PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) CALIFORNIA HISTORY-SOCIAL SCIENCE STANDARDS FOR PUBLIC SCHOOLS

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) CALIFORNIA HISTORY-SOCIAL SCIENCE STANDARDS FOR PUBLIC SCHOOLS"

Transcription

1 Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 California History-Social Science Standards for Public Schools (Grade 8) HISTORICAL AND SOCIAL SCIENCES ANALYSIS SKILLS CHRONOLOGICAL AND SPATIAL THINKING 1. Students explain how major events are related to one another in time. 2. Students construct various time lines of key events, people, and periods of the historical era they are studying. 3. Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems. SE/TE: The Motivation, Background, and Preview activities prior to each selection place the literature within a historical/cultural context. See pages 4, 20, 42, 52, 66, 76, 98, 116, 128, 142, 154, 170, 180, 228, 240, 254, 266, 286, 300, 314, 340, 348, 362, 378, 396, 422, 436, 450, 460, 492, 520, 532, 554, 574, 612, 622, 634, 646, 666, 698, 746, 808, 816, 832, 844, 866, 876, 888, 912, and 932. TE: The Background and Enrichment notes place the literary selections within an historical context. Social Studies, 4, 18, 20, 30, 66, 228, 240, 254, 256, 257, 259, 291, 300, 304, 314, 340, 362, 450, 464, 465, 574, 583, 588, 614, 641, 646, 716, 726, 777, 812, 844, 932; Social Studies Connection, 24, 102, 134, 148, 158, 234, 246, 258, 270, 310, 313, 320, 368, 377, 433, 444, 466, 468, 470, 474, 566, 586, 640, 655, 680, 702, 710, 718, 722, 730, 732, 734, 738, 744, 752, 754, 758, 766, 768, 770, 776, 822, 864, 920, 942, 948 SE: Extension Activities: Poetry Timeline, 843; Timeline for Explanation of Process, 510; Timeline for Civil Rights Movement, 239 SE: Internet Maps and Directions, 550; Map and Directions, ; Maps for a Presentation, 459; Creating and Displaying Maps, 141, 309 1

2 RESEARCH, EVIDENCE, AND POINT OF VIEW 1. Students frame questions that can be answered by historical study and research. 2. Students distinguish fact from opinion in historical narratives and stories. 3. Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories. SE: Students develop an understanding of this concept as they complete the following activities. See Research and Technology on pages 15, 29, 41, 51, 61, 75, 83, 111, 127, 141, 153, 165, 179, 213, 239, 253, 265, 281, 299, 309, 325, 347, 361, 375, 395, 403, 431, 449, 459, 487, 505, 531, 549, 573, 593, 621, 633, 645, 661, 677, 747, 780, 815, 831, 843, 859, 875, 887, 897, 927, and 953. TE: Social Studies, 4, 18, 20, 30, 66, 228, 240, 254, 256, 257, 259, 291, 300, 304, 314, 340, 362, 450, 464, 465, 574, 583, 588, 614, 641, 646, 716, 726, 777, 812, 844, 932; Social Studies Connection, 24, 102, 134, 148, 158, 234, 246, 258, 270, 310, 313, 320, 368, 377, 433, 444, 466, 468, 470, 474, 566, 586, 640, 655, 680, 702, 710, 718, 722, 730, 732, 734, 738, 744, 752, 754, 758, 766, 768, 770, 776, 822, 864, 920, 942, 948 SE: Assessment Practice: Distinguish Fact and Opinion, 693 TE: Fact and Opinion, 630 TR: See related Selection Support materials. TECH: Resource Pro CD-ROM, Transparencies, Formal Assessment Software, Listening to Literature Audiocassettes, Listening to Literature Audiocassettes, Audio CDs, Interest Grabber Videotapes and Assessment Videotapes. SE: Students prepare for this objective as they examine textbooks on page. For related information see Reading Information Materials pages 62, 84, 112, 214, 282, 326, 404, 408, 488, 506, 550, 598, 662, 682, 782, 794, 860, 898, 928, and

3 4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them. SE: Harriet Tubman: Guide to Freedom, ; The Underground Railroad, ; Brown vs. Board of Education, ; Choice: A Tribute to Dr. Martin Luther King, Jr., ; Ellis Island, ; Achieving the American Dream, ; Arguments in Favor of a Sixteenth Amendment, ; Research Report, See Writing Handbook pages R12 R13 and Citing Sources and Preparing Manuscript pages R14 R16. TR: Writing and Grammar Workbook and Selection Support Materials. TECH: Resource Pro CD-ROM, Writing and Grammar itext CD-ROM, and Writing Models Transparencies. 5. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author s perspectives). SE: The Drummer Boy of Shiloh, 4 12 (Civil War); An Episode of War, (Civil War); I Know Why the Caged Bird Sings, (Southern Segregation); from Bill Gates, (20 th Century United States); Cub Pilot on the Mississippi, (Antebellum South); Harriet Tubman: Guide to Freedom, ; Columbus, ; Western Wagons, ; The Other Pioneers, (Mexican Americans); Up the Slide, (Yukon Gold Rush); Thank You M am, (African American Experience); The Underground Railroad, ; Brown vs. Board of Education, ; A Retrieved Reformation, (Nineteenth Century America); Emancipation and O Captain! My Captain, (Abraham Lincoln); Paul Revere s Ride, ; The Deposition Draft, ; Always to Remember: The Vision of Maya Ying Lin, (Vietnam War); The People, Yes, (Depression); Choice: A Tribute to Dr. Martin Luther King, Jr., ; Ellis Island, ; Achieving the American Dream, ; The New Colossus, 372; Ellis Island and Angel Island, ; The White Umbrella, (Chinese Immigration); Arguments in Favor of a Sixteenth Amendment, The Tell-Tale Heart, ; Internet Maps and Directions, 550; Map and Directions, ; Tears of Autumn, (Japanese Immigration); 3

4 5. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author s perspectives). SE: The Medicine Bag, (Native American Culture); Not to Go With the Others, (Nazi Prison Camps); The American Dream, (Martin Luther King, Jr.); The Diary of Anne Frank, , ; Life Is Beautiful, (Holocaust); The Wreck of the Hesperus, ; Harlem Night Song, ; Chicoria, (Mexicans in New Mexico); Coyote steals the Sun and Moon, (Zuni Myth); Davy Crockett s Dream, ; The Right Stuff, TE: Social Studies, 4, 18, 20, 30, 66, 228, 240, 254, 256, 257, 259, 291, 300, 304, 314, 340, 362, 450, 464, 465, 574, 583, 588, 614, 641, 646, 716, 726, 777, 812, 844, 932; Social Studies Connection, 24, 102, 134, 148, 158, 234, 246, 258, 270, 310, 313, 320, 368, 377, 433, 444, 466, 468, 470, 474, 566, 586, 640, 655, 680, 702, 710, 718, 722, 730, 732, 734, 738, 744, 752, 754, 758, 766, 768, 770, 776, 822, 864, 920, 942, 948 HISTORICAL INTERPRETATION 1. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place. SE: The Drummer Boy of Shiloh, 4 12 (Civil War); An Episode of War, (Civil War); I Know Why the Caged Bird Sings, (Southern Segregation); Harriet Tubman: Guide to Freedom, ; Columbus, ; Western Wagons, ; The Other Pioneers, (Mexican Americans); Up the Slide, (Yukon Gold Rush); The Underground Railroad, ; Brown vs. Board of Education, ; A Retrieved Reformation, (Nineteenth Century America); Emancipation and O Captain! My Captain, (Abraham Lincoln); The Deposition Draft, ; Always to Remember: The Vision of Maya Ying Lin, (Vietnam War); The People, Yes, (Depression); Choice: A Tribute to Dr. Martin Luther King, Jr., ; Ellis Island, ; Achieving the American Dream, ; The New Colossus, 372; Ellis Island and Angel Island, ; 4

5 1. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place. 2. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long-and short-term causal relations. SE: Arguments in Favor of a Sixteenth Amendment, ; Tears of Autumn, (Japanese Immigration); Not to Go With the Others, (Nazi Prison Camps); The American Dream, (Martin Luther King, Jr.); The Diary of Anne Frank, , ; Life Is Beautiful, (Holocaust) TE: Social Studies, 4, 18, 20, 30, 66, 228, 240, 254, 256, 257, 259, 291, 300, 304, 314, 340, 362, 450, 464, 465, 574, 583, 588, 614, 641, 646, 716, 726, 777, 812, 844, 932; Social Studies Connection, 24, 102, 134, 148, 158, 234, 246, 258, 270, 310, 313, 320, 368, 377, 433, 444, 466, 468, 470, 474, 566, 586, 640, 655, 680, 702, 710, 718, 722, 730, 732, 734, 738, 744, 752, 754, 758, 766, 768, 770, 776, 822, 864, 920, 942, 948 SE: Cause and Effect, 227, 255, 259, 261, 263, 607, 682, 685; Analyze Cause and Effect, 108, 124, 138, 371, 442, 456, 618, 627, 642, 651, 745, 778, 868 TE: Cause and Effect, 190, 763, 767; Reading Strategy, 255, 258 TR: Selection Support, 84 TECH: Resource Pro CD-ROM, Transparencies, Formal Assessment Software, Listening to Literature Audiocassettes, Listening to Literature Audiocassettes, Audio CDs, Interest Grabber Videotapes and Assessment Videotapes. 3. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns. SE: The Drummer Boy of Shiloh, 4 12 (Civil War); An Episode of War, (Civil War); I Know Why the Caged Bird Sings, (Southern Segregation); Harriet Tubman: Guide to Freedom, ; Columbus, ; Western Wagons, ; The Other Pioneers, (Mexican Americans); Up the Slide, (Yukon Gold Rush); The Underground Railroad, ; Brown vs. Board of Education, ; A Retrieved Reformation, (Nineteenth Century America); Emancipation and O Captain! My Captain, (Abraham Lincoln); 5

6 3. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns. 4. Students recognize the role of chance, oversight, and error in history. SE: The Deposition Draft, ; Always to Remember: The Vision of Maya Ying Lin, (Vietnam War); The People, Yes, (Depression); Choice: A Tribute to Dr. Martin Luther King, Jr., ; Ellis Island, ; Achieving the American Dream, ; The New Colossus, 372; Ellis Island and Angel Island, ; Arguments in Favor of a Sixteenth Amendment, ; Tears of Autumn, (Japanese Immigration); Not to Go With the Others, (Nazi Prison Camps); The American Dream, (Martin Luther King, Jr.); The Diary of Anne Frank, , ; Life Is Beautiful, (Holocaust) TE: Social Studies, 4, 18, 20, 30, 66, 228, 240, 254, 256, 257, 259, 291, 300, 304, 314, 340, 362, 450, 464, 465, 574, 583, 588, 614, 641, 646, 716, 726, 777, 812, 844, 932; Social Studies Connection, 24, 102, 134, 148, 158, 234, 246, 258, 270, 310, 313, 320, 368, 377, 433, 444, 466, 468, 470, 474, 566, 586, 640, 655, 680, 702, 710, 718, 722, 730, 732, 734, 738, 744, 752, 754, 758, 766, 768, 770, 776, 822, 864, 920, 942, 948 SE: Students can explore the role of chance, oversight, and error in history as they read the following selections. Harriet Tubman: Guide to Freedom, ; The Underground Railroad, ; Brown vs. Board of Education, ; Paul Revere s Ride, ; Choice: A Tribute to Dr. Martin Luther King, Jr., ; Ellis Island, ; Achieving the American Dream, ; Arguments in Favor of a Sixteenth Amendment, ; The American Dream, TR: See all Selection Support materials. 6

7 5. Students recognize that interpretations of history are subject to change as new information is uncovered. 6. Students interpret basic indicators of economic performance and conduct cost-benefit analyses of economic and political issues. SE: Students can explore this objective as they read the following selections: Harriet Tubman: Guide to Freedom, ; The Underground Railroad, ; Brown vs. Board of Education, ; Ellis Island, ; Achieving the American Dream, ; Ellis Island and Angel Island, ; Arguments in Favor of a Sixteenth Amendment, ; Not to Go With the Others, ; The American Dream, TR: See all Selection Support materials. SE: For related information see: Thank You M am, ; The People, Yes, (Depression); TE: Depression Photographs, 41; Yukon Gold Rush, 154 TR: See related Selection Support materials. UNITED STATES HISTORY AND GEOGRAPHY: GROWTH AND CONFLICT 8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. 8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. SE: TE: For related information see: Columbus, ; Paul Revere s Ride, ; Chicoria, (Mexicans in New Mexico); Coyote Steals the Sun and Moon, (Zuni Myth); Davy Crockett s Dream, ; Map of Boston in the Revolutionary War, 309 Inuit People, 158; Revolutionary Societies, 304; America as a Colony, 310; The Declaration of Independence, 313; Paul Revere and Colonial Leaders, 300, 311 SE: For related information see Brown vs. Board of Education pages , Analysis of a Legislative Bill pages , Arguments in Favor of a Sixteenth Amendment pages , and Student Senate Bylaws page 928. TE: The Declaration of Independence, 313 7

8 8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it. 8.4 Students analyze the aspirations and ideals of the people of the new nation. 8.5 Students analyze U.S. foreign policy in the early Republic. 8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. SE: For related information see Brown vs. Board of Education pages , Analysis of a Legislative Bill pages , Arguments in Favor of a Sixteenth Amendment pages , and Student Senate Bylaws page 928. TE: The Declaration of Independence, 313 SE: For related information see: Columbus, ; Western Wagons, ; Cub Pilot on the Mississippi, (Antebellum South); SE: For related information see: The Other Pioneers, (Mexican Americans); Up the Slide, (Yukon Gold Rush) SE: For related information see: The Drummer Boy of Shiloh, 4 12 (Civil War); An Episode of War, (Civil War); Cub Pilot on the Mississippi, (Antebellum South); Harriet Tubman: Guide to Freedom, ; The Underground Railroad, ; Emancipation and O Captain! My Captain, (Abraham Lincoln); Civil War Photo Album, 15 TE: Battle of Shiloh, 4; Abraham Lincoln, 265; Abolitionists, 254; Slave Owners, 256; African Americans in the Civil War, 258 8

9 8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced. 8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced. 8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. SE: The Drummer Boy of Shiloh, 4 12 (Civil War); An Episode of War, (Civil War); Cub Pilot on the Mississippi, (Antebellum South); Harriet Tubman: Guide to Freedom, ; The Underground Railroad, ; Emancipation and O Captain! My Captain, (Abraham Lincoln); Civil War Photo Album, 15 TE: Battle of Shiloh, 4; Abraham Lincoln, 265; Abolitionists, 254; Slave Owners, 256; African Americans in the Civil War, 258 SE: For related information see: Western Wagons, ; The Other Pioneers, (Mexican Americans); Up the Slide, (Yukon Gold Rush) SE: For related information see: Cub Pilot on the Mississippi, (Antebellum South); Harriet Tubman: Guide to Freedom, ; The Underground Railroad, TE: Abraham Lincoln, 265; Abolitionists, 254; Slave Owners, 256; The Declaration of Independence, 313 9

10 8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War Students analyze the character and lasting consequences of Reconstruction Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. SE: The Drummer Boy of Shiloh, 4 12 (Civil War); An Episode of War, (Civil War); Cub Pilot on the Mississippi, (Antebellum South); Harriet Tubman: Guide to Freedom, ; The Underground Railroad, ; Emancipation and O Captain! My Captain, (Abraham Lincoln); TE: Battle of Shiloh, 4; Civil War Photo Album, 15; Abraham Lincoln, 265; Abolitionists, 254; Slave Owners, 256; African Americans in the Civil War, 258 SE: For related information see: I Know Why the Caged Bird Sings, (Southern Segregation); Emancipation and O Captain! My Captain, (Abraham Lincoln) SE: For related information see: Western Wagons, ; The Other Pioneers, (Mexican Americans); Up the Slide, (Yukon Gold Rush); Thank You M am, (African American Experience); The White Umbrella, (Chinese Immigration); Arguments in Favor of a Sixteenth Amendment, ; 10

Prentice Hall The American Nation: Beginnings Through Correlated to: Arkansas Social Studies Curriculum Frameworks (Grades 5 8)

Prentice Hall The American Nation: Beginnings Through Correlated to: Arkansas Social Studies Curriculum Frameworks (Grades 5 8) Arkansas Social Studies Curriculum Frameworks (Grades 5 8) STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history

More information

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) Prentice Hall Literature: Timeless Voices, Timeless Themes 2005, Bronze Level Washington Reading Grade Level Expectations and Writing EALRs Reading Grade 7 In seventh grade, students are aware of their

More information

World Cultures and Geography

World Cultures and Geography McDougal Littell, a division of Houghton Mifflin Company correlated to World Cultures and Geography Category 2: Social Sciences, Grades 6-8 McDougal Littell World Cultures and Geography correlated to the

More information

Pearson myworld Geography Western Hemisphere 2011

Pearson myworld Geography Western Hemisphere 2011 A Correlation of Pearson Western Hemisphere 2011 Table of Contents Reading Standards for... 3 Writing Standards for... 9 A Correlation of, Reading Standards for Key Ideas and Details RH.6-8.1. Cite specific

More information

correlated to the North Carolina Social Studies Standard Course of Study for Africa, Asia and Australia and Skills Competency Goals

correlated to the North Carolina Social Studies Standard Course of Study for Africa, Asia and Australia and Skills Competency Goals correlated to the North Carolina Social Studies Standard Course of Study for Africa, Asia and Australia 6/2002 2003 Introduction to World Cultures and Geography: Eastern Hemisphere World Cultures and Geography:

More information

correlated to 4/2002

correlated to 4/2002 2001 correlated to 2003 4/2002 American Studies A Nextext Anthology correlated to 2003 Chapter 1 Three Worlds Meet Section 1: Peopling the Americas Section 2: Native American Societies Around 1492 Section

More information

Louisiana Department of Education Social Studies

Louisiana Department of Education Social Studies Louisiana Department of Education Social Studies Correlation to Grade Level Expectations Document Pearson Scott Foresman The United States Social Studies GRADE 5 C/SS-7A_G5 Geography The World in Spatial

More information

Title: Frederick Douglass Footsteps Developed by: Sari Bennett & Pat Robeson: Maryland Geographic Alliance.

Title: Frederick Douglass Footsteps Developed by: Sari Bennett & Pat Robeson: Maryland Geographic Alliance. Title: Frederick Douglass Footsteps 1818-1895 Developed by: Sari Bennett & Pat Robeson: Maryland Geographic Alliance Grade Level: 4 Duration: class periods MD Curriculum - Grade 4: Geography A. Using Geographic

More information

The United States Expands West. 1820s 1860s

The United States Expands West. 1820s 1860s The United States Expands West 1820s 1860s President Martin van Buren - #8 Democrat (VP for Jackson s 2 nd term) In office 1837-1841 Promised to continue many of Jackson s policies Firmly opposed the American

More information

"Whence shall we expect the approach of danger, shall some transatlantic giant step the earth and crush us at a blow? Never. All the armies of Europe

Whence shall we expect the approach of danger, shall some transatlantic giant step the earth and crush us at a blow? Never. All the armies of Europe "Whence shall we expect the approach of danger, shall some transatlantic giant step the earth and crush us at a blow? Never. All the armies of Europe and Asia could not by force take a drink from the Ohio

More information

HISTORY 1400: MODERN WESTERN TRADITIONS

HISTORY 1400: MODERN WESTERN TRADITIONS HISTORY 1400: MODERN WESTERN TRADITIONS This course provides students with an opportunity to examine some of the cultural, social, political, and economic developments of the last five hundred years of

More information

C est à toi! Levels One, Two, Three 1 st edition, revised

C est à toi! Levels One, Two, Three 1 st edition, revised Correlation of C est à toi! Levels One, Two, Three 1 st edition, revised to the New Jersey French Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102 800-328-1452 phone 800-328-4564

More information

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: American Literature/Composition

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: American Literature/Composition Grade 11 correlated to the Georgia Quality Core Curriculum 9 12 English/Language Arts Course: 23.05100 American Literature/Composition C2 5/2003 2002 McDougal Littell The Language of Literature Grade 11

More information

(2) SIGNIFICANT THEMES AND HIGHLIGHTS

(2) SIGNIFICANT THEMES AND HIGHLIGHTS 13 Moving West (1) CHAPTER OUTLINE Narcissa Whitman her husb Marcus, were among thouss of Americans who played a part in the movement into the trans-mississippi West between 1830-1865. The chapter also

More information

Class Assignment Questions Chapter 17 The Civil War Instructions:

Class Assignment Questions Chapter 17 The Civil War Instructions: Class Assignment Questions Chapter 17 The Civil War Instructions: Use the American Nation Textbook Pages 30-59 and class notes to answer the following questions. Answer the following questions in complete

More information

SB=Student Book TE=Teacher s Edition WP=Workbook Plus RW=Reteaching Workbook 47

SB=Student Book TE=Teacher s Edition WP=Workbook Plus RW=Reteaching Workbook 47 A. READING / LITERATURE Content Standard Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others. Rationale Reading

More information

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: Ninth Grade Literature and Composition

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: Ninth Grade Literature and Composition Grade 9 correlated to the Georgia Quality Core Curriculum 9 12 English/Language Arts Course: 23.06100 Ninth Grade Literature and Composition C2 5/2003 2002 McDougal Littell The Language of Literature Grade

More information

Prentice Hall America: Pathways to the Present 2002 Correlated to: Maine Curriculum Framework for History (Grades 9-12)

Prentice Hall America: Pathways to the Present 2002 Correlated to: Maine Curriculum Framework for History (Grades 9-12) Maine Curriculum Framework for History (Grades 9-12) HISTORY A. CHRONOLOGY: Students will use the chronology of history and major eras to demonstrate the relationships of events and people. Students will

More information

Key Characters of the Civil War

Key Characters of the Civil War Key Characters of the Civil War Abraham Lincoln Abraham Lincoln Was the of the when the started. Freed the because he they would for the. In 1863, signed the that said the were in the Gave the famous

More information

Map Exercise Routes West and Territory

Map Exercise Routes West and Territory Routes to the West Unit Objective: examine the cause and effects of Independence Movements west & south of the United States; investigate and critique U.S. expansionism under the administrations of Van

More information

United States History. Robert Taggart

United States History. Robert Taggart United States History Robert Taggart Table of Contents To the Student.............................................. v Unit 1: Birth of a Nation Lesson 1: From Colonization to Independence...................

More information

Oregon Country. Adams-Onís Treaty. Mountain Men. Kit Carson. Oregon Trail. Manifest Destiny

Oregon Country. Adams-Onís Treaty. Mountain Men. Kit Carson. Oregon Trail. Manifest Destiny Chapter 11 Section 1: Westward to the Pacific Oregon Country Adams-Onís Treaty Mountain Men Kit Carson Oregon Trail Manifest Destiny Chapter 11 Section 2: Independence for Texas Davy Crockett The area

More information

Famous People Bingo. Educational Impressions, Inc.

Famous People Bingo. Educational Impressions, Inc. Famous People Bingo BINGO BAGS Directions 1. Cut apart the sheets of heavy-stock paper which contain the call cards with topics and clues. Copies of these sheets are also provided on plain paper for your

More information

Prentice Hall United States History 1850 to the Present Florida Edition, 2013

Prentice Hall United States History 1850 to the Present Florida Edition, 2013 A Correlation of Prentice Hall United States History To the & Draft Publishers' Criteria for History/Social Studies Table of Contents Grades 9-10 Reading Standards for Informational Text... 3 Writing Standards...

More information

South Carolina Social Studies Academic Standards 2005 Global Studies

South Carolina Social Studies Academic Standards 2005 Global Studies correlated to the South Carolina Social Studies Academic s 2005 Global Studies McDougal Littell World History: Patterns of Interaction correlated to the SOUTH CAROLINA Social Studies Academic s 2005 Global

More information

FOURTH GRADE. WE LIVE AS CHRISTIANS ~ Your child recognizes that the Holy Spirit gives us life and that the Holy Spirit gives us gifts.

FOURTH GRADE. WE LIVE AS CHRISTIANS ~ Your child recognizes that the Holy Spirit gives us life and that the Holy Spirit gives us gifts. FOURTH GRADE RELIGION LIVING AS CATHOLIC CHRISTIANS ~ Your child recognizes that Jesus preached the Good News. understands the meaning of the Kingdom of God. knows virtues of Faith, Hope, Love. recognizes

More information

Transcontinental Railroad

Transcontinental Railroad Name 1 Transcontinental Railroad Long Term Questions How have our leaders impacted the growth of the United States? (4.2.2) How did explorers and pioneers impact the growth of the United States? (4.2.1)

More information

Chapter 2: Historical Overview of Independence

Chapter 2: Historical Overview of Independence Chapter 2: Historical Overview of Independence In this chapter you will find: A Brief History of the HISTORICAL OVERVIEW OF INDEPENDENCE Photograph on cover page: Independence County Courthouse remodeled

More information

Copyright History Matters 2015.

Copyright History Matters 2015. Copyright History Matters 2015. Social Studies Name: Directions: Use the handout to complete the following timeline assignment. Task Overview Westward Expansion unfolded as a series of key events that

More information

Mock Lincoln-Douglas Debate Transcript 1. Opening Statements

Mock Lincoln-Douglas Debate Transcript 1. Opening Statements Mock Lincoln-Douglas Debate Transcript 1 Background: During the mid-1800 s, the United States experienced a growing influence that pushed different regions of the country further and further apart, ultimately

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 7)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 7) Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Oregon Language Arts Content Standards (Grade 7) ENGLISH READING: Comprehend a variety of printed materials. Recognize, pronounce,

More information

H THE STORY OF TEXAS EDUCATOR GUIDE H. Student Objectives TEKS. Guiding Questions. Materials

H THE STORY OF TEXAS EDUCATOR GUIDE H. Student Objectives TEKS. Guiding Questions. Materials H C H A P T E R F I V E H A GROWING SENSE OF SEPARATENESS Overview Chapter 5: A Growing Sense of Separateness begins at the entrance of the Second Floor exhibits and stretches through Stephen F. Austin

More information

Materials Colored sticker-dots Oh Captain, My Captain!; poem, questions, and answer key attached

Materials Colored sticker-dots Oh Captain, My Captain!; poem, questions, and answer key attached Who was Abraham Lincoln? Overview Students will participate in a kinesthetic activity in which they review various quotes by and regarding Abraham Lincoln, discussing the various ideas and attitudes exhibited

More information

Midterm Review Guide #1

Midterm Review Guide #1 Midterm Review Guide #1 Warned minutemen at Lexington Great speaker from Virginia King of England during the American Revolution. Leader of Sons of Liberty from Mass. Lawyer from Massachusetts Main author

More information

Discovering Our Past: A History of the United States, Early Years Correlated to Common Core State Standards, Grades 6 8

Discovering Our Past: A History of the United States, Early Years Correlated to Common Core State Standards, Grades 6 8 Discovering Our Past: A History of the United States, Early Years Correlated to Common Core State Standards, Grades 6 8 Common Core State Standards for Literacy in History/Social Studies, Science, and

More information

2 nd Great Awakening.... Another chapter of Jacksonian Democracy ( )

2 nd Great Awakening.... Another chapter of Jacksonian Democracy ( ) 2 nd Great Awakening... Another chapter of Jacksonian Democracy (1790-1840) Charles Finney If we are to have an impact upon our culture, the beginning point must be to take our stand united in Christ,

More information

Manifest Destiny Unit Text Chapter 13

Manifest Destiny Unit Text Chapter 13 Manifest Destiny Unit Text Chapter 13 8.58 Describe the concept of Manifest Destiny and its impact on the developing character of the American nation, including the purpose, challenges and economic incentives

More information

President Lincoln Visits Antietam

President Lincoln Visits Antietam President Lincoln Visits Antietam President Abraham Lincoln paid an unexpected visit to Sharpsburg, Maryland, on the first of October, 1862. In his three days there, President Lincoln reviewed the troops

More information

Active and informed discussion throughout the semester.

Active and informed discussion throughout the semester. 1 The History of the Jews of the United States of America JST 225 SPRING 2008 Instructor: Erik Greenberg amerikem@sbcglobal.net Office Hours: Mon & Wed. By Appointment Introduction The purpose of this

More information

MISSOURI S FRAMEWORK FOR CURRICULAR DEVELOPMENT IN MATH TOPIC I: PROBLEM SOLVING

MISSOURI S FRAMEWORK FOR CURRICULAR DEVELOPMENT IN MATH TOPIC I: PROBLEM SOLVING Prentice Hall Mathematics:,, 2004 Missouri s Framework for Curricular Development in Mathematics (Grades 9-12) TOPIC I: PROBLEM SOLVING 1. Problem-solving strategies such as organizing data, drawing a

More information

1: mostly accurate 2: partly accurate 3: mostly inaccurate

1: mostly accurate 2: partly accurate 3: mostly inaccurate Unit 1 Life in the Colonies C H A P T E R 4 What was life really like in the colonies? P R E V I E W Suppose you are living in England in the 1700s. You have just finished reading The Untold Story of Life

More information

Modern America Cooke. Reconstruction Essay

Modern America Cooke. Reconstruction Essay Modern America Cooke Name: Reconstruction Essay The American dream has been defined as That dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each

More information

World History Grade: 8

World History Grade: 8 World History Grade: 8 SOC 220 World History I No graduation credit 5 days per week; 1 school year Taught in English This is a required course for 8th grade students in the Mexican/U.S. Programs. This

More information

#25 Objectives. I can identify and define the MAIN causes of WWI. I can describe how each of the MAIN causes led to a world war.

#25 Objectives. I can identify and define the MAIN causes of WWI. I can describe how each of the MAIN causes led to a world war. #25 Objectives I can identify and define the MAIN causes of WWI. I can describe how each of the MAIN causes led to a world war. Opener Do you think there could be another World War today? Why or why not?

More information

World History: Patterns of Interaction

World History: Patterns of Interaction McDougal Littell, a division of Houghton Mifflin Company correlated to World History: Patterns of Interaction Category 7: World History, Grades 9-12 McDougal Littell World History: Patterns of Interaction

More information

Western Civilization III Course Syllabus

Western Civilization III Course Syllabus Western Civilization III Course Syllabus Young man, there is America which at this day serves for little more than to amuse you with stories of savage men and uncouth manners; yet shall, before you taste

More information

Civil War Lesson #8: Final Assessment

Civil War Lesson #8: Final Assessment Civil War Lesson #8: Final Assessment Major Topics: Perspectives of Historical Figures Assessing the Civil War as a War for Freedom Was the Civil War a War for Freedom? Throughout this unit, students have

More information

Hallowed Grounds: Sites of African-American Memories. Courtesy of the archival collection at the Albany County Hall of Records

Hallowed Grounds: Sites of African-American Memories. Courtesy of the archival collection at the Albany County Hall of Records Hallowed Grounds: Sites of African-American Memories Courtesy of the archival collection at the Albany County Hall of Records The history of African-Americans in the United States can be remembered not

More information

Territorial Utah and The Utah War. Chapter 9

Territorial Utah and The Utah War. Chapter 9 Territorial Utah and The Utah War Chapter 9 Nativists Many Americans alarmed at growing number of immigrants Nativists want America for the Americans Preserve country for native-born white citizens Favored

More information

Andrew Jackson decided to retire Martin van Buren was hand picked by Jackson to be the Democratic Candidate

Andrew Jackson decided to retire Martin van Buren was hand picked by Jackson to be the Democratic Candidate Andrew Jackson decided to retire Martin van Buren was hand picked by Jackson to be the Democratic Candidate Was Jackson s 2 nd vice President From New York Whigs ran several favorite son candidates They

More information

BOOK 2, UNIT 2, THE AGE OF ENCOUNTERS Writing focus: Historical explanations Three paragraph balanced argument mini-essays.

BOOK 2, UNIT 2, THE AGE OF ENCOUNTERS Writing focus: Historical explanations Three paragraph balanced argument mini-essays. Textbook: Early Modern Britain 1509-1760 (Collins Knowing History, Unit 2: Age of Encounters BOOK 2, UNIT 2, THE AGE OF ENCOUNTERS Writing focus: Historical explanations Three paragraph balanced argument

More information

Section 1 The Oregon Country: The U.S. was a nation that was destined to be a country that reached from coast to coast.

Section 1 The Oregon Country: The U.S. was a nation that was destined to be a country that reached from coast to coast. Chapter 14 Manifest Destiny Section 1 The Oregon Country: The U.S. was a nation that was destined to be a country that reached from coast to coast. Settlers Move West: The Oregon Country included the present

More information

Day 6: Kansas-Nebraska Act ( minutes)

Day 6: Kansas-Nebraska Act ( minutes) Day 6: Kansas-Nebraska Act (90-120 minutes) Materials to Distribute Kansas-Nebraska Act Text Sheet America Label-me Map 1854 Futility versus Immortality Activity Come to Bleeding Kansas Abolitonist billboard

More information

The Great Encounter: American Indians Meet Explorers & Mountain Men

The Great Encounter: American Indians Meet Explorers & Mountain Men Slide 1 CHAPTER 4 The Great Encounter: American Indians Meet Explorers & Mountain Men Slide 2 The Mood Just as different groups of Native American Indian people had displaced other groups who lived in

More information

Who were the Mormons and why did they decide to Head West?

Who were the Mormons and why did they decide to Head West? Who were the Mormons and why did they decide to Head West? Learning Objectives: To understand who the Mormons were and why they were unpopular in the East. To assess how successful their move West was

More information

AP WORLD HISTORY SUMMER READING GUIDE

AP WORLD HISTORY SUMMER READING GUIDE AP WORLD HISTORY SUMMER READING GUIDE To My 2014-2015 AP World History Students, In the field of history as traditionally taught in the United States, the term World History has often applied to history

More information

Context to APUSH Summer Reading Assignment

Context to APUSH Summer Reading Assignment Context to APUSH Summer Reading Assignment Although many people feel that history is simply lists of names, places, and dates, I believe that the discipline of history is an interpretation of evidence.

More information

CERRITOS COLLEGE. Norwalk, California COURSE OUTLINE ENGLISH 221A LITERATURE IN THE BIBLE: HEBREW SCRIPTURES

CERRITOS COLLEGE. Norwalk, California COURSE OUTLINE ENGLISH 221A LITERATURE IN THE BIBLE: HEBREW SCRIPTURES CERRITOS COLLEGE Norwalk, California COURSE OUTLINE ENGLISH 221A LITERATURE IN THE BIBLE: HEBREW SCRIPTURES Approved by the Curriculum Committee on: February 24, 2000 Dr. Frank Mixson Professor Reviewed

More information

Idaho Territory Grows

Idaho Territory Grows The BIG In what ways did Idaho grow and change in the late 1800s? Idaho Territory Grows This is Lewiston around 1900. What do you think is different about Lewiston today? 1874 The Utah and Northern Railroad

More information

World Book Online: The trusted, student-friendly online reference tool. Name: Date: 1. Abraham Lincoln was born on, in the state of.

World Book Online: The trusted, student-friendly online reference tool. Name: Date: 1. Abraham Lincoln was born on, in the state of. World Book Online: The trusted, student-friendly online reference tool. World Book Advanced Database Name: Date: Abraham Lincoln Abraham Lincoln was one of the truly great men of all time. As the 16 th

More information

SAMUEL A. CARTWRIGHT AND FAMILY PAPERS (Mss. 2471, 2499) Inventory

SAMUEL A. CARTWRIGHT AND FAMILY PAPERS (Mss. 2471, 2499) Inventory SAMUEL A. CARTWRIGHT AND FAMILY PAPERS (Mss. 2471, 2499) Inventory Louisiana and Lower Mississippi Valley Collections Special Collections, Hill Memorial Library Louisiana State University Libraries Baton

More information

American History to 1877 Major Problems of Interpretation

American History to 1877 Major Problems of Interpretation Oberlin College Department of History Ruma Chopra History 103 Rice 303, x58337 Fall 2007 Email: ruma.chopra@oberlin.edu Office Hours: Wednesdays, 12-3, and by appointment American History to 1877 Major

More information

MARY, MOTHER OF JESUS DISCUSSION GUIDE

MARY, MOTHER OF JESUS DISCUSSION GUIDE MARY, MOTHER OF JESUS DISCUSSION GUIDE Copyright 2016 by Beacon Hill Press of Kansas City All scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version,

More information

M S. L U C O U S HIST N O V

M S. L U C O U S HIST N O V COURSE & CONSEQUENCES OF THE CIVIL WAR M S. L U C O U S HIST IB N O V. 2 0 1 7 STANDARDS SSUSH9 Evaluate key events, issues, and individuals related to the Civil War. a) Explain the importance of the growing

More information

Chapter 9 Expanding Markets and Moving West

Chapter 9 Expanding Markets and Moving West Chapter 9 Expanding Markets and Moving West The Market Revolution factory system changed the lives of workers and consumers. People will stop growing and making things for their own survival and begin

More information

The Making of a Nation #47

The Making of a Nation #47 The Making of a Nation #47 The national election of 1832 put Andrew Jackson in the White House for a second term as president. One of the major events of his second term was the fight against the Bank

More information

Relevant Topics. -Rights -Respect -Responsibility -Civic Dialogue -Civic Virtue -Participation

Relevant Topics. -Rights -Respect -Responsibility -Civic Dialogue -Civic Virtue -Participation Quarter 1 (August August, 1 week) Granite School District : Cooperation, rights, respect and responsibility create an orderly and productive learning environment. 3.3 Access the rights and responsibilities

More information

Department of Religious Studies. FALL 2016 Course Schedule

Department of Religious Studies. FALL 2016 Course Schedule Department of Religious Studies FALL 2016 Course Schedule REL: 101 Introduction to Religion Mr. Garcia Tuesdays 5:00 7:40p.m. A survey of the major world religions and their perspectives concerning ultimate

More information

Guide to the Benjamin H. Foster and Samuel Hunt family papers

Guide to the Benjamin H. Foster and Samuel Hunt family papers Guide to the Benjamin H. Foster and Samuel Hunt family papers 1977.198 Finding aid prepared by Robyn R. Hjermstad and Larry Weimer Developed with grant funds from the U.S. Department of Education Underground

More information

Differentiated. Ulysses S. Grant. Reading

Differentiated. Ulysses S. Grant. Reading Differentiated Ulysses S. Grant Reading Passages Created By: Bow Tie Guy 2015 A Note From The Seller: I have found that integrating whenever and wherever possible is a great way to make sure that I am

More information

Syllabus for History 1700 (American Civilization)

Syllabus for History 1700 (American Civilization) Syllabus for History 1700 (American Civilization) Instructor: Eric G. Swedin, Ph.D eswedin@weber.edu Office on Davis campus: DV137L Telephone: 395-3553 (w); 479-3735 (h) Text: Stephen B. Oates, Portrait

More information

Final Exam: January 23rd and January 24 th. Final Exam Review Guide. Day One: January 23rd - Subjective Final Exam

Final Exam: January 23rd and January 24 th. Final Exam Review Guide. Day One: January 23rd - Subjective Final Exam Final Exam: January 23rd and January 24 th Final Exam Review Guide Your final exam will take place over the course of two days. The short answer portion is Day One, January 23rd and the 50 MC question

More information

REVISED SYLLABUS AS OF APRIL 11. Course Website: https://catalyst.uw.edu/workspace/jturner3/18535/ Gowen Hall Tuesday 1:30-3:30 p.m.

REVISED SYLLABUS AS OF APRIL 11. Course Website: https://catalyst.uw.edu/workspace/jturner3/18535/ Gowen Hall Tuesday 1:30-3:30 p.m. REVISED SYLLABUS AS OF APRIL 11 AMERICAN POLITICAL THOUGHT I: COLONIAL ERA TO CIVIL WAR Political Science 318 University of Washington Spring 2017 5 Credits Tuesday and Thursday, 11:30-1:20 p.m. Miller

More information

Leaders of the Underground Railroad

Leaders of the Underground Railroad Leaders of the Underground Railroad Harriet Tubman The greatest conductor of the Underground Railroad was a runaway slave named Harriet Tubman, known to those she helped escape as Moses. Born as one of

More information

Unit 1: Founding the New Nation FRQ Outlines

Unit 1: Founding the New Nation FRQ Outlines Prompt: In the seventeenth century, New England Puritans tried to create a model society. To what extent were those aspirations fulfilled during the seventeenth century? Re-written as a Question: To what

More information

This book, Lincoln: Through the Lens, is a unique book that follows Lincoln through a time in history when photography was in its infancy and the

This book, Lincoln: Through the Lens, is a unique book that follows Lincoln through a time in history when photography was in its infancy and the This book, Lincoln: Through the Lens, is a unique book that follows Lincoln through a time in history when photography was in its infancy and the country was torn apart. 1 Abraham Lincoln was born in a

More information

Slavery and Secession

Slavery and Secession GUIDED READING Slavery and Secession A. As you read about reasons for the South s secession, fill out the chart below. Supporters Reasons for their Support 1. Dred Scott decision 2. Lecompton constitution

More information

Laura Haviland: A Michigan Abolitionist

Laura Haviland: A Michigan Abolitionist 1 2 Laura Haviland was born in 1808 to Quaker parents. In 1815, her family moved to Cambria, New York, where she was raised. She married Charles Haviland, a devout Quaker, in 1825 and moved with him to

More information

Unit 4: Nationalism, Sectionalism and Expansion

Unit 4: Nationalism, Sectionalism and Expansion Bellwork 11.2.15 In 4-6 sentences, tell me if you agree or disagree with the following statement and why. Religion has played a vital role in American history and has shaped our country into what it is

More information

AP United States History 2009 Free-Response Questions

AP United States History 2009 Free-Response Questions AP United States History 2009 Free-Response Questions The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity.

More information

Remember the Alamo! The Making of a Nation Program No. 47 Andrew Jackson Part Two

Remember the Alamo! The Making of a Nation Program No. 47 Andrew Jackson Part Two Remember the Alamo! The Making of a Nation Program No. 47 Andrew Jackson Part Two From VOA Learning English, welcome to The Making of a Nation, our weekly program of American history for people learning

More information

Civil War Lesson #5: Lincoln s Speeches

Civil War Lesson #5: Lincoln s Speeches Civil War Lesson #5: Lincoln s Speeches Major Topics: Review of the Declaration of Independence Lincoln s Address to the Illinois Republican Convention (the House Divided Speech) Lincoln s First Inaugural

More information

correlated to the New York State Core Curriculum: United States History and Government

correlated to the New York State Core Curriculum: United States History and Government correlated to the New York State Core Curriculum: United States History and Government McDougal Littell The Americans 2008 correlated to the New York State Core Curriculum: United States History and Government

More information

Section 3: Expansion in Texas -In 1821 *Stephen F. Austin led the first of several groups of settlers to a fertile area along the Brazos River.

Section 3: Expansion in Texas -In 1821 *Stephen F. Austin led the first of several groups of settlers to a fertile area along the Brazos River. Chapter 9: Expanding Markets and Moving West Section 1: The Market Revolution *Samuel F. B. Morse- built an electromagnetic telegraph that could send signals through copper wire. This established new communications

More information

Calamity Bag Grade 4 Day 3

Calamity Bag Grade 4 Day 3 Calamity Bag Grade 4 Day 3 Dear Fourth Graders, Please print out and complete these activities for Day 3. If you are unable to print these pages please complete the activities on lined paper. All students

More information

Alabama Course of Study Social Studies

Alabama Course of Study Social Studies Alabama Course of Study Social Studies Joseph B. Morton State Superintendent of Education ALABAMA DEPARTME T OF EDUCATIO Bulletin 2004, o. 18 EIGHTH GRADE World History to 1500 Students in the eighth grade

More information

SEMESTER 1 FINAL EXAM REVIEW

SEMESTER 1 FINAL EXAM REVIEW SEMESTER 1 FINAL EXAM REVIEW WORLD GEOGRAPHY Please identify the following locations on the map below. Continents Oceans Other Australia Pacific Mediterranean Sea South America Atlantic Andes Mountains

More information

American West Paper 2

American West Paper 2 Independent Study Booklet American West Paper 2 Name: CONTENTS Homework Number SUB TOPIC 1, 2 & 3 The lifestyle of the Native Americans 4, 5 & 6 The Early Settlers 7, 8 & 9 Early conflict and tension 10,

More information

Presidents Day Writing Activity. Kindergarten - 2nd Grade

Presidents Day Writing Activity. Kindergarten - 2nd Grade Presidents Day Writing Activity Kindergarten - 2nd Grade Presidents' Day Writing Lesson Objective: To write about Presidents' Day. Materials: Picture of George (template included) Picture of (template

More information

Westward Expansion. What did the United States look like before Westward Expansion?

Westward Expansion. What did the United States look like before Westward Expansion? Westward Expansion What did the United States look like before Westward Expansion? In 1803, Thomas Jefferson, the third president of the United States, purchased 828,000 square miles from France. This

More information

Lincoln was President during our country s most conflict-ridden period in history and managed to keep the United States together.

Lincoln was President during our country s most conflict-ridden period in history and managed to keep the United States together. The Assassination of Lincoln HS311 Activity Introduction Hi, I m (name.)today, you ll learn all about the assassination of Abraham Lincoln. It s not a real happy topic but this event had a pretty big impact

More information

2. What was Seabiscuit? a. racetrack b. Christmas c. horse d. owner

2. What was Seabiscuit? a. racetrack b. Christmas c. horse d. owner Who, What, When, Where, Why? Directions: The following sentences contain detail words: who, what, where, and when. Answer the question with the correct detail. Connect the numbers below them. Connect the

More information

Appleseed Expeditions Vision. Build Leadership Skills

Appleseed Expeditions Vision. Build Leadership Skills Appleseed Expeditions Vision Appleseed Expeditions believes that each individual person is uniquely designed and has the power to improve our world through their own passions, talents, and education. Through

More information

REL201 A: Jesus of Nazareth

REL201 A: Jesus of Nazareth REL201 A: Jesus of Nazareth Term: Fall, 2017 Classroom: Education Hall (Barstow) 109 Meeting Period: Mon. Wed., and Fri, 10:40 AM to 12:00 Noon Instructor: Scott Celsor Office Phone: (262) 951-3150 E-Mail

More information

HS039.01/Summer August 2 Final Exam: 120 minutes Readings: Review for Final Exam.

HS039.01/Summer August 2 Final Exam: 120 minutes Readings: Review for Final Exam. Handout: Final Exam Study Questions BBVista: Haitian Revolution PowerPoint August 2 Final Exam: 120 minutes Readings: Review for Final Exam. 5 July 12: (July 14 is Bastille Day) Empire, Economics, Everyday

More information

Supplement to Chapter 17 Conflict and Change in the West

Supplement to Chapter 17 Conflict and Change in the West Supplement to Chapter 17 Conflict and Change in the West 1865-1902 The Native American Though the Native American is portrayed as being a singular stereotype, they were diverse in culture and in lifestyles

More information

Life in Plauen What can we learn from the history of one city?

Life in Plauen What can we learn from the history of one city? What can we learn from the history of one city? www.ioe.ac.uk/holocaust Key Question: What can we learn from the history of one city? Teaching Aims & Learning Objectives Develop knowledge and understanding

More information

TEXTBOOKS: o Vernon O. Egger, A History of the Muslim World to 1405: The Making of a Civilization, (Required)

TEXTBOOKS: o Vernon O. Egger, A History of the Muslim World to 1405: The Making of a Civilization, (Required) HISTORY OF ISLAMIC CIVILIZATION I (up to 1258 C.E.) Fall 2016 (21:510:287) Section 1: MW4-520pm Conklin Hall 346 Mohamed Gamal-Eldin mg369@njit.edu Office Hour: By appointment only Office: TBD TEXTBOOKS:

More information

Class: T/TH 9:30-10:45 a.m Phone:

Class: T/TH 9:30-10:45 a.m Phone: Winter 2011 Dr. Jay H. Buckley History 220 Office: 2141 JFSB Room: 2111 JKB Office Hrs.: T/TH 8-9 a.m. Class: T/TH 9:30-10:45 a.m Phone: 422-5327 website: Blackboard jay_buckley@byu.edu T.A. Heather Merrill

More information

Table of Contents. Leaders in the Ancient World Socrates Archimedes Hannibal Alexander the Great... 36

Table of Contents. Leaders in the Ancient World Socrates Archimedes Hannibal Alexander the Great... 36 Table of Contents Introduction The Connection Between Fluency and.................................... 4 A Note to Teachers from a Working Teacher............................................. 6 Differentiation.....................................................................

More information