Beginnings to 1607
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Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed |
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Grade
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Should the United States Celebrate Columbus Day? A WebQuest
By Steve McCarthy
Columbus PPT
Letter Guidelines DOC
Table DOC
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5.3 Explain why trade routes to Asia had been closed in the 15th century and trace the voyages of at least four of the explorers listed below. Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers.
E. Christopher Columbus
HTB: Analysis of primary and secondary sources. Understanding bias and point of view. An understanding of historical debate and controversy. |
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8-11 |
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Colonization, Settlement, and Communities (1607-1763)
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Lesson Plan Title |
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Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed |
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Grade
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The Harvest Celebration of 1621: A WebQuest
Handout DOC
By Nicole Jackson
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3.2 Identify the Wampanoags and their leaders at the time the Pilgrims arrived, and describe their way of life.
3.3 Identify who the Pilgrims were and explain why they left Europe to seek religious freedom; describe their journey and their early years in the Plymouth Colony.
C. events leading to the first Thanksgiving
HTB: Analysis of primary and secondary sources |
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3. |
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The Lost Colony of Roanoke, Can You Unlock this Mystery of History
By John Laracy
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4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of:
C. major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers (e.g. English)
5.6 Explain the early relationship of the English settlers to the indigenous peoples, or Indians, in North America, including the differing views on ownership or use of land and the conflicts between them
HTB: Analysis of primary and secondary sources. Formulation of questions through inquiry and determining their importance. Analysis of how historians use evidence. |
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3-5 |
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Colonial and Native American Children - A Critical Comparison
By Meaghan Johnson |
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3.2 Identify the Wampanoags and their leaders at the time the Pilgrims arrived, and describe their way of life.
3.3 Identify who the Pilgrims were and explain why they left Europe to seek religious freedom; describe their journey and their early years in the Plymouth Colony.
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3 |
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Captives in the Colonies
By Genevieve T. Dodge |
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5.5 Describe the goals and extent of the Dutch settlement in New York, French settlements in Canada, and the Spanish settlements in Florida, the Southwest, and California.
5.6 Explain the early relationship of the English settlers to the indigenous peoples, or Indians, of North America including the different views on ownership or use of land and the conflicts between them.
HTB: Analysis of primary and secondary sources. An understanding of historical debate and controversy. Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of the values of that time. |
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5 |
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Town of North Reading Scavenger Hunt
By Joanne Coughlin |
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3.8 On a map of Massachusetts, locate the class’s home town or city and its local geographic features and landmarks. 3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance.
3.11 Identify when the students’ own town or city was founded, and describe the different groups of people who have settled in the community since its founding.
HTB: Determination of the significance of different kinds of historical change |
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3 |
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English Colonists’ Use of Natural Resources
By Nancy Bentley |
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Grade 4, Economics, 6. Define and give examples of natural resources in the United States. 7. Give examples of limited and unlimited resources and explain how scarcity compels people and communities to make choices about goods and services, giving up some things to get other things. 5.6 Explain the early relationship of the English settlers to the indigenous peoples, or Indians, in North America, including the differing views on ownership or use of land and the conflicts between them.
HTB: Analysis of primary and secondary sources. Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of values of that time |
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3-4 |
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What is an American? Using Letters From an American Farmer to Examine American National Identify
By James DeBenedictis |
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USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America.
B. the causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s
USII. 2 Explain the important consequences of the Industrial Revolution
A. the growth of big business
C. the expansion of cities
USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries and describe the major roles of these immigrants in the industrialization of America.
HTB: Analysis of primary sources. Determination of the significance of different kinds of historical change. Sophisticated examination of how causation refers to continuity and change. Understanding of the interrelationship among themes, regions and periodization. |
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5 |
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The Revolution and the New Nation (1763-1815)
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Lesson Plan Title |
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Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed |
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Grade
Level |
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Paul Revere’s Ride: Fact or Fiction?
By Lisa Treacy
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3.5 e. Explain important political, economic, and military developments leading to and during the American Revolution. Revolutionary leaders such as . . . Paul Revere |
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3 |
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Massachusetts – From Puritans to Patriots: A Study of Key Events for Grade 3
By Jo-Ellen McGinnity & Lisa Treacy |
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3.1 On a map of … Massachusetts, locate major cities and towns …
3.4 Explain how the Puritans and Pilgrims differed and identify early leaders in Massachusetts, such as John Winthrop; describe the daily life, education and work of the Puritans in the Massachusetts Bay Colony.
3.5 Explain important political, economic and military developments leading to and during the American Revolution.
A. the growth of towns and cities in Massachusetts before the Revolution
B. the Boston Tea Party
C. the beginning of the Revolution at Lexington and Concord
D. the Battle of Bunker Hill
E. Revolutionary leaders such as … Paul Revere
HTB: Analysis of primary and secondary sources. An understanding of bias and points of view. |
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3 |
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Fact or Fiction: The Midnight Ride of Paul Revere
By Meaghan Johnson |
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3.5 Explain important political, economic, and military developments during the American Revolution.
E. Revolutionary leaders such as John Adams, Samuel Adams, and Paul Revere
HTB: An understanding of historical debate and controversy. An understanding of bias and points of view. Analysis of primary and secondary sources. |
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3 |
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Life in Colonial Boston, 1700-1750
By Liz Kosturko |
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Grade 3, History & Geography 2. Observe visual sources such as historic paintings, photographs or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action.
3.1 On a map of Massachusetts, locate major cities and towns.
3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance.
HTB: Analysis of primary and secondary sources. |
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3 |
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Benjamin Franklin in Boston and Philadelphia
By Liz Kosturko |
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3.7 After reading a biography of a person from Massachusetts, summarize the person’s life and achievements.
E. Political leadership (e.g. Benjamin Franklin)
HTB: Analysis of primary and secondary sources. |
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3 |
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Benjamin Franklin
By Lisa Kapnis |
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5.18 Describe the life and achievements of important leaders during the Revolution and the early years of the United States.
HTB: Analysis of primary and secondary sources. |
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5 |
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“It Ain’t Over Till It’s Over” Was the Final Battle at Yorktown the End of the Revolutionary War?
By Cheri Marquart |
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5.17 Describe the major battles of the Revolution and explain the reasons for American victory and British defeat.
E. Yorktown
5.18 Describe the life and achievements of important leaders during the early years of the United States.
G. George Washington
HTB: Analysis of primary and secondary sources. An understanding of bias and points of view. |
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5 |
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The Boston Tea Party Gazette: A WebQuest
By Tricia Harbour
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5.15 Explain the reasons for the French and Indian War, how it led to an overhaul of British imperial policy, and the colonial response to these policies.
D. Tea Act (1773)
F. the roles of the Stamp Act Congress, the Sons of Liberty, and the Boston Tea Party (1773)
HTB: Analysis of primary and secondary sources. Understanding bias and point of view. |
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5 |
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The American Revolution Boston, Massachusetts: The Man, The Myth, and the Milestone
By Pamela DeAngelo |
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US1.4 Analyze how Americans resisted British policies before 1775 and analyze the reasons for the American victory and the British defeat in the Revolutionary war.
US1.5 Explain the role of Massachusetts in the Revolution, including important events that took place in Massachusetts and important leaders from Massachusetts.
HTB: Analysis of primary and secondary sources. An understanding of bias and points of view. Appreciation of recent historiography through an examination of how historians develop differing opinions. Analysis of how historians use evidence. Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of the values of that time. |
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8-11 |
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The American Declaration of Independence . . . Its Inspiration and Legacy
By Kathryn Jones |
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US1.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government.
A. the legacy of ancient Greece and Rome
B. the political theories of such European philosophers as Locke and Montesquieu
USI.3 Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson
HTB: Analysis of primary and secondary sources. An understanding of bias and points of view. Determination of the significance of different kinds of historical change. Sophisticated examination of how causation relates to continuity and change. |
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8-11 |
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The Writings of Benjamin Franklin and How They Apply to Literature and Life
By Susan Robertson |
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USI.7 Explain the roles of various founders at the Constitutional Convention.
A. Benjamin Franklin
HTB: Analysis of primary and secondary sources. An understanding of bias and points of view. |
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8-11 |
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The Power of Poetry: Studying Paul Revere’s Ride
By Suzanne Keefe |
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USI.5 Explain the role of Massachusetts in the Revolution, including events that took place in Massachusetts and important leaders from Massachusetts.
English Language Arts Curriculum Framework Learning Standards: Language Stand, Standard 2. Questioning, Listening, and Contributing, Standard 4. Vocabulary Concept Development; Reading and Literature Strand:
Standard 8: Understanding a Text,
Standard 14. Poetry,
Standard 15. Style and Language; Composition Strand:
Standard 20. Consideration of Audience and Purpose,
Standard 24. Research
HTB: Analysis of primary and secondary sources. An understanding of bias and points of view. |
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8-11 |
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Expansion and Reform (1801-1861)
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Lesson Plan Title |
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Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed |
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Grade
Level |
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Preparation for a Journey Westward
By Kristina Young & Lindsey Perkins |
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5.34 Explain the reasons that pioneers moved west from the beginning to the middle of the 19th century, and describe their lives on the frontier. |
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3-5 |
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U.S. Expansionism and Nationalism
By Scott Ouellet, David Casey, & Michael DeVincenzi
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.USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon Trails. |
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8-11 |
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Andrew Jackson and Indian Removal: A WebQuest
By Kerry Gallagher
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USI.24 Describe the election of 1828, the importance of Jacksonian democracy, and Jackson’s actions as President.
C. Jackson’s policy of Indian Removal
USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness.
D. the Cherokees’ Trail of Tears
HTB: Analysis of primary and secondary sources. Understanding bias and point of view. |
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8-11 |
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Witness the War of 1812: A WebQuest
By Kerry Gallagher
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USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness.
A. the War of 1812
HTB: Analysis of primary and secondary sources. Understanding bias and point of view. |
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8-11 |
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A Day in the Life of a Pioneer: A WebQuest
By Brenda Miles and Meaghan Johnson
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5.35 Explain the reasons that pioneers moved west from the beginning to the middle of the 19th century, and describe their lives on the frontier.
A. wagon train journeys on the Oregon and Santa Fe Trails
B. their settlements on the western territories
HTB: Analysis of primary and secondary sources. Understanding bias and point of view. |
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3-5 |
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Crisis and the Union: Civil War and Reconstruction (1850-1877)
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Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed |
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nba |
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The Development of Modern America (1865-1920)
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Lesson Plan Title |
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Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed |
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Grade
Level |
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Coming to America - An Immigration Scrapbook (Word)
(Lesson - pdf)
By Patty DeVries |
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4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of:
C. major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers
D. major Spanish-speaking and Asian immigrant groups who have come to America in the 19th and 20th centuries, locating their countries of origin and where they tended to settle in large numbers
HTB: Analysis of primary and secondary sources. |
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4 |
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Modern America and the World Wars (1914-1945)
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Lesson Plan Title |
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Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed |
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Grade
Level |
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World War I Propaganda Posters
By Mariann Illingworth |
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USII. 6 Analyze the causes and course of America’s growing role in world affairs from the Civil War to World War I
J. America’s entry into World War I |
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8-11 |
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Japanese-American Internment Research
By Susan Robertson |
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English Language Arts Learning Standards 19) Students will write with a clear focus, coherent organization, and sufficient detail 20) Students will write for different audiences and purposes 24) Students will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain, and use it to answer their own questions
USII.17 Explain important domestic events that took place during World War II.
D. The interment of West Coast Japanese-Americans in the U.S. and Canada.
HTB: Analysis of primary and secondary sources. |
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9-11 |
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Contemporary America (1945-present)
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Lesson Plan Title |
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Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed |
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Grade
Leve |
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Leaders of the Civil Rights Movement
By David Blanchard |
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USII.25 Analyze the origins, goals, and key events of the Civil Rights movement. |
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8-11 |
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Modern Day Slavery
By Rebecca Mandell |
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USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. |
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8-11 |
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Senate Committee Report on an Environmental Issue
By Tom Darrin |
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USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon.
F. the creation of the Environmental Protection Agency (EPA) in 1970.
USII.29 Analyze the presidency of Ronal Reagan.
USII.31 Analyze the important domestic policies and events of the Clinton presidency.
HTB: Determination of the significance of different kinds of historical change. Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of values of that time. |
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9-12 |
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