from one place to another). Ask
students to compare the maps by title and explain the purpose of each.
Map suggestions:
 The War of 1812, Northern and Southern Campaigns
 Congressional Votes on the War of 1812
 The Missouri Compromise, 1820
 Major Roads, 1820-1850
 Canals, 1820-1850
 The Louisiana Purchase
 The United States Maps 1800-1860
 Election Maps 1800-1860
 Removal of Native Americans, 1820-1840
 Trails West 1820-1860 (Example: The Oregon and California Trails)
 Texas War for Independence, 1835-1836
 The Mexican War, 1846-1848
Activity 4: Preparing Historical Data (GLE: 1)
Ask students to construct a series of maps that illustrate expansion of the United States
from 1800–1853. Provide students with statistical information to complete the following:
 Have students work in a small group to construct a series of maps that
illustrate the expansion of the United States beginning with the original states
and ending with the Gadsden Purchase.
 Make a timeline for the period, labeling the date for each territorial expansion.
Below each entry place a 3”x 5” card describing briefly why the expansion
occurred.
 Make a bar graph illustrating the number of slave (red) and free (blue) states
in 1800, 1810, 1820, 1830, 1840, and 1850. Below the bar, list the new states
added in each decade and explain how they came to be added.
Students will work in groups of three to four. In larger classes some groups may have the
same map to complete. Groups will present their findings to the class. Discuss or debate
any differing findings for overall consensus.
Activity 5: Conflict Resolution in American History (GLE: 31)
Westward expansion in United States history was marked by conflict—conflict with
other countries, sectional conflicts, and political conflicts. Have students work in small
groups to construct a cause and effect chart on the following:
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
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The English refused to recognize American independence and impressed
American seaman as if they were still Englishmen (1812).
The South’s (John C. Calhoun) argument for states’ rights versus the North’s
argument for a Federal Union.
Americans settled in the Mexican territory (now Texas) and challenged
Mexican authority.
Americans settled new lands, pushing Native Americans farther westward.
The election of 1800 created a tie in the Electoral College between Aaron
Burr and Thomas Jefferson.
Ask small groups of students to research one of the above issues and explain how it was
resolved. Have student research groups report their findings to the class or use
presentation software such as PowerPoint© or Hyperstudio©. Write the resolution for
each conflict on the chalkboard or transparency. Guide discussion so students compare
how conflict resolution differed from one situation to another.
Activity 6: Nation-States and Countries (GLE: 34)
Using classroom dictionaries, ask students to prepare definitions of nation, state, country,
and nation-state and write them on a concept wall. This is a challenging conceptual
problem. Begin by recalling that the term city-state (e.g., Athens, Carthage) was used to
identify cities that expanded outward to create government over a sizable area and
number of people sharing a common culture. Nation was defined as people inhabiting a
territory with a common culture and language; thus, the United States signed treaties with
Native American tribes (calling each tribal group a nation, e.g., the Sioux Nation). State
was defined as any authority represented by a body of people politically organized under
one government. Thus, a nation-state was a government representing a territory inhabited
by a people sharing a common culture and language. Country means the whole land
representing a nation or state.
In a discussion, ask students to use and apply the above concepts to complete these
statements:
 The United Nations is composed of ________________.
 The Sioux Indians were a nation because __________________.
 The United States is a _____________________.
 England in 1660 was a _______________________.
 England today is a __________________________.
 Are there nations without a state? Name one. __________________.
 Are there countries containing more than one nation? Name one.
_______________.
These concepts will be used repeatedly in future social studies courses. Have students
collect newspaper clippings or notes from the news regarding countries that are
experiencing political divisions. Have the students determine the geographic boundaries
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
46
of the regions and determine the political boundaries using a map. Have the students
discuss areas of concern in the region and what land is in question.
Extend the activity by raising questions about political changes in the British Isles.
England was a nation-state that conquered the Scots, Welsh, and Irish, changing their
government’s name to the United Kingdom. Were they still a nation-state or did they
become a country containing more than one nation? The world is divided mostly into
countries that are recognized as such by other countries. Some are nation-states and some
are countries consisting of people of different cultures, languages, and religions. Use the
world almanac to examine cultural differences within the Peoples Republic of China,
United States, and Russia, and cultural unity in Sweden, Saudi Arabia, and Japan.
Activity 7: International Relations (GLEs: 8, 35)
Define international relations. Ask students to list some problems they think a new nation
might face as it becomes involved in threats of force, foreign policy statements, (e.g.,
Monroe Doctrine), and war by using a graphic organizer such as Inspiration© software.
During the period of expansion 1800–1850, the new United States government was
forced to interact with countries and peoples on its borders as well as peoples who
threatened the security of the new nation. Divide the class into research teams to present
and explain how the young nation developed strategies and/or processes to achieve
national goals during each time period, such as:
 Louisiana Purchase
 Mexican Cession
 Monroe Doctrine
 Gadsden Purchase
 Securing the northern border of Maine
 Barbary Pirates
 Displacement of Native Americans
The teacher will guide discussion, asking students to consider the range of activities used
to reach our national goals: negotiation and treaties, military threats of force, Monroe
Doctrine (foreign policy statements), and war.
Activity 8: Formation of American Foreign Policy (GLEs: 8, 36)
Have students brainstorm various foreign policies. Write corrections on the board as the
class discussion progresses. Ask students to complete the following chart using the
compiled list of foreign policies. Ask students to list the roles of the president, secretary
of state, and Congress (House and Senate) in the formation and execution of foreign
policy. Students may refer to a copy of the U.S. Constitution if necessary. Complete the
chart in class and recall characteristics of each foreign policy process. Other foreign
policy actions can be added or substituted in the chart.
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
47
Foreign Policy
President and
Secretary of State
Congress
(House and Senate)
Treaty Making
Forming a Policy
Negotiations
Have students examine how selected foreign policy actions were accomplished, such as:
 Purchase of Louisiana
 Treaty of Ghent (1815)
 Monroe Doctrine
Have students write a paragraph assessing the success of each foreign policy action. In
their explanation, have them discuss how foreign policy is formed and carried out.
Activity 9: American Foreign Policies (GLEs: 8, 36)
The United States in 1800 lacked an army and navy adequate to defend against the great
powers of Europe involved in Canada, Louisiana, and Mexico. Ask students to identify
and describe various ways the United States government took actions between 1800 and
1850 to achieve security (conduct successful foreign policy) using aid, sanctions, or
treaties. Divide the class into research groups to be responsible for actions and events that
occurred in their time periods, such as:
 Impressments of American seamen
 Barbary Pirates
 Monroe Doctrine (enforcement by English navy)
 Louisiana Purchase
 Mexican Cession
 Treaties with Native Americans
 Trail of Tears
 Agreements with foreign powers
Conclude the discussion by comparing American policy then and today.
Have students research examples of embargoes in recent years such as the UN embargoes
against Iraq and Serbia. Ask students to report on why the embargoes were instituted and
what impact they had.
Activity 10: Tariffs and Foreign Policy Goals (GLE: 36)
Trade and tariffs were frequently at the center of political debates in the United States
between 1800 and 1850. (Add tariff to the concept wall.) The South wanted low tariffs to
expedite trade with England and Europe, while the North wanted high tariffs to protect
emerging business and industry. Ask students to explain how the following actions
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
48
impacted trade between the United States and other countries and how they impacted
sections of the country differently:
 Tariff of Abominations
 Embargo of 1807
Activity 11: Negotiating Past and Present Foreign Policies (GLE: 37)
Ask students to trace the history of American government policies toward Native
Americans between 1800 and 1850 by creating a timeline using Timeliner software. Ask
students to discuss Indian policies and actions during their time periods (e.g., 1789–1810,
1811–1820, 1821–1830, 1831–1840, and 1841–1850). Guide class discussion to explain
the following:
 How and why did the policy change over the years?
 Why were Native Americans considered nations capable of negotiating
treaties with the sovereign United States?
 What was the impact of the Trail of Tears?
 How did Native Americans resist encroachment by the Americans (e.g., war,
negotiations, and withdrawal from American settlements)?
Alternate Activity: The questions and activities can be used for enrichment or
reinforcement of GLE 37:
1) How does American policy toward Native Americans compare with Israeli
settlement policies in the West Bank? How does United States foreign policy
regarding Israel and the Palestinians reflect our confusion over human rights?
How and why has our policy toward the Israelis and Palestinians changed over
time? What do we mean by the idea of self-interest?
2) Have students collect articles or notes from the news regarding current foreign
policy issues (e.g., Middle East conflicts, North Korea concerns). After
sufficient evidence has been collected, have students use that information to
write position papers on what the United States should or should not do in
reference to foreign policy in the region studied.
Activity 12: Louisiana Purchase (GLE: 58)
Have students complete the following chart during class discussion.
The Louisiana Purchase
France
United States
Leaders
Positive reasons
for purchase
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
49
Negative reasons
for purchase
Impact of
purchase
Ask students to lead a discussion of the Louisiana Purchase with particular emphasis on:
 Napoleon’s reasons for selling Louisiana;
 Jefferson’s reasons for purchasing Louisiana; and
 Lewis and Clark (Why their exploration was important?).
Ask the class to consider if, under the Constitution, a president had the right to add new
territories to the United States by purchase or otherwise. In writing, have the students
justify Jefferson’s action (students may use the U.S. Constitution for guidance). Ask
students to share their writings and debate any misconceptions. Ask students to respond
to the following: Jefferson argued that the Louisiana Purchase was constitutional because
it came under the President’s implied powers to protect the nation. Ask students whether
they think Jefferson’s point of view was valid.
Was the Louisiana Purchase a good deal for both France and the United States, and what
was the impact for both countries? Have students list their findings. For example: The
United States:
 gave the United States access to the Mississippi River.
 gave the United States access to the port of New Orleans.
 eliminated France as a territorial threat to the United States.
Activity 13: War of 1812 (GLEs: 49, 59)
Lead a discussion on the War of 1812. In groups, have students investigate the answers to
the following:
 Why did Madison ask Congress to declare war on the British?
 What did the British do to provoke Madison and Congress?
 What impact did this war have on Native Americans who helped the British?
 How did attitudes toward the war differ by section of the country?
 Explain alternative courses of action that could have prevented the war from
taking place.
Give students the opportunity to compare answers with other groups before discussing
answers as a group. Have them arrive at a consensus about what they believe to be the
best answers. Have students write answers down and display in class.
Organize class into two debate teams, one side pro and the other side con. Debate the
following statement: New England states have the right not to support the war against
the British. After groups prepare arguments, have them debate the issue. Conclude with a
discussion on how Americans have protested U.S. involvement in later wars.
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
50
Activity 14: Monroe Doctrine (GLE: 60)
Ask students to read the Monroe Doctrine in preparation for a class discussion in which
the document will be analyzed. Ask students to identify positive actions in the document
and negating actions by completing the following chart.
The Monroe Doctrine
Positive Principles
1.
Negative Principles
1.
2.
2.
Examples of positive principles might include:
1. The American continents were no longer subject to colonization.
2. The political system in the Americas (republics) was different from Europe
(constitutional monarchies) and interference from Europe would be considered
threatened.
Examples of negative principles might include:
1. American countries would not interfere with existing European colonies.
2. America would not interfere in European politics.
Guide discussion to illustrate the importance of the British navy in controlling the
Atlantic. How did this doctrine improve United States relations with other countries in
North and South America? How did this doctrine keep the U.S. free from the politics of
Europe and devastating wars?
Have students imagine they are European diplomats in the United States. Ask students to
write a letter to their government describing the Monroe Doctrine and suggesting how the
government should react to it.
Activity 15: Westward Expansion (GLEs: 8, 61)
Divide students into groups that will take turns leading class discussions of the time
periods involved in western expansion. Each group must use or make maps illustrating
 territorial changes in the time period
 physical features critical to westward migrations
Students must explain motivations for movement and settlement, conflicts involved in
westward movement, and the impact of expansion on Native Americans, settlers, and
national politics.
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
51
The content of the reports must include, but not be restricted to the following:
 Group I—1789–1810—George Washington, Jeffersonian Democracy, Era of
Good Feeling, Judicial review, John Marshall, Louisiana Purchase
 Group II—1810–1820—War of 1812, James Madison, Battle of New Orleans,
burning of the capital, struggles with Native Americans, Florida acquisition
 Group III—1820–1830—Monroe Doctrine, industrial revolution, Abominable
Tariff, spoils system, Missouri Compromise
 Group IV—1830–1840—Jacksonian Democracy, national bank, Texas
question, Tariff Crisis of 1832-33, Panic of 1837
 Group V—1840–1850—California Gold Rush; immigration of Irish,
Germans, English, Polish, and Chinese; Mexican-American War;
Compromise of 1850; acquisition of Oregon Territory
As the discussions are presented, each group adds major events (presidencies, wars,
conflict issues) on a classroom timeline. Each entry on the timeline will have a 3”x 5”
card attached describing the event. Timelines may be created using software Timeliner®.
Display work in class.
Guide a summary discussion where the class reviews push and pull reasons for human
migration. Going back over the group reports, ask students to explain if westward
movements were the result of being pushed out of settled areas or being pulled to new
lands and economic opportunity. Ask if the answer would be different for Native
Americans.
Activity 16: Manifest Destiny (GLE: 62)
Define manifest destiny as it came to be understood in the United States. Ask students to
explain how manifest destiny influenced or was influenced by the following:
 Christian beliefs about proselytizing (converting) nonbelievers and the belief
that man was to have dominion over the earth
 political parties and their leaders who wanted to protect the borders against
foreign (language and culture) elements that might threaten the country
 rich soils and precious metals discovered in previously unclaimed Native
American territories
 markets for growing industries
 places for minority groups (e.g., Mormons) to settle
Guide the discussion to include an evaluation of the positive and negative qualities of
manifest destiny. Have students complete the following chart during discussion.
Manifest Destiny
Positive Qualities
Negative Qualities
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
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Activity 17: Territorial Conflicts (GLE: 63)
Have the time period research groups respond to the following question: How did the
United States conduct diplomatic relations to resolve territorial conflicts with Britain,
Spain, and Russia between 1800 and 1850? The responses must include the following:
 the Treaty of Ghent (1815) ending the War of 1812
 the purchase of Florida in 1819
 54º 40’ limiting Russian settlements in Oregon (1824)
 the division of the Oregon Territory (1846)
Without a large military, how did the United States succeed in these diplomatic
endeavors? What events in Europe caused the world’s powers to be more involved at
home? Could the United States have remained isolated from the world?
Have students work in small groups to construct maps of all U.S. territories acquired up
to 1853 with the Gadsden Purchase. Have each group complete a timeline on when each
section was added. Ask each group to write a descriptive report telling how the territory
was added and who the previous owner of the territory was. Each group will present a
student-made map, a timeline created using the Timeliner software program and an essay
created on a word processor such as Microsoft Word, telling the history of how each
territorial addition became what is known today as the continental United States.
Activity 18: Texas and the Mexican-American War (GLE: 64)
Divide the class into two groups. One will investigate the Texas question from 1830–40
and the other will focus on 1840–1850. The 1830–40 group should begin the
presentations, while the 1840–50 group will conclude the exercise. They must inform the
class about the causes, sequencing of events, and consequences of the Texas War for
Independence and the Mexican-American War, including information such as:
 important figures in the settlement of Texas, Mexican leaders, dates of first
settlements;
 a timeline of important events leading up to independence;
 questions that resulted from independence (Texas as nation or state) and the
Mexican-American War;
 prominent persons involved in the debate to annex Texas;
 sequence of events leading to Mexican-American War; and
 consequences of the Mexican-American War—territorial changes, Mexican
attitudes.
Guide discussion to include students’ opinions on the justification for annexing what had
been Mexican territory. Have students write a position paper: Was manifest destiny an
important motivation to extend United States influence to the Pacific coast? Why or why
not?
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
53
Sample Assessments
General Guidelines




Use a variety of performance assessments to determine student comprehension.
Students should be monitored throughout the work on all activities via teacher
observation, log/data collection entries, report writing, group discussion, and
journal entries.
Select assessments that are consistent with the types of products that result from
the student activities, and collaboratively develop a scoring rubric with other
teachers or students.
All student-developed products and student investigations should be evaluated as
the unit progresses. When possible, students should assist in developing any
rubrics that will be used.
General Assessments





Construct a concept wall and use a dictionary to define difficult vocabulary
throughout the unit.
Apply concepts to series of situations to distinguish nation-states and countries.
Determine geographic and political boundaries of regions using maps.
Conduct research to answer historical questions throughout the unit.
Construct chart, timelines and maps as study guides.
Activity-Specific Assessments

Activity 1: List reasons why people explored and settled west of the Appalachian
Mountains. Compare them to the reasons early Europeans explored the Americas.
Follow rubric to complete research on early American decades 1789-1850.

Activity 2: Compare topographical map of United States with territorial
expansion map during 1800-1850. Students will respond to questions based on
maps.

Activity 3: Students will use a United States atlas to interpret a series of maps to
explain the title, legend, scale, and compass rose (cardinal and intermediate
directions). Students will complete a series of exercises that require use of the
legend, compass rose, and scale (e.g., measuring distances, determining direction
from one place to another). Students will compare the maps by title and explain
the purpose of each.
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
54

Activity 4: Students will construct a series of graphs that illustrate expansion of
the United States between 1800–1850 as illustrated through a circle graph,
timeline and bar graph.

Activity 5: Follow chart rubric to: conduct research and construct a cause and
effect chart to explain the following:
 The English refused to recognize American independence and impressed
American seaman as if they were still Englishmen (1812).
 The South’s (John C. Calhoun) arguments for states’ rights versus the
North’s argument for Union.
 Americans settled in Mexican territory (now Texas) and challenged
Mexican authority.
 Americans settled new lands, pushing Native Americans farther westward.
 The election of 1800 created a tie in the Electoral College between Aaron
Burr and Thomas Jefferson.

Activity 6: Collect newspaper clippings or notes regarding countries that are
experiencing political divisions for discussion.

Activity 7: List some problems a new nation might face as it becomes involved in
international relations. In teams discover how the nation achieved national goals
such as negotiation and treaties, military threats of force, Monroe Doctrine
(foreign policy statements), and war. Conduct research on the following topics:
 Louisiana Purchase
 Mexican Cession
 Monroe Doctrine
 Gadsden Purchase
 Securing the northern border of Maine
 Barbary Pirates
 Displacement of Native Americans

Activity 8: The student will complete a chart on the formation and execution of
American foreign policy listing the roles of the president, secretary of state, and
Congress (House and Senate) by examining foreign policies carried out as
described in the following:
 Purchase of Louisiana
 Treaty of Ghent (1815)
 Monroe Doctrine

Activity 9: The student will conduct research to identify and describe various
ways the United States government took actions between 1800 and 1850 to
achieve security (conduct successful foreign policy) using aid, sanctions, or
treaties during the following actions and events.
 Impressment of American seamen
 Barbary Pirates
 Monroe Doctrine (enforcement by English navy)
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
55





Louisiana Purchase
Mexican Cession
Treaties with Native Americans
Trail of Tears
Agreements with foreign powers

Activity 11: Students will trace the history of American government policies
toward Native Americans between 1800 and 1850. Students will discuss Indian
policies and actions during their time periods (e.g., 1789–1810, 1811–1820,
1821–1830, 1831–1840, and 1841–1850). Students will compare and contrast
American foreign policies to other countries.

Activity 12: Students will justify in writing how President Jefferson had the right
to add, by purchase or otherwise, new territories to the United States under the
Constitution of the United States. Students will discuss the impact of the
Louisiana Purchase on the United States and France.

Activity 13: Students will discuss protests of the War of 1812, and will compare
them to modern-day protests.

Activity 14: Students will discuss negative and positive principles of the Monroe
Doctrine by imagining they are European diplomats in the United States and
writing a letter to their government describing the Monroe Doctrine with
suggestions of how their home government should react to it.

Activity 15:
Students will use or make maps illustrating:
o Territorial changes in the time period
o Physical features critical to westward migrations.
Student-made maps must explain:
o Motivations for movement and settlement
o Conflicts involved in westward movement
o Impact of expansion on Native Americans, settlers, and national politics.
Students will be divided into groups and write reports on (but not be restricted to)
the following topics:
o Group I—1789–1810—George Washington, Jeffersonian Democracy, Era
of Good Feeling, judicial review, John Marshall, Louisiana Purchase
o Group II—1810–1820—War of 1812, James Madison, Battle of New
Orleans, burning of the capitol, struggles with Native Americans, Florida
acquisition
o Group III—1820–1830—Monroe Doctrine, industrial revolution,
Abominable Tariff, spoils system, Missouri Compromise
o Group IV—1830–1840—Jacksonian Democracy, national bank, Texas
question, Tariff Crisis of 1833, Panic of 1837
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
56
o Group V—1840–1850—California Gold Rush; immigration of Irish,
Germans, English, Polish, and Chinese; Mexican-American War;
Compromise of 1850
All groups should include physical features critical to westward migrations.
Student groups will make presentations to the class that should include:
 Major events (presidencies, wars, conflict issues) on a classroom timeline.
 Each entry on the timeline must have a 3”x 5” card attached describing the
event.
Follow-up discussion should include:
 A summary discussion where the class reviews push and pull reasons for
human migration.
 Review of group reports asking students to explain if westward
movements were the result of being pushed out of settled areas or being
pulled to new lands and economic opportunity.
 Discuss if the answer would be different for Native Americans.

Activity 16: Discuss the influences of manifest destiny.

Activity 17: Construct a map of all the United States territories acquired up to
1853 ending with the Gadsden Purchase. Complete a timeline on when each
territory was added. Write a descriptive report telling how the territory was added
and who the previous owner was. Present a map, a timeline and an essay telling
the history of how territory became what is known as the continental United
States.

Activity 18: Conduct research on the Texas and the Mexican-American War that
include:
 Important figures in the settlement of Texas, Mexican leaders, and dates of
first settlements
 A timeline of important events leading up to Texas independence
 Questions that resulted from independence (e.g., Texas as nation or state)
and the Mexican-American War
 Prominent persons involved in the U. S. debate to annex Texas
 Sequence of events leading to war
 Consequences of the war—territorial changes, Mexican attitudes
Grade 7 Social StudiesUnit 3Expansion and Conflict (1800-1850)
57
Grade 7
Social Studies
Unit 4: Growth of a Nation (1800–1861)
Time Frame: Five weeks
Unit Description
Students study the political, economic, and geographic influences on the growth of the
United States as a nation.
Student Understandings
Students understand that historical experiences shaped participatory behavior and
political culture in the American political system. Students understand that geographic
considerations shaped immigration and migration patterns, cultural diffusion, and the
uses of particular places or regions in the United States. Students understand how
international trade, technological development, national economic policies, and differing
physical environments shaped economic activity in the United States.
Guiding Questions
1. Can students explain how physical features and climate affected migration,
settlement patterns, and land use in the United States through 1877?
2. Can students describe Jacksonian Democracy, the influence of Jackson on the
U.S. political system, and Jackson’s Indian Removal Policy?
3. Can students explain ways in which goals, cultures, interests, inventions, and
technological advances have affected perceptions and uses of places or
regions in the United States?
4. Can students explain patterns of rural/urban migration and the positive and
negative consequences of urban development in the United States?
5. Can students identify selected racial, ethnic, and religious groups that settled
in the United States and explain the political, cultural, or economic reasons for
immigration?
6. Can students explain how the different physical environments in the American
North and South led to different economic activities?
7. Can students describe historical experiences and factors that defined,
influenced, and helped shape American political culture?
8. Can students describe the role of political parties in the American political
system?
9. Can students identify the qualifications or requirements for U.S. citizenship,
including naturalization?
Grade 7 Social StudiesUnit 4Growth of a Nation (1800–1861)
58
10. Can students identify U.S. exports and imports that contributed to the U.S.
economic interdependence with Europe and other parts of the world during
the eighteenth and nineteenth centuries?
11. Can students identify major technological developments related to land, water,
and transportation and explain how they transformed the economy, created
international markets, and affected the environment?
12. Can students analyze national policies on a protective tariff, a national bank,
federally funded improvements, and educational and prison reforms?
13. Can students identify the causes and explain the effects of new waves of
immigration prior to the Civil War?
Unit 4 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
Geography
Places and Regions
2.
Explain how physical features and climate affected migration, settlement
patterns, and land use in the United States through 1877 (G-1B-M1)
4.
Explain ways in which goals, cultures, interests, inventions, and
technological advances have affected perceptions and uses of places or
regions in the United States (G-1B-M4)
Physical and Human Systems
5.
Explain patterns of rural/urban migration and the positive and negative
consequences of urban development in the United States (G-1C-M3)
6.
Identify selected racial, ethnic, and religious groups that settled in the
United States and explain the political, cultural, or economic reasons for
immigration (G-1C-M4)
Environment and Society
9.
Explain how the different physical environments in the American North and
South led to different economic activities (G-1D-M2)
Civics
Foundations of the American Political System
28.
Describe historical experiences and factors that defined, influenced, and
helped shape American political culture (C-1B-M2)
33.
Describe the role of political parties in the American political system (C1B-M6)
Roles of the Citizen
38.
Identify the qualifications or requirements for U.S. citizenship, including
naturalization (C-1D-M1)
Economics
Individuals, Households, Businesses, and Governments
42.
Identify U.S. exports and imports that contributed to the U.S economic
interdependence with Europe and other parts of the world during the
eighteenth and nineteenth centuries (E-1B-M6)
Grade 7 Social StudiesUnit 4Growth of a Nation (1800–1861)
59
GLE #
GLE Text and Benchmarks
History
United States History
65.
Describe Jacksonian Democracy, the influence of Jackson on the U.S.
political system, and Jackson’s Indian Removal Policy (H-1B-M10)
66.
Identify major technological developments related to land, water, and
transportation and explain how they transformed the economy, created
international markets, and affected the environment (H-1B-M10)
67.
Analyze national policies on a protective tariff, a national bank, federally
funded improvements (e.g., roads, canals, railroads), and educational and
prison reforms (H-1B-M10)
68.
Compare ways of life in northern and southern states and identify factors
that caused rapid urbanization and the growth of slavery (H-1B-M10)
69.
Identify the causes and explain the effects of new waves of immigration
prior to the Civil War (H-1B-M10)
Sample Activities
Activity 1: Physical Geography and Sectional Differences (GLE: 2)
This activity is about sectional differences that increasingly divided the United States
between 1800 and 1860. As the new nation expanded, political, economic, and social
values that began in the colonial period were carried with settlers into new lands.
Inventions, industry, slavery, trade and tariffs, and immigration all served to alter views
in the young nation. Cries of “union” in the North and “states’ rights” in the South
became louder as both sections were under pressure to adapt.
Create research and study groups to represent each of the sections of the United States
emerging by 1860—the South, the North, the middle and border states, the Northwest,
and the Far West. Each group will report information using visuals such as models,
timelines, diagrams, or charts based on the categories below.
Questions and Categories
Describe your section in terms of physical
features—major rivers, plains, valleys,
mountains, deserts, and climate.
Construct a timeline of important events
that directly impacted your section between
1820 and 1860.
What was the primary economic activity of
the region? How did farming, business, and
industry impact the region? How was land
used?
Information and Data
Grade 7 Social StudiesUnit 4Growth of a Nation (1800–1861)
60
How did immigrant groups alter the society
of the region? Was the region resistant to or
supportive of social change?
What were the political party associations
within your section? How supportive would
your region have been to compromises on
difficult issues?
What products did the section export to
other countries? What did it import? What
did the section supply to other sections of
the United States? What did the section
purchase from other sections of the United
States?
What attitudes did the region hold on the
slave trade and slavery? What did your
section think about extending slavery into
the new territories?
Distribute blank copies of the section guides for the students to take notes during
presentations.
Activity 2: Physical Features and Sectional Differences (GLE: 2)
Display a map of the United States. Have teams of students choose a geographic section
and provide descriptions of it, including climate and physical features of importance (e.g.,
major rivers, mountains, and gaps) and location by latitude. Have students organize
information by creating a chart or filling in a teacher-made chart. Ask each group to
explain how the section was settled, the routes traveled by settlers, and products of the
section. Pose questions for each group to answer and share, such as the following:
 How did latitude impact products grown in the section?
 Why was ranching dependent on physical features?
 What was the role of railroads in your section? What routes did the railroads
follow?
 How did climate affect migration and settlement patterns?
Have students display a large United States map (or a blown-up map showing their
section) and refer to the physical features as they present their material. Ask students to
work with a group to prepare a presentation using PowerPoint® or Hyperstudio® software
on a region of the United States. Have students compile a variety of pictures that
represent each region of the United States.
Grade 7 Social StudiesUnit 4Growth of a Nation (1800–1861)
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Activity 3: Physical Geography and Sectional Differences (GLE: 9)
Divide students into teams and assign them different sections of the United States to
explain how climate, soils, and rivers and bays influenced agriculture and business in
their sections (e.g., size of farms, products, transportation, social life in rural
communities, and business). Ask the research groups representing the North and South to
explain how those sections differed in 1860 regarding the following:
 population density
 growth of cities
 immigration
 investment in factories and transportation
 competition for jobs
 skilled workers
 labor force
Ask the class to write summary answers to the following questions:
 How did rivers divide rather than unify the South? How did rivers unite the
Midwest and the North?
 How did climate and soils force New England farmers into cities or to settle
the West? How did climate and soils encourage the spread of plantation life
and slavery?
 How were climates of the North and West familiar to Irish and Germans?
 How did slavery compete with immigrant labor for jobs?
Activity 4: Inventions and Change in American History (GLEs: 4, 66)
Have students, research inventions in transportation, communications, industry, and
agriculture. Then have them produce cause-and-effect charts, as shown below, listing the
inventor, the invention, the date of the invention, and its impact on American life. Have
them create cause-and-effect charts for barbed wire, the cotton gin, reaper, steamboat,
steel moldboard plow, spinning jenny, windmill and steam locomotive.
Invention: Cotton Gin
Before the Invention
Humans (most often
slaves) picked seeds
from the cotton bolls. It
was a very slow
process limiting the
amount of cotton that
could be planted and
produced.
Inventor: Eli Whitney
After the Invention
Human laborers still worked
with the cotton gin, increasing
the production of cotton and
encouraging the planting of
more cotton. New lands were
opened for cotton and more
slaves were needed to work in
the fields. Plantations were
created all over the old
Southwest.
Date: 1793
Impact on Society
Slavery was more entrenched.
Southern society was dominated
by planters and plantation life.
Increased profit with the cotton
gin encouraged expansion and
plantation debts grew. There
was more investment in cotton
gins. Cotton cloth became
cheaper for common people in
the North and Europe.
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Post or distribute copies of the reports as springboards for class discussion. After
reviewing student work on the causes and effects of inventions in American life, ask
them to generalize about the impacts that inventions and discoveries have had on how
Americans perceived the following:
 the South, slavery, and plantation life
 the North, industry, and immigrant labor
 the Northwest, farming, and feeding the nation
 the border states
 the Far West
Ask students how someone living in New York, Charleston, Nashville, San Francisco,
and/or Chicago in 1850 and/or an immigrant coming to the United States would perceive
life in different sections of the country. How did the goals, culture, and interests differ?
Ask students to explain how and why inventions had an impact on life in each section of
the United States. Have students generalize about the impacts of these technologies on
producing and shipping goods to domestic and international markets and how the new
technologies were diffused to other countries. Have students write summaries describing
how one of the inventors transformed the economy, created international markets and
affected the environment.
Ask students to write a journal entry explaining how one invention has changed their life
and why?
Activity 5: Immigration (GLE: 5)
Have students trace the patterns of immigration between, 1800–1880 (e.g., where
immigrants were coming from, where they arrived in the United States, and where they
settled). Ask students to construct line graphs showing changing immigration (by
decades) for English, Irish, and Germans. Locate on a map of the United States where
Irish and Germans settled (e.g., Irish and German communities within cities [New York,
Boston] and German settlements in Missouri [St. Louis] and Wisconsin [Milwaukee]).
Ask students to consider the impact of Irish Catholics and German Lutherans living in the
same city. Why would immigrants choose to settle in the same community with people
having the same language and religion? The Chinese were small in numbers when they
came to America. Explain why the Chinese came to America and where they were
located. Why did the Swedes and Norwegians settle in rural areas?
Activity 6: Industrial Revolution and Social Reforms (GLE: 5)
Supply readings, videos, and laser programs on the Industrial Revolution in America and
the social implications that resulted from Europeans being pulled to migrate to the United
States. The Industrial Revolution in America grew rapidly, with changes in transportation
(railroad), steam power, and machines. Factories located in cities, where they could get
cheap labor, capital to invest, and transportation to ship the product. Cheaper factory
Grade 7 Social StudiesUnit 4Growth of a Nation (1800–1861)
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products led to a decline in cottage industry. The demand for labor in cities attracted
immigrants (Irish) and farmers (often women) to work in factories. The poor soils of New
England made factory work a desirable alternative to farming or pushed farmers west.
Ask students to explain in writing why this change in population patterns happened and
to identify the positive and/or negative impact of the growth of cities. Guide discussion
about how growing cities:
 demanded more social services (sewers/water/transportation)
 created immigrant communities
 increased religious conflicts among American and immigrant groups
 forced political parties to offer programs that appealed to immigrants
Activity 7: Immigrant Populations and Patterns (GLEs: 6, 69)
Ask students to identify the religious, language, and political orientations of the following
immigrant groups:
 Irish (Gaelic/English and Roman Catholic)
 Germans (German and Lutheran or Roman Catholic)
 English (English and Anglican)
Ask the class to explain the political, cultural, or economic reasons each group of
immigrants came to America, marking each as a pull or push factor.
Example: Irish




famine (push)
overpopulation (push)
job opportunities (pull)
English rule (push)
Have students create a chart to organize their work.
Ask students to write a structured essay identifying where immigrants came from (1820–
1860), why they chose to immigrate (push/pull), where they settled, and how that
immigration influenced sections of the United States. Have them display this information
on a map showing the new waves of immigration prior to the Civil War.
Activity 8: Political Parties (GLE: 28)
With the birth of the new nation in 1789, Washington hoped that political parties would
not form and divide the country. In fact, debate over the Constitution and policies of the
new government gave rise to two prominent parties—Federalist (Hamilton) and AntiFederalist (Jefferson). Provide a list of political parties in the United States between 1800
and 1870, along with dates of origin and principal ideas: Federalist, Whigs, DemocraticRepublicans, Anti-Federalist, Democrats, Know-Nothings, and Republicans. Divide
Grade 7 Social StudiesUnit 4Growth of a Nation (1800–1861)
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students into research groups representing each party. Ask the groups to report on the
importance of each party and why it had appeal, including the section of the country
where it was most powerful. During their presentations, students will share a campaign
ad of the time period for their respective political party, illustrating the beliefs and
philosophies of that party.
Finally, ask students to indicate important events that changed politics in their section of
the country (e.g., Compromise of 1850, admission of California as a free state, growing
presence of Catholic Irish).
Ask students to explain why the United States has a two-party political system today,
even though numerous political parties are often listed on election ballots. Is a two-party
system a good thing? How do citizens who disagree with both parties influence politics?
Do minor parties have an impact?
Activity 9: Parties, Politics, and Government (GLE: 33)
Stimulate thoughts by asking about students’ families’ experiences with political parties.
Ask students to think of the roles political parties perform in a representative democracy.
Post the list, which should include:
 organizing people of similar political beliefs
 choosing candidates for public office that best represent those beliefs
 preparing platforms stating views on political issues
 electing party candidates and shaping public policy
Ask students to explain the political positions of Democrats and Republicans on some
current issues, such as the following:
 education
 healthcare
 taxation policies
 immigration (legal and illegal)
 labor/business
Ask the class to consider the following questions:
 Does everyone in a party hold the same views on all issues?
 How do political parties help form public policy?
 How do political parties impact the lives of citizens who do not identify with a
party?
Grade 7 Social StudiesUnit 4Growth of a Nation (1800–1861)
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Activity 10: Presidential Elections (GLE: 33)
Focus class discussion on an important presidential election between 1800 and 1860,
asking the class to research the role of political parties.
Questions
Name of Political Party Name of Political Party
Who did the party nominate
for president? Why?
What political beliefs did
the party represent at that
time?
What campaign materials
did the party use to elect
their candidate? To gain
support of nonparty
citizens? How do
campaigns increase citizen
participation?
Who won the election?
Why did he win?
How did the election impact
the section of the country
you represent in class?
Discuss the impacts of several elections using similar questions. Ask students to write a
brief paper describing the importance of political parties in representative democracies.
Develop the concept that an informed voter uses his/her voting power to support issues
that are important to him/her.
Have students brainstorm various issues debated by candidates today. Ask students to
work in groups to focus the issues on four or five basic ones (e.g., the environment,
natural resources, pollution, education, etc.). Have students read local newspapers to
address any popular local issues.
Activity 11: Qualifications for Citizenship (GLE: 38)
Ask students to use a copy of the United States Constitution and to list the provisions
indicated in the document about citizenship. In the absence of provisions in the federal
Constitution, states determine qualifications for voting. Thus, in 1789, all “free” men and
women born in the United States were citizens, but only men were privileged to vote by
state law. African Americans were considered neither citizens nor voters.
Ask students to explain how immigrants to the United States become citizens and the
status of a child born in the United States of parents who are not citizens. If possible,
have students visit the following Web site: http://uscis.gov/graphics/index.htm
Grade 7 Social StudiesUnit 4Growth of a Nation (1800–1861)
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After they have browsed the site, ask the following questions:
 What are the seven general requirements for naturalization as a U.S. citizen?
 If you immigrated to the United States and wanted to become a citizen, when
would your time as a permanent resident begin?
 Once you have submitted an application, how long does the naturalization
process usually take?
 Can a person give up his or her U.S. citizenship? If so, how?
 Create an information brochure for someone seeking U.S. citizenship. Include
information that will be helpful to a person in this position, such as
requirements, fees, frequently asked questions, etc. Use color and other visual
effects to make your flyer appealing.
Have students respond to the following questions: If an immigrant (alien) enters the
United States legally and does not seek citizenship, what is his or her status? How does
an alien (legal) resident differ from an illegal alien resident?
Activity 12: Rights and Responsibilities of Citizenship (GLE: 38)
Ask students to chart the rights and responsibilities of each of the following persons
living in the United States:
Rights and
Responsibilities
Right to Vote
Right to hold elective
office but not the
presidency
Right to hold all
elective offices
including the
presidency
Right to the benefits of
public policy (e.g.,
welfare, education,
services)
Right to the protection
of the U.S.
government
Responsibility to
demonstrate loyalty to
the U.S. government
Citizen Born
in the United
States
X
Naturalized
Citizen
X
X
Resident
Alien
(Legal)
Resident
Alien
(Illegal)
X
X
X
X
X
?
X
X
X
X
X
X
Grade 7 Social StudiesUnit 4Growth of a Nation (1800–1861)
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Do illegal aliens have the same rights to social services as do legal alien residents and
citizens? Why is this a controversial topic today? What would Americans have thought
in 1840?
Ask students to describe the waiting period and process immigrants must follow to
become citizens.
Activity 13: Trade and Tariff Policy (GLE: 42)
Assign small groups to report on trade relationships in a particular section of the United
States (e.g., what did they import/export and what did they trade [buy/sell] in the
domestic economy?). Guide a discussion generalizing about economic interdependence
among sections of the United States and the interdependence of the United States and
other countries, especially those in Europe. Provoke students to reflect on special
relationships between the South (e.g., exporter of raw materials, such as sugar, rice,
cotton, tobacco) and Europe. Ask them to explain why the South felt independent of the
rest of the country. Further discuss how young industries in the North often competed
with industries in Europe and depended on the West for agricultural products. Conclude
with a discussion of tariff policies in the nineteenth century. Have students explain
Northern and Southern feelings about trade and tariffs. Have students display maps of
exports and imports as they share their group reports.
Activity 14: Jacksonian Democracy (GLE: 65)
The first president of the United States to be elected from the new states (Tennessee) was
Andrew Jackson. In pairs, have students explore and discuss important events that were
associated with Andrew Jackson’s presidency (1829–1837). As discussion guides,
provide copies of the form below.
Questions
Why did Jackson’s military campaigns
against Native Americans in Georgia and
Florida promote him as a leader?
How did his military actions at New
Orleans during the War of 1812 enhance
his leadership qualities?
How did Jackson’s life on the frontier
shape his political beliefs?
What was the spoils system, and why did
Jackson make use of it?
What was Jackson’s attitude toward the
national bank? How did moving treasury
monies into state banks impact the
economy?
Response and Impact
Grade 7 Social StudiesUnit 4Growth of a Nation (1800–1861)
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Questions
Response and Impact
What did the Trail of Tears tell us about
Jackson’s attitudes toward Native
Americans?
Have students choose one of the following topics: the concept of Jacksonian Democracy,
Jackson’s impact on the U.S. political system, or Jackson’s Indian Removal Policy. Using
the information they gained in the chart above, have them write a brief descriptive paper
explaining one detail of Jackson’s beliefs or actions.
Activity 15: National Economic Policies (GLE: 67)
Have students in small groups analyze national policies in a particular time period with
particular emphasis on the following:
 protective tariffs and embargoes
 national bank versus state banks
 national turnpikes and roads
 canals
 railroads
 educational reforms
 prison reforms
Suggested time periods include:
 1789–1810
 1811–1820
 1821–1830
 1831–1840
 1841–1850
Have students include visuals such as pictures, drawings, maps, diagrams, maps, and/or
charts to display their information. As each research team presents its analysis,
summarize important points for the class. Have students display important points in a
graphic organizer.
Activity 16: Sectional Differences in the North and South (GLE: 68)
Divide the class into two groups representing the North and the South. As they report on
lifestyles in their sections, make corrections and/or add emphasis to their data. Their
reports on life in those two regions must include the following:
 agricultural (farms and/or plantations) lifestyles
 manufacturing (power sources and labor)
 urban growth
 immigration
 economical changes in the sections between 1815 and 1860
 political views (union versus states’ rights)
Grade 7 Social StudiesUnit 4Growth of a Nation (1800–1861)
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When the reports are completed, guide discussion to produce generalizations about the
growth of cities in the North and the extension of slavery and plantation life in the South.
Why did immigrants choose to settle in the North? Why did planters believe that slavery
was essential to their way of life? Have groups create large collages representing the
differences between the two regions.
Sample Assessments
General Guidelines




Use a variety of performance assessments to determine student comprehension.
Students should be monitored throughout the work on all activities via teacher
observation, log/data collection entries, report writing, group discussion, and
journal entries.
Select assessments that are consistent with the types of products that result from
the student activities, and collaboratively develop a scoring rubric with other
teachers or students.
All student-developed products and student investigations should be evaluated as
the unit progresses. When possible, students should assist in developing any
rubrics that will be used.
General Assessments






Complete graphic organizers for study guide assistance.
Interpret and use charts to answer questions.
Conduct research.
Make presentations.
Write summaries, essays, and other papers.
Construct and use maps.
Activity-Specific Assessments

Activity 1: Have students compete graphic organizer in research teams about
sectional differences to be utilized as a study guide for the unit.

Activity 2: Have students utilize a United States map to explain physical features
and sectional differences. Ask students to construct a collage of pictures that
depicts the physical features of the United States and explain how these physical
features had an impact on settlement patterns.
Grade 7 Social StudiesUnit 4Growth of a Nation (1800–1861)
70

Activity 3: Conduct research in teams to explain how climate, soils, rivers, and
bays influenced agriculture and business in their sections. Ask teams to represent
the North and South to explain each section’s geographical and physical
differences. Have students write a summary explaining the impact of geographical
and physical differences in the North and South.

Activity 4: Have students complete research on various technological advances
and produce a cause-and-effect chart listing inventor, invention, date of invention,
and its impact on American life. Ask students to complete writings explaining the
impact of inventions and discoveries on Americans as viewed from differing
cultural backgrounds.

Activity 5: Have students use the United States map to trace patterns of migration
from 1800-1880 to explain immigrant impact and settlement patterns. Ask
students to generalize reasons why immigrants settled where they did.

Activity 6: Ask students to explain in writing how the Industrial Revolution had a
direct impact on the growth of cities. Have students explain positive and negative
effects of increased population in cities. Ask students to explain the rise of social
reforms in populated areas.

Activity 7: Have students create a graphic organizer outlining various
immigrants, their religion, language, and political orientations. Have small groups
conduct research to create index cards explaining each immigrant group’s
political, cultural, or economic reasons for coming to America using the push/pull
factor.
 Ask students to write an essay identifying one of the immigrant groups
(1820-1860), tell why they came (push/pull), where they settled and how
they influenced sections of the United States.
 Ask students to construct a map on immigrant settlement patterns.

Activity 8: Have students create a graphic organizer as a study guide to answer
questions. Define two-party system. Name major and minority political parties of
today, and list positive and negative influences of parties on politics. Explain how
parties impact politics?

Activity 9: Have students participate in a political debate by developing
questions, listening, and analyzing responses.

Activity 10: Have students conduct research on local, state, and national
candidates. Have research teams explore issues particular to political parties.
Have students review campaign literature, newspapers, and local TV broadcasts,
to collect research information on issues. Have students set up a questioning
panel. Have all students vote on the candidates and fill out a short questionnaire
concerning the reasons for their choice. Invite parents and community members to
the debate. At the end of the formal questioning, before the final comments,
Grade 7 Social StudiesUnit 4Growth of a Nation (1800–1861)
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questions may be taken from the audience. Have students vote again and
interview at least two classmates concerning their vote and reasons for change or
consistency with their previous vote. Have students predict local, state, and
national results using their knowledge of the issues. Have students monitor
election results on Election Day and compare it to their predictions.

Activity 11: Have students utilize the following web site to answer questions to
outline the qualifications of a citizen: http://uscis.gov/graphics/index.htm

Activity 13: After research have students construct maps illustrating import and
export of goods between the United States and other countries. Have students
write reports explaining positive or negative aspects of imports and exports.
Students should defend their ideas in writing based on research.

Activity 14: Have students choose one of the following topics: the concept of
Jacksonian Democracy, Jackson’s impact on the U.S. political system, or
Jackson’s Indian Removal Policy. Using the information in the chart, have them
write a brief descriptive paper explaining one detail of Jackson’s beliefs or
actions.

Activity 15: Conduct research on national economic policies. Have students
include visuals such as pictures, drawings, maps, diagrams, maps, and/or charts to
display their information. Ask each research team to summarize important points
for the class.

Activity 17: Have students work in groups reporting on lifestyles of the North
and South which include:
 agricultural (farms and/or plantations) lifestyles
 manufacturing (power sources and labor)
 urban growth
 immigration
 changes in the section between 1815 and 1860
 political views (union versus states’ rights)
Have students discuss growth of cities in the North and the extension of slavery
and plantation life in the South. Have students describe why immigrants chose to
settle in the North and why planters believed that slavery was essential to their
way of life. Have groups create large collages representing the differences
between the two regions.
Grade 7 Social StudiesUnit 4Growth of a Nation (1800–1861)
72
Grade 7
Social Studies
Unit 5: Reform Movements (1800–1861)
Time Frame: Three weeks
Unit Description
This is a study of participatory government and the role individual citizens and groups
have played in major reform movements in the United States.
Student Understandings
Students understand that citizens have individual rights and responsibilities that are
related to the individual and to society at large. Students understand that the U.S.
Constitution provides for these rights and responsibilities, which are to be employed in
societal change and reform. Students learn to explain, propose, and defend alternative
courses of action in analyzing historical reform initiatives.
Guiding Questions
1. Can students analyze methods used to institute change or resolve social
conflict in U.S. history?
2. Can students explain the importance of various rights and responsibilities of
citizenship to the individual and to society at large?
3. Can students explain issues involving rights and responsibilities of individuals
in American society?
4. Can students explain the point of view of key historical figures and groups in
U.S. history?
5. Can students explain the causes, effects, or impact of a given historical event
in U.S. history?
6. Can students propose and defend an alternative course of action to a given
issue or problem in U.S. history?
7. Can students explain the importance of the Second Great Awakening, the
ideas of its principal leaders, and how it affected public education,
temperance, women’s suffrage, and abolition?
8. Can students (1) identify the major antebellum reform movements, their
leaders, and the movements’ effects on the United States; (2) describe the
fundamental beliefs of abolitionists; and (3) compare the positions of those
who favored gradual versus immediate emancipation?
Grade 7 Social StudiesUnit 5Reform Movements (1800–1861)
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Unit 5 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
Civics
Foundations of the American Political System
31.
Analyze methods used to institute change or resolve social conflict in U.S.
history (e.g. War of 1812, states’ rights theory) (C-1B-M5)
Roles of the Citizen
39.
Explain the importance of various rights and responsibilities of citizenship
to the individual or to society at large (e.g., Bill of Rights) (C-1D-M2)
40.
Explain issues involving rights and responsibilities of individuals in
American society (e.g., rights of individuals with disabilities, responsibility
to pay taxes) (C-1D-M3)
History
Historical Thinking Skills
45.
Explain the point of view of key historical figures and groups in U.S.
history (H-1A-M2)
46.
Explain the causes, effects, or impact of a given historical event in U.S.
history (H-1A-M3)
48.
Compare and contrast two primary sources related to the same event in U.S.
history (H-1A-M4)
49.
Propose and defend an alternative course of action to a given issue or
problem in U.S. history (H-1A-M5)
50
Conduct historical research using a variety of resources, and evaluate those
resources for reliability and bias, to answer historical questions related to
U.S. history (H-1A-M6)
United States History
70.
Explain the importance of the Second Great Awakening, ideas of its
principal leaders, and how it affected public education, temperance,
women’s suffrage, and abolition (H-1B-M11)
71.
Describe fundamental beliefs of abolitionists and compare positions of those
who favored gradual versus immediate emancipation (H-1B-M11)
72.
Identify the major antebellum reform movements, their leaders, and the
movements’ effects on the United States (H-1B-M11)
Sample Activities
Activity 1: Reform Movements in the Nineteenth Century (GLE: 72)
Ask students (or a student) to look up the meaning of reform and add the definition to the
concept wall. Ask them what we mean by “reform movements.” Guide the definition to
become “to make better by removing faults and defects and/or to correct abuses and
malpractice.”
Grade 7 Social StudiesUnit 5Reform Movements (1800–1861)
74
First, ask the class to make a list of elements in the United States between 1810 and 1860
that needed to be reformed. Then ask the class to consider slavery as a moral or immoral
practice. How did southern planters justify slavery as moral action? What was the role of
churches in the case of slavery? How did northerners come to think of slavery as
immoral? Did some southerners believe slavery to be immoral (e.g., George Washington
and Thomas Jefferson)? Why didn’t they end slavery on their plantations during their
lifetimes?
Reform movements were alive and growing during the nineteenth century. This unit
examines their origins, activities, and successes between 1800 and 1861. Divide the class
into research groups and have each represent one of the reform movements in the period.
Their task is to research and identify the causes and the need for reform(s),
accomplishments of the movement, key persons in the movement, and how the reform
movement impacted national policy. Reform movements to be investigated include
organized labor, free public education, prison reform, abolition of slavery, utopias, and
the rights of women and children.
Activity 2: Methods of Social Change (GLE: 31)
Ask students to indicate whether changes brought about by reform were the result of:
 political debate and changes in public policy
 moral persuasion
 riots, protests, and violence
 war;
 some combination of the above
Ask the class to consider the following questions on social reform and have a roundtable
discussion. Have students document their thoughts before the discussion and then revisit
their ideas. Ask students to express their thoughts and the teacher may record them on the
board, so the whole class can revisit the ideas.
 Does the need for reform ever justify violence?
 Does it justify war?
 Why does the process of moral persuasion take so long to achieve success?
 Why are social reforms difficult to accomplish through political debate?
 Don’t political leaders listen to rational debate?
 How are reform ideas diffused to the people?
Activity 3: Rights and Responsibilities of Citizens (GLEs: 39, 40)
The Bill of Rights provided a constitutional guarantee of rights that most Americans
believed they already held. Ask students what they believe their rights are in this society.
Ask the class to make a list of rights contained in the Bill of Rights from memory.
Encourage them to recall the amendment guaranteeing each right (if possible). Then have
students read the Bill of Rights to complete the task.
Grade 7 Social StudiesUnit 5Reform Movements (1800–1861)
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Ask the class to consider how and why individual rights under attack (e.g., free speech
during wartime). Are individual rights under attack today? If so, which ones?
Have students clip articles or headlines or take notes from the national news and bring
them into class. Have students create a wall chart listing the amendments. Students can
place their articles, headlines, or notes under the amendment that is being addressed. Are
rights being violated? Are certain people receiving too many rights (e.g., prisoners,
celebrities)?
Have students choose one article or news topic and write a paper discussing rights and
responsibilities of citizenship for an individual or for the society. Why are they
important? Ask students: Do you think there are too many rights? Not enough rights?
Have them explain their position.
Activity 4: Citizenship Characteristics and Special Rights (GLEs: 39, 40)
Begin this activity with these questions: How are the rights and responsibilities of
citizens important to American society? How do individuals who are free to express their
opinions protect a democratic society? How do freedom of religion and separation of
church and state improve society?
Conduct informal debates on the following propositions:
 Guaranteed rights of individuals protect minority opinion and actions
 Individuals with rights have responsibilities to protect the rights of others
 Protection of individual rights opposes the potential of a tyrannical
government
 Reform movements are dependent on individual rights
 Individuals have the responsibility to pay taxes
In addition to rights guaranteed by the Bill of Rights, other rights exist under public laws
(e.g., equal opportunity, equal access). Ask students to explain the rights of the following:
 improved access, reserved parking (Ask students to explain the
responsibilities of the majority toward the disabled.)
 minority hiring (Ask students to explain responsibilities of employers to
ensure that racial and ethnic minorities and women have equal access to
employment.)
Have students write a persuasive essay about one of the topics they discussed as a class
and encourage them to use supporting details in order to provoke thinking by their
audience. Have students create posters illustrating characteristics of citizenship. Have
students share their essays and posters with the class. Discuss any essays that caused
students to change their views. What were some thought-provoking points? Why?
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Activity 5: Perspectives and American Leaders (GLE: 45)
Create a list of important persons and groups in American history between 1800 and
1861. The list should include reformers, adventurers, politicians and military leaders,
reform movements, political parties, etc. Examples include the following:
Andrew Jackson
Alexander Hamilton
John C. Calhoun
Stephen Austin
Whigs
Horace Greeley
Henry Clay
William Lloyd Garrison
Harriet Beecher Stowe
Harriet Tubman
Dorothea Dix
Robert Owen
Abolitionists
Know-Nothings
States’ Righters
Jacksonians
Democrats
Republicans
In pairs, have students research one or more individuals or groups to explain (a) their
important beliefs, (b) actions taken on their beliefs, and (c) why they held that
perspective. Have students present their research as if they are the historical figure or a
group member and are being interviewed by a reporter.
Have students explain how the acts of individuals had a direct impact on reform
movements in the United States. For example, William L. Garrison’s The Liberator,
founded in 1831, brought about a profound change in the attitude of Southern
slaveholders from being apologists for slavery, to one of proslavery (benefits of slavery
for the South) resulting in the escalation of the abolitionist crusade in the North.
Activity 6: Student as Historian (GLE: 46)
Ask individual students to choose an important event in the historical period 1800–1861
and explain the causes and effects (impact) of that event. Some examples of events
include the following:
Mexican War
War of 1812
The Alamo
Acts of Nullification
Embargo of 1807
Trail of Tears
Compromise of
1850
Discovery of gold
in California
Texas War for Independence
Louisiana Purchase
John Brown’s raid on
Harper’s Ferry
Invention of the telegraph
Ask students to write a summary paper explaining the cause and effect of the event
selected. Invite students to give oral presentations of their papers. Have the class serve as
a jury on the accuracy of the reports. Once presentations are complete, have students
create a timeline using Timeliner software that includes each event that was presented.
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Activity 7: Primary Sources (GLE: 48)
Have students write down at least five reasons why they think early Americans enslaved
Africans. Then compare their reasons with those given in textbooks. Discuss the
similarities and differences between the lists.
Next, have students read and/or explore the following resources about Nat Turner’s
Rebellion:
 Confessions of Nat Turner (primary source)
http://www.orange.k12.oh.us/teachers/ohs/TJordan/Pages/confession.html
 Styron, William. “Nat Turner Revisited.” American Heritage, Vol. 43 Issue 6
(October 1992). pp. 64–74.
 http://www.my-ecoach.com/online/webresourcelist.php?rlid=121
 http://www.pbs.org/independentlens/natturner/more.html
Each student will then write a paper based on the following guidelines:
 Compare a primary source with one other source on the same topic and
discuss how the sources show similarities and differences.
 Include the main ideas of the resources examined and how well the writers
support them.
 Discuss, What was the impact of the person, event, or idea in the primary
source?
 List the comparative source at the end of the paper using correct
bibliographical form.
Suggestions for the format of the paper are as follows:
 Two-to-three pages typed (double spaced)
 Contains an introduction, body, and conclusion
 Information included should be one-third summary and two-thirds
analytical
Activity 8: Conflict Resolution (GLE: 49)
Present a conflicted issue in American history similar to the one described below.
By 1800, Thomas Jefferson and Patrick Henry openly wrote of the evils of slavery,
stating that the institution was immoral by any Christian belief, yet both feared events
that would follow manumission (the formal act of freeing slaves). Some church leaders in
the South argued that slavery was a justifiable way of bringing Christianity to African
American slaves. Businessmen in the North, desiring access to raw goods from the South,
wanted the issue to go away. The Ordinance of 1787 had declared all lands to the north of
the Ohio River to be forever free of slavery. William Lloyd Garrison declared that he
would not stop fighting slavery until the institution was eliminated.
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Ask students to form a list of alternative solutions to the slavery question in the year
1830. The list might include the following:
 compensate the owner for each African American given freedom.
 limit slavery to those states with significant populations of African
Americans.
 convert slavery to a five-year apprenticeship—then manumission.
 embargo all products produced under slave labor.
 pass a federal law freeing all African American slaves.
 invade the South to free all slaves.
Guide discussion of these alternatives and ask students to write a paper evaluating the
potential for the success of each alternative.
Activity 9: Abolitionists (GLE: 71)
Ask students to think of some nonviolent protests or revolutions they know about. Then
ask them to think of some violent protests or revolutions. Did these movements have
similar goals? Why were they fought in such different ways? Who decided how they
would be fought? Which tactic—nonviolent or violent—seems to be more successful, or
do both tactics tend to result in similar outcomes?
Ask students whether the Underground Railroad was an act of violent or nonviolent
protest. Are they aware of violent activities related to the Underground Railroad? Under
what circumstances might some conductors on the Underground Railroad have thought
violence was appropriate or necessary?
Have students review information about the abolitionist movement in general and John
Brown in particular. Ask them to describe the key actions Brown is famous for, including
the Pottawatomie Massacre and the raid on Harper’s Ferry.
Ask students to investigate John Brown’s role in the Underground Railroad, his attitudes
toward violence and nonviolence, and the ways he differed from other abolitionists. Have
them use the following websites to write responses to the discussion questions:
 National Geographic: The Underground Railroad
http://www.nationalgeographic.com/railroad/index
 American Friends Service Committee—http://www.afsc.org/about/mission
 Fugitive Slave Act— http://www.history.rochester.edu/class/ugrr/hor2
 Fugitive Slave Bill of 1850
http://www.education.ucdavis.edu/new/stc/lesson/socstud/railroad/SlaveLaw
(click on the posters)
 PBS: Africans in America Resource Bank—
http://www.pbs.org/wgbh/aia/part4/index (Check out the entries under
Abolitionism: People & Events.)
 PBS: John Brown’s Holy War—http://www.pbs.org/wgbh/amex/brown (Click on
The Film & More and Interview Transcripts.)
Grade 7 Social StudiesUnit 5Reform Movements (1800–1861)
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Discussion questions include:
 What effect did the Fugitive Slave Act have on the abolitionist movement?
How did this law help make violence seem unavoidable in the Underground
Railroad?
 What was John Brown’s attitude toward violence? How did he justify it? How
did this attitude differ from that of the Quakers and other abolitionists?
 How did John Brown view and treat African Americans, and how did this
view differ from the attitudes of others who spoke out against slavery?
Have students imagine they were part of the Underground Railroad and then write
paragraphs explaining whether they would have been aligned more closely with John
Brown, the Quakers, or other pacifist abolitionists.
Next, have students compare beliefs of abolitionists with beliefs of those favoring
compromise (e.g., Henry Clay) and those who believed that slavery would fail without
action. When the comparison is completed, form teams to role-play a discussion among
congressmen representing different points of view.
Activity 10: Second Great Awakening and Reform Movements (GLE: 70)
The awakening in the early nineteenth century occurred primarily in the Northern states,
where science began to challenge church doctrine. Free public education came into being,
and many new colleges and universities were founded at this time. Ask students to study
social reform movements such as public education, temperance, women’s suffrage, and
abolition between 1820 and 1860 by examining the lives and contributions of reformers
(e.g., Horace Mann, Dorothea Dix, Horace Greeley, Louis Agassiz, women attending the
Seneca Falls Convention, William Lloyd Garrison, James Smithson, Joseph Henry). How
did the Second Great Awakening influence them?
The South did not experience the same liberal education and free public education was
not successful. Ask students to suggest reasons why the South was not influenced by
reform thinking about education and science. Provide readings that describe Nat Turner’s
rebellion in Virginia. Ask students to anticipate southern reaction to a slave rebellion.
The teacher could provide selected readings on some of the reformers in this activity or
provide the following website for research: http://www.pbs.org/. Type in the reformer’s
name in the word search for a quick referenced readings, timelines, pictures, and reviews
with varying points of view.
Grade 7 Social StudiesUnit 5Reform Movements (1800–1861)
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Activity 11: Reformers and Social Change (GLE: 72)
Assign groups of students to the following topics, which were linked to the Second Great
Awakening:
 temperance
 women’s suffrage
 public education
 abolition
Have students investigate the following in their research:
 the causes for and need for reform(s)
 accomplishments of the movement
 ideas of principal leader(s) in the movement
 how the reform movement impacted national policy
Critique the reports before presentations are made, making comments to improve
accuracy of the data.
Enrichment Activities:
 Have the students create pamphlets about their topics to share with the class
during their presentations.
 Direct a summary discussion of reform movements active today (e.g., PETA,
Sierra Club). Ask students to predict the success for each movement.
Activity 12: Student as Historian: Conducting Historical Research (GLE: 50)
Have an open-ended discussion about questions such as the following: What did
individual slaves do before the Civil War and afterward? Did emancipation change their
lives? If so, how? What do oral histories teach us about historical events? What questions
do they raise? Are memories and personal stories always factually correct?
Have students interpret primary source oral history documents, summarize narratives of
former slaves, and evaluate oral history sources, including their strengths and limitations,
by reading stories of former slaves. (Resource: http://edsitement.neh.gov/)
To find examples of stories of former slaves, research texts at Born in Slavery. (Resource:
http://memory.loc.gov/ammem/snhtml/snhome.html) This site archives 2,300 oral
histories, which can be browsed by narrator, keyword, or state. It is important to discuss
with students the different words used to describe African Americans in these stories.
Many use terms that we now consider derogatory and insulting, and students will need to
demonstrate understanding and sensitivity to this. The teacher should use proper
judgment in choosing readings appropriate for students. Sample stories for this grade
range include the following:
 Silas Abbott, Arkansas
 Betty Abernathy, Missouri
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Bill Austin, Florida
Sarah Ashley, Texas
William Baltimore, Arkansas
Charley Barber, South Carolina
Millie Barber, South Carolina
Adah Isabelle Suggs, Indiana
Abe Whitess, Alabama
Mary Jane Wilson, Virginia (pioneer teacher)
After students read the selections, ask them to summarize and review the material. Have
students create a story pyramid. A story pyramid is constructed with the main character’s
name at the top, two words that describe the character on the next line, three words that
describe the setting on the next line, four words that describe the important events on the
next line, and five words describing the main idea at the pyramid’s base. These words
should be descriptive, but they are not necessarily complete sentences. Story pyramids
focus on a character and his or her story like the source narratives themselves. This
strategy helps students identify key aspects of a reading, and is useful because oral
history tends to be loosely organized and rambling, like extemporaneous dialogue. The
brief, poetic quality of story pyramids also suits the unique characters represented in the
narratives. The teacher should provide a model of a story pyramid with a sample
narrative before assigning one to the students.
Activity 13: Student as Historian: Using Primary Sources (GLE: 50)
This activity can be used in whole or in part as an alternative or enrichment activity with,
or in place of, Activity 12 in addressing GLE 50 on conducting historical research. Have
students visit http://lcweb2.loc.gov/ammem/ndlpedu/lessons/psources/mindwalk.html.
This site provides general information about the different kinds of primary sources and
provides guidelines for analyzing their reliability. Full-class discussion should reveal the
power of oral histories (i.e., their specificity and immediacy) and their limitations (e.g.,
testimony could be true or false, mistakenly remembered, tempered by time, changed by
the interviewer, or influenced by what a [black] subject thinks a [white] interviewer
wants to hear).
Using historical research, students will write a paper about the individuals they read
about, including an evaluation of the resources. In the paper, students should evaluate the
sources (the teacher’s and theirs) for reliability and bias, use the sources judiciously in
describing the national mood regarding slavery, and prepare an appropriate medium for
distribution. Ask students to share their work and insights in class discussion.
Ask students to imagine they are runaway slaves or antislavery sympathizers in the
1830s. Then have them write autobiographical narratives in the tradition of historical
characters that they have studied. The narratives will describe how they ran away or how
they helped runaways and should include how old they are, what work they do, what
skills they have, and where they live.
Grade 7 Social StudiesUnit 5Reform Movements (1800–1861)
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Students should base their narratives on historical evidence, such as authentic narratives,
letters, and period newspaper articles. The teacher may also want to have students read
one of the following historical novels, based on real incidents and people: Long Journey
Home: Stories from Black History, by Julius Lester (New York: Puffin, 1998); Letters
from a Slave Girl: The Story of Harriet Jacobs, by Mary E. Lyons (New York: Aladdin,
1996); Underground Man, by Milton Meltzer (San Diego: Odyssey Classics, 1990);
Harriet Tubman, by Ann Petry (New York: Harper Trophy, 1996).
Students who are writing as runaway slaves should consider the following questions:
 What will you need to have and to know? How will you obtain the necessary
materials and information?
 Whom will you need to trust?
 What obstacles or challenges will you face? How might you overcome them?
 What are the risks if you are captured?
Students who are writing as antislavery activists should consider the following questions:
 What will you need to know and to do? How will you find this information
and decide what action to take?
 Whom will you need to trust?
 What obstacles or challenges will you face? How might you overcome them?
 How will you persuade others to support antislavery?
 What are the risks encountered if you are discovered in the North? In the
South?
In closing, discuss the following: Compare the lives of individual slaves before the Civil
War and afterwards. Did emancipation change their lives? If so, how? What do oral
histories teach us about historical events? What questions do they raise? Are memories
and personal stories always factually correct?
Sample Assessments
General Guidelines
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Use a variety of performance assessments to determine student comprehension.
Students should be monitored throughout the work on all activities via teacher
observation, log/data collection entries, report writing, group discussion, and
journal entries.
Select assessments that are consistent with the types of products that result from
the student activities, and collaboratively develop a scoring rubric with other
teachers or students.
All student-developed products and student investigations should be evaluated as
the unit progresses. When possible, students should assist in developing any
rubrics that will be used.
Grade 7 Social StudiesUnit 5Reform Movements (1800–1861)
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General Assessments
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Complete graphic organizers for study guide assistance.
Construct concept wall of definitions.
Interpret and use charts to answer questions.
Conduct informal debates.
Conduct research throughout the unit.
Make presentations/role-play.
Write summaries, essays, and other papers.
Construct and use timelines.
Construct a story pyramid.
Activity-Specific Assessments

Activity 3: Have students clip articles or headlines from newspapers or
magazines, or take notes from the national or local news concerning individual
rights and bring them into class. Ask students to create a wall chart listing the
amendments. Have students place their articles, headlines, or notes under the
amendment that is being addressed. Students should answer the following:
 Are rights being violated?
 Are certain people receiving too many rights (e.g., prisoners, celebrities)?
Have students choose one article or news topic and write a paper discussing rights
and responsibilities of citizenship for an individual or for the society. Students
should answer the following:
 Why are these rights important?
 Do you think there are too many rights?
 Are there not enough rights?
 Have them explain their position.

Activity 6: Ask individual students to choose an important event (1800–1861) and
explain the causes and effects (impact) of that event. Ask students to write a
summary paper explaining the cause and effect of the event. Ask students to give
oral presentations of their papers. Have the class serve as a jury on the accuracy of
the reports. Have students create a timeline that includes each event that was
presented.

Activity 8: Ask students to investigate John Brown’s role in the Underground
Railroad, his attitudes toward violence and nonviolence, and the ways he differed
from other abolitionists. Have students use Web sites and write responses to the
following questions:
 What effect did the Fugitive Slave Act have on the abolitionist movement?
o How did this law help make violence seem unavoidable in the
Underground Railroad?
 What was John Brown’s attitude toward violence? How did he justify it?
Grade 7 Social StudiesUnit 5Reform Movements (1800–1861)
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
o How did this attitude differ from that of the Quakers and other
abolitionists?
How did John Brown view and treat African Americans?
o How did this view differ from the attitudes of others who spoke out
against slavery?
Have students imagine they were part of the Underground Railroad and write
paragraphs explaining whether they would have been aligned more closely with
John Brown, the Quakers, or other pacifist abolitionists.
Have students compare beliefs of abolitionists with beliefs of those favoring
compromise (e.g., Henry Clay) and those who believed that slavery would fail
without action. Have students work in teams to role-play a discussion among
congressmen representing different points of view toward the abolition of slavery.
Grade 7 Social StudiesUnit 5Reform Movements (1800–1861)
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Grade 7
Social Studies
Unit 6: The Civil War (1850–1865)
Time Frame: Four weeks
Unit Description
This unit focuses on the reasons for growing sectionalism, the resulting secession, and the
events that led to the conclusion of the Civil War.
Student Understandings
Students understand how economic, social, cultural, and political differences led to
sectionalism. Students understand that government decisions and amendments to the U.S.
Constitution provided for changes in American life, leading to conflict and the resolution
of conflict. Students learn to use timelines to identify key figures and interpret events in
the Civil War. Students learn to research Civil War topics to answer historical questions,
past and present.
Guiding Questions
1. Can students explain how cooperation and conflict affected the changing
political boundaries of the United States to 1877?
2. Can students identify U.S. exports and imports that contributed to the U.S.
economic interdependence with Europe and other parts of the world during
the eighteenth and nineteenth centuries?
3. Can students construct a timeline of key events and key figures in U.S. history
from 1763 to 1877?
4. Can students interpret a timeline to identify cause-and-effect relationships
among events in U.S. history?
5. Can students conduct historical research using a variety of resources, and
evaluate those resources for reliability and bias, to answer historical questions
related to U.S. history?
6. Can students describe the economic, social, and cultural differences between
the North and South, including the advantages and disadvantages each had at
the outbreak of the Civil War?
7. Can students explain the impact of the compromises on the issue of slavery
and impact of the Dred Scott decision on increasing tensions between the
North and South?
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8. Can students describe the course of the Civil War, including major turning
points and the war’s immediate and long-term impact on the North and the
South?
9. Can students explain the purpose, significance, and results of Lincoln’s
Emancipation Proclamation?
10. Can students describe provisions of the Thirteenth Amendment and Lincoln’s
reasons for advancing it, as well as the purpose and significance of the
Fourteenth and Fifteenth amendments?
Unit 6 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
Geography
Physical and Human Systems
8.
Explain how cooperation and conflict affected the changing political
boundaries of the United States to 1877 (e.g., Missouri Compromise) (G-1CM7)
Economics
Individuals, Households, Businesses, and Governments
42.
Identify U.S. exports and imports that contributed to the U.S. economic
interdependence with Europe and other parts of the world during the
eighteenth and nineteenth centuries (E-1B-M6)
History
Historical Thinking Skills
43.
Construct a timeline of key events and key figures in U.S. history from 1763 to
1877 (H-1A-M1)
44.
Interpret a timeline to identify cause-and-effect relationships among events in
U.S. history (H-1A-M1)
50.
Conduct historical research using a variety of resources, and evaluate those
resources for reliability and bias, to answer historical questions related to U.S.
history (H-1A-M6)
United States History
73.
Describe the economic, social, and cultural differences between the North and
South, including the advantages and disadvantages each had at the outbreak of
the Civil War (H-1B-M12)
74.
Explain the impact of the compromises on the issue of slavery and the Dred
Scott decision on increasing tensions between the North and South (H-1BM12)
75.
Explain the immediate and long-term causes of the secession of the Southern
states and the outbreak of the Civil War (H-1B-M12)
76.
Describe the course of the Civil War, including major turning points and the
war’s immediate and long-term impact on the North and the South (H-1BM12)
77.
Explain the purpose, significance, and results of Lincoln’s Emancipation
Proclamation (H-1B-M12)
Grade 7 Social StudiesUnit 6The Civil War (1850-1865)
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Sample Activities
Activity 1: Sectionalism Under Review (GLEs: 43, 73)
Sectionalism and secession are at the center of this unit. In the previous three units,
student groups reflected on how different sections of the United States developed while
remaining loyal to the country. Economic differences, which in turn produced social
differences within sections were often influenced by climate and physical features.
People migrated to form new communities as immigrants entered the country to do the
same.
By 1860, the differences between the North and South had become so great that
Northerners and Southerners felt as if they belonged to two different countries. What
were some of these differences? Which ones were important enough to fight about?
Explain to students that they are going to study life in the United States in the years
before the Civil War to gain a better understanding of why people were willing to fight to
defend their way of life.
Divide the class in half; one side will study the North and the other side the South.
Separate each of those teams into three subgroups. Those subgroups will investigate one
of the following for their region: the economy, the social aspects, or the culture. The
groups for the North and South will work together on their assigned topics and will then
return to their large groups to share information gained.
On the board or on a large poster, have students create a Venn diagram displaying the
similarities and differences between the North and the South in regard to economic,
social, and cultural aspects prior to the war. Using the information gathered to fill in the
diagram, have students list the advantages and disadvantages each side had at the
outbreak of the war.
To culminate this activity, ask students to demonstrate their knowledge of daily life
before the Civil War, with an emphasis on differences between the North and South. Here
are some examples of activities that students may wish to undertake to express what they
have learned.
Set up a timeline display of the meaningful events, issues, and key figures studied, with
appropriate captions.
 Create a piece of historical fiction set in the 1850s. For example, students
could write letters or journal entries in the voice of someone living during the
period before the Civil War, describing key elements of their lifestyle. Be sure
that both Northern and Southern views are represented.
 Write and perform a skit that dramatizes the conflict created by different
lifestyles in the North and South.
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Activity 2: Compromise and Political Boundaries (GLEs: 8, 43)
Have students construct a pictorial timeline (date, title, caption, and picture) illustrating
congressional efforts to resolve sectional tensions over slavery by statutory compromise,
such as the following:
 Mason–Dixon Line
 Northwest Ordinance 1787
 Missouri Compromise
 Compromise of 1850
 Kansas–Nebraska Act
Attach descriptions of each action meant to settle sectional differences without violence.
Ask students to construct an additional timeline illustrating movements toward a violent
solution to sectional issues, such as the following:
 Underground Railroad
 violence in Iowa, Missouri, Kansas, and Nebraska (e.g., Pottawatomie
Massacre)
 John Brown at Harper’s Ferry
 firing on Ft. Sumter
Ask students to discuss why other peaceful alternatives were not tried. Had the South
defended its position for too long? Had the North made “union” the rallying cry?
Activity 3: Trade and Interdependence (GLE: 42)
Assign half the class to investigate and present information illustrating problems in the
South, such as the following:
 planters increasingly in debt and dependent on credit in Europe
 South —poor road and railroad systems—cut off from the rest of the country
 dependence on foreign markets for exports/imports
 religious defense of slavery emphasized a system of social class
 absence of free labor to replace costs of slave system
 needed imports very expensive because of too high tariffs
 farmers made vulnerable because of dependence on single crop economies
(e.g., cotton)
Assign the other half to investigate and present information illustrating economic changes
in the North, such as the following:
 industrial revolution reaches America
 increased demand for resources and labor
 cities grow rapidly with immigration and cheap labor
 immigrant groups intensely antislavery
 new industries protected from European competition in American markets by
high tariffs
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Have students list and identify U.S. exports and imports that contributed to U.S.
economic interdependence with Europe and other regions of the world. Ask students to
describe the southern response to the Tariff of Abominations. Does this explain why John
C. Calhoun began discussions of states’ rights (e.g., right of secession and nullification)?
Ask students to define these terms and add them to the concept wall.
Activity 4: Timelines (GLEs: 43, 44)
Ask students to create a series of timelines illustrating the following:
 presidential administrations 1789–1872
 territorial acquisitions by the United States
 admission of new states (1789-1865) with names (add labels free or slave)
 wars, treaties, and acts of compromise from 1763–1877
Have students construct the timelines on a classroom wall for easy comparison.
Ask students to provide a single statement that best describes each timeline. Then ask
them to write a paragraph that summarizes the most dynamic elements illustrated by the
timeline data. Have students discuss cause-and-effect relationships among the events in
U.S. history in relation to information displayed on the timelines.
Activity 5: Compromise and Slavery (GLE: 74)
Provide a case summary of the Dred Scott Decision (e.g., facts of the case, questions
before the court, the decision and justification for the decision) for distribution to the
class. (Resource: http://www.pbs.org/wgbh/aia/part4/4p2932.html) After reviewing the
case, ask students to explain how the decision made it increasingly difficult for Congress
to reach compromises on slavery. Divide the class into six groups and have them present
how the case impacted one of the following:
 observance of the Northwest Ordinance of 1787
 right of a state to deny slavery
 Missouri Compromise
 right of the federal government to regulate slavery
 rights of slaves in free territory
 fugitive slave laws
Because slaves were considered chattel in the Constitution (Three-Fifths Compromise),
ask students if the Supreme Court could have reached a different decision. Ask students
to indicate how they believe the court should have acted.
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Activity 6: Causes for Southern Secession (GLE: 75)
Set the scene for students by providing the following information in a teacher-made
PowerPoint® presentation or a typed handout for students to review before beginning
research.
 Each state made its own decisions concerning states’ rights.
 The U.S. Constitution made no provision prohibiting states from seceding.
 Southern states wanted to preserve their way of life.
 Anti-slavery movements were gaining in popularity.
 Lincoln became President.
 Southern states were very dependent on slave labor.
 The North was establishing personal liberty laws to counter the fugitive slave
laws.
 States began seceding from the Union.
 It was questionable whether new states entering the Union could be slave
states.
Inform students in a class discussion that it was common for states to leave the Union to
write a declaration stating their reasons. Ask students to review and discuss a few of the
states’ Declaration of Causes at: http://funnelweb.utcc.utk,,edu/~hoemann/reasons.html
Divide the class into small groups and assign a state for each group to review such as
Georgia, Mississippi, South Carolina, Texas, etc. Have each group answer the following
questions during research:
 What are the major points of contention for the states that are seceding?
 What appears to be the most important issue that runs through each
declaration?
 Why do the states feel it is important to secede?
 What are the states’ positions on slaves? Federal power?
Have students write their own “Declaration of Secession.” Tell students that their class is
going to secede from the rest of the school. Allow students to work in small groups to
generate a workable plan of secession.
Have students read and analyze the Crittenden Compromise that attempted to resolve the
secession crisis at: http://funnelweb.utcc.utk.edu/~hoemann/critten.html.
Have students evaluate the compromise for strengths and weaknesses and determine why
the compromise did not work.
Assign roles to reenact events leading up to state decisions to secede from the Union.
Roles might include Robert E. Lee, a southern planter, and a reformer in the South. Roleplayers must speak to both long-term and immediate issues, such as:
 increasing populations in free states tipping the political balance in Congress
 economic policies (tariffs) that continued to make the South fear for its future
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attacks on slavery and the planter society by reformers.
a growing belief in states’ rights
election of Abraham Lincoln as president.
Role-players must analyze the call for secession.
Activity 7: The Nation at War (GLE: 76)
Reviewing sectional differences between North and South, ask students to list causes for
the Civil War (permit the use of notes). Post the causes on the chalkboard and ask
students to identify alternatives that might have been used to ameliorate the cause. Then
ask students to rank the causes by their importance.
Ask students to construct timelines illustrating:
 public policies of importance during the war (Emancipation Proclamation)
 major military campaigns and their leaders
 turning points of the war
Ask students to identify consequences of the war in terms of:
 Reconstruction Act (Northern punishment of the Southern planters)
 Northern domination of central industries (iron and manufacturing)
 African Americans (Freedmen’s Bureau)
 rise of white supremacist groups
 Thirteenth, Fourteenth, and Fifteenth Amendments
 death and destruction
Have groups of students provide visual aids such as photographs, drawings, charts, maps,
speech segments, etc., to illustrate the consequences of war listed above. For example:
Causes of the Civil War
Event
Consequence
Have groups answer the following: Why is the Civil War still controversial? Why is the
issue of states’ rights still raised in political campaigns today? Do you think that the
issue of union has been resolved?
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Activity 8: A Soldier’s Letter (GLE: 50)
Present background information to the students on specific battles of the Civil War such
as:
 Fort Sumter
 Manassas
 Hilton Head
 Fredrick. Md.
 Fredericksburg
 Yazoo River
 Chancellorsville
 Vicksburg
 Dalton
 Spotsylvania
 Raleigh
 Shiloh
 Antietam
 Gettysburg
 Atlanta
 Cold Harbor
 Siege of Petersburg
Have students make a chart of battles and important facts of each one. For example:
Battle
Date
Outcome
Ft. Sumter
1861
Southern victory
Other important
information
Beginning of the
Civil War
Have students conduct research of various battles by reviewing letters written by soldiers.
Ask students to read the Howard Papers #355 at: http//ils.unc,edu/civilwar/howard.html
Have students read about the letter Isaac Howard, a Confederate soldier, wrote to his
father while at war. Have students pretend they are Howard’s father and write back to
Isaac, including personal feelings and reactions to the battle at Fredericksburg.
Have students read other letters and respond to each one, then compare and contrast the
letters. Each letter can be accessed through the Images of Battle Web site by simply
scrolling down: http://ils. unc,edu/civilwar/civilwar.html.
Have students research a major battle of the Civil War and write letters to their parents as
if they were soldiers participating in it.
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Have students create a map of the battle of Chancellorsville. One source is:
http://ecuvax.cis.ecu.edu/~ugpartin/chancellorsville.html.
Ask students to design their own battle flag after exploring the battle flags of the
Confederate army at: http://www.livingston.net/aks/.
Using historical research, have students write a paper about the individuals they read
about, including an evaluation of the resources. In the paper, students should evaluate the
sources, (the teacher’s and theirs) for reliability and bias, use the sources judiciously in
describing the national mood regarding war, and prepare an appropriate medium for
distribution. Ask students to share their work and insights in a class discussion.
Activity 9: Surrender at Appomattox (GLE: 76)
Provide notes for students on the following:
 General Grant’s army was gaining in strength.
 Union troops were well supplied as opposed to the Confederate troops that lacked
food and money.
 Confederate troop morale was low.
 Lee tried to reach the railroad at Lynchburg, Virginia, to join Joseph Johnson’s
army in North Carolina, but failed.
 Lee began to retreat after he realized he could not hold Petersburg against Grant.
 After Lee realized he could not hold Petersburg he ordered his troops to retreat to
Appomattox.
 Lee knew food and supplies would be waiting in Appomattox.
 Grant knew this retreat was important and moved to cut off Lee’s supply trains
ahead of Lee.
Have students refer to the following web sites for research on the surrender at
Appomattox:
http://www.chr.vt.edu/CivilWar/Retreat/Battles/Apr8/Prelude.html
http://www.chr.vt.edu/CivilWar/Retreat/Battles/Apr9/Surrender.html
Have students answer the following questions:
 What were the movements of troops on both sides on April 8, 1865?
 What did the Union troops do once they reached Appomattox Station?
 How did the residents of Appomattox know that the Confederate troops were
approaching?
 How did Lee surrender to Grant on April 9, 1865?
 How did Lee react to the surrender? Grant’s reaction?
 What were the terms of surrender?
 Why did the surrender of Lee result in the collapse of the Confederacy?
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Ask students to discuss their answers with the class. Have students brainstorm about the
ramifications the surrender of the South may have had on the following:
 Reconstruction
 Freeing of all the slaves
 The fate of the newly freed slaves
 The rise of the KKK
Discuss the irony of the surrender at Appomattox.
 The surrender at Appomattox Courthouse was conducted at the home of Wilmer
McLean in his front parlor.
 Wilmer McLean’s parlor was also the meeting place used by Confederates for the
first battle of the Civil War, Manassas Junction.
 McLean’s home was bombarded by Union artillery so McLean sold his home and
moved further South to get away from the war.
 It is said that the Civil War began and ended at the McLean house.
Activity 10: Emancipation Proclamation (GLE: 77)
Provide copies of Lincoln’s Emancipation Proclamation for class reading and discussion
of the following: Exactly where did it abolish slavery? Did it abolish slavery
everywhere? Why or why not? How did African Americans (slaves) react to the
document? People in the South? Why did Lincoln make this proclamation? What did he
intend to accomplish? Was he successful?
Divide the class into teams of approximately four students each. Using the following
Website have students conduct research to compile information for a portfolio (Resource:
http://www.pbs.org/wgbh/aia/part4/4h1549t.html. Have the teams create a portfolio
documenting the spectrum of contemporary opinions, positions, and attitudes about the
Emancipation Proclamation. Have each team prepare a table of contents and introduction
to its portfolio, in which team members organize findings according to some
interpretative principle (e.g., chronologically, geographically, ideologically, etc.) and
summarize their view of the significance, purpose, and results of the Emancipation
Proclamation.
The Suggested Guidelines for Portfolio
Table of Contents: List everything in the Portfolio and briefly summarize (outline)
I.
II.
III.
Introduction
Collection of Varying Viewpoints
a. Name of Person
b. Name of Person
Summary
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Introduction:
Answers Questions: Define the Emancipation Proclamation. What was the purpose of
the Emancipation Proclamation? Exactly where did it abolish slavery? Did it abolish
slavery everywhere? Why or why not? How did African Americans (slaves) react to
the document? People in the South? Why did Lincoln make this proclamation?
What did he intend to accomplish? Was he successful?
Collection of Findings:
Collect information to write summarizes of varying points on the Emancipation
Proclamation documenting the spectrum of contemporary opinions, positions, and
attitudes.
Summary:
Summarize all points of view giving significance, purpose, and results of the
Emancipation Proclamation. What was your opinion about the Emancipation
Proclamation?
Sample Assessments
General Guidelines
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Use a variety of performance assessments to determine student comprehension.
Students should be monitored throughout the work on all activities via teacher
observation, log/data collection entries, report writing, group discussion, and
journal entries.
Select assessments that are consistent with the types of products that result from
the student activities, and collaboratively develop a scoring rubric with other
teachers or students.
All student-developed products and student investigations should be evaluated as
the unit progresses. When possible, students should assist in developing any
rubrics that will be used.
General Assessments
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Complete graphic organizers/lists for study guide assistance.
Interpret and use charts to answer questions.
Conduct research.
Make presentations/role-play.
Write summaries, essays, and other papers.
Construct and use maps/timelines.
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Activity-Specific Assessments

Activity 6: Students will examine secession documents created by Southern
states and learn why some Southern states wanted to secede from the Federal
Union. Students will utilize internet access to:
 Describe circumstances that led to states meeting on the decision of
secession
 Identify why states chose to secede from the Union
 List common points of interest among Southern states
 Create the students’ own declaration of secession

Activity 8: Students will be able to witness specific battles of the Civil War
through the eyes of soldiers. Students will utilize internet access to:
 Identify major aspects of specific battles of the Civil War
 Examine the battles from the letters written by soldiers in the battles
 Reply to the soldier by writing a letter of response
 Identify how major battles affected the outcome of the Civil War

Activity 9: Students will examine Lee’s retreat and surrender at Appomattox
Courthouse. Students will utilize internet access to:
 Identify reasons for Lee’s surrender at Appomattox
 Supply a chronology of the events of the day before and the day of the
surrender
 Summarize the information read by the teacher and on the website
 Design the students’ own terms of surrender
 Discuss the ramifications of the South’s loss
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Grade 7
Social Studies
Unit 7: Reunion and Reconstruction (1865–1877)
Time Frame: Two weeks
Unit Description
This unit is a study the efforts to reunite the nation, plans and conflicts over
Reconstruction, and how regional differences brought an end to Reconstruction.
Student Understandings
Students understand that efforts to reunite the nation were impeded by political
disagreement. Students understand the plans, resulting successes and failures, and the
impact Reconstruction had on the South. Students learn that regional physical
characteristics support understanding of differences in the North and South.
Guiding Questions
1. Can students describe, compare, and evaluate various reconstruction plans of
the post-Civil War South?
2. Can students explain the growing conflict between Andrew Johnson and
Congress, and the reasons for and consequences of his impeachment and trial?
3. Can students describe the successes and failures of Reconstruction, as well as
its impact on the South?
4. Can students explain how the presidential election of 1876 led to the
Compromise of 1877 and brought about an end to Reconstruction in the
South?
Unit 7 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
History
United States History
78
Describe provisions of the Thirteenth Amendment and Lincoln’s reasons for
advancing it, as well as the purpose and significance of the Fourteenth and
Fifteenth Amendments (H-1B-M12)
79.
Describe, compare, and evaluate various reconstruction plans of the postCivil War South (H-1B-M13)
80.
Explain the growing conflict between Andrew Johnson and Congress, and
the reasons for and consequences of his impeachment and trial (H-1B-M13)
Grade 7 Social StudiesUnit 7Reunion and Reconstruction (1865-1877)
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GLE #
81.
82.
GLE Text and Benchmarks
Describe the successes and failures of Reconstruction, as well as its impact
on the South (H-1B-M13)
Explain how the presidential election of 1876 led to the Compromise of
1877 and brought about an end to Reconstruction in the South (H-1B-M13)
Sample Activities
Activity 1: Reconstruction of a Nation Divided (GLE: 81)
The Reconstruction of the South was perceived differently by different groups of
Americans. Conditioned by Lincoln’s special understanding of a nation divided, his
rhetoric had the potential to heal the nation. Unfortunately, his death let loose rigorous
debates. Some wanted to punish the South so states’ rights and slavery would never
rebound, while others desired a peaceful rebuilding of the nation with an educated class
of African Americans taking their rightful place in society as free, voting citizens. Ask
students to consider how they would have acted to end the hostilities. List their proposals
on the chalkboard or overhead, or Inspiration software can be used. Use that list
throughout the unit to make comparisons with the actual events and policies.
Place students in cooperative groups and give them the following instructions:
 Brainstorm a list of new and intensifying problems the nation faced before and
after Reconstruction. Use what you know about conditions during
Reconstruction and racial attitudes in the region to develop ideas.
 Record your ideas on a piece of paper.
 Study the Timeline of African American History, 1881–1900. (Resource:
http://lcweb2.loc.gov/ammem/aap/timelin2.html)
 Click on timeline 1852-1880 to review time of Reconstruction.
 Compare the political changes over time for the nation during and after
Reconstruction.
 Chart the political change over time on a student-made timeline (e.g.,
Republican to Democratic).
 Use the timeline and your own ideas to develop a list of three to five
important changes facing African Americans in the South during and after
Reconstruction.
 When you have completed your list, discuss it with the rest of the class.
Have students select a problem faced by Americans in the post-Reconstruction South.
Ask students to answer the following questions about the problem they selected:
 Who was involved with these changes?
 What was at stake?
 How serious were the changes?
 How did the changes affect African Americans in the South after
Reconstruction?
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What was one solution proposed for this problem?
What were some arguments for and against this proposed solution?
When they have completed their research, ask students to prepare a five-minute
presentation to the class about the changes and a proposed solution. Once students have
completed their presentations, have the class list the successes and failures of
Reconstruction based on the presentations.
Activity 2: The Civil War Amendments (GLE: 78)
Provide student guides for reading and interpreting the Thirteenth, Fourteenth, and
Fifteenth Amendments to the Constitution. Use guided discussion to determine student
comprehension of the amendments. Using data from the text and/or other sources, have
students explain the following:
Amendment
Thirteenth Amendment
Fourteenth Amendment
Fifteenth Amendment
Sponsors
Motivation
Provisions
What were President Abraham Lincoln’s reasons for advancing the Thirteenth
Amendment? Lincoln took an active role in pushing this amendment through Congress.
He insisted that the passage of the Thirteenth Amendment be added to the Republican
Party platform for the upcoming presidential election in 1864. He used all of his political
skill and influence to convince additional Democrats to support the amendment’s
passage. His efforts finally met with success when the House passed the bill in January
1865 with a vote of 119–56. Finally, Lincoln supported those congressmen who insisted
Southern state legislatures must adopt the Thirteenth Amendment before their states
would be allowed to return with full rights to Congress. The fact that Lincoln had
difficulty gaining passage of the amendment toward the closing months of the war and
after his Emancipation Proclamation had been in effect for over one year is illustrative.
There were still a reasonably large number of Northern people, or at least their elected
representatives, who were either indifferent toward or directly opposed to freeing the
slaves. Why?
Ask students to evaluate the purpose and significance of these amendments in the
nineteenth century. Have them choose a contemporary issue or court case where the
Thirteenth, Fourteenth, or Fifteenth Amendment is cited and write an essay discussing the
significance of the amendment.
Have teams of students choose from a list of Supreme Court cases below to research:
 Jones v. Alfred H. Mayer Co. (1968)
 South Carolina v. Katzenbach (1966)
 Katzenbach v. Morgan (1966)
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Oregon v. Mitchell (1970)
United States. v. Guest (1966)
Rome v. United States (1980)
City of Boerne v. Flores (1997)
United States. v. Morrison (2000)
Have students use the following websites to investigate and briefly summarize each court
case:
http://www.supremecourthistory.org/03_how/subs_links/03_c.html
http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/powers13th14th15th.htm
Have teams trace the influence of the Thirteenth, Fourteenth,
and Fifteenth Amendments. Have students work in teams to complete
research, summary, and presentation of one case. Ask teams to include pictures, posters,
or timelines as visual portion of presentation for class viewing. Ask students to explain in
presentation and in writing the case and its significance to the Thirteenth, Fourteenth and
Fifteenth Amendments.
Activity 3: Elements of Reconstruction (GLEs: 79, 80, 81)
Ask students to use the following study guide to describe and evaluate elements of
Reconstruction.
Reconstruction Activities
Military Districts
Restoration to Union
African American
Participation
Freedmen’s Bureau
Tenure of Office Act
Command of Army Act
Purpose and Description
Success/Failure
Focus discussion on a series of questions: Why were the Radicals so bent on
reconstructing the South for political gain? Do you think that the Reconstruction Acts
were constitutional? Why did some actions result in positive reforms while others
destroyed the traditional southern way of life? Lincoln argued that states could not
secede; thus, they had never left the Union. What was the Radical viewpoint on the
secession of the southern states? What actions did the Radicals take to punish southern
state governments?
To compare the Presidential Reconstruction plans with the Radical Republican plan, have
students prepare a chart giving the main points of each plan. After completing the chart,
students will explain how Johnson’s view of the president’s role in Reconstruction
conflicted with with the view of Congress, and how this led to Johnson’s impeachment.
Grade 7 Social StudiesUnit 7Reunion and Reconstruction (1865-1877)
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Lincoln’s Plan
RECONSTRUCTION PLANS
Johnson’s Plan
Congressional Plan
Have students write an essay explaining why Andrew Johnson opposed Radical plans to
carry out punitive measures against Southern states, why he refused to accept conditions
in the Tenure of Office Act, and why Radicals impeached the president. Direct them to
describe in their own terms why impeachment and the Senate’s failure to convict were
important to the nation.
Activity 4: Reconstruction Analyzed (GLE: 81)
Have students write personal opinion papers addressing successes and failures of
Reconstruction. Provide examples where an action under Reconstruction could be
considered both a failure and a success. For example:
 Explain why military commanders in states frequently succeeded in conducting
reforms in debtor prisons while committing punitive actions against landowners.
 Explain the Radical Republican plan for reconstruction and how it differed from
Lincoln’s Ten Percent Plan.
 What were the conflicting views on abolition of slavery and white supremacy
groups such as Ku Klux Klan in the South?
 What effects of Reconstruction can you identify today?
Activity 5: Reconstruction Comes to an End (GLE: 82)
In 1876, Rutherford B. Hayes, a Republican, battled Samuel Tilden, a Democrat, for the
presidency. Republicans said Democrats were still the party of treason. Democrats
blamed Republicans for the corruption of the Grant administration. On Election Day,
Tilden was thought to have won the presidency, but elections in South Carolina, Florida,
and Louisiana were disputed. Congress set up a committee of fifteen congressmen to
decide the winner of the presidential election. The northern Republicans and the southern
Democrats reached a compromise, in which the committee would proclaim Hayes the
winner, and the new president would end Southern Reconstruction. This contest is
considered one of the most controversial and closest elections ever. Comparing the
elections of 1876 and 2000 show that history can be used to understand the present.
Hold a class debate on the election of 1876 and the Compromise of 1877. Divide the
class into teams and assign small groups to prepare for the developmental briefs and
closing arguments. Use the following Web site for additional information on how to
Grade 7 Social StudiesUnit 7Reunion and Reconstruction (1865-1877)
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conduct this activity:
http://www.angelfire.com/ok/ush2civilrights/compromiseof1877.html
Activity 6: Forty Acres and a Mule (GLE: 81)
As Union soldiers advanced through the South, tens of thousands of freed slaves left their
plantations to follow Union General William Tecumseh Sherman's army in 1864.
To solve problems caused by the mass of refugees, Sherman issued Special Field Orders,
No. 15, a temporary plan granting each freed family forty acres of tillable land on islands
off the coasts of Georgia and South Carolina. The army had a number of unneeded mules,
which were also granted to settlers.
News of "forty acres and a mule" spread quickly. Freed slaves welcomed it as proof that
emancipation would finally give them a stake in the land they had worked as slaves for so
long. However, the orders were in effect for only one year.
Have students access the following website:
http://www.pbs.org/wgbh/amex/reconstruction/40acres/index.html
Alternative or Enrichment Activity: If the teacher has the available technology, have
students access the mini documentary of Tunis Campbell, a northern activist in Georgia.
After viewing the video have students summarize his life and efforts as an activist among
African Americans. At the same Web site, have students work in groups to view some of
the following short video clips (1- 4 minutes each):
 Special Field Order #15 - Union General William Sherman grants abandoned
plantation land and mules to freed slaves.
 Cultivating Liberty - Activist Tunis Campbell and former slaves start selfsufficient lives in Georgia.
 An Independent Black Community - Tunis Campbell’s black settlement
establishes schools and bans whites from the island.
 White Reconciliation - The president pardons Southerners and returns their lands,
dismissing freed slaves to them.
 Interracial Democracy - Black suffrage is imposed in the South, though blacks
cannot vote in many northern states.
 The Negro Is Unfit to Rule - The Georgia legislature’s white majority forcibly
expels elected African American representatives, including Tunis Campbell
 Let us Have Peace - Union General Ulysses S. Grant is elected president in 1868,
promising a quick reconciliation of North and South.
 Making Something Out of Nothing - Fan Butler struggles to make contracts with
black laborers who are learning to assert their rights.
 Asserting Black Power - Tunis Campbell is arrested and charged with seeking to
"give the Negro supremacy over the white man."
 The End of Reconstruction - Republicans agree to abandon Reconstruction in a
back-room political deal.
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
Tunis Campbell: Epilogue – Students learn about black activist Tunis Campbell's
life after Reconstruction.
Ask students to briefly summarize some of the videos and be able to discuss with class.
Resources
Other Websites
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Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938
http://memory.loc.gov/cgi-bin/query/S?ammem/mesnbib:
@field(AUTHOR+@od1(McIntosh,+Susan)
o Eighty-seven-year-old ex-slave Susan McIntosh describes Georgia
plantation life before and after the war in this 1938 interview from the
Library of Congress's American Memory Web site. View the page images
to access McIntosh's stories of work, food, clothing, church, emancipation,
and the destruction of Atlanta.
The New Man: Twenty-Nine Years a Slave, Twenty-Nine Years a Free Man
http://docsouth.unc.edu/bruce/bruce.html#bruce112
o Part of the University of North Carolina-Chapel Hill's Documenting the
American South archive, H. C. Bruce's personal memoir was written in
1895. Bruce describes his own experience in Kansas at the end of the war,
and the situation of newly freed slaves, "set free without a dollar, without
a foot of land, and without the wherewithal to get the next meal even."
America's Reconstruction: From Slave Labor to Free Labor
http://www.digitalhistory.uh.edu/reconstruction/section3/section3_intro.html
o The Digital History Web site, a collaboration between the University of
Houston, the Gilder Lehrman Institute of American History, and other
institutions, presents an online version of Eric Foner and Olivia Mahoney's
exhibit on Reconstruction. This section includes a gallery illustrating labor
issues for freed slaves and planters.
Freedom: A Documentary History of Emancipation, 1861-1867
http://www.history.umd.edu/Freedmen/sampdocs.htm
o The Freedmen and Southern Society Project at the University of Maryland
presents sample documents, including a newspaper article describing
General Sherman's historic Savannah meeting with black leaders to
discuss freed slaves' options at the end of the war, and the act of Congress
establishing the Freedmen's Bureau.
The Freedmen's Bureau Online
http://www.freedmensbureau.com/
o This site publishes a sampling of National Archives documents relating to
freedmen's labor contracts, murders and other outrages against freedmen,
marriage records, and miscellaneous documents organized by state.
W.E.B. Du Bois on the Freedmen's Bureau
http://www.theatlantic.com/issues/01mar/dubois.html
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o The Atlantic magazine reprints a 1901 article by influential black
intellectual W.E.B. Du Bois analyzing the Freedmen's Bureau as an
important attempt by Americans to "grapple with vast problems of race
and social condition."
Historic Meeting in Savannah, January 12, 1865
http://www.savasalh.org/page6.html
o The Association for the Study of African American Life and History has a
description of General Sherman's meeting with African American leaders
in Savannah on its Web site, along with a painting of the historic event.
Books
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Berlin, Ira. Slaves Without Masters: The Free Negro in the Antebellum South.
New York: Pantheon Books, 1977.
Billington, Ray Allen (Ed.). The Journal of Charlotte Forten. New York: Dryden
Press, 1953.
Cimbala, Paul A. and Miller, Randall. The Freedmen's Bureau and
Reconstruction: Reconsiderations. New York: Fordham University Press, 1999.
Oubre, Claude F. Forty Acres and a Mule: The Freedmen's Bureau and Black
Land Ownership. Baton Rouge: Louisiana State University Press, 1978.
Painter, Nell Irvin. Exodusters: Black Migration to Kansas after Reconstruction.
Boston: Alfred A. Knopf, 1976.
Rose, Willie Lee. Rehearsal for Reconstruction. New York: Oxford University
Press, 1976.
Duncan, Russell. Freedom's Shore: Tunis Campbell and the Georgia Freedmen.
Athens, Georgia: University of Georgia Press, 1986.
Sterling, Dorothy (Ed.). The Trouble They Seen: The Story of Reconstruction in
the Words of African Americans. New York: Da Capo Press, 1994.
Testimony Taken by the Joint Select Committee to Inquire into the Condition of
Affairs in the Late Insurrectionary States. Vol. 5: The Ku Klux Klan Conspiracy.
Government Printing Office, 1872.
Towne, Laura M. Letters and Diary of Laura M. Towne: Written from the Sea
Islands of South Carolina, 1862-1884. Cambridge, Massachusetts: Riverside
Press, 1912.
Grade 7 Social StudiesUnit 7Reunion and Reconstruction (1865-1877)
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Sample Assessments
General Guidelines
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Use a variety of performance assessments to determine student comprehension.
Students should be monitored throughout the work on all activities via teacher
observation, log/data collection entries, report writing, group discussion, and
journal entries.
Select assessments that are consistent with the types of products that result from
the student activities, and collaboratively develop a scoring rubric with other
teachers or students.
All student-developed products and student investigations should be evaluated as
the unit progresses. When possible, students should assist in developing any
rubrics that will be used.
General Assessments
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Conduct research to answer historical questions throughout the unit.
Construct chart, timelines and maps as study guides.
Write essays, summaries, and personal opinion papers.
Hold a class debate on election of 1876.
Activity-Specific Assessments
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Activity 1: Have students use both timelines (1852-1880 and 1901-1925) on the
Internet to compare and contrast the changes in the nation (notably the changes
for the African American group).
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Activity 2: Have students construct a chart of Reconstruction Activities and
describe their purpose, success, and failure. Ask students to compare the
reconstruction plans of Lincoln, Johnson, and the Radicals in chart form. Have
students write an essay explaining why Andrew Johnson opposed Radical plans to
carry out punitive measures against Southern states, why he refused to accept
conditions in the Tenure of Office Act, and why Radicals impeached the
president.
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Activity 5: Have students conduct research utilizing the website,
http://www.pbs.org/wgbh/amex/reconstruction/40acres/index.html.
 Have students view a mini documentary of Tunis Campbell, a northern
activist in Georgia, and write a summary of his life and efforts as an
activist among African Americans.
 Have students view the mini video Forty Acres and a Mule to summarize
and discuss.
Grade 7 Social StudiesUnit 7Reunion and Reconstruction (1865-1877)
106