1/10/19
Modern day court case before supreme court
Read about assigned court case:
-Complete Graphic Organizer that is handed out to you in class
1. Miranda v. Arizona
2. Tinker v. Des Moines
4. Brown v. Board of Education
Essential Question: What were the historical and philosophical origins of the Constitution?
Directions: Read the articles below to see how this document influenced the writing of the US Constitution.
Articles:
While you are going through these parts please fill out the exit card document on your classroom.
Part 1:
History of 911 Attacks
Part 2:
Part 3:
Part 4:
Part 5: For more information on the 911 attacks:
sing the vocabulary terms from unit 5.1 below, create a google presentation and share with Mr. Luppo.
Articles: Read articles below and summarize using graphic organizer.
Read the articles below to determine how the US Constitution failed on the issue of Slavery.
Read the articles below to determine how the US Constitution failed on the issue of Slavery.
1.States Rights vs. Federal Rights
2.Fugitive slave law
3.Election of the Executive
4.Rights of Individuals
Use the Declaration of Independence below to determine whether the US Constitution protects the rights of the people.
The Declaration of Independence
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happines
2/23/18
Directions: Read each article
1. Slave trade in Africa www.eyewitnesstohistory.com/slavetrade.htm
2. Life aboard a slave ship www.eyewitnesstohistory.com/slaveship.htm
3. Life on a plantation www.eyewitnesstohistory.com/plantation.htm
4. Spread of Slavery www.frederick-douglass-heritage.org/slavery-1800s/
5. Slave auction www.eyewitnesstohistory.com/slaveauction.htm
6. Southern argument for Slavery www.ushistory.org/us/27f.asp
After reading the article on your own, complete the following:
4 Most important things you learned in the Article (4 items)
3 Absolute facts that I learned that were new to me (3 items)
2 Questions that I still have about the issue in my article (2 items)
1 REALLY great summarizing sentence that sums up the information in the Article (1 REALLY GREAT SENTENCE)
Innovations Assignment:
Choose FOUR of the following innovations from the list below:
Use the one form for each innovation:
1. cotton gin
https://en.wikipedia.org/wiki/Cotton_gin
2. railroad
en.wikipedia.org/wiki/History_of_rail_transport_in_the_United_States
3. textile mills
http://www.ushistory.org/us/25d.asp
4. water wheel
5. steel plow
6. canal system
https://en.wikipedia.org/wiki/Erie_Canal
7. factories
http://www.ushistory.org/us/25d.aspwww.ushistory.org/us/25d.asp
8. steamboats
https://en.wikipedia.org/wiki/Robert_Fulton
https://en.wikipedia.org/wiki/Steamboat#United_States
When you are finished with the four, you will go to the website below and choose two more from the list and fill out a form for each.
http://www.krysstal.com/display_inventions.php?years=1800+to+1850
1/22/18
Modern day court case before supreme court
Read about assigned court case:
1. Miranda v. Arizona
2. Tinker v. Des Moines
4. Brown v. Board of Education
Step #1:
Directions: Students will begin creating their Weeblys during class.
Listen
Step #3:
Register your Weebly - email, domain name, etc.
Should not have: Last name, personal address, personal contact information, personal pictures, or Facebook links. Step #4:
What you will need on your Weebly:
1. Title page
A) Instructional strategies
B) My Community Service Project: Create a page about your topic
8 – U3.3.7 Using important documents (e.g., Mayflower Compact, Iroquois Confederacy, Common Sense, Declaration of Independence, Northwest Ordinance, Federalist Papers), describe the historical and philosophical origins of constitutional government in the United States using the ideas of social compact, limited government, natural rights, right of revolution, separation of powers, bicameralism, republicanism, and popular participation in government. (C2)
Essential Question: What were the historical and philosophical origins of the Constitution?
Directions: Read the articles below to see how this document influenced the writing of the US Constitution.
Articles:
Create a presentation titled: Influences of the US Constitution... ______________(your Article)
9/25/17
Part 1:
Activator: Compare and contrast (understanding the concept of regionalism)
Michigan has _________________ while ______________ does not.
_______________ has _________________ while Michigan does not.
Summary: A group team-building activity in which people identify common things that everyone has in common, along with interesting characteristics that are unique to a person in the group.
Recommended number of people: Groups of 5-8. Messiness factor: No sweat. Materials required: Two sheets of paper and a pen for each group. Recommended setting: Indoors.
Commonalities and Uniquities
Form groups of five to eight people and give them two sheets of paper and a pencil or pen. The first part of the activity is Commonalities, where each subgroup compiles a list of the things they have in common. In order for it to make the list, it must apply to everyone in the subgroup. You want to avoid writing things that people can see (e.g. “everyone has hair,” or “we are all wearing clothes”). Try to get them to dig deeper. After about 5 minutes, have a spokesperson from each subgroup read their list.
Then, depending on your goals for the session, you can have half of each subgroup rotate to another group for Uniquities or you can leave everyone in the same group. On the second sheet of paper have them record uniquities, meaning that each item applies to only one person in the group. The group tries to find at least 2 uniquities for each person. After 5-7 minutes, you can have each person say one of theiruniquities or have a person read them one by one, having others try to guess who it was. (Again, you want to go beyond the superficial, avoiding those things that people can readily see). This is an excellent team-building activity because it promotes unity, gets people to realize that they have more in common than they first might realize. The awareness of their own unique characteristics is also beneficial in that people can feel empowered to offer the group something unique.
Part 2:
Understanding Regionalism Accents (video)
1. Describe 4 different accents.
2. What are the differences between regions of the US?
3. Why do people have accents? How did they develop?
4. What differences exist between Michigan and ________?
9/11/17
Monday, Sept. 11th:
Today we are remembering the events of September 11th, 2001. I was at home from college doing homeowrk that day and will never forget this day as long as I live.
Every year, I teach a lesson to commemorate the events of 9-11-01...
Difference between a Primary Source: Me
A Secondary Source: You
Watch this video first: (Background information)
Part 1:
History of 911 Attacks
Watch video of scholastic site: (how to commemorate the event)
Part 2:
Part 3:
Part 4:
9/8/17
The Declaration of Independence in today's language:
Directions: Read the Declaration of Independence in today's language (student copy). Use the Blue text to answer the questions on the student copy of the google.doc. after reading the document. Submit and share with me electronically.
Go to Google Classroom and Open a copy of the questions page. Then open the Declaration of Independence in today's words and read to answer the questions.
Today's Language: (Read first)
Then answer questions on google sheet from classroom.
Make a Copy of the google.doc below and submit to the classroom.
Directions:
Part 1: Working with a partner, the students will read the Declaration of Independence in Today’s language on their ChromeBooks and answer questions and explain what the colonists believed about their rights.
Part 2: Tell who would have been offended by each of the grievances and why. The students will determine who (which groups were offended by each “violation” of their rights by the British.
Using the vocabulary terms from unit 5.1 below, create a google presentation and share with Mr. Luppo.
Tuesday - Thursday, May 2-4th, 2017
Activator:
Read the articles below to determine how the US Constitution failed on the issue of Slavery.
1.States Rights
2.Fugitive slave law
3.Election of the Executive
4.Rights of Individuals
Use the Declaration of Independence below to determine whether the US Constitution protects the rights of the people.
The Declaration of Independence
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
Tuesday & Wednesday April 25th-26th, 2017
Part 1:
Vocabulary for unit 5.1
Directions for Vocabulary activity: 30 - 40 minutes
Using the vocabulary terms from unit 5.1 below, create a google presentation and share with Mr. Donovan.
Seat #1
Part 2: (Begin 1 hour activity)
8 – U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the Union among the states (e.g., sectionalism, nationalism, federalism, state rights). (C3)First:
Focus question:
What were the competing ideas of Webster, Calhoun, and Clay?
Questions we can ask are:
Watch videos below:
Video #1
YouTube Video
Video #2
YouTube Video
Third:
Directions: Use the links below and the videos above to complete the Foldable on Calhoun, Webster and Clay
Three important members of the U.S. Congress led the debate over the “Nature of the Union” how the individual states’ relationships would unfold, and the role of the federal government in the economy.
Daniel Webster supported tariffs because they allowed New England’s factories to complete against European manufacturers.
John C. Calhoun approved tariffs because they raised the price of goods that Southerners bought.
Henry Clay supported the construction of roads and canals because they would enable the north, south and west to trade with one another. Clay favored making improvements to infrastructure by imposing high tariffs.
Read:
Use Website: Three Senatorial Giants to answer the questions below:
Post information to: Padlet
Post any information to padlet about Calhoun, Webster, and Clay.
Fourth and last:
Foldable: Create Calhoun, Webster, and Clay Foldable (Information found on Pg. 343 of your textbook Our American Nation)
Three of the most influential people of this time period had different beliefs about slavery. Identify their point of view on the issue and rank them by what you believe.
YouTube Video
Thursday, April 27th, 2017
Part 1:
Directions: Choose an article from the list below to read and answer questions about the characters from Antebellum.
Seat 1:
Seat 2:
Seat 3:
Seat 4:
Seat 5: Part 2:
Underground Railroad interactive:
Directions: Complete Underground Railroad interactive and make decisions based on what you believe is correct.
Answer questions below after completing the activity:
For more information about the Underground Railroad:
Real recordings of former slaves:
YouTube Video
YouTube Video
Life as a Slave
YouTube Video
Slavery and States Rights
YouTube Video
Causes of the Civil War - States Rights
YouTube Video
The Southern Way of Life: Gone with the Wind in 20 mins.
YouTube Video
Directions: Answer the questions on the entrance card after watching this clip.
YouTube Video
Friday, April 28th, 2017:
Slavery and the Constitution
YouTube Video
Directions: As a Round Robin, identify several Federal, state, and local laws.
Examples of Federal, state, and local laws
Weird Laws in Michigan
Discussion: Why is there a difference in laws among states?
Directions: Complete the 4-3-2-1 exercise while watching the video below:
YouTube Video
Watch before beginning paper:
YouTube Video
Watch before beginning paper:
YouTube Video
Monday, May 1st, 2017
Articles: Read articles below and summarize using graphic organizer.
Sample Presentation Link:
Sample Presentation (Student copy)
Additional information:
YouTube Video
Additional information:
Tuesday - Thursday, May 2-4th, 2017
Activator:
Read the articles below to determine how the US Constitution failed on the issue of Slavery.
1.States Rights
2.Fugitive slave law
3.Election of the Executive
4.Rights of Individuals
Use the Declaration of Independence below to determine whether the US Constitution protects the rights of the people.
The Declaration of Independence
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
4/26/17
Part 1:
Vocabulary for unit 5.1
Directions for Vocabulary activity: 30 - 40 minutes
Using the vocabulary terms from unit 5.1 below, create a google presentation and share with Mr. Luppo.
Seat #1
4/11/17
Look these terms up and explain them.
Directions: Use the Lit. Article guides given to you
to summarize the articles below for your
assigned group.
Articles for Lit. Circle
Free Compulsory Education Hearts
Ace 1. Horace Mann Biography
2. History of Free Compulsory Education in the US
3. Brown vs. Topeka Board of Educationwww.history.com/topics/black-history/brown-v-board-of-education-of-topeka
4. History of Education in the US-reformmovements1800s.weebly.com/education.html
5. Fredrick Douglas Biography
Abolition Diamonds
Ace 1. William Lloyd Garrison Biography
2. The Abolition Movement in the US
3. John Brown Raid
4. Uncle Tom's Cabin history
5. Sojourner Truth Biography
Women's Suffrage Clubs
Ace 1. Susan B. Anthony Biography
2. History of Women's Suffrage in the US
3. Connection to Abolition & Suffrage
4. The Seneca Falls Resolution
5. Elizabeth Cady Stanton Article
2nd Great Awakening Spades
1. 2nd Great Awakening
2. Mormon History
3. Evangelism Movement
4. What is a Revival meeting
5. Connections to the Temperance Movement in religion
Temperance Kings cards
King of Hearts1. The US Temperance Movement
King of Diamonds2. Opium trade History
King of Clubs 3. Drug addiction in the 1800s
King of Spades4. The Temperance Movement-www.u-s-history.com/pages/h1054.html
Q hearts5. Prohibition
Q Diamonds6.History of alcohol in the USlibrary.brown.edu/cds/temperance/essay.html
3/23/17
news.nationalgeographic.com/news/2005/06/0608_050608_slavegirl.html
www.nbcnews.com/video/rock-center/46406415#46406415
3/17/17
Presentation of Westward Expansion:
Directions: Create a google slides presentation that Explains the following events that caused the US to Expand West (See examples below links)
Use the links below and your textbook to help you create your google slides. You will go to google classroom and look at the sample slides for the directions. Your slides should look exactly like my slide presentation, yours will just have the information filled in from your research.
Sample Presentations:
docs.google.com/presentation/d/135g72eKprVNEnECYX3mVqeCTXvxjpBbetJnIqTaBzII/edit#slide=id.g1f00c51bb9_0_65
Study Guide is on the Google Classroom. 3/5/17.
3-7-17
Innovations Assignment:
Choose FOUR of the following innovations from the list below:
Use the one form for each innovation:
1. cotton gin
2. railroad
3. textile mills
4. water wheel
5. steel plow
6. canal system 7. factories
8. steamboats
When you are finished with the four, you will go to the website below and choose two more from the list and fill out a form for each.
www.krysstal.com/display_inventions.php?years=1800+to+1850
3-6-17
Slave Population maps.
Pick a county from a state in the south and for each census you will tell how many slaves there were and then tell why you think the number increased or decreased. Use the following link.
lincolnmullen.com/projects/slavery/
3-1-17
Step 2: Break into groups to complete map
Break the students up into groups and have them choose to sketch and label a picture of the US between 1800-1830.
Areas include:
1. Economy
Economy video
-Southern Economy (see maps)
-Northern Economy (see maps)
2. Population (see map)
3. Climate (see map)
4. Physical Geography (see map)
Study Guide Answers
docs.google.com/document/d/1_EtGSdCElJvWasqedDtEsAleeqmLInCXwdVY3sJLyUk/edit
February 21-22
Google slides cases
Choose one of the following Early Supreme Court Cases:
February 16th
Vocabulary:
Modern day court case before supreme court
Read about assigned court case:
Make a Google Presentation about the Case
Example on google classroom
1. Miranda v. Arizona
2. Tinker v. Des Moines 3. Hazelwood v. Kuhlmeier 4. Brown v. Board of Education 5. U.S. v. Nixon 6. Gidean v. Wainwright 7. New Jersey v. TLO 8. Roe v. Wade 9. Regents of the U. of California v. Bakke
Announcements:
Lee Video Announcements
Week of April 24th, 2017
Tuesday & Wednesday April 25th-26th, 2017
Part 1:
Vocabulary for unit 5.1
Directions for Vocabulary activity: 30 - 40 minutes
Using the vocabulary terms from unit 5.1 below, create a google presentation and share with Mr. Donovan.
Seat #1
Part 2: (Begin 1 hour activity)
8 – U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the Union among the states (e.g., sectionalism, nationalism, federalism, state rights). (C3)First:
Focus question:
What were the competing ideas of Webster, Calhoun, and Clay?
Questions we can ask are:
Watch videos below:
Video #1
YouTube Video
Video #2
YouTube Video
Third:
Directions: Use the links below and the videos above to complete the Foldable on Calhoun, Webster and Clay
Three important members of the U.S. Congress led the debate over the “Nature of the Union” how the individual states’ relationships would unfold, and the role of the federal government in the economy.
Daniel Webster supported tariffs because they allowed New England’s factories to complete against European manufacturers.
John C. Calhoun approved tariffs because they raised the price of goods that Southerners bought.
Henry Clay supported the construction of roads and canals because they would enable the north, south and west to trade with one another. Clay favored making improvements to infrastructure by imposing high tariffs.
Read:
Use Website: Three Senatorial Giants to answer the questions below:
Post information to: Padlet
Post any information to padlet about Calhoun, Webster, and Clay.
Fourth and last:
Foldable: Create Calhoun, Webster, and Clay Foldable (Information found on Pg. 343 of your textbook Our American Nation)
Three of the most influential people of this time period had different beliefs about slavery. Identify their point of view on the issue and rank them by what you believe.
YouTube Video
Thursday, April 27th, 2017
Part 1:
Directions: Choose an article from the list below to read and answer questions about the characters from Antebellum.
Seat 1:
Seat 2:
Seat 3:
Seat 4:
Seat 5: Part 2:
Underground Railroad interactive:
Directions: Complete Underground Railroad interactive and make decisions based on what you believe is correct.
Answer questions below after completing the activity:
For more information about the Underground Railroad:
Real recordings of former slaves:
YouTube Video
YouTube Video
Life as a Slave
YouTube Video
Slavery and States Rights
YouTube Video
Causes of the Civil War - States Rights
YouTube Video
The Southern Way of Life: Gone with the Wind in 20 mins.
YouTube Video
Directions: Answer the questions on the entrance card after watching this clip.
YouTube Video
Friday, April 28th, 2017:
Slavery and the Constitution
YouTube Video
Directions: As a Round Robin, identify several Federal, state, and local laws.
Examples of Federal, state, and local laws
Weird Laws in Michigan
Discussion: Why is there a difference in laws among states?
Directions: Complete the 4-3-2-1 exercise while watching the video below:
YouTube Video
Watch before beginning paper:
YouTube Video
Watch before beginning paper:
YouTube Video
Monday, May 1st, 2017
Articles: Read articles below and summarize using graphic organizer.
Sample Presentation Link:
Sample Presentation (Student copy)
Additional information:
YouTube Video
Additional information:
Tuesday - Thursday, May 2-4th, 2017
Activator:
Read the articles below to determine how the US Constitution failed on the issue of Slavery.
1.States Rights
2.Fugitive slave law
3.Election of the Executive
4.Rights of Individuals
Use the Declaration of Independence below to determine whether the US Constitution protects the rights of the people.
The Declaration of Independence
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
Modern day court case before supreme court
Read about assigned court case:
-Complete Graphic Organizer that is handed out to you in class
1. Miranda v. Arizona
- Video Miranda v. Arizona
- https://www.oyez.org/cases/1965/759
2. Tinker v. Des Moines
- Video Tinker v. Des Moines
- https://www.oyez.org/cases/1968/21
- Video Hazelwood v. Kuhlmeier
- .https://www.oyez.org/cases/1987/86-836
4. Brown v. Board of Education
- Video Brown v. Board of Education
- https://www.oyez.org/cases/1940-1955/347us483
- Video US V. Nixon
- https://www.oyez.org/cases/1973/73-1766
- Video Gideon v. Wainright
- https://www.oyez.org/cases/1962/155
- Video NJ v. TLO
- https://www.oyez.org/cases/1983/83-712
- Video Roe v. Wade
- https://www.oyez.org/cases/1971/70-18
- Video Regents v Bakke
- https://www.oyez.org/cases/1979/76-811
Essential Question: What were the historical and philosophical origins of the Constitution?
Directions: Read the articles below to see how this document influenced the writing of the US Constitution.
- After reading the article, watch the videos related to your assigned article and answer questions on the article study guide sheet below.
Articles:
- 1. Common Sense
- https://www.history.com/this-day-in-history/thomas-paine-publishes-common-sense
- https://youtu.be/pKFKGrmsBDk
- https://youtu.be/ZfkBy4HV0lM
- 2. Federalist Papers
- https://docs.google.com/document/d/1QAvSTfqyz3o6s0repI2BzEK7aDDkNV9cjhbc3U9qRfc/edit
- https://youtu.be/b9lCkWJ72yE
- https://youtu.be/_JGKb6Jluvo
- 3. Declaration of Independence
- https://docs.google.com/document/d/1-cBpigIl-e9IV_dHP4oHftUAnIjrY0zYBhjeuzzH-UY/edit
- http://www.history.com/topics/american-revolution/declaration-of-independence
- https://youtu.be/2aEC6oFH954
- https://youtu.be/yb7MI8NQLoo
- 4. Mayflower Compact
- https://www.history.com/topics/colonial-america/mayflower-compact
- https://youtu.be/CbjWqsC0Lpk
- https://youtu.be/ZnvePCASB7c
- 5. Iroquois Confederacy
- https://www.warpaths2peacepipes.com/native-american-indians/iroquois-confederacy.htm
- https://youtu.be/MK7OmIDmiB8
- https://youtu.be/3Y9p9iwvlpQ
-
- 6. Northwest Ordinances
- https://docs.google.com/document/d/1eBBU9YGzqqFQ0GZjBGjjKT0j84oT_fMEwfKUYYtlANY/edit
- https://youtu.be/RjMQJ9v6Ic4
- https://youtu.be/02zP5R-3qHM
- 7. Magna Carta
- https://www.history.com/topics/british-history/magna-carta
- https://youtu.be/zTr1nKVZBcI
- https://youtu.be/7xo4tUMdAMw
While you are going through these parts please fill out the exit card document on your classroom.
Part 1:
History of 911 Attacks
Part 2:
Part 3:
Part 4:
Part 5: For more information on the 911 attacks:
- Please watch the video
sing the vocabulary terms from unit 5.1 below, create a google presentation and share with Mr. Luppo.
- Each slide should have a picture
- Definition of the term or person
- Use a complete Sentence or two maximum about each term / word
- Share information with other members of the group through making a copy of your slides
- Compromise of 1850
- House Divided Speech
- Wilmot Proviso
- Northwest Ordinances
- The New territories of the US 1860 (Not yet states)
- Kansas-Nebraska Act
- Missouri Compromise
- Dred Scott v. Stanford (Dred Scott Decision)
- Fugitive Slave Act
- Great Triumvirate (who?)
- Stephen Douglas
- Abraham Lincoln
- John C. Calhoun
- Republican Party
- Northern US 1860
- States Rights (What are they?)
- Henry Clay
- Charles Sumner
- Whig Party (End)
- Southern US 1860
- Underground Railroad
- Daniel Webster
- Federal Rights (What are they?)
- Election of 1860
- Sectionalism
Articles: Read articles below and summarize using graphic organizer.
- The Missouri Compromise
- The Wilmot Proviso
- The Compromise of 1850
- The Kansas-Nebraska Act
- Dred Scott Decision
- Rise of the Republican Party
- Death of the Whig Party
Read the articles below to determine how the US Constitution failed on the issue of Slavery.
Read the articles below to determine how the US Constitution failed on the issue of Slavery.
1.States Rights vs. Federal Rights
2.Fugitive slave law
3.Election of the Executive
4.Rights of Individuals
Use the Declaration of Independence below to determine whether the US Constitution protects the rights of the people.
The Declaration of Independence
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happines
2/23/18
Directions: Read each article
1. Slave trade in Africa www.eyewitnesstohistory.com/slavetrade.htm
2. Life aboard a slave ship www.eyewitnesstohistory.com/slaveship.htm
3. Life on a plantation www.eyewitnesstohistory.com/plantation.htm
4. Spread of Slavery www.frederick-douglass-heritage.org/slavery-1800s/
5. Slave auction www.eyewitnesstohistory.com/slaveauction.htm
6. Southern argument for Slavery www.ushistory.org/us/27f.asp
After reading the article on your own, complete the following:
4 Most important things you learned in the Article (4 items)
3 Absolute facts that I learned that were new to me (3 items)
2 Questions that I still have about the issue in my article (2 items)
1 REALLY great summarizing sentence that sums up the information in the Article (1 REALLY GREAT SENTENCE)
Innovations Assignment:
Choose FOUR of the following innovations from the list below:
Use the one form for each innovation:
1. cotton gin
https://en.wikipedia.org/wiki/Cotton_gin
2. railroad
en.wikipedia.org/wiki/History_of_rail_transport_in_the_United_States
3. textile mills
http://www.ushistory.org/us/25d.asp
4. water wheel
5. steel plow
6. canal system
https://en.wikipedia.org/wiki/Erie_Canal
7. factories
http://www.ushistory.org/us/25d.aspwww.ushistory.org/us/25d.asp
8. steamboats
https://en.wikipedia.org/wiki/Robert_Fulton
https://en.wikipedia.org/wiki/Steamboat#United_States
When you are finished with the four, you will go to the website below and choose two more from the list and fill out a form for each.
http://www.krysstal.com/display_inventions.php?years=1800+to+1850
1/22/18
Modern day court case before supreme court
Read about assigned court case:
- Why was it important?
- What changes were made as a result?
1. Miranda v. Arizona
- Video Miranda v. Arizona
- https://www.oyez.org/cases/1965/759
2. Tinker v. Des Moines
- Video Tinker v. Des Moines
- https://www.oyez.org/cases/1968/21
- Video Hazelwood v. Kuhlmeier
- .https://www.oyez.org/cases/1987/86-836
4. Brown v. Board of Education
- Video Brown v. Board of Education
- https://www.oyez.org/cases/1940-1955/347us483
- Video US V. Nixon
- https://www.oyez.org/cases/1973/73-1766
- Video Gideon v. Wainright
- https://www.oyez.org/cases/1962/155
- Video NJ v. TLO
- https://www.oyez.org/cases/1983/83-712
- Video Roe v. Wade
- https://www.oyez.org/cases/1971/70-18
- Video Regents v Bakke
- https://www.oyez.org/cases/1979/76-811
Step #1:
Directions: Students will begin creating their Weeblys during class.
- Email address linked to Weebly
- Look at examples
Listen
Step #3:
Register your Weebly - email, domain name, etc.
- What you should and should not have on your Weebly:
Should not have: Last name, personal address, personal contact information, personal pictures, or Facebook links. Step #4:
What you will need on your Weebly:
1. Title page
- Welcome to my Weebly - about me
- No personal information or pictures
A) Instructional strategies
B) My Community Service Project: Create a page about your topic
- Write a persuasive essay about Public Discourse topic
- Link between 5-8 helpful topic related links to the Website page
- Link two - three You Tube videos regarding the topic to the Webpage.
- Post appropriate pictures to the page
8 – U3.3.7 Using important documents (e.g., Mayflower Compact, Iroquois Confederacy, Common Sense, Declaration of Independence, Northwest Ordinance, Federalist Papers), describe the historical and philosophical origins of constitutional government in the United States using the ideas of social compact, limited government, natural rights, right of revolution, separation of powers, bicameralism, republicanism, and popular participation in government. (C2)
Essential Question: What were the historical and philosophical origins of the Constitution?
Directions: Read the articles below to see how this document influenced the writing of the US Constitution.
- After reading the article, watch the videos related to your assigned article and answer questions on the article study guide sheet below.
Articles:
- Common Sense
- https://youtu.be/pKFKGrmsBDk
- https://youtu.be/ZfkBy4HV0lM
- Federalist Papers
- https://youtu.be/9PROCxvQKdk
- https://youtu.be/_JGKb6Jluvo
- Declaration of Independence
- http://www.history.com/topics/american-revolution/declaration-of-independence
- Mayflower Compact
- https://youtu.be/CbjWqsC0Lpk
- https://youtu.be/ZnvePCASB7c
- Iroquois Confederacy
- https://youtu.be/MK7OmIDmiB8
- https://youtu.be/3Y9p9iwvlpQ
- Northwest ordiances
- https://docs.google.com/document/d/1eBBU9YGzqqFQ0GZjBGjjKT0j84oT_fMEwfKUYYtlANY/edit
Create a presentation titled: Influences of the US Constitution... ______________(your Article)
- Slide #1:Title page: Name of article and author's name(s)
- Slide #2: Picture of Author and document
- Slide #3 Summary: What is the article about? (3-5 sentences)
- Slide #4: What are the Big ideas / focus?
- Slide #5: What ideas were used in the US Constitution?
- Slide #6: Picture of the US Constitution
- Slide #7: Why is this article important to the US Constitution?
9/25/17
Part 1:
Activator: Compare and contrast (understanding the concept of regionalism)
Michigan has _________________ while ______________ does not.
_______________ has _________________ while Michigan does not.
Summary: A group team-building activity in which people identify common things that everyone has in common, along with interesting characteristics that are unique to a person in the group.
Recommended number of people: Groups of 5-8. Messiness factor: No sweat. Materials required: Two sheets of paper and a pen for each group. Recommended setting: Indoors.
Commonalities and Uniquities
Form groups of five to eight people and give them two sheets of paper and a pencil or pen. The first part of the activity is Commonalities, where each subgroup compiles a list of the things they have in common. In order for it to make the list, it must apply to everyone in the subgroup. You want to avoid writing things that people can see (e.g. “everyone has hair,” or “we are all wearing clothes”). Try to get them to dig deeper. After about 5 minutes, have a spokesperson from each subgroup read their list.
Then, depending on your goals for the session, you can have half of each subgroup rotate to another group for Uniquities or you can leave everyone in the same group. On the second sheet of paper have them record uniquities, meaning that each item applies to only one person in the group. The group tries to find at least 2 uniquities for each person. After 5-7 minutes, you can have each person say one of theiruniquities or have a person read them one by one, having others try to guess who it was. (Again, you want to go beyond the superficial, avoiding those things that people can readily see). This is an excellent team-building activity because it promotes unity, gets people to realize that they have more in common than they first might realize. The awareness of their own unique characteristics is also beneficial in that people can feel empowered to offer the group something unique.
Part 2:
Understanding Regionalism Accents (video)
1. Describe 4 different accents.
2. What are the differences between regions of the US?
3. Why do people have accents? How did they develop?
4. What differences exist between Michigan and ________?
9/11/17
Monday, Sept. 11th:
Today we are remembering the events of September 11th, 2001. I was at home from college doing homeowrk that day and will never forget this day as long as I live.
Every year, I teach a lesson to commemorate the events of 9-11-01...
Difference between a Primary Source: Me
A Secondary Source: You
Watch this video first: (Background information)
Part 1:
History of 911 Attacks
Watch video of scholastic site: (how to commemorate the event)
Part 2:
Part 3:
Part 4:
9/8/17
The Declaration of Independence in today's language:
Directions: Read the Declaration of Independence in today's language (student copy). Use the Blue text to answer the questions on the student copy of the google.doc. after reading the document. Submit and share with me electronically.
Go to Google Classroom and Open a copy of the questions page. Then open the Declaration of Independence in today's words and read to answer the questions.
Today's Language: (Read first)
Then answer questions on google sheet from classroom.
Make a Copy of the google.doc below and submit to the classroom.
Directions:
Part 1: Working with a partner, the students will read the Declaration of Independence in Today’s language on their ChromeBooks and answer questions and explain what the colonists believed about their rights.
Part 2: Tell who would have been offended by each of the grievances and why. The students will determine who (which groups were offended by each “violation” of their rights by the British.
- Part 2A: What did the colonists believe about their rights? (the Preamble / first paragraph)
- Part 2B: What were they so upset about? Who would have been upset with each grievance (the list of grievances is in the 2nd paragraph)
Using the vocabulary terms from unit 5.1 below, create a google presentation and share with Mr. Luppo.
- Each slide should have a picture
- Definition of the term or person
- Use a complete Sentence or two maximum about each term / word
- Share information with other members of the group (via email)
- Compromise of 1850
- House Divided Speech
- Wilmot Proviso
- Northwest Ordinances
- The New territories of the US 1860 (Not yet states)
- Kansas-Nebraska Act
- Missouri Compromise
- Dred Scott v. Stanford (Dred Scott Decision)
- Fugitive Slave Act
- Great Triumvirate (who?)
- Stephen Douglas
- Abraham Lincoln
- John C. Calhoun
- Republican Party
- Northern US 1860
- States Rights (What are they?)
- Henry Clay
- Charles Sumner
- Whig Party (End)
- Southern US 1860
- Underground Railroad
- Daniel Webster
- Federal Rights (What are they?)
- Election of 1860
- Sectionalism
Tuesday - Thursday, May 2-4th, 2017
Activator:
Read the articles below to determine how the US Constitution failed on the issue of Slavery.
1.States Rights
2.Fugitive slave law
3.Election of the Executive
4.Rights of Individuals
Use the Declaration of Independence below to determine whether the US Constitution protects the rights of the people.
The Declaration of Independence
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
Tuesday & Wednesday April 25th-26th, 2017
Part 1:
Vocabulary for unit 5.1
Directions for Vocabulary activity: 30 - 40 minutes
Using the vocabulary terms from unit 5.1 below, create a google presentation and share with Mr. Donovan.
- Each slide should have a picture
- Definition of the term or person
- Use a complete Sentence or two maximum about each term / word
- Share information with other members of the group (via email)
Seat #1
- Compromise of 1850
- Abraham Lincoln
- Wilmot Proviso
- Northwest Ordinances
- The New territories of the US 1860 (Not yet states)
- Kansas-Nebraska Act
- Missouri Compromise
- Dred Scott v. Stanford (Dred Scott Decision)
- Fugitive Slave Act
- Great Triumvirate (who?)
- Stephen Douglas
- House Divided Speech
- John C. Calhoun
- Republican Party
- Northern US 1860
- States Rights (What are they?)
- Henry Clay
- Charles Sumner
- Whig Party (End)
- Southern US 1860
- Underground Railroad
- Daniel Webster
- Federal Rights (What are they?)
- Election of 1860
- Sectionalism
Part 2: (Begin 1 hour activity)
8 – U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the Union among the states (e.g., sectionalism, nationalism, federalism, state rights). (C3)First:
Focus question:
What were the competing ideas of Webster, Calhoun, and Clay?
Questions we can ask are:
- What does government do?
- What are the basic values and principles of American democracy?
- What is the relationship of the United States to other nations?
- What are the roles of the citizen in American democracy?
- Answers to these questions established competing views regarding the nature of the Union such as sectionalism, nationalism, federalism, and states' rights.
Watch videos below:
Video #1
YouTube Video
Video #2
YouTube Video
Third:
Directions: Use the links below and the videos above to complete the Foldable on Calhoun, Webster and Clay
Three important members of the U.S. Congress led the debate over the “Nature of the Union” how the individual states’ relationships would unfold, and the role of the federal government in the economy.
Daniel Webster supported tariffs because they allowed New England’s factories to complete against European manufacturers.
John C. Calhoun approved tariffs because they raised the price of goods that Southerners bought.
Henry Clay supported the construction of roads and canals because they would enable the north, south and west to trade with one another. Clay favored making improvements to infrastructure by imposing high tariffs.
Read:
Use Website: Three Senatorial Giants to answer the questions below:
Post information to: Padlet
Post any information to padlet about Calhoun, Webster, and Clay.
Fourth and last:
Foldable: Create Calhoun, Webster, and Clay Foldable (Information found on Pg. 343 of your textbook Our American Nation)
Three of the most influential people of this time period had different beliefs about slavery. Identify their point of view on the issue and rank them by what you believe.
- Beliefs about slavery(Public Copy)
- Beliefs about Slavery (Student copy)
YouTube Video
Thursday, April 27th, 2017
Part 1:
Directions: Choose an article from the list below to read and answer questions about the characters from Antebellum.
Seat 1:
- Life of a Runaway Slave
- Mary Chesnut
- PIERRE GUSTAV
- Life of Freed Blacks
- E TOUTANT BEAUREGARD
- Fredrick Douglas life as a Runaway Slave
Seat 2:
- Women in the early 1800s
- Women of the Victorian Era
- White men in the early 1800s
- Anthony Burns
- David Ruggles
Seat 3:
- David Walker
- Ellen and William Craft
- Francis Johnson
- Fredrick Douglas
- Free Blacks during Antebellum
- Nathaniel Turner
Seat 4:
Seat 5: Part 2:
Underground Railroad interactive:
Directions: Complete Underground Railroad interactive and make decisions based on what you believe is correct.
Answer questions below after completing the activity:
For more information about the Underground Railroad:
- The Underground Railroad in Michigan
- Michigan Map Underground Railroad
- Michigan families helped on the Underground Railroad
- Michigan and the Underground Railroad homes
- Codes on the Underground Railroad
Real recordings of former slaves:
YouTube Video
YouTube Video
Life as a Slave
YouTube Video
Slavery and States Rights
YouTube Video
Causes of the Civil War - States Rights
YouTube Video
The Southern Way of Life: Gone with the Wind in 20 mins.
- Movie clip from Gone with the wind...how are things different today?
YouTube Video
Directions: Answer the questions on the entrance card after watching this clip.
YouTube Video
Friday, April 28th, 2017:
Slavery and the Constitution
YouTube Video
Directions: As a Round Robin, identify several Federal, state, and local laws.
Examples of Federal, state, and local laws
Weird Laws in Michigan
Discussion: Why is there a difference in laws among states?
- During the early 1800s, owning slaves was a state law!
Directions: Complete the 4-3-2-1 exercise while watching the video below:
YouTube Video
Watch before beginning paper:
YouTube Video
Watch before beginning paper:
YouTube Video
Monday, May 1st, 2017
Articles: Read articles below and summarize using graphic organizer.
- The Missouri Compromise
- The Wilmot Proviso
- The Compromise of 1850
- The Kansas-Nebraska Act
- Dred Scott Decision
- Rise of the Republican Party
- Death of the Whig Party
Sample Presentation Link:
Sample Presentation (Student copy)
Additional information:
YouTube Video
Additional information:
Tuesday - Thursday, May 2-4th, 2017
Activator:
Read the articles below to determine how the US Constitution failed on the issue of Slavery.
1.States Rights
2.Fugitive slave law
3.Election of the Executive
4.Rights of Individuals
Use the Declaration of Independence below to determine whether the US Constitution protects the rights of the people.
The Declaration of Independence
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
4/26/17
Part 1:
Vocabulary for unit 5.1
Directions for Vocabulary activity: 30 - 40 minutes
Using the vocabulary terms from unit 5.1 below, create a google presentation and share with Mr. Luppo.
- Each slide should have a picture
- Definition of the term or person
- Use a complete Sentence or two maximum about each term / word
- Share information with other members of the group via google classroom
Seat #1
- Compromise of 1850
- Abraham Lincoln
- Wilmot Proviso
- Northwest Ordinances
- The New territories of the US 1860 (Not yet states)
- Kansas-Nebraska Act
- Missouri Compromise
- Dred Scott v. Stanford (Dred Scott Decision)
- Fugitive Slave Act
- Great Triumvirate (who?)
- Stephen Douglas
- House Divided Speech
- John C. Calhoun
- Republican Party
- Northern US 1860
- States Rights (What are they?)
- Henry Clay
- Charles Sumner
- Whig Party (End)
- Southern US 1860
- Underground Railroad
- Daniel Webster
- Federal Rights (What are they?)
- Election of 1860
- Sectionalism
4/11/17
Look these terms up and explain them.
- The Missouri Compromise
- The Wilmot Proviso
- The Compromise of 1850
- The Kansas-Nebraska Act
- Dred Scott Decision
- Rise of the Republican Party
- Death of the Whig Party
Directions: Use the Lit. Article guides given to you
to summarize the articles below for your
assigned group.
Articles for Lit. Circle
Free Compulsory Education Hearts
Ace 1. Horace Mann Biography
2. History of Free Compulsory Education in the US
3. Brown vs. Topeka Board of Educationwww.history.com/topics/black-history/brown-v-board-of-education-of-topeka
4. History of Education in the US-reformmovements1800s.weebly.com/education.html
5. Fredrick Douglas Biography
Abolition Diamonds
Ace 1. William Lloyd Garrison Biography
2. The Abolition Movement in the US
3. John Brown Raid
4. Uncle Tom's Cabin history
5. Sojourner Truth Biography
Women's Suffrage Clubs
Ace 1. Susan B. Anthony Biography
2. History of Women's Suffrage in the US
3. Connection to Abolition & Suffrage
4. The Seneca Falls Resolution
5. Elizabeth Cady Stanton Article
2nd Great Awakening Spades
1. 2nd Great Awakening
2. Mormon History
3. Evangelism Movement
4. What is a Revival meeting
5. Connections to the Temperance Movement in religion
Temperance Kings cards
King of Hearts1. The US Temperance Movement
King of Diamonds2. Opium trade History
King of Clubs 3. Drug addiction in the 1800s
King of Spades4. The Temperance Movement-www.u-s-history.com/pages/h1054.html
Q hearts5. Prohibition
Q Diamonds6.History of alcohol in the USlibrary.brown.edu/cds/temperance/essay.html
3/23/17
news.nationalgeographic.com/news/2005/06/0608_050608_slavegirl.html
www.nbcnews.com/video/rock-center/46406415#46406415
3/17/17
Presentation of Westward Expansion:
Directions: Create a google slides presentation that Explains the following events that caused the US to Expand West (See examples below links)
Use the links below and your textbook to help you create your google slides. You will go to google classroom and look at the sample slides for the directions. Your slides should look exactly like my slide presentation, yours will just have the information filled in from your research.
- The Louisiana Purchase / Lewis and Clark Expedition
- The Texas Annexation
- The Oregon Territory claim
- The Mexican-American War / Mexican Cession
Sample Presentations:
docs.google.com/presentation/d/135g72eKprVNEnECYX3mVqeCTXvxjpBbetJnIqTaBzII/edit#slide=id.g1f00c51bb9_0_65
Study Guide is on the Google Classroom. 3/5/17.
3-7-17
Innovations Assignment:
Choose FOUR of the following innovations from the list below:
Use the one form for each innovation:
1. cotton gin
2. railroad
3. textile mills
4. water wheel
5. steel plow
6. canal system 7. factories
8. steamboats
When you are finished with the four, you will go to the website below and choose two more from the list and fill out a form for each.
www.krysstal.com/display_inventions.php?years=1800+to+1850
3-6-17
Slave Population maps.
Pick a county from a state in the south and for each census you will tell how many slaves there were and then tell why you think the number increased or decreased. Use the following link.
lincolnmullen.com/projects/slavery/
3-1-17
Step 2: Break into groups to complete map
Break the students up into groups and have them choose to sketch and label a picture of the US between 1800-1830.
Areas include:
1. Economy
Economy video
-Southern Economy (see maps)
-Northern Economy (see maps)
2. Population (see map)
3. Climate (see map)
4. Physical Geography (see map)
Study Guide Answers
docs.google.com/document/d/1_EtGSdCElJvWasqedDtEsAleeqmLInCXwdVY3sJLyUk/edit
February 21-22
Google slides cases
Choose one of the following Early Supreme Court Cases:
February 16th
Vocabulary:
Modern day court case before supreme court
Read about assigned court case:
- Why was it important?
- What changes were made as a result?
Make a Google Presentation about the Case
Example on google classroom
1. Miranda v. Arizona
2. Tinker v. Des Moines 3. Hazelwood v. Kuhlmeier 4. Brown v. Board of Education 5. U.S. v. Nixon 6. Gidean v. Wainwright 7. New Jersey v. TLO 8. Roe v. Wade 9. Regents of the U. of California v. Bakke
Announcements:
Lee Video Announcements
Week of April 24th, 2017
Tuesday & Wednesday April 25th-26th, 2017
Part 1:
Vocabulary for unit 5.1
Directions for Vocabulary activity: 30 - 40 minutes
Using the vocabulary terms from unit 5.1 below, create a google presentation and share with Mr. Donovan.
- Each slide should have a picture
- Definition of the term or person
- Use a complete Sentence or two maximum about each term / word
- Share information with other members of the group (via email)
Seat #1
- Compromise of 1850
- Abraham Lincoln
- Wilmot Proviso
- Northwest Ordinances
- The New territories of the US 1860 (Not yet states)
- Kansas-Nebraska Act
- Missouri Compromise
- Dred Scott v. Stanford (Dred Scott Decision)
- Fugitive Slave Act
- Great Triumvirate (who?)
- Stephen Douglas
- House Divided Speech
- John C. Calhoun
- Republican Party
- Northern US 1860
- States Rights (What are they?)
- Henry Clay
- Charles Sumner
- Whig Party (End)
- Southern US 1860
- Underground Railroad
- Daniel Webster
- Federal Rights (What are they?)
- Election of 1860
- Sectionalism
Part 2: (Begin 1 hour activity)
8 – U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the Union among the states (e.g., sectionalism, nationalism, federalism, state rights). (C3)First:
Focus question:
What were the competing ideas of Webster, Calhoun, and Clay?
Questions we can ask are:
- What does government do?
- What are the basic values and principles of American democracy?
- What is the relationship of the United States to other nations?
- What are the roles of the citizen in American democracy?
- Answers to these questions established competing views regarding the nature of the Union such as sectionalism, nationalism, federalism, and states' rights.
Watch videos below:
Video #1
YouTube Video
Video #2
YouTube Video
Third:
Directions: Use the links below and the videos above to complete the Foldable on Calhoun, Webster and Clay
Three important members of the U.S. Congress led the debate over the “Nature of the Union” how the individual states’ relationships would unfold, and the role of the federal government in the economy.
Daniel Webster supported tariffs because they allowed New England’s factories to complete against European manufacturers.
John C. Calhoun approved tariffs because they raised the price of goods that Southerners bought.
Henry Clay supported the construction of roads and canals because they would enable the north, south and west to trade with one another. Clay favored making improvements to infrastructure by imposing high tariffs.
Read:
Use Website: Three Senatorial Giants to answer the questions below:
Post information to: Padlet
Post any information to padlet about Calhoun, Webster, and Clay.
Fourth and last:
Foldable: Create Calhoun, Webster, and Clay Foldable (Information found on Pg. 343 of your textbook Our American Nation)
Three of the most influential people of this time period had different beliefs about slavery. Identify their point of view on the issue and rank them by what you believe.
- Beliefs about slavery(Public Copy)
- Beliefs about Slavery (Student copy)
YouTube Video
Thursday, April 27th, 2017
Part 1:
Directions: Choose an article from the list below to read and answer questions about the characters from Antebellum.
Seat 1:
- Life of a Runaway Slave
- Mary Chesnut
- PIERRE GUSTAV
- Life of Freed Blacks
- E TOUTANT BEAUREGARD
- Fredrick Douglas life as a Runaway Slave
Seat 2:
- Women in the early 1800s
- Women of the Victorian Era
- White men in the early 1800s
- Anthony Burns
- David Ruggles
Seat 3:
- David Walker
- Ellen and William Craft
- Francis Johnson
- Fredrick Douglas
- Free Blacks during Antebellum
- Nathaniel Turner
Seat 4:
Seat 5: Part 2:
Underground Railroad interactive:
Directions: Complete Underground Railroad interactive and make decisions based on what you believe is correct.
Answer questions below after completing the activity:
For more information about the Underground Railroad:
- The Underground Railroad in Michigan
- Michigan Map Underground Railroad
- Michigan families helped on the Underground Railroad
- Michigan and the Underground Railroad homes
- Codes on the Underground Railroad
Real recordings of former slaves:
YouTube Video
YouTube Video
Life as a Slave
YouTube Video
Slavery and States Rights
YouTube Video
Causes of the Civil War - States Rights
YouTube Video
The Southern Way of Life: Gone with the Wind in 20 mins.
- Movie clip from Gone with the wind...how are things different today?
YouTube Video
Directions: Answer the questions on the entrance card after watching this clip.
YouTube Video
Friday, April 28th, 2017:
Slavery and the Constitution
YouTube Video
Directions: As a Round Robin, identify several Federal, state, and local laws.
Examples of Federal, state, and local laws
Weird Laws in Michigan
Discussion: Why is there a difference in laws among states?
- During the early 1800s, owning slaves was a state law!
Directions: Complete the 4-3-2-1 exercise while watching the video below:
YouTube Video
Watch before beginning paper:
YouTube Video
Watch before beginning paper:
YouTube Video
Monday, May 1st, 2017
Articles: Read articles below and summarize using graphic organizer.
- The Missouri Compromise
- The Wilmot Proviso
- The Compromise of 1850
- The Kansas-Nebraska Act
- Dred Scott Decision
- Rise of the Republican Party
- Death of the Whig Party
Sample Presentation Link:
Sample Presentation (Student copy)
Additional information:
YouTube Video
Additional information:
Tuesday - Thursday, May 2-4th, 2017
Activator:
Read the articles below to determine how the US Constitution failed on the issue of Slavery.
1.States Rights
2.Fugitive slave law
3.Election of the Executive
4.Rights of Individuals
Use the Declaration of Independence below to determine whether the US Constitution protects the rights of the people.
The Declaration of Independence
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
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