Fourth Grade
SOCIAL STUDIES
The History of America (to 1850)
Curriculum Framework
The Land and People before European Exploration
Standard
4.1 The “civilized tribes” and
their locations such as the Paleo,
Archaic, Woodland, and
Mississippian, including:
●
Coats-Hines Site
●
Pinson Mounds
●
Old Stone Fort
●
Chucalissa Indian Village
Essential Content
Paleo Indians: The Paleo Indians were nomads (no
permanent home). They traveled and hunted
animals. They lived in groups of related family
members.
●
Coats- Hines Site: Paleo - indian excavation
site in Williamson County, TN. Named
“Coats-Hines” in honor of Tennessee Division
of Archaeology staff member Patricia Coats,
who participated in the excavation of
mastodon A, and the Hines corporation,
which facilitated the 1994 salvage work.
Archaic Indians: descendants of the Paleo indians but
because of the climate changes they had less of a
need to be nomadic. They were hunter/ gatherers.
Woodland Indians: first farmers. Still hunter/ gathers
but also began cultivating seeds and planting
gardens. Known for making pottery not only for
practical use but for artistic purposes as well.
●
●
Pinson Mounds: largest burial complex of
the Woodland Indians found in West
Tennessee.
Old Stone Fort- ceremonial gathering place
of Native Americans. Located in Manchester,
TN.
Mississippian Indians: Largest and most complex
society. They were known as mound builders.
Located in the Mississippi River Valley.
●
Chucalissa Indian Village: Remains of these
people located in Memphis, TN. : These
ancient peoples hunted; made tools of bone,
stone, and wood; were capable farmers; and
lived in thatch-roofed homes. They built
earthworks and worshipped the sun. They
lived along the eastern shore of the
Mississippi River. Today Choctaw Indians live
on the site.
Resources
http://www.tn4me.org
Tribes in Tennessee:
http://www.tn4me.org/era.cf
m/era_id/1
http://nerrs.noaa.gov/doc/site
profile/acebasin/html/cultural/
cultres/crarctmp.htm
Website gives information on
the four distinct cultural
stages of the periods as they
are delineated by cultural
changes such as technological
improvements, settlement
patterns, and socio-political
organization.
http://www.texasbeyondhisto
ry.net/stplains/kids/talking/index.html
Game showing how Native
Americans could have
communicated using their
sign language.
http://www.historyforkids.org
/learn/northamerica/before15
00/history/paleoindian.htm
Website gives background
information on Paleoindian
time period (kid friendly)
http://www.historyforkids.org
/learn/northamerica/before15
00/history/archaic.htm
Website gives background
information on Archaic time
period (kid friendly)
http://www.historyforkids.org
/learn/northamerica/before15
00/history/woodland.htm
Website gives background
information on Woodland
location (kid friendly)
http://www.historyforkids.org
/learn/northamerica/before15
00/history/mississippian.htm
Website gives background
information on Mississppian
time period/location (kid
friendly)
http://centerfirstamericans.or
g/cfsa-publications/Tune-TA52011.pdf
Website shows pictures of
excavation of Coats-Hines site
and the Paleo-Indian findings.
http://www.tnhistoryforkids.o
rg/places/pinson_mounds
Gives information about the
Old Stone Fort past and
present including present day
pictures.
http://tennesseeencyclopedia.
net/entry.php?rec=1062
Encyclopedia Article to learn
about Pinson Mounds.
http://www.tnhistoryforkids.o
rg/places/old_stone_fort
Gives information about the
Old Stone Fort past and
present including present day
pictures.
http://tennesseeencyclopedia.
net/entry.php?rec=1018
Encyclopedia Article to learn
about Old Stone Fort.
http://tennesseeencyclopedia.
net/entry.php?rec=254
Encyclopedia Article to learn
about Chucalissa Indian
Village
4.2 Analyze religious beliefs,
customs, and various folklore
traditions of the Cherokee,
Creek, Shawnee, Yuchi, and
Chickasaw, including:
●
principal chief
●
summer and winter
homes
Southeastern Indian Tribes – Cherokee, Creek,
Shawnee, Yuchi , and Chickasaw
Shared cultural traits:
Principal chief – usually the oldest and wisest
member of the tribe – passed on through
bloodlines – made decisions with advice from a
TN Native Americans:
http://www.nativelanguages.org/ten
nessee.htm
Map of TN native Americans
http://www.k12reader.com/re
ading-
●
●
●
●
●
Beloved Woman
white jobs and red jobs
recreation
clans
maternal designations
council (which could include women)
Summer homes – wattle and daub – rectangular
with poles holding bark and wood scraps –
usually very large to accommodate extended
families
Winter homes – asi – smaller and closer to the
ground – sometimes built into the ground –
warmer in the winter
dome-shaped
Beloved Women – women who had attained the
right to serve on the Council – served as
ambassadors to other tribes – considered
peacemakers
i.e., Nancy Ward
white jobs and red jobs – white jobs included
those that contributed to the daily life and
welfare of the tribe (peacetime) - red jobs
included those connected to war – making
weapons or training horses
recreation – games of skill were popular –
contests between clans
clans – Matriarchal – all lineage through the
MOTHER
maternal designations – determined the CLAN –
no intermarriage within CLANS
comprehension/Gr5_Wk3_Cus
toms_and_Traditions.pdf
Close reading passageNative Americans
Text book “Building A Nation”
TN6-7
Ed Helper (If you have an
account)
Cherokee:
http://www.ducksters.com/his
tory/native_american_cheroke
e.php
http://www.tnhistoryforkids.o
rg/esl/esl1
http://nativeamericans.mrdon
n.org/southeast/cherokee.htm
l
http://www.historyforkids.org
/learn/northamerica/before15
00/history/cherokee.htm
http://4thgradeky.wikispaces.
com/file/view/Cherokee+Pack
et.pdf
http://www.allthingscherokee.
com/articles_culture_people_
040101.html
Beloved Women
Discovery Education“American Indians of the
Woodlands- Cherokee”
Video Clip- 1 minute 36
seconds
Creek:
http://www.wacona.com/wor
ds/creekcherokee/foods.htm
Site compares Cherokee to
Creek.
http://www.nativelanguages.org/creeklegends.htm
Creek Folklore
http://www.forsythcountysch
ools.org/its/mpayne/cherokee
andcreek/creek.html
Shawnee:
http://www.bigorrin.org/shaw
nee_kids.htm
Yuchi:
http://www.bigorrin.org/yuchi
_kids.htm
http://tennesseeencyclopedia.
net/entry.php?rec=1549
http://www.jstor.org/stable/6
58310?se
Yuchi Myths
Chickasaw:
http://www.bigorrin.org/chick
asaw_kids.htm
http://www.nativelanguages.org/chickasawlegends.htm
Folklore
4.3 Create a visual display using
multiple forms of media to
identify with pictures geographic
terms such as bluffs, swamps,
isthmus, gulf, sea, bay, and
cape.
-bluffs: A steep headland, promontory, riverbank,
or cliff.
-swamps: A swamp is an area of land permanently
saturated, or filled, with water.
-isthmus: An isthmus is a narrow piece of land that
connects two larger pieces of land. The narrow
piece of land will have water on both sides of it.
-gulf: A gulf is an area of the ocean that is partly
enclosed by land. It is larger than a bay and is only
found on the continental coast line.
-sea: a division of an ocean or a large body of salt
water partially enclosed by land
-bay: an indentation of a shoreline larger than a
cove but smaller than a gulf
-cape: a strip of land projecting into a body of
water
http://www.enchantedlearni
ng.com/geography/landform
s/glossaryprintable.shtml
Age of Exploration (15th- 16th Centuries)
4.4 Trace the routes of early
explorers and describe the early
explorations of the Americas,
including:
● Christopher Columbus
● John Cabot
● Ferdinand Magellan
● Amerigo Vespucci
● Robert de La Salle
● Hernando de Soto
● Henry Hudson
● Jacques Cartier
Christopher Columbus-Route: see resources (Spain, San Salvador, Cuba,
Hispaniola)
-Describe the early explorations of the
Americas:
Italian explorer whose expeditions were sponsored
by Spain’s King Ferdinand. Columbus wanted to find
East Asia by sailing west across the Atlantic Ocean in
three ships (Nina, Pinta, and Santa Maria). He set
sail on August 12, 1492 and first spotted land on
October 12, 1492. It was a small island in the
Bahamas that Columbus would name San Salvador.
He met natives there that he called Indians because
Explorers:
http://www.eduplace.com/kid
s/socsci/books/applications/im
aps/maps/g5s_u2/
Interactive map showing
many explorers’ paths
http://www.k12reader.com/re
adingcomprehension/Gr5_Wk18_Co
nflict_Over_North_American_
Lands.pdf
Close read passage
he was convinced that he had landed on islands off
the coast of East Asia. He also visited other islands in
the Caribbean such as Cuba and Hispaniola. After
making his discovery, Columbus was eager to return
home to Spain and claim his riches. Only the Pinta
and the Nina were able to return to Spain, however,
as the Santa Maria wrecked off the coast of
Hispaniola. Columbus left 43 men behind on the
island to start up an outpost. Upon returning home,
Columbus was treated like a hero.
John Cabot-Route: see resources (England, Canada-Labrador,
Newfoundland, Cape Breton)
-Describe the early explorations of the
Americas:
An Italian-born English explorer and navigator. At the
request of King Henry VII of England, Cabot sailed to
Canada in 1497, commanding the small ship called
"Matthew." Cabot landed near Labrador,
Newfoundland, or Cape Breton Island (the exact spot
is uncertain) on June 24, 1497. Cabot claimed the
land for England. Cabot explored the Canadian
coastline and named many of its islands and capes.
The mission's purpose was to search for a Northwest
passage across North America to Asia (a seaway to
Asia). Cabot was unsuccessful, although he thought
that he had reached northeastern Asia.
Cabot undertook a second, larger expedition in 1498.
On this trip, Cabot may have reached America, but
that is uncertain. Cabot's expeditions were the first of
Britain's claims to Canada. John Cabot died in
England in 1499.
Ferdinand Magellan-Route: see resources
-Describe the early explorations of the
Americas:
He was a Portuguese explorer who led the first
expedition that sailed around the Earth. Magellan
also named the Pacific Ocean (the name means that
it is a calm, peaceful ocean). Early in his career,
Magellan sailed to India and to the Far East many
times via Africa's Cape of Good Hope. He sailed for
his native Portugal, but a dispute with the
Portuguese King Manuel II turned him against the
Portuguese. Thereafter, he sailed for Spain.
Magellan and his friend the astronomer Ruy de
Falero proposed to King Charles V (of Spain) that a
westward voyage around the tip of South America
would take them to the Moluccas (spice-rich islands)
and avoid the Portuguese (with whom they were
competing fiercely). The voyage began September 8,
1519, and lasted until September 6, 1522 (almost 3
years). Magellan sailed from Seville, Spain, with five
ships, the Trinidad, San Antonio, Concepcion,
Victoria, and Santiago. Three years later, only one
ship (the Victoria) made it back to Seville, carrying
Christopher Columbus:
TE 134-138
TE 141 (map)
http://video.nationalgeograph
ic.com/video/kids/historykids/christopher-columbuskids/
Columbus Video
http://www.ducksters.com/bi
ography/explorers/christopher
_columbus.php
Kid friendly information
http://www.landofthebrave.in
fo/christopher-columbusfacts.htm
Facts for kids
Amerigo Vespucci
http://www.landofthebrave.in
fo/amerigo-vespucci-facts.htm
facts for kids
http://www.enchantedlearnin
g.com/explorers/indexv.shtml
Background information for
kids
John Cabot:
http://www.enchantedlearnin
g.com/explorers/page/c/cabot
.shtml
Information/small map of
exploration
Ferdinand Magellan:
http://www.enchantedlearnin
g.com/explorers/page/m/mag
ellan.shtml
Information/small map of
exploration
http://www.ducksters.com/bi
ography/explorers/ferdinand_
magellan.php
Kid friendly information with
photographs
http://www.landofthebrave.in
fo/ferdinand-magellanfacts.htm
Facts for kids
http://www.k12reader.com/re
adingcomprehension/Gr5_Wk13_Co
only 18 of the original 270 crew members. Magellan
was killed towards the end of the voyage, on the
Island of Mactan in the Philippines, during a battle
with the natives. The Basque navigator Juan
Sebastián de Elcano (del Cano) completed the trip.
Amerigo Vespucci-Route: see resources (Spain, Amazon River,
Orinoco River, South America, Portugal)
-Describe the early explorations of the
Americas:
Amerigo Vespucci was an Italian explorer who was
the first person to realize that the Americas were
separate from the continent of Asia. America was
named for him in 1507, when the German mapmaker
Martin Waldseemüller, printed the first map that
used the name America for the New World.
On his first expedition (sailing for Spain, 1499-1500),
Vespucci was the navigator under the command of
Alonso de Ojeda. On this trip, Ojeda and Vespucci
discovered the mouth of the Amazon and Orinoco
Rivers in South America, thinking it was part of Asia.
On his second expedition (sailing for Portugal, 150102) he mapped some of the eastern coast of South
America, and came to realize that it not part of Asia,
but a New World.
Robert de La Salle-Route: see resources (France, Canada, Mississippi
River, Gulf of Mexico, Lake Michigan, Lake Huron,
Lake Eerie, Lake Ontario)
-Describe the early explorations of the
Americas:
He was a French explorer. He was sent by King Louis
XIV to travel south from Canada and sail down the
Mississippi River to the Gulf of Mexico. He was the
first European to travel the length of the Mississippi
River. His mission was to explore and establish furtrade routes along the river. La Salle named the
entire Mississippi basin Louisiana, in honor of the
King, and claimed it for France on April 9, 1682. He
also explored Lake Michigan (1679), Lake Huron,
Lake Erie, and Lake Ontario. He tried to start a
settlement in the southern Mississippi River Valley.
Hernando de Soto-Route: see resources
-Describe the early explorations of the
Americas:
(1500-1542) was a Spanish explorer who sailed the
Atlantic Ocean and was the first European to explore
Florida and the southeastern US. In 1524, he went
on an expedition to Nicaragua, South America. De
Soto lived for a while in Nicaragua, prospering by
engaging in the slave trade. Francisco Pizarro
lonization.pdf
Close read passage
Robert de La Salle:
http://www.enchantedlearnin
g.com/explorers/page/l/lasalle
.shtml
Information/small map of
exploration
TE 241-242
Hernando De Soto:
http://www.enchantedlearnin
g.com/explorers/page/d/desot
o.shtml
Information/small map of
exploration
TE 146-147
http://www.landofthebrave.in
fo/hernando-de-sotofacts.htm
Facts for kids
Henry Hudson:
http://www.enchantedlearnin
g.com/explorers/page/h/huds
on.shtml
Information/small map of
exploration
http://www.ducksters.com/bi
ography/explorers/henry_hud
son.php
Kid friendly information
http://www.landofthebrave.in
fo/henry-hudson-facts.htm
Facts for kids
TE 165
TE 166 (Map)
Jacques Cartier:
http://www.enchantedlearnin
g.com/explorers/indexc.shtml
Information/small map of
exploration
TE 166 (Map)
http://www.landofthebrave.in
fo/jacques-cartier-facts.htm
Facts for kids
enlisted de Soto for an expedition to Peru (15311532). During this expedition they met and killed
Atahualpa, the ruler of the Incas, and conquered the
Inca empire. De Soto returned to Spain in 1536, and
was granted the rights to conquer Florida and was
named governor of Cuba in 1537. De Soto arrived on
the west coast of Florida on May 30, 1539 with 10
ships carrying over 600 soldiers, priests, and
explorers. They spent four years searching for gold
and silver, exploring the area, and brutally contacting
native societies, including the Cherokees, Seminoles,
Creeks, Appalachians, and Choctaws. De Soto died
during the explorations and was buried on the banks
of the Mississippi River in late June, 1542.
Henry Hudson-Route: see resources
-Describe the early explorations of the
Americas: (1565-1611) was an English explorer and
navigator who explored parts of the Arctic Ocean and
northeastern North America. The Hudson River,
Hudson Strait, and Hudson Bay are named for
Hudson. He made two trips (in 1607 and 1608), but
failed to find a route to China. In 1607, he sailed to
Spitzbergen (an island north of Scandinavia in the
Arctic Ocean) and discovered Jan Mayen Island (a
tiny island off eastern Greenland). Hudson sailed into
New York's harbor on September 3, 1609 and noted
what an excellent harbor it was. Hudson sailed up
the river about 150 miles (240 km) and noted the
abundance of rich land, but realized that this was not
a waterway to India. His reports resulted in many
Dutch settlements in the area. From 1610-1611 he
made a trip through the Hudson Strait and into
Hudson Bay ended in a mutiny. Hudson died in 1611
after his crew mutinied and left Hudson, his son, and
seven crew members adrift in a small, open boat in
Hudson Bay.
Jacques Cartier
-Route: see resources
-Describe the early explorations of the
Americas:
(1491-1557) was a French explorer who led three
expeditions to Canada, in 1534, 1535, and 1541. He
was looking for a route to the Pacific through North
America (a Northwest Passage) but did not find one.
Cartier paved the way for French exploration of
North America. Cartier sailed inland, going 1,000
miles up the St. Lawrence River. He also tried to
start a settlement in Quebec (in 1541), but it was
abandoned after a terribly cold winter. Cartier named
Canada; "Kanata" means village or settlement in the
Huron-Iroquois language. Cartier was given
directions by Huron-Iroquois Indians for the route to
"kanata," a village near what is now Quebec, but
Cartier later named the entire region Canada.
4.5 Analyze the impact of
exploration and settlement on
the indigenous peoples and the
environment, including military
campaigns, Columbian
Exchange, and European
agricultural practices.
The Columbian Exchange refers to a period of
cultural and biological exchanges between the New
and Old Worlds. Exchanges of plants, animals,
diseases and technology transformed European and
Native American ways of life. Advancements in
agricultural production, evolution of warfare,
increased mortality rates and education are a few
examples of the effect of the Columbian Exchange on
both Europeans and Native Americans.
Must include a diagram of the Columbian Exchange –
several can be found by googling
KEY Products - horses, wheat from Europe
corn, tobacco from New World
Farming in the 13 American Colonies
Farming in colonial differed in many ways from
farming today. The most significant difference was in
what crops were grown where. New England
Colonies had hard time with growing crops because
the soil was not rich enough in mineral, especially by
the ocean. The long lasting winters also contributed
to the sub par crop growing. The main kind of food
New Englanders contributed to the economy was
fish.
In the Middle Colonies were the most prosperous of
all. They grew wheat, barley, oats, rye, and corn.
The Middle Colonies were often called the
"breadbasket" because they grew so much food.
Wheat could be ground to make flour, and both
wheat and flour could be sold in other colonies or in
Europe.
Southern Colonies grew several things. The most
popular crop was tobacco.
The Jamestown colonists had grown tobacco
originally, and tobacco farms sprung up all over
Virginia and North Carolina. The two southernmost
states (South Carolina and Georgia) also grew indigo
and rice. Tidewater made these crops feasible.
Equipment was also different. Colonial farmers had
to rely on manpower and animal power. It was not
uncommon for a farm family to have crops growing
near the ocean while chickens, pigs, and cows were
grazing nearby and for that same family to fish for
clams and other fish down at the oceanside.
http://www.socialstudiesforki
ds.com/articles/ushistory/13c
oloniesfarm.htm
Farming in the 13 American
Colonists
http://www.slideshare.net/ezl
ee2/impact-of-europeanexploration-and-colonizationon-native-532920
Impact of exploration on
Indigenous peoples
4.6 Create a graphic organizer
identifying the five different
countries (France, Spain,
Portugal, England, and the
Netherlands) that influenced
different regions of the present
United States at the time the
New World was being explored,
and describe how their influence
can be traced to place names.
France: Mississippi River, Des Moines, Detroit, St.
Louis, New Orleans
France:
textbook pages 240-243
Spain: St. Augustine, FL, Southwest including Texas
and California (missions)
Spain:
TE 146-151 (New Spain,
missions)
TE 233-234 (St. Augustine,
New Mexico)
Portugal: Brazil claimed by Pedro Alvares Cabral, still
speak Portuguese today
England: East coast of the Atlantic from Maine to
Florida
place names – Lexington, Concord, New York
Netherlands: Hudson River, New Amsterdam
(Manhattan Island, New York) – Dutch tradition in
New York – Knickerbockers (stories of Washington
Irving)
Portugal:
http://www.ducksters.com/ge
ography/country.php?country
=Brazil
England:
TE 156-162 (Roanoke and
Jamestown)
TE 168-173 (Pilgrims and
Puritans)
TE p 177-182 (New England,
Middle, and Southern
Colonies)
Netherlands:
textbook pages 165-167
Nice maps on page 250.
Settling the Colonies to the 1700s
4.7 Summarize the failure of the lost
colony of Roanoke and theorize what
happened.
Venture sponsored by Sir Walter
Raleigh
www.totallyhistory.com/roanokeisland-mystery
island off coast of present-day NC
www.teachingushistory.org/lessons/ro
anoke-over.html
not properly supplied – settlers illprepared for environment
Textbook: Chapter 5 Lesson 1 page
156-157
most likely reason for disappearance –
Indian raid or plague
4.8 Describe the early competition
between European nations for control
of North America and locate the
colonization efforts of the English,
Dutch, French, and Spanish on a map.
4.9 Compare and contrast the differing
views of American Indians and
colonists on ownership or use of land
and the conflicts between them,
including the Pequot and King Philip’s
-English, Dutch, French, Spanish
settlement patterns
-map
-French fur trade
-Spanish missions
- Early English colonies
- power struggle with Native
Americans
- search for Northwest Passage/gold
http://it.pinellas.k12.fl.us/Teachers7/F
oxTe/files/0EC518EABF314D56A0671A
D68C205C6E.pdf
Europeans saw land as a matter of
ownership
Individuals and/or businesses claimed
land
Pequot War history
http://www.warpaths2peacepipes.com
/the-indian-wars/pequot-war.htm
map of colonization http://users.humboldt.edu/ogayle/hist
110/colonial.html
Textbook Chapter 5 lesson 2-3
King Philip’s War history
Wars in New England.
Indians saw land as a gift from God –
to be cherished and protected
Anything taken from the land (food,
game, shelter) was to be used for the
good of the tribe
Pequot Wars – with the New England
Puritans
Pequots eventually disappear as a
tribe
http://www.warpaths2peacepipes.com
/the-indian-wars/king-philips-war.htm
http://sheg.stanford.edu/upload/Lesso
ns/Unit%202_Colonial/King%20Philip
%20Lesson%20Plan.pdf
Textbook: Chapter 7 Lesson 3
King Philip’s War – encroaching claims
on Iroquois land cause major war with
English settlers
frontier much more difficult than living
close to coast in cities that were
beginning to emerge
Both the French and the British USED
Indian allies
French allies – HURON
British allies - IROQUOIS
4.10 Explain the cooperation that
existed between the colonists and
American Indians during the 1600s
and 1700s including fur trade, military
alliances, treaties, and cultural
interchanges.
- trading goods
both sides traded goods needed by the
other
French fur trappers lived among the
Indians and formed bonds with them
Textbook - fur trade: page 165
- Iroquois League: Chapter
2 Lesson 1
- French and Indian War:
Chapter 7
Lesson 3
English settlers more of a threat since
they wanted the land to keep and
farm
- Treaty of 1621
- Iroquois League or Confederation –
unified 5 major tribes making them
much more difficult to defeat
4.11 Describe the conflicts between
Indian nations, including the
competing claims for control of land
and actions of the Iroquois and Huron.
- 5 Nation Iroquois Confederacy
- Huron sought protection from the
Iroquois along the St. Lawrence
Iroquois/Huron conflict
http://suite101.com/article/theeastern-native-american-huroniroquois-and-france-1600-1700a384157
Textbook: Iroquois League: Chapter 2
Lesson 1
4.12 Analyze the factors that led to the
www.historyresources.org/HISTORY/...
defeat of the American Indians,
including the resistance of Indian
nations to encroachment and the
effects on native language and culture.
encroachment on land drove Indians
farther into the West and often into
conflict with other Indian tribes
use of firearms and horses by the
Europeans gave them tremendous
advantages
missionaries (especially Jesuits)
worked to convert Indians to
Christianity
DISEASE – wiped out entire tribes
/Colonisation/COLONISATION01.ppt
4.13 Locate the first 13 colonies and
explain how their location and
geographic features influenced their
development and settlement patterns.
New England colonies – rocky soil –
small farms
rapid, short rivers – will give birth later
to mills and factories
http://mrnussbaum.com/13colonies/13
regions/
Middle Colonies – broad fertile plains
ideal for corn, wheat, and barley –
“bread basket”
Southern Colonies – long, slow rivers
provide water for drinking and
irrigation
Plantation economy (slave labor)
emerges
Tidewater areas – indigo, rice
4.14 Write informative text identifying
major leaders and groups responsible
for the founding of the original
colonies in North America and the
reasons for their founding, including:
● Lord Baltimore, Maryland
● John Smith, Virginia
● Roger Williams, Rhode Island
● John Winthrop, Massachusetts
● William Bradford
● James Oglethorpe
● William Penn
Lord Baltimore – established MD as a
haven for Catholics
John Smith – took over leadership of
the Jamestown colony – “if you don’t
work, you don’t eat” was his one rule
Roger Williams – established Rhode
Island after being exiled from Mass
Bay colony for his views – believed in
separation of church and state and in
fairly compensating the Indians
John Winthrop – MASS Bay –
theocracy – as governor for 30 years,
Winthrop ensured that Puritan beliefs
were the basis for the law
not tolerant of other groups
William Bradford – Plymouth Colony –
Separatist Pilgrims who wanted to
completely break from the Church of
England
James Oglethorpe – founded Georgia
as a haven for debtors – military
commander
William Penn – founder of
Textbook: Spanish Missions: Chapter 4
Lesson 3
http://www.slideshare.net/jakakey/13colonies-powerpoint-presentation
Social Studies for kids
Textbook: Chapter 5 Lesson 4
powerpoint quiz review
salem.k12.va.us/staff/.../SOL%20COL
ONIAL/ThirteenColoniesMAPS.ppt
Webquest http://www.columbia.k12.mo.us/mce/j
henry/13colonies/The%2013%20Colon
ies%20WebQuest.htm
Textbook: Chapter 5
Pennsylvania – haven for Quakers
tolerant of other religions
anti-slavery
pacifists
treated the Indians with respect
4.15 Cite and explain examples from
informational texts about how
economic opportunities and political,
religious, and social institutions
evolved in the colonial era.
gold/tobacco
industries
Triangular Trade
Mayflower Compact
town meetings/ democracy
religious freedom
Mayflower Compact – agreement to
abide by majority rule
Triangular Trade – slaves, rum,
molasses
tobacco – major crop for VA and
southern colonies
shipping/merchants – primarily in New
England and New York
plantation economy – South
family farms in the middle colonies
social institutions passage http://library.thinkquest.org/J002606/
1600s.html
Textbook: Mayflower Compact pg. 170
Working and Trading: Chapter 6
Lesson 1
Salem Witchcraft Trials – 1692 – mass
hysteria – repressive religion and
social behavior probably led to the
phenomenon – broke the hold of
“theocratic” governments
4.16 Making use of primary
documents, analyze the early
democratic ideas and practices that
emerged during the colonial period,
including the significance of
representative assemblies and town
meetings and contrast these with the
presence of enslavement in all
colonies.
Town meetings - New England
each church member had a voice in
voting and decision making – note that
you had to be a member of the
“established” church – Puritan
did not include women
VA House of Burgesses – 1619
first representative govt in the colonies
compare and contrast chart http://www.socialstudieshelp.com/less
on_5_notes.htm
http://www.mrmartinelle.com/5-howdemocratic-were-the-13-colonies.html
Textbook: Chapter 6
Slavery – 1619 – first slaves brought
to Jamestown
used primarily for labor on plantations
but New England and middle colonies
also had slavery – domestic servants
or farm hands
4.17 Describe the major religious
tenants of the earliest colonies,
including:
● Puritanism in Massachusetts
● Quakerism in Pennsylvania
Puritanism
MASS BAY / PLYMOUTH
pre-destination
“elect” vs. “non-elect”
hard work, thrift
Quakers
PENNSYLANIA
Society of Friends
Did not recognize the concept of
nobility or one person being better
Puritan reading passage http://www.k12reader.com/readingcomprehension/Gr5_Wk31_Escaping_P
ersecution.pdf
http://www.historyforkids.org/le
arn/northamerica/after1500/religion/p
uritans.htm
Quakers reading passage http://www.historyforkids.org/learn/no
4.18 Explain various reasons why
people came to the colonies, including
profit, religious freedom, slavery, and
indentured servitude.
than another
“thee” “thou”
Pacifists – would not fight
Treated the Indians with kindness –
purchased land from them instead of
taking it
Will be leaders in the abolitionist
movement
rthamerica/after1500/religion/quakers.
htm
religious freedom – Plymouth, Mass
Bay, Maryland, Pennsylvania
profit – Virginia, New York
surplus population/debtors – Georgia
flashcards http://quizlet.com/7437425/13colonies-reasons-for-settlement-flashcards/
Slaves first brought to Jamestown in
1619 – gradually replaced indentured
servants as favored form of labor in
southern colonies
Reading passage http://www.cvsd.org/libertylake/classe
s/5th_grade/mr_berard/documents/W
hy%20the%20Settlers%20Came.pdf
Indentured servants – usually skilled
workers who could not afford passage
to New World for themselves or their
families – would sign a contract for
their labor for a period of years
(usually 5 to 7) in return for passage,
room, board, and a piece of land at
the end of the contract
Entire families sometimes came over
as indentured servants
http://www.columbia.k12.mo.us/pke/p
hillips/colonies/whypeoplecametothene
wworld.htm
These people became the backbone of
the American frontier – were
carpenters, blacksmiths, farmers –
may have started in poor
circumstances but worked their way to
land-owning status
4.19 Locate and label a map the
location of the settlements of
Jamestown, Plymouth, New
Netherland, New Sweden, and the
Massachusetts Bay Colony.
Use a map of the 13 colonies – not a
map of the current US – the students
need to see what existed at the time
as the colonies
Textbook: Chapter 5 (founding the
colonies)
indentured servants http://www.historyforkids.org/learn/no
rthamerica/after1500/economy/indent
ured.htm
slavery/triangular trade activity http://www.eduplace.com/kids/socsci/
books/applications/imaps/maps/g5s_u
3/
Textbook: Chapter 5 (founding the
colonies)
Map http://www.earlyamerica.com/earlyam
erica/maps/settlements/
http://www.eduplace.com/ss/maps/pd
f/colonies_nl.pdf
Textbook: map on page 266
4.20 Explain the impact of individuals
who created interest in land west of
the Appalachian Mountains including:
● Long Hunters
● Daniel Boone – Wilderness
Road
● Thomas Sharpe Spencer
● William Bean
● Dr. Thomas Walker
-long hunter: A long hunter is an
explorer and hunter who makes
expeditions into the wilderness for as
much as six months at a time. (They
were gone a LONG time and carried
LONG guns!)
Danial Boone video and activities http://www.youtube.com/watch?v=fds
anxn6r8Q&feature=channel_page
- Wilderness Road: road into KY and
Ohio Valley, Daniel Boone,
Cumberland Gap
http://video.tnhistoryforkids.org/thfk7-journey_through_the_gap-web.wmv
http://www.danielboonetrail.com/front
ier_kids.php
- Spencer: long hunter, first white
settler in middle TN, “Bigfoot” legendary strength
- Bean: 1st permanent settler in TN,
his son was the first white child in TN,
Watauga River, wife saved by
Cherokee Nancy Ward
Thomas Sharpe Spencer articles http://tennesseeencyclopedia.net/entr
y.php?rec=1243
Walker: named Cumberland Gap and
“Walker Line” - the separating point
between Virginia and North Carolina,
kept a journal of exploration in KY in
1750
Textbook: Chapter 11 Lesson 2
William Bean article http://www.ajlambert.com/revolt/rev_
wb.pdf
Daniel Boone:
In 1769 a party under the leadership
of Daniel Boone crossed the
mountains, and entered Kentucky by
way of Cumberland Gap. He was
known as a great hunter, became
dreaded by the Indians. He was taken
prisoner several times and always
managed to escape. He had a great
impact on the expansion of American
civilization as he was a great
statesman and frontiersman.
Primary Documents and
Supporting Texts to Read: excerpts
from the Mayflower Compact; excerpts
from the Fundamental Orders of
Connecticut; Excerpts from John
Smith’s “Starving Time”, Bradford’s Of
Appendix document with excerpts to
be prepared and stored on sharing
server in 2014-15.
http://www.vlib.us/amdocs/index.html
#1600
Plymouth Plantation
The War for Independence (1760- 1789)
4.21 Describe the various contributions
made by Benjamin Franklin to the
development of unique American
society including his scientific
experiments and inventions, the
development of the Albany Plan and
the Join or Die political cartoon.
1743- American Philosophical Societyheadquartered in Philadelphia and
dedicated to harnessing man’s
intellectual and creative powers for the
common good.
Inventions credited to Franklin
bifocal lenses, lightning rod, Franklin
Stove, experiments with electricity
Albany Plan: June 1754- northern
colonies and representatives from the
Six Iroquois Nations met in Albany,
New York. They adopted a "plan of
union" (Albany Plan) drafted by
Benjamin Franklin. This plan stated
that each colonial legislature would
elect delegates to an American
continental assembly presided over by
http://www.ducksters.com/biography/
ben_franklin.php
http://www.smithsonianeducation.org/
educators/lesson_plans/franklin/intro.h
tml
http://www.ushistory.org/franklin/info/
http://www.ushistory.org/franklin/info/
inventions.htm
http://bensguide.gpo.gov/benfranklin/
Close Read:
http://www.teachamericanhistory.org/
file/join_or_die_1.pdf
a royal governor.
Join or Die political cartoon: May 9,
1754- first political cartoon published
by Benjamin Franklin in the
Pennsylvania Gazette. The cartoon
depicted a broken snake. The pieces
represented each of the colonies. He
was trying to get the people to
understand that they must unite
against the enemy or they would die.
The cartoon became a symbol often
used during the American Revolution.
4.22 Describe the causes, course, and
consequences of the French and
Indian War, including the massacre at
Fort Loudoun.
1750s- France and Britain were
fighting in Europe. The war spread to
North America. British Colonists
wanted to take over French land, and
relieve them of their fur trade territory
held in North America.
1759 - British Major General James
Wolfe captured Quebec and ended the
war, but also died in the battle. This
was a major victory for the British, but
a tragic loss for their morale.
Impact of French and Indian War:
1. French removed from Ohio Valley
opening the way for colonial expansion
into the Ohio Valley
2. military experience for American
militiamen
3. Americans realize that British can be
beaten in battle – this will encourage
them to consider independence
1763 – The North American French
territory became British land. As a
result of the war the British began
taxing the colonists to pay for the
war. This is a major policy
change that will start the events
that lead to the Revolution.
In 1757 South Carolina's colonial
government built a fort in TN called
Fort Loudoun.
Fort Loudoun was built because
England was at war with France, and
the colonies were a part of that
international struggle. The fort, in the
heart of Cherokee territory, was meant
to ensure that Cherokee warriors
fought against the French rather than
the English.
Soldiers arrived in 1756 and began
building the fort; they traded goods to
ensure friendly relations.
www.tn.gov/environment/tn_consv/ar
chive/tragedy_ftloudoun.pdf
www.tnhistoryforkids.org
http://www.tnhistoryforkids.org/esl/esl
3
(Ft. Loudoun)
http://www.kidport.com/reflib/usahisto
ry/frenchindian/frenindwar.htm#Event
s
1758 and 1759 relations broke down.
When the general in charge of British
forces in America ordered his men to
stop trading with the Cherokee, the
Cherokee people near Fort Loudoun
retaliated by refusing to trade food
with the soldiers. Numerous acts of
violence between Cherokee and
colonials arose, and hostile Cherokee
warriors surrounded Fort Loudoun.
1760, in August, Captain Paul Demere
of the British army surrendered the
fort. The 230 people men, women and
children were told that they would be
allowed safe passage east across the
mountains.
August 9, the British garrison spent
the night about 15 miles east, next to
a small body of water called Cane
Creek. The next morning Cherokee
warriors attacked and killed about 30
people, including Captain Demere. The
rest of the soldiers and other people
who had lived at Fort Loudoun were
taken prisoner.
4.23 Explain how political, religious,
and economic ideas and interests
brought about the Revolution,
including:
● resistance to imperial policy
(Proclamation of 1763)
● the Stamp Act
● the Townshend Acts
● taxes on tea
● “taxation without
representation”
● Coercive Acts
British policy changes in 1763 wanted to impose taxes on colonists to
get revenue to cover costs of French
and Indian War
Colonists resist this change in policy
Stamp Act 1765 - first DIRECT tax on
colonists
Colonists BOYCOTT British goods and
organize resistance through groups
like the Sons of Liberty
Boycotts so effective that British repeal
the tax
Quartering Act 1765 - sent troops to
police port cities and stop smuggling
Colonists resent having to quarter
troops
Townshend Acts 1767 - British try
indirect tax on imported goods - tea,
glass lead
Colonists smuggle around the tax and
renew boycotts
Colonists claim - No Taxation without
Representation - Should not be taxed
if they did not have a representative in
Parliament
Create a timeline of these events.
Cause and effect chart of events
Effects of politics, religion and
economy.
American Revolution link/ primary
sources:
http://www.historyteacher.net/AHAP/
Weblinks/AHAP_Weblinks4.htm
video clip about Stamp Act:
http://www.hulu.com/watch/65896
American Revolution Reader’s Theater:
http://rosalindflynn.com/pdf%20files/A
mRevolution.pdf
Book:
If You Lived in the Time of the
American Revolution by Kay Moore
Possible use for Close Reading:
Boston Tea Party from Massachusetts
Gazette:
http://etext.lib.virginia.edu/etcbin/tocc
ernew2?id=HarCamp.sgm&images=imag
Boston Tea Party 1773 - Sons of
Liberty throw 342 chests of tea in
Boston Harbor to protest taxes
British pass the COERCIVE Acts
(colonists call them the Intolerable
Acts) - closed the port of Boston and
suspended the colonial assembly
Harsh treatment of Massachusetts
helps to unify the other colonies in the
idea of revolution
Mercantilism was the idea that
colonies existed for the benefit of the
Mother Country.
The French and Indian War was a
fight between Britain and France that
lasted from 1754-1763. Because the
British ended in debt, they began to
demand more from the colonies.
Parliament passed the Royal
Proclamation of 1763 which prohibited
settlement beyond the Appalachian
Mountains.
Beginning in 1764, Great Britain began
passing acts to exert greater control
over the American colonies which had
been left more or less to themselves
until the French and Indian War. In
order to continue to support the British
soldiers left in America after the war,
Great Britain passed the Quartering
Act in 1765. This ordered colonists to
house and feed British soldiers if there
was not enough room for them in the
barracks.
An important piece of legislation that
really upset the colonists was the
Stamp Act passed in 1765. This
required stamps to be purchased or
included on many different items and
documents such as playing cards, legal
papers, newspapers, and more. This
was the first direct tax that Britain had
imposed on the colonists. The money
from it was to be used for defense. In
response to this, the Stamp Act
Congress met in New York City. 27
delegates from nine colonies met and
wrote a statement of rights and
grievances against Great Britain. In
order to fight back, the Sons of Liberty
and Daughters of Liberty secret
organizations were created. They
es/modeng&data=/texts/english/mode
ng/parsed&tag=public&part=48&divisi
on=div2
Another Account of the Tea Party:
http://etext.lib.virginia.edu/etcbin/tocc
ernew2?id=HarCamp.sgm&images=imag
es/modeng&data=/texts/english/mode
ng/parsed&tag=public&part=49&divisi
on=div2
Intolerable Acts:
http://edhelper.com/ReadingCompreh
ension_35_48.html
http://www.studyzone.org/testprep/ss
5/b/causrev.cfm
ACTS information for kids
imposed non-importation agreements.
Sometimes, enforcing these
agreements meant tarring and
feathering those who still wished to
purchase British goods.
Events began to escalate with passage
of the Townshend Acts in 1767. These
taxes were created to help colonial
officials become independent of the
colonists by providing them with a
source of income. Smuggling of the
affected goods meant that the British
moved more troops to important ports
such as Boston. The increase in troops
led to many clashes including the
famous Boston Massacre.
In 1773, parliament passed the Tea
Act, giving the British East India
Company a monopoly to trade tea in
America. This led to the Boston Tea
Party where a group of colonists
dressed as Indians dumped tea from
three ships into Boston Harbor. In
response, the Intolerable Acts were
passed. These placed numerous
restrictions on the colonists including
the closing of Boston Harbor.
In response to the Intolerable Acts, 12
of the 13 colonies met in Philadelphia
from September-October, 1774. This
was called the First Continental
Congress and they called for a boycott
of British Goods.
May, 1775 brought the meeting of the
Second Continental Congress. All 13
colonies were represented. George
Washington was named the head of
the Continental Army with John Adams
backing.
With the colonial victory at Bunker Hill
on June 17, 1775, King George III
proclaimed that the colonies were in a
state of rebellion. He hired thousands
of Hessian mercenaries to fight against
the colonists.
In January, 1776, Thomas Paine
published his famous pamphlet
entitled "Common Sense." Up until the
appearance of this extremely
influential pamphlet, many colonists
had been fighting with the hope of
reconciling. However, he argued that
America should no longer be a colony
to Great Britain but instead should be
an independent country.
On June 11, 1776, the Continental
Congress appointed a committee of
five men to draft the Declaration: John
Adams, Benjamin Franklin, Thomas
Jefferson, Robert Livingston, and
Roger Sherman. Jefferson was given
the task of writing the first draft. Once
complete, he presented this to the
committee. Together they revised the
document and on June 28 submitted it
to the Continental Congress. The
Congress voted for independence on
July 2. They then made some changes
to the Declaration of Independence
and finally approved it on July 4.
*(Underlined terms are of importance)
4.24 Explain the different forms of
protests Americans used to try to
change British policies such as the
Boston Tea Party, tar and feathering,
letter writing, and boycotts.
boycotts – most effective means of
protest
American colonists refused to buy
British goods. This put pressure on
middle class Britons who worked in
factories and shops in England. They,
in turn, pressured Parliament to repeal
taxes that the colonists were
protesting (like the Stamp Act).
Sons of Liberty – most famous group
out of Boston – used violence and
intimidation to protest. Tarred and
feathered tax collectors. Vandalized
offices. Hung effigies (vocabulary
word). Most famous act of resistance
– Boston Tea Party.
Committees of Correspondence –
organized by Sam Adams – colonial
network by which news moved from
one colony to another.
-Textbook pg. 265, Ch. 8-9.
-”Can’t You Make Them Behave, King
George?” by Jean Fritz
-Leveled Readers
-Primary Sources Textbook pg. 284285, wb pg. 68.
-Images of political protests of today.
-www.pbs.org
-www.socialstudiesforkids.com
www.havefunwithhistory.com/activities
/btp.html --interactive
-mrnussbaum.com/history-22/btparty/
http://www.ducksters.com/history/am
erican_revolution.php
http://www.history.com/videos/colonis
ts-protest-british-policies#colonistsprotest-british-policies--Video
http://edhelper.com/ReadingCompreh
ension_35_695.html--Account needed
http://classroom.monticello.org/kids/re
sources/profile/77/Jefferson-and-thebeginning-of-the-American-Revolution/
http://docsteach.org/documents/searc
h?mode=browse&menu=open&era[]=
revolution-and-the-newnation&sortBy=arc_id
http://www.history.com/topics/americ
an-revolution/videos#the-sons-ofliberty-and-the-boston-tea-party
-http://www.history.com/videos/betyou-didnt-know-revolutionarywar#bet-you-didnt-knowrevolutionary-war
-http://www.history.com/videos/betyou-didnt-know-revolutionarywar#colonists-protest-british-policies
http://www.smithsoniansource.org/dis
play/primarysource/viewdetails.aspx?T
opicId=&PrimarySourceId=1076
4.25 Write a short summary of the
events of Tennessee’s first settlement
and settlers, including the Watauga
Purchase, Watauga Compact, Little
Carpenter, and Dragging Canoe.
4.26 Describe the significance of the
First and Second Continental
Congresses and of the Committees of
Correspondence.
http://www.tnhistoryforkids.org/places
/sycamore_shoals
http://www.northcarolinahistory.org/e
ncyclopedia/98/entry/
http://www.tnhistoryforkids.org/esl/esl
3
http://www.tnhistoryforkids.org/esl/esl
4
http://www.wataugalakemagazine.co
m/sycamoreshoalstennessee.html
http://welcometoclarksvilletn.com/inde
x/clarksville-history/
http://thejamesscrolls.blogspot.com/2
009/04/chief-attakullakulla-littlecarpenter.html
-http://www.ucanonline.org/culture.asp?culture=281&ca
tegory=15
http://www.tennesseehistory.com/clas
s/Attakulla.htm
-http://www.chickamaugacherokee.com/dragging_canoe.html
http://thejamesscrolls.blogspot.com/2
009/04/speech-given-by-draggingcanoe.html
-Dragging Canoe’s Speech
http://www.moccasinbend.net/cita/slc
mdc/timeline.html--Dragging Canoe
Timeline
First Continental Congress:
● Held after Britain imposed the
Coercive Acts aka Intolerable
Acts
● Held in Philadelphia in
September 1774
First Continental Congress: TE pg 281
Representatives from each
colony except Georgia
attended
● Voted to stop all trade with
Britain until the Intolerable
Acts were repealed
● Voted that each colony would
begin training militias
● Leaders agreed to meet again
in one year if the situation did
not improve
Second Continental Congress:
● After Battles of Lexington and
Concord
● Held in Philadelphia in May
1775
● John Hancock served as
president of the Congress
● Formed the Continental Army,
with soldiers from all 13
colonies
● George Washington appointed
General and Commander-inChief of the Continental Army
● Sent Olive Branch petition to
King George III
● Declaration of Independence
written
● Congress approved the
Declaration on July 4, 1776
●
4.27 Compare and contrast first and
second-hand accounts of Paul Revere’s
midnight ride.
-Compare and contrast two or more
texts
-Differentiate between first person and
second person point of view.
-Describe the events leading up to and
surrounding the ‘midnight ride.”
Second Continental Congress: TE pg
297-300
-a copy of “The Midnight Ride of Paul
Revere” by Longfellow (in the old 5th
grade reading book)
http://ahp.gatech.edu/midnight_ride_1
775.html
this is Paul Revere’s firsthand account
www.teachamericanhistory.org/.../the
_midnight_ride_of_paul_revere_a..
.
-http://www.historynet.com/paulreveres-true-account-of-the-midnightride.htm
http://www.glencoe.com/gln/glencoe_l
iterature/downloads/grade_8.pdf.
http://picturingamerica.salemstate.edu
/images/unit09/optimized_units/Renni
e_Kerry.pdf
-Picture books about Paul Revere
http://www.socialstudiesforkids.com/w
www/us/paulreveredef.htm
-http://www.landofthebrave.info/paulrevere.htm
http://www.readworks.org/passages/c
olonization-revolutionary-war-paulreveres-ride
---Close Reading Passage
http://www.kidsandhistory.net/paulvm
/foyer.html
-http://www.paul-revereheritage.com/midnight-ridemyths.html
4.28 Identify the people and events
associated with the Declaration of
Independence and cite evidence from
the Declaration to determine its
significance to the development of
American Democracy.
Thomas Jefferson, Benjamin Franklin,
and John Adams charged with writing
the Declaration.
The duty then fell just to Jefferson
who authored the document we know.
Important ideas in the Preamble of the
Declaration of Independence:
“all men are created equal” – did not
apply to women or African Americans
at the time but would later be
interpreted to include all Americans
“endowed with certain unalienable
rights – life, liberty, pursuit of
happiness” – idea of natural rights that
cannot be denied to any man
pursuit of happiness generally means
that Americans can pursue the job, the
religion, the lifestyle that makes them
happy
“that govts are formed to secure these
rights” – why we have government at
all
“deriving their just powers from the
consent of the governed” – the
PEOPLE determine how much power
the govt has – idea of popular
sovereignty
“when govt becomes destructive of
these rights, it is their duty to alter or
abolish it” – Americans are charged
with changing the govt if it fails to
protect their rights – can hold a
revolution (or, in modern terms, we
can vote for new officials or demand
reforms).
List of Grievances – “He” refers to King
George – Jefferson was being careful
to attack the King only and not the
people of England – wanted their
compassion and help
Look at 2-3 of the grievances to help
students see what Americans were
Close read of “Declaration of
Independence.”
http://americanhistory.about.com/od/d
eclarationofindependence/a/declaratio
n_sg_2.htm
Background information for teachers
http://www.studyzone.org/testprep/se
archresultsss.cfm
unhappy with.
Final Declaration – the men who
signed were pledging their fortunes
and their honor – very important to
people at this time. Both George
Washington and John Adams would
use their own fortunes to pay for
expenses and to pay soldiers during
the war. They meant what they said.
4.29 Analyze the influences of key
leaders during this period including:
● Patrick Henry
● Alexander Hamilton
● Thomas Jefferson
● George Washington
● Benjamin Franklin
● Thomas Paine
● John Adams
● Sam Adams
● John Hancock
● Benedict Arnold
Patrick HenryBorn on May 29th, 1736, in Hanover
County, Virginia.
On May 30th, 1765, he went to protest
against the Stamp Act at the Virginia
House of Burgesses. He became one
of the first radicals in the American
Revolution.
One of the most famous speeches
in American history – Speech to
the Virginia Convention, 1775 –
“Give me liberty or Give me
death!”
In 1774, Patrick Henry represented
Virginia in the First Continental
Congress. A famous quote, “I AM NOT
A VIRGINIAN, BUT AN AMERICAN!”
In 1776, Patrick Henry was elected the
Governor of Virginia.
After the signing of the Constitution,
he worked to have the first ten
amendments added to the
Constitution.
Alexander Hamilton
First Secretary of Treasury, under
George Washington. Hamilton
designed policies that helped the
new nation get its economy
going. His ideas about government
were at the heart of the republican
form of government we now have, and
his economic theories form the basis
of our economy still. Along with
James Madison and John Jay, he
wrote The Federalist Papers,
letters to New York newspapers
designed to convince the people
in that state to ratify the
Constitution. He was a leader of the
new Federalist Party, along with John
Adams. His politics brought him
into conflict with Thomas
Jefferson, who was a leader of the
new Democratic-Republican
Party. Hamilton was killed in a
duel with Aaron Burr.
http://www.theamericanrevolution.org
http://www.thinkquest.org
(American Revolution Leaders)
library.thinkquest.org/TQ0312848/time
line.htm
http://www.studyzone.org
Textbook page 298: Thomas
Jefferson, John Adams, and Thomas
Paine
http://www.socialstudiesforkids.com/w
www/us/alexanderhamiltondef.htm
Historical account of the duel.
http://www.youtube.com/watch?v=btj
WGOS_GPU
Funny Got milk commercial about
duel.
http://www.youtube.com/watch?v=OL
Ssswr6z9Y&list=PL9F6F1C65996B1DD
F
http://www.libertyskids.com/arch_who
_tjefferson.html
Textbook page 301 - Thomas
Jefferson
Thomas JeffersonThe third President of the United
States of America, Thomas Jefferson
was born on April 13, 1743, in
Shadwell, Virginia.
He became the third President of the
United States in 1801 defeating rival
candidate, John Adams. He ran for a
second term and won again.
Jefferson wrote the first draft of the
Declaration of Independence. While he
was president, Jefferson was able to
reduce the national debt by a third by
eliminating the tax on whiskey. He
sent the navy to fight against the
pirates in the Mediterranean. He
arranged the purchase of the
Louisiana Territory from Napoleon
in 1803.
In 1826, he died on the Fourth of July
while the country was celebrating the
fiftieth anniversary of our Declaration
of Independence. His death was an
event that saddened our nation.
Ironically, Thomas Jefferson and John
Adams died on exactly the same day.
George Washington Commanded the Continental
Army during the Revolution –
most respected leader in the
colonies
Outstanding victories at Trenton
and Princeton – showed his
military strategy
Valley Forge – showed his moral
leadership
After Revolution, he was chosen
to lead the Constitutional
Convention
Elected as 1st President – only
President to get a unanimous
electoral vote
Farewell Address – 1. No
entangling alliances 2. No
political parties – had great
impact on foreign policy but the
political parties arose anyway
Benjamin Franklin1706-1790
He is considered to be one of the
greatest Americans that ever
lived.
His newspaper, the "Pennsylvania
Gazette," was one of the most
successful papers in the colonies. He
ww.libertyskids.com/arch_who_gwashi
ngton.html
http://www.libertyskids.com/arch_who
_bfranklin.html
was the first editor to publish a
newspaper cartoon and to use maps to
illustrate a story.
He became Philadelphia's
postmaster in 1737. The British
government was so impressed by his
efficiency that they made him deputy
postmaster general for all of the
colonies in 1753.
He founded a city hospital,
organized a fire department,
helped found what eventually
became the University of
Pennsylvania, established a
professional organization for scholars
called the American Philosophical
Society, and helped establish the first
subscription library in the
American colonies.
His inventions include the Franklin
stove, bifocal lenses, the lightning
rod. His scientific studies promoted an
understanding of the Gulf Stream in
the Atlantic Ocean and he encouraged
"daylight-saving" time in summer. He
did not patent any of his inventions or
use them for profit, preferring to give
them to the world for everyone's
comfort and convenience.
He wrote and published the yearly
almanac, "Poor Richard's Almanac"
for twenty-five years. The
Autobiography of Benjamin
Franklin – a classic.
http://www.libertyskids.com/arch_who
_tpaine.html
http://www.libertyskids.com/arch_who
_jadams.html
Served as the ambassador to
France during the Revolution and
helped convince the French to aid
the Americans.
Thomas PaineCommon Sense 1776 – pamphlet
that helped convince Americans
to support independence
The Crisis 1778 – pamphlet that
encouraged Americans to stick
with the war effort and not give
up
John AdamsDefended the British soldiers in the
Boston Massacre although he
supported colonial independence
Worked to get the 2nd Continental
Congress to vote for independence
Elected 2nd President of the U.S.
Sacrificed his chance at re-election by
keeping the U.S. out of war with
http://www.libertyskids.com/arch_who
_sadams.html
http://www.libertyskids.com/arch_who
_jhancock.html
England or France which would have
been devastating for the new republic
Samuel Adams
“firebrand of the Revolution”
leader of the Sons of Liberty
organized the Committees of
Correspondence
John Hancock
leader of the Sons of Liberty
important Boston merchant
known as the “King of the
Smugglers”
First person to sign the
Declaration of Independence
http://www.libertyskids.com/arch_who
_barnold.html
Benedict ArnoldImportant and effective general
for the American army –
especially important for the
victory at Saratoga.
He is known as the most famous
traitor in United States history.
4.30 Determine the meaning and
identify the terms Loyalists, Patriots,
Minutemen, Overmountain Men, and
Redcoats to describe people during the
Revolution.
Loyalist: (Tories) American colonists
who remained loyal to Great Britain
during the Revolutionary War based
on cultural and economic ties. Believed
that taxation of the colonies was
justified to pay for British troops to
protect American settlers from Indian
attacks.
● Benedict Arnold
● William Allen
● John Howe
Patriots: (Rebels, Whigs) American
colonists who were determined to fight
the British until American
independence was won. Believed in
complete independence from England.
Inspired by the ideas of Locke and
Paine and the words of Patrick Henry
(“Give me Liberty or give me death”).
Provided troops for the continental
army led by George Washington.
● George Washington
●
John Adams
● Samuel Adams
● John Hancock
● Nathan Hale
● Francis Marion
● Thomas Jefferson
●
Patrick Henry
● Benjamin Franklin
● Alexander Hamilton
To build TE content knowledge:
http://www.sparknotes.com/history/a
merican/revolution/section5.rhtml
Video of Paul Revere:
http://www.earlyamerica.com/paul_re
vere.htm
video of Ben Franklin:
http://www.earlyamerica.com/ben2.ht
m
John Jay
Thomas Paine
Minutemen: First to fight in the
American Revolution. Highly mobile,
well- prepared militia.
● Paul Revere
● Isaac Davis
Overmountain Men: American
Frontiersmen from west of the
Appalachian Mountains who took part
in the American Revolution.
● John Sevier
● Isaac Shelby
Redcoats: members of the British
Military. Their uniform consisted of
red coats and white pants, which
made them very recognizable. They
were also called Lobstertails because
the coats had long tails on them.
●
●
4.31 Locate and identify the major
military battles, campaigns, and
turning points of the Revolutionary
War, including:
● Lexington and Concord
● Bunker (Breed’s) Hill
● Valley Forge
● Princeton and Trenton
● Saratoga
● King’s Mountain
● Yorktown
1775- Battle of Lexington & Concord:
Beginning of Revolutionary WarBritish army move towards Lexington
and Concord to find Sam Adams and
John Hancock, rebel leaders. “Shot
Heard Round the World” - Concord
American victory
(Paul Revere’s Ride)
1775- Battle of Bunker Hill: Boston 1st major battle of the revolution.
British realized that fighting the
colonists would not be as easy as they
thought. British victory.
close reading:
http://www.readworks.org/passages/c
olonization-revolutionary-war-valleyforge
http://library.thinkquest.org/TQ031284
8/
http://www.kidport.com/reflib/usahisto
ry/americanrevolution/amerrevolution.
htm
1776- Battle of Princeton & Trenton:
At Trenton, General Washington
crossed the Delaware in a surprise
attack on Hessians - German troops
hired by the King of England. At
Princeton, Washington used a
campfire trick to deceive the British.
Both were major American victories.
The colonists gained confidence.
http://www.eduplace.com/kids/socsci/
1777- Battle of Saratoga: British split
their armies for a 3 pronged attack out
of Canada from the North and
Pennsylvania from the South.
Americans win the victory at Saratoga,
NY. Benedict Arnold - major hero of
the battle for the Americans.
TURNING POINT - the French agree to
support the American side with their
Navy and with loans because they now
believe the colonists can actually win
the war.
ge.html
books/applications/imaps/maps/g5s_u
4/index.html
http://www.app.discoveryeducation.co
m
(must set up account)
http://www.epd86.org/bolin/studentpa
http://www.uvm.edu/~inquiryb/webqu
est/sp07/cschmid/
Powerpoints on battles (when you
select the links it will download the ppt
to your downloads file):
http://staff.fcps.net/pnewton/ppt/Battl
es%20of%20the%20Revolutionary%2
0War-0708.ppt
http://www.tips-forteachers.com/social%20studies/revolu
1777 Valley Forge - not a battle but a
winter resting place for the Continental
Army. Conditions were brutal - little
food, poor clothes, (many soldiers
were in rags for shoes). Darkest point
of the war. But...Washington kept his
men drilling - Lafayette and Von
Steuben (foreign) ran their training.
GW’s personal leadership strength
kept the troops from deserting.
tionary%20war%20battles.ppt
http://www.vanschools.org/UserFolder
s%5Cpetersonj%5CAmericanRevolutio
n.ppt
http://rholinsky.pbworks.com/f/Battles
+of+the+Revolutionary+War.ppt
1778 Battle of Kings Mountain - most
significant battle in the southern
colonies. Concerned the Wautauga
Settlement in east TN at the North
Carolina border. American victory that
kept loyalists (heavy in the Tidewater
regions) from giving more aid to the
British and showed the British how
difficult it would be to defeat the
frontiersmen.
1781- Battle of Yorktown: American
and French forces surrounded the
British army. French navy arrives in
the harbor to close off a retreat by
sea. General Cornwallis was trapped
and surrendered. This was the last
major battle of the American
Revolution. American victory.
4.32 Draw evidence from informational
text summarizing the contributions of
France and certain individuals to the
outcome of the Revolution including
the Marquis de Lafayette, Kósciuszko,
and Baron von Steuben.
Contributions of France – supplied
money and other aid to Americans
during Revolution – most important
contribution was their NAVY which was
used to block Cornwallis’ escape from
Yorktown.
Von Steuben – drilled the Continental
soldiers and taught them discipline
and military procedure
http://www.libertyskids.com/arch_who
_mlafayette.html
http://www.socialstudiesforkids.com/w
www/us/lafayettedef.htm
-Liberty Kids Video #22-”Marquis
Arrives”
http://www.socialstudiesforkids.com/w
www/us/baronvonsteubendef.htm
-http://mrnussbaum.com/baron-vonsteuben/
http://www.nps.gov/thko/forkids/index
.htm
http://www.americaslibrary.gov/jb/rev
olut/jb_revolut_francoam_1.html
http://www.colonialwilliamsburg.org
“All men are created equal” – but did
not apply to African slaves
Edhelper reading passage ( close
read)-SLAVERY AND THE LAW.
Lafayette – served with George
Washington and offered his military
experience and acted as a liaison to
the French commanders
Kosciuszko – fought with the
Americans against the British –
planned the fortress and garrison at
West Point
4.33 Write an opinion piece with
supporting details contrasting how the
ideals set forth in the Declaration of
Independence clashed with the
existence of slavery.
Edhelper reading passage (close
read)-The Declaration of
Independence
By Phyllis Naegeli
(History for kids and Social Studies for
kids for added research).
4.34 Explain using supporting details
how the Revolution affected the
Watauga Settlement, including:
● Washington District
● Cherokee War of 1776
● Nancy Ward
● John Sevier
● Watauga Petitions
Nancy Ward: She was a beloved
woman of the Cherokee. Nancy Ward
is her English name. Her Cherokee
name is Nanyehi. She believed that
the Native Americans and European
Americans could live together
peacefully and worked as a negotiator
between them. She introduced farming
and dairy production to her people
which brought about significant
changes.
http://alastarpacker.hubpages.com/hub/Chickamau
ga-Cherokee-War-1776-1780
http://www.tnhistoryforkids.org/peopl
e/nancy_ward
http://www.tnhistoryforkids.org/peopl
e/john_sevier (John Sevier)
http://www.lib.utk.edu/newfoundpress
/pubs/odonnell/chp3.pdf (Treaty of
Long Island)
http://jeffersonswest.unl.edu/archive/v
iew_doc.php?id=jef.0009 (Treaty of
Long Island)
http://www.northcarolinahistory.org/e
ncyclopedia/127/entry/ (john Sevier)
4.35 Integrate evidence from several
texts describing the different roles
women played during the Revolution
including Abigail Adams, Molly Pitcher,
Phyllis Wheatley, and Mercy Otis
Warren.
Abigail Adams
She wrote to her husband, John, while
he was in serving in the Continental
Congress in Philadelphia. Much of
what she had to say made its way into
our founding documents. When John
and others were considering a
declaration of independence, Abigail
reminded him to take care of the
women, who would not hold
themselves bound by laws in which
they had no voice.
Later in life, as first lady, she was
called "Mrs. President" for her efforts
in shaping the country.
Molly Pitcher
"Molly, bring me a pitcher." Shortened,
this became "Molly, pitcher". No, she
was neither the manager nor pitcher
of a baseball team. She was the
"water boy" of her time, bringing
refreshment to men in battle.
One day while on "duty" near
Monmouth, New Jersey, she saw her
husband shot in the arm. She rushed
to his side. She, then, took over his
position at the cannon, firing several
http://score.rims.k12.ca.us/score_less
ons/women_american_revolution/
http://www.kidinfo.com/american_hist
ory/american_revolution.html
http://www.ducksters.com/biography/
women_leaders/abigail_adams.php
http://www.socialstudiesforkids.com/w
www/us/mollypitcherdef.htm
-Liberty Kids #17 “Captain Molly”
http://www.smithsoniansource.org/dis
play/lessonplan/viewdetails.aspx?Topic
Id=1004&LessonPlanId=1022
rounds at the oncoming British forces.
Her bravery and good aim earned the
respect of other soldiers. They fought
on with renewed enthusiasm, sending
the British into retreat. Her action
impressed General Washington, who
commissioned her as "Sergeant Molly
Pitcher". Oh, her real name? Try Molly
Hays McCauley.
Note: there is much disagreement
about whether there really was a
"Molly Pitcher". Several women
manned cannons during the
Revolutionary War. Molly McCauley
was one of them.
Phillis Wheatley
"In every human Beast, God has
implanted a Principle, which we call
Love of Freedom; it is impatient of
Oppression, and pants for
Deliverance." Phillis Wheatley was
America's first published black author.
Along with being a great American
poet, Phillis Wheatley was patriot and
symbol for abolitionists. In 1761, at
the age of 7, Phillis was bought as a
slave by the Wheatley family of
Boston. The Wheatley children, Mary
and Nathaniel, took it upon themselves
to teach Phillis how to read and write.
Phillis discovered the joy of putting
words together in poems. She became
a celebrity, reading her poems in
public. Phillis's poems were about
learning and virtue. She also wrote
poems about patriotism, battles, and
the greatness of America. One poem
was about George Washington, then
the leader of the Patriot Army. She
even got to read the poem to him in
person. Phillis was given her freedom
in 1778, when the Wheatleys all
passed away or left the colonies.
Mercy Otis Warren
Mercy Otis Warren wrote the first
history of the Revolutionary War. She
should know. She was there. Mercy
got her start before the War officially
began because she wanted to do
something to reach the common
people with revolutionary ideas. The
first Committee of Correspondence
was formed in the Warren home. John
Adams was impressed with Mercy's
writing. She wrote plays poking fun at
the British. One was entitled The
Blockheads. She could not put her
name on the plays, as making fun of
the British carried a high price punishment and possibly jail time. In
all, Mercy wrote six plays. With her
husband gone off to fight, Mercy
decided to write the history of the
American Revolution using her notes
from meetings and conversations. Her
efforts were published in 1805, History
of the Rise, Progress, and Termination
of the American Revolution.
4.36 Explain the purpose and
obstacles in creating the new
Cumberland Settlement, including:
● Richard Henderson
● James Robertson
● John Donelson
● salt licks
● severe winter
● river travel
● Cumberland Compact
● Battle of the Bluffs
Purpose: better farm land
John Donelson:
-river travel: settlers would travel in
“flotillas” as a form of protection from
Indian attacks.
-Cumberland Compact: May of
1780- Richard Henderson, a land
speculator and representative for
North Carolina. Signed in
“Nashborough,” Tennessee, by 250
men of the new Cumberland
settlement and established early
government institutions (the
infrastructure of courts, governance,
and taxation) for the first settlers of
the Tennessee territory. The Compact
called for the creation of a civil
government, and represented the
settlers’ desire for self-governance and
independence from North Carolina. Yet
only a small part of the document was
devoted to governance; it was in large
measure a contract dictating a legal
framework for land transfers.
John Donelson:
-Using the TN 4 Me website, introduce
information about Tennessee settlers
and early settlements, specifically John
Donelson and Charlotte Robertson:
http://www.tn4me.org/article.cfm/a_id
/251/minor_id/79/major_id/25/era_id/
3
http://www.tn4me.org/article.cfm/a_id
/249/minor_id/79/major_id/25/era_id/
3
http://www.tn4me.org/sapage.cfm/sa
_id/226/era_id/3
-With a PowerPoint or printed copies,
show students a copy of John
Donelson’s journal.
http://www.tn4me.org/artifact.cfm/au
_id/1587
http://www.tn4me.org/artifact.cfm/au
_id/1557
-Battle of the Bluffs: April 2, 1781. One
of the most famous incidents in
Nashville, TN history. Nashville’s early
settlers were able to fend off an attack
by the Chickamauga Cherokees led by
Dragging Canoe.
Primary Documents and
Supporting Texts to Read:
Declaration of Independence; excerpts
from “Give Me Liberty or Give Me
Death” speech, Patrick Henry; Letters
from Abigail Adams; poetry of Phyllis
Wheatley; poetry of Mercy Otis
Warren; excerpts from John
Declaration of Independence
*Textbook page R26 through R29
Give Me Liberty or Give Me Death
speech
http://www.historyplace.com/speeches
/henry.htm
Donelson’s Journal
Audio of the speech
http://www.history.org/almanack/life/
politics/giveme.cfm
Letters from Abigail Adams
http://www.thelizlibrary.org/suffrage/a
bigail.htm
http://www.eduplace.com/kids/socsci/
ca/books/bke1/sources/bke1_template
.jsp?name=adamsa&bk=null&state=ca
Phyllis Wheatley
http://www.poemhunter.com/philliswheatley/poems/
Mercy Otis Warren
http://www.poemhunter.com/mercywarren/
John Donelson’s Journal
http://www.tn.gov/tsla/founding_docs
/33635_Transcript.pdf
Creating a New Government
4.37 Analyze the weaknesses of the
Articles of Confederation including no
power to tax, weak central
government, and the impact of Shays’
Rebellion.
Articles of Confederation:
●
Provided for a weak national
government
●
Gave congress no power to
tax or regulate commerce
among the states (interstate
commerce)
●
Provided for no common
currency
●
Gave each state one vote
regardless of size
●
Provided for no executive or
judicial branch
●
Required a unanimous vote by
all states to make changes to
the Articles
Made the central government very
weak and unable to keep order
Shays’ Rebellion 1786 – farmers in
western Massachusetts rioted and
threatened rebellion because of
foreclosures on their farms – they shut
down the courts that were delivering
the foreclosure notices – skirmished
with a militia raised with money from
the more wealthy residents of the
state that feared the disorder and
violence. The Shayites were scattered
Textbook: Chapter 10 Lesson 1
Articles of Confederation Sites
http://bensguide.gpo.gov/912/documents/articles/
http://www.socialstudiesforkids.com/s
ubjects/articlesofconfederation.htm
http://www.congressforkids.net/Indep
endence_articles.htm
Compared with Constitution
http://home.earthlink.net/~gfeldmeth/
chart.art.html
Shays’ Rebellion
http://www.socialstudiesforkids.com/w
www/us/shayssrebelliondef.htm
and most returned to their homes and
farms.
Sent a strong message about the need
to have a stronger government than
the Articles allowed for - an impetus
for the Constitutional Convention
4.38 Explain the events that led to the
creation and failure of the Lost State
of Franklin.
- John Sevier, first and only governor
of the State of Franklin
One of the main reasons for the
American Revolution was King George
III's order, as stated in the
Proclamation of 1763, that the
colonists go no further west than the
Appalachian Mountains. London being
a long way from these mountains,
thousands of settlers ignored his
demand and moved into what is now
upper east Tennessee in the 1770s
and 1780s. They also played a huge
role in the outcome of the revolution
by defeating a British army at the
Battle of Kings Mountain.
State of Franklin history and activity
http://www.tnhistoryforkids.org/places
/state_of_franklin
John Sevier
http://www.tnhistoryforkids.org/peopl
e/john_sevier
When the Revolutionary War ended,
these settlers needed protection
against Native American tribes, and
the closest thing to an established
government that these settlers had
was the government of North Carolina.
But -- for the same reasons King
George III was reluctant to do so -North Carolina didn't want to incur the
expense of sending its militia to
defend a bunch of frontier families
moving further and further into lands
claimed by Native American tribes.
4.39 Identify the various leaders of the
Constitutional Convention and analyze
the major issues they debated
including:
● distribution of power between
the states and federal
government
● Great Compromise
● Slavery and the 3/5
Compromise
● George Washington and
James Madison
Distribution of Federal and State
Powers:
Federal Powers
●
coin money
●
declare war
●
conduct foreign relations
●
oversee foreign and state
trade (control of interstate
commerce)
State Powers
●
ratify amendments
●
manage public health and
safety
●
oversee trade within state
●
education
Great Compromise-
TE pgs 344-347
Constitutional Convention:
http://www.congressforkids.net/Consti
tution_delegates.htm
Federal and State Powers
http://www.usconsulate.org.hk/pas/ki
ds/national_govt.htm
Began with two competing plans:
-New Jersey Plan- all states
should have an equal number of votes
-Virginia Plan- representation
should be based on population
The Great Compromise resulted in
the formation of our two-house
legislative branch:
- House of Representativesnumber of representatives per
state based on population
-Senate- 2 senators per state
Slavery and the ⅗ Compromise
● Southern states wanted slaves
counted towards their population
so they would have more
representatives in Congress, but
not towards population for taxing
purposes.
● Northern states objected
● 3/5 Compromise- three out of five
slaves would count as part of a
state’s population
● No action against importing slaves
would be made for 20 years, then
the practice would be banned
George Washington
-was elected to be the leader of the
convention
James Madison
-his day-to-day notes are the most
complete
record of the Constitutional
Convention “called the Father of the
Constitution”
-wanted to throw out Articles of
Confederation and write a new plan.
-believed in a strong central
government
(Federalist)
4.40 Explain the ratification process
and describe the conflict between
Federalists and Anti-Federalists over
ratification, including the need for a
Bill of Rights.
Once the Constitution was complete,
states had to vote to accept it.
There were two sides to the debate:
Federalists
-wanted a strong national government
-agreed with the Constitution
Anti-Federalists
-were not happy with the Constitution
-feared the Constitution would reduce
the powers of the state
-worried the president could become a
king
TE pg 352-355
-argued that the Constitution did not
protect the rights of citizens from
government
The Federalist Papers – series of
essays written by Hamilton, Jay,
Madison to convince New York to ratify
the Constitution – also published in
other states – today considered the
most authoritative book about the
Constitution
Five states ratified the Constitution by
Jan. 1778.
Once Federalists pledged that
Congress would add a Bill of Rights to
the Constitution, the other states
ratified it by 1790.
4.41 Describe the principles embedded
in the Constitution including:
● purposes of government listed
in the Preamble
● separation of powers
● Branches of government
● check and balances
● the amendment process
● principle of judicial review
● recognition of and protection
of individual rights in the 1st
Amendment
The weaknesses in the Articles of
Confederation led to the development
of the new Constitution.
The Constitution of the United States
established a government that shared
power between the national
government and the state
governments, protected the rights of
states, and provided a system for
orderly change through amendments
to the Constitution itself.
{Purposes of Government} PREAMBLE
– 1. In order to form a more perfect
union 2. Establish justice 3. Insure
domestic tranquility 4. Provide for the
common defense 5. Promote the
general welfare 6. Secure the
blessings of liberty for us and for our
posterity
Separation of Powers: The structure of
the new national government.
Included 3 separate Branches of
Government: Legislative, Executive,
and Judicial.
Checks and Balances: Each branch can
check the powers of the others to
keep any one branch from becoming
too powerful. Examples – the
Congress can pass a bill but the
President can veto it; the President
can appoint a person to the Supreme
Court but the Senate has to confirm
the appointment; the Congress can
pass a law but the Supreme Court can
declare it unconstitutional
Amendment Process –
Propose amendment – 1. 2/3 of both
houses of Congress or 2/3 of the
states
Ratify amendment –3/4 of the state
legislatures or state conventions
Judicial Review – Marbury v. Madison
1803
Supreme Court can review laws of
Congress and of states to determine
their constitutionality
1st Amendment – freedom of speech,
religion, assembly, press
[emphasize that the rights carry
responsibilities with them]
4.42 Write an opinion piece with
supporting detail from primary sources
that defends the ratification of the
Constitution.
Why a Constitution?
stronger central government to keep
the peace and ensure the economy
ran smoothly
Bill of Rights to protect individual
freedoms
establish a government that was
responsive to the will of the people
Primary Documents and
Supporting Texts to Read:
Preamble of the Constitution; excerpts
from Articles 1, 2, and 3 of the United
States Constitution; 1st Amendment
The New Nation’s Westward Expansion (1790-1830)
4.43 Describe the events, precedents,
and successes of the presidency of
George Washington and list his cabinet
members.
George Washington’s cabinet:
Vice President: John Adams
Secretary of State: Thomas Jefferson
Secretary of Treasury: Alexander
Hamilton
Secretary of War: Henry Knox
Attorney General: Edmund Randolph
Key Events in the Presidency of
George Washington:
http://millercenter.org/president/keyev
ents/washington
During his presidency:
Bill of Rights established in 1791.
http://www.readworks.org/passages/u
s-presidents-george-washington
http://app.discoveryeducation.com/sea
rch?Ntt=George+Washington
Avoided war with France and Great
Britain – made treaties
4.44 Explain the purpose for creating
the federal district of Washington D.C.,
including the role of Pierre L’Enfant.
Purpose of creating the Federal
District:
Founded on July 16, 1790, Washington
DC is unique because it was
http://www.youtube.com/watch?v=Vy
GWrnVI7zg
http://www.history.com/topics/washin
established by the Constitution (a 10
square mile federal district) of the
United States to serve as the nation’s
capital. It could not be in any one
state.
Washington chose the site along the
Potomac and Anacostia Rivers because
of a compromise between Alexander
Hamilton and northern states who
wanted the new federal government to
assume Revolutionary War debts, and
Thomas Jefferson and southern states
who wanted the capital placed in a
location in the South.
gton-dc/videos#deconstructinghistory-white-house
Pierre Charles L’Enfant- designed the
city as a bold new capital with
boulevards and ceremonial spaces like
his native, Paris, France. Benjamin
Banneker, a self-taught AfricanAmerican mathematician, provided the
astronomical calculations for surveying
and laying out the city.
4.45 Label and locate the Territory
South of the River Ohio (Southwest
Territory) on a map, identify its
leaders, and explain how it was the
first step to statehood, including
William Blount, John Sevier, Rocky
Mount, and the Treaty of Holston.
4.46 Write an opinion piece using
supporting detail explaining the
political beliefs of Alexander Hamilton
and Thomas Jefferson leading to the
political parties.
Jefferson: 1. Pro-farmer and
agriculture 2. Believed any informed
adult should vote 3. Strict
construction of the Constitution 4.
Pro-French 5. No Bank of the U.S.
Hamilton: 1. Pro-industry 2. Govt by
the “rich, well-born, and able” 3.
Loose construction of the Constitution
4. Pro-British 5. Developed and
supported the Bank of the U.S.
4.47 Detail the events, struggles,
success and main people of the
exploration of the Louisiana Purchase
and map the routes across the
continent, including the Corps of
Discovery, Lewis and Clark,
Sacagawea, Zebulon Pike, and John
Frémont.
Corps of Discovery: The first American
expedition (Lewis and Clark) to cross
the western portion of the United
States. Occurred after the Louisiana
Purchase. The primary objective was
to explore and map the newly acquired
territory, find a practical route across
the Western half of the continent, and
establish an American presence in the
territory before Britain and other
European powers tried to claim it. May
1804- September 1806.
Map the route. Importance of the
rivers. Gave the U.S. a claim to the
ppts on the Louisiana Purchase:
http://americanhistory.mrdonn.org/po
werpoints/louisianapurchase.html
videos:
http://dsc.discovery.com/tvshows/othershows/videos/assignment-discoveryshorts-the-louisiana-purchase.htm
http://www.history.com/videos/lewis-clark-expedition-charts-newterritory#lewis--clark-expeditioncharts-new-territory
Oregon Territory.
Sacajawea – served as a guide and
interpreter for Lewis and Clarks
Zebulon Pike – map his route across
the Great Plains and into the
Southwest. Pike’s Peak.
John C. Fremont – “pathfinder of the
West” – map his trails into California
4.48 Use concrete words, phrases, and
sensory details to convey the
experiences of settlers on the overland
trails to the West including location of
the routes; purpose of the journeys;
the influence of the terrain, rivers,
vegetation, and climate.
Major routes:
Oregon Trail
Mormon Trail
Santa Fe Trail
4.49 Explain the causes, course, and
consequences of the War of 1812
including:
● trade restrictions
● impressment
● war hawks
● Tecumseh
● Tippecanoe
● William Henry Harrison
● burning of Washington D.C.
● Francis Scott Key
● Dolly Madison
● Battle of New Orleans
Causes: unhappiness with British
practice of impressment, problems
with Indians on the frontier (caused by
British agents who paid Indians to
attack American settlements), and
land hunger for Canada.
include details on covered wagons,
river crossings, avoiding settlement in
the Plains (Great American Desert)
and going on to the more fertile
Oregon Country or to California
trade restrictions – President Jefferson
tried an EMBARGO as an alternative to
war
impressment – British Navy boarded
American ships and took sailors for
their Navy
War Hawks – young congressmen
from KY, TN, Ohio – tired of continual
Indian warfare and blamed British
included Henry Clay, John C. Calhoun
Tecumseh – organized and united
Northwest Indian tribes
William Henry Harrison – commanded
American army that defeated
Tecumseh
British burned Washington D.C. – Dolly
Madison saved some of the important
documents and paintings
Fort McHenry – Baltimore – Francis
Scott Key wrote The Star Spangled
Banner as he watched the
Lewis and Clark Lesson Plan:
http://teacher.scholastic.com/activities
/lewis_clark/prepare.htm
bombardment of the fort by British
ships in the harbor
Battle of New Orleans – Andrew
Jackson “Old Hickory” made his
national reputation for defeating the
British
4.50 Interpret the meaning of the
lyrics in the song “The Star-Spangled
Banner.”
Close read lyrics of “The Star Spangled
Banner”
4.52 Analyze and describe the role of
Tennessee in the War of 1812
including:
● Andrew Jackson
● Battle of Horseshoe Bend
● Sam Houston
● Volunteers
Andrew Jackson- When war broke out
in 1812, Jackson immediately offered
the government the 2500 Tennessee
militiamen under his command. After
leading the troops 1,000 miles down
the river, he was ordered to dismiss
them with no pay. Refusing to
disband, he earned the nickname “Old
Hickory” as he was “tough as a hickory
stick” facing the many hardships that
his men faced.
Battle of Horseshoe Bend- a Creek civil
war erupted in what is now Alabama.
In an attack on Fort Mims, Red Stick
Creeks killed some 250 people,
including American civilians, Mississippi
territorial militia, and some Creeks
who had taken refuge there. The
Creeks' civil war quickly became an
American war. In March 1814,
Jackson's force of Tennesseans and
allied Indians, including the Creek
opponents of the Red Sticks,
annihilated the main Creek force at the
Battle of Horseshoe Bend.
Sam Houston-
4.52 Write a narrative piece with
supporting text describing the effects
of the New Madrid Earthquakes of
1811-12 on the land and people of
Tennessee.
4.53 Write a research piece
summarizing life on the frontier of
Tennessee and reasons why pioneers
moved west, including:
● Cumberland Gap
● Natchez Trace
● Jackson Purchase
● transportation
● housing
● food
● clothing
● gender roles
http://www.tennessee.gov/tsla/history
/military/tn1812.htm
Background information for teachers
http://www.tennessee.gov/tsla/exhibit
s/veterans/1812.htm
Background information for teachers
with authentic copies of letters and
documents.
http://www.pbs.org/kcet/andrewjacks
on/alife/war_hero.html
Video “Battle of Horseshoe Bend” and
background information for teachers
●
●
education
entertainment
4.54 Describe and explain the
contributions of Sequoyah.
4.55 Describe the major events in
Jackson’s presidency including the
corrupt bargain, the Indian Removal
Act, reducing the national debt,
preserving the union, and abolishing
the national bank.
●
Developed an alphabet for the
Cherokee language.
●
Using his alphabet the
Cherokee produced written
materials.
●
The Cherokee history was
preserved because they were
able to write it down using the
alphabet he created.
1824 Election – 4 candidates –
Andrew Jackson
Henry Clay
John Quincy Adams
John Crawford
Jackson won the popular vote but did
not have a majority in the Electoral
College
Vote went to the House of
Representatives as stated in the
Constitution
Top Two vote getters – Jackson and
JQ Adams
Henry Clay threw his support behind
JQAdams and got enough votes in the
House of Reps to get JQA elected
A few days after the election, JQA
announced that Henry Clay would be
Secretary of State.
Jackson supporters claimed that JQA
and Clay had made a “corrupt bargain”
in order to steal the election from
Jackson.
Election of 1828
Jackson defeated JQAdams in both
popular and electoral votes
1. Nullification Crisis – South Carolina
nullified (refused to obey) the federal
tariff. Jackson threatened to send
federal troops to collect the tariff.
Henry Clay offered a compromise tariff
that SC accepted. Jackson showed
that he would keep the Union together
even if he disagreed with some laws
himself.
2. Indian Removal – Jackson believed
the southeastern Indian tribes –
Cherokees, etc., - would be better off
if they were moved to Oklahoma
Territory. Indians in the way of white
Textbook page 405
http://www.edhelper.com/ReadingCo
mprehension_35_201.html
expansion. Indian Removal Act
passed by Congress. Resulted in “Trail
of Tears.”
3. Jackson determined to bring the
Bank of the U.S. to an end because he
believed it benefited the wealthy
industrialists of the East and hurt
western and southern farmers.
Removed federal deposits from the
Bank until it collapsed.
This caused a Panic (the word for
recession in the 1800’s) that hurt the
country and left the government
without an organized way to deal with
its finances.
4. Jackson’s opponents often called
him “King Andrew” because he used
the power of the presidency –
especially the veto – often and widely.
4.56 Analyze the impact of the Indian
Removal Act on the Cherokee, detail
their resistance to being removed, and
map the movement west including:
● Treaty of New Echota
● John Ross
● Trail of Tears
Primary Documents and
Supporting Texts to Read: “The
Star Spangled Banner”, Francis Scott
Key; excerpts from letters of
Meriwether Lewis from the Corp of
Discovery; excerpts from Eliza Bryan
of the New Madrid Earthquakes
The Star Spangled Banner
http://fun.familyeducation.com/fourthof-july/music/35068.html
http://www.mdhs.org/digitalimage/sta
r-spangled-banner-handwritten
http://kids.niehs.nih.gov/games/songs
/patriotic/anthemmid.htm
Letters of Meriwether Lewis
http://www.loc.gov/teachers/classroo
mmaterials/presentationsandactivities/
presentations/lewisandclark/resources
_1.html
Eliza Bryan
http://www.ceri.memphis.edu/compen
dium/eyewitness/
The Growth of The Republic (1800-1850)
4.57 Analyze and describe the factors
of the Industrial Revolution occurring
Samuel Slater – Father of the
American Factory System – brought
in the United States and on Tennessee
including:
● Samuel Slater-factory system
● Watermills-influence of
geography
● Fulton-steamboats
● Eli Whitney-cotton gin
secrets of textile industry from
England and started industry in the
U.S.
Northeastern U.S. better suited
geographically to industry. Had the
short, rapidly moving rivers necessary
to power the water mills that turned
machinery. Immigrants came into the
Northeast to get jobs in the textiles
and other factories, while slave labor
on the plantations dominated the
South and family farms dominated the
West.
Robert Fulton – used the technology of
the steam engine to propel the first
steamboat on the Hudson River.
Importance – made river traffic twoway – both up and down rivers.
Eli Whitney – developed the cotton gin
– separated the seeds from the cotton
fiber – gave new life to the cotton
industry and, unfortunately, also to
slavery.
4.58 Explain the expansion of the
plantation system and slavery as the
demand for cotton production grew
and the impact of the cotton gin
Cotton gin made growing cotton more
profitable.
Land across the Deep South was
opened for plantation expansion.
Rivers in the South – long, lazy – good
source for irrigation and livestock, but
not for industry.
Demand for cotton – English factories
depended on American cotton.
Slave labor increased.
4.59 Contrast the emerging
urbanization in the North with the
agricultural South and the developing
West.
Cities develop in the North as
industrialization takes hold. Not just
seaports like NYC and Boston, but also
cities along rivers where industries
were located like Buffalo, Pittsburgh.
South remains plantation-dominated.
West – Ohio, Indiana,
Michigan…family farms – wheat, corn,
oats
4.60 Describe and explain the
contributions of Virginia Hill and Free
Hill, Tennessee, Frances Wright and
Nashoba, and Elihu Embree and their
efforts to abolish slavery in Tennessee.
4.61 Describe the characteristics of
slave life on plantations across the
South.
Slave quarters
Not allowed to read or write
Encouraged to practice Christianity
Generally given food and adequate
clothing because it was not in the best
interests of the slave owner to hurt his
investments.
Most brutal practices like whipping
were actually rare because of
“damage” to the property (slave).
Harsh penalties for runaways.
“sold down the river” – practice of
breaking up slave families by selling
children or husbands/wives away to
other plantations
Many slaves did more than work
cotton – learned trades like
blacksmithing, barrel-making, care and
doctoring of livestock, domestic
service
4.62 Using informational texts, explain
the fight for independence against
Mexico and the contributions of
Tennesseans Sam Houston and David
Crockett.
Mexico gained independence from
Spain in 1821
Allowed American settlers into Texas
territory – Stephen Austin brought first
group
Eventually hundreds more came into
the territory but refused to follow
Mexican rules of “no slavery” and
“convert to Catholicism”
Texans revolted against Mexican
authority in 1836
Leader – Sam Houston (would later
become the President of the Lone Star
Republic)
Battle of the Alamo – Davy Crockett
and other volunteers sacrificed their
lives to stop Mexican advance
Texas gained its independence and
became the Lone Star Republic from
1836-1845 when it was annexed as
part of the U.S.
4.63 Conduct a short research project
detailing the surprise nomination and
election of James K. Polk and list his
accomplishments in office including
Texas statehood, territorial expansion,
and one term promise.
1844 Election
Polk ran on a promise to serve ONE
term only and to accomplish the
following:
1. settle boundary with Oregon
2. annex Texas
3. acquire California
Accomplished all his goals.
Mexican War – 1846-1848 – US
acquired California and all the territory
east to Texas – called the Mexican
Cession
4.64 Cite evidence from informational
texts explaining the causes, course,
and consequences of the Mexican
War, including Winfield Scott, Zachary
Taylor, and Mexican Cession.
Cause – US wanted California and
Mexico would not sell
Course – US won major battles under
leadership of Winfield Scott and
Zachary Taylor (who went on to win
the Presidency in 1848)
Consequence – Mexico lost huge part
of his territory. Mexican Cession
included future states of NM, NV, CA,
parts of CO, UT
4.65 Identify prominent people and
reform movements in the United
States during the mid-19th century
including:
● Dorothea Dix and her quest
for prison reform and help for
the mentally ill
● Horace Mann and public
education
● Nat Turner and Gabriel
Prosser and their resistance to
enslavement
● Frederick Douglass and
William Lloyd Garrison and the
abolition of slavery
Dorothea Dix – worked to get poor
people out of poor houses and to get
the mentally ill into hospitals instead of
prisons
Horace Mann – worked to improve
public education and to have
compulsory education laws
Nat Turner and Gabriel Prosser – led
slave rebellions in the South that
scared southern plantation owners and
made them restrict their slaves more
tightly and treat them worse
Frederick Douglass – escaped slave
that gained an education and worked
as an abolitionist speaker
William Lloyd Garrison – publisher of
The Liberator – called for the violent
overthrow of slavery
4.66 Write an expository piece
describing the search for gold in
California and its impact.
1848 gold discovered at Sutter’s Mill
in California
Touched off global stampede for the
gold fields
Transportation across country by
covered wagon
Transportation around South America
– clipper ships
California grew almost overnight into a
territory, then a state, with enough
population to petition Congress to
enter as a state in 1850
4.67 Explain the events, political
debate, and outcome of the
Compromise of 1850 and the Kansas
and Nebraska Act.
Compromise of 1850
1. California admitted as a free state
(changed the equal balance of slave
and free so a major blow to the
southerners)
2. Southerners get a Fugitive Slave
Law – northerners supposed to turn in
runaway slaves – just increased
tension between the two groups.
Kansas-Nebraska Act 1854
Stephen Douglas sponsored legislation
to bring the Kansas and Nebraska
territories into the Union under
Popular Sovereignty – people in the
territories would vote whether they
would be slave or free.
This would abolish the Missouri
Compromise 36/30 line that had stood
for 34 years. Set off massive protests
about the possibility of slavery
expanding into the territories. Gave
birth to the Republican Party which
was organized over the one issue of
no expansion of slavery into the
territories. Bleeding Kansas – pro vs.
anti-slavery groups begin a civil war in
the Kansas territory. Dress rehearsal
for Civil War.
4.68 Create a visual display using
multiple forms of media to name the
states and territories. that existed in
1850, their locations, and major
geographical features, including
mountain ranges, principal rivers, and
dominant plant regions.
Primary Documents and
Supporting Texts to Read: excerpts
from the writings of Frederick
Douglass; excerpts of the
Autobiography of David Crockett
Google Territorial Expansion of the US
maps and should find several good
examples.
http://smithsonianeducation.org/educa
tors/lesson_plans/borders/start.html