Contionuity and Change over Time – Introduction OER Project
Students use a one-page chart to capture contin continuity and change (positive/negative) using four pictures of farms with short text descriptions of each to compare farms from 1600s, 1700s, 1800,s and 2000s.
The 1828 Campaign of Andrew Jackson: Issues in the Election of 1828 (and Beyond) | EDSITEment
In this lesson, students analyze changes in voter participation and regional power, and review archival campaign documents reflecting the dawn of politics as we know it during the critical years from 1824 to 1832.
The contest between Martin Van Buren and William Henry Harrison marked the first truly modern presidential campaign, with methods today's students are sure to recognize.
Was There an Industrial Revolution? New Workplace, New Technology, New Consumers | EDSITEment
What research tools can help students judge the nature of change during the First Industrial Revolution? Can answers be found in census data? This lesson provides students with the opportunity to form, revise, and research questions for an investigation of the First Industrial Revolution, using resources available on EDSITEment-reviewed websites and links.
is lesson plan examines the efforts of early American manufacturers to implement the factory system on a large-scale in the town of Lowell, Massachusetts. It can be used when teaching about the economic revolution of the post-War of 1812-period or the development of industry in the Antebellum North.
This lesson requires students to use period pricing lists to purchase Europeans goods, accounting for tariff duties and taxes. Can be embellished with more economic variables and their social implications
Students act as journalists reporting on the Indian Removal Act. They visit designated web sites and write factual articles about the developments. From Digital History
Expansion/Slavery | Stanford History Education Group
Unit 4 primarily cover topics dealing with westward expansion during the nineteenth century. The exceptions are the lessons on Nat Turner and Irish immigration. These are included for chronological reasons, and to show students how historical trends can occur simultaneously. Both themes (slavery and immigration) are revisited in Units 5 and 6. This unit features several elaborate lesson structures: a Structured Academic Controversy (SAC) and and Inquiry. In the SAC on Lewis and Clark, students debate whether or not Lewis and Clark were respectful to the Native Americans they encountered on their journey, while the Inquiry asks students to investigate what motivated Texans to declare their independence. Several lessons, especially on Manifest Destiny and Indian Removal, ask students to consider the perspectives of historical actors whose world views may seem foreign or even incomprehensible.
January 30: President Andrew Jackson Beats Richard Lawrence with a Cane After Lawrence Attempted to Assassinate Jackson
Article describing the unsuccessful assassination attempt of Andrew Jackson. Perhaps the conspiracy theories which look behind the insanity defense of the would-be assassin and suggest that Senator George Poindexter or John C Calhoun were behind the attempt could be used as a lesson plan. Students could try to prove the conspiracy and in the process investigate the major political fights of the day.
To Strike or Not to Strike in 1830s Lowell: A Role Play
In this activity students perform a role play of a talk show between Lowell workers and factory owners. To research their characters, students analyze primary sources. This activity is used to teach with the film Daughters of Free Men, but can be completed without the film.
The Expansion of Democracy during the Jacksonian Era – America in Class – resources for history & literature teachers
How did the character of American politics change between the 1820s and the 1850s as a result of growing popular participation? - This lesson answers the questions with three works of art. Although students use political cartoons and images, this lesson provides teachers with background and explanation allowing for a more complete presentation fo the painting.
Tallmadge Amendment - Contextual Background and four short primary documents
This lesson provides students with background of the Missouri Compromise with four short documents. It then asks students to prepare an argument for the north and the south using the documents. What's the problem with this? The economic argument of the north, the protection of free white labor, resistance to growing slave owning aristocracy is absent the documents. The moral argument of the north is included, but nothing else. Teachers can use this to show students how the education industry itself is making history.
Irish Immigration | Stanford History Education Group
In the 1800s Irish immigrants to the United States faced intense discrimination. The treatment of the Irish raises the historical question of whether the Irish were considered "white" in the 19th century. In this lesson, students examine political cartoons, a Know-Nothing party speech, and a historian's account to consider how racial categories may be ambiguous and change over time.
The expansion of the United States westward led to conflicts over government policy towards Native Americans. Some white Americans favored assimilation, while others insisted that removal was the only solution. A small minority of Cherokee preferred removal, believing it would offer greater sovereignty to their nation. This lesson plan explores why people in the 1830s supported Indian Removal.
Lesson idea for teachers who want to give students a first-hand experience as an historian. After a brief (5 to 8 minute) introduction to millerism, have students dive into newspapers from across the country with this search. What can students learn about the country from this experience?
Telling the Whole Story: Irish Americans in Five Points · SHEC: Resources for Teachers
This lesson has students studying one page of the 1855 New York state census to investigate immigrant families in the Five Points neighborhood of Manhattan. Good for a one-class lesson exercise
Introduction - Missouri Compromise: Primary Documents in American History - Research Guides at Library of Congress
This one sentence from the Library of Congress explains the Missouri Compromise as something that "was passed" in compromise. The complete story of the legislation and parliamentary manuevers that became known as the Missouri Compromise was nothing like that - it was not, as such, a compromise - but it is described that way. Why not have students, or their teachers test this one sentence - is it fair?
In an effort to preserve the balance of power in Congress between slave and free states, the Missouri Compromise was passed in 1820 admitting Missouri as a slave state and Maine as a free state. Furthermore, with the exception of Missouri, this law prohibited slavery in the Louisiana Territory north of the 36° 30´ latitude line.
Election of 1828 | Dirtiest Presidential Campaign Ever
Title says it all - this is the sort of reading that would capture student's interest as a primer to a fact checking enterprise - are the statements in this article true?
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