US History - Standards of Learning - USI.22
http://loc.harpweek.com/LCPoliticalCartoons/DisplayCartoonLarge.asp
This is a political cartoon that was published in Harper’s Weekly depicting a fight between Democratic-Republican Congressman Mathew Lyon and Federalist Congressman Roger Griswold. I would use this image in relation to a lesson on the Federalists and Democratic Republicans. I would use this image to show the political atmosphere of this time period and the increasing partisanship. We would then discuss the different beliefs that these two parties had, the different leaders, their different interpretations of the Constitution, etc. After students had done a chart comparing and contrasting the two political parties, they would then draw a cartoon based on this one showing two different beliefs of the parties fighting.
-Amy DuBois
Source IDTag: USI.22.001
2. Samuel Lewis, Map of Lewis and Clark's Route, Philadelphia, 1814
http://www.loc.gov/exhibits/treasures/trr001.html
This map is a reproduction of an original map produced in 1810 by Clark. This map shows the routes taken by Lewis and Clark as well as many of the geographic discoveries made by the expedition. Though it is hard to read in many spots, it does give an indication of the vast area which was covered during the journey. I would use this source to give my students an understanding of the vast area that was “discovered” by Lewis and Clark on their voyage. I would have the students use this map, along with other maps, including present day ones, to figure out what present day states, geographic features, etc. that the expedition crossed in their journey. I would also read excerpts from their journals and show them drawings of animals and plants. As a culminating activity, I have students pretend that they are one of the “Corps” and write a journal entry of their own modeled on the style of Lewis and Clark.
-Amy DuBois
Source IDTag: USI.22.002
3. “Port of New Orleans SHUT,” The Herald, Natchez, Mississippi, 1802
http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+08500100))
This is a news article which details the decision by France to close the Port of New Orleans to Americans. It states that this closure to Americans is an “embarrassment” and that Americans will suffer a “loss” as a result of this denial. This article highlights the importance of the Port of New Orleans as the gateway to the Mississippi River, the “superhighway” of the times. As America continued to expand west, the port grew more and more important for the economy. I would utilize this document to start a discussion of the necessity of the Port for America’s economy. I would ask students how they would go about trying to secure our ability to trade from New Orleans. Eventually, this discussion would lead to a discussion of the Louisiana Purchase.
-Amy DuBois
Source IDTag: USI.22.003
4. Letter “ Machiavellian Benevolence and the Indians” February 27, 1803
http://etext.virginia.edu/etcbin/toccernew2?id=JefLett...
This source is the excerpt from a letter Thomas Jefferson wrote to William Henry Harrison in 1803. The letter outlines Jefferson’s vision of how the American West would be settled and what policy America would follow relative to the Native inhabitants of the West. Students can read this letter and determine a variety of understanding. First the letter can serve to demonstrate the nature of U.S. Policy towards the Native American tribes east of the Mississippi. 2nd the document is a precursor to the Louisiana Purchase and Lewis and Clark expedition. 3rd the document serves as evidence of the many contradictions in Jefferson’s writing and in his policy. Using sources such as these will raise questions for students that will allow them to better act as historians in evaluating the nature of American Democracy.
-Chris Garth
Source IDTags: USI.22.004
5. Broadside “To the Citizens of Southern States”
http://etext.virginia.edu/etcbin/toccer-new2?id=SouCiti...
The source dating back to 1796 is an opposition to Jefferson’s wish to end slavery in America and gives insight into the reasons why Jefferson never fully embraced those plans as President. The Broadside appeals to the citizenry of Virginia to defend their way of life and the overall existence of their society. It also hints at the sectional attitudes of the new United States and serves as a precursor of the events that would dominate the early 19th century. The source could be used to further examine the depth of Jefferson’s political ideas, to demonstrate regional differences in America, or to establish the roots of a states rights argument. It would also serve to dispel the idea of Jefferson being the wholly adopted native son and would give students a more real understanding of the nature of American politics.
-Chris Garth
Source IDTag: USI.22.005
6. Broadside Public hiring of free negroes, W. A. Mann and John A. M. Lusk, February 5, 1855
This source shows the economic nature of slavery in the south where even freed blacks were limited in their mobility as economic conditions warranted them working for low pay.
-Chris Garth
Source IDTag: USI.22.006
7. Broadside, Three Hundred Dollars Reward: A broadside issued by William K. Ish and Joseph L. Hawling to recover three slaves
http://etext.virginia.edu/etcbin/toccer-new2?id=IshThre...
This source from the antebellum south describes the efforts of a slave owner to retrieve three escaped slaves. The text of the broadside shows how the “property” was described and speaks to the racial attitudes of the period. This source would be useful in examining the nature of slavery and the efforts at resistance from those enslaved.
-Chris Garth
Source IDTag: USI.22.007
8. 1804 Indian Peace Medal for Lewis and Clark expedition.
http://historywired.si.edu/index.html
This image is of a medal produced to provide gifts for Native American Chiefs on the journey of exploration by Lewis and Clark. It depicts a likeness of Thomas Jefferson on one side and two hands clasping on the other.This image can be used to generate discussion on the actions and intentions of the American government in regards to Native Americans and their lands. What is the real story of encounter of Americans and Indians? Were all actions on the part of the American government duplicitous. What goals and motivations were apparent on both sides?
-William Monty
Source IDtag: USI.22.008
9. 1858 Ambrotype of Smutty Bear
http://historywired.si.edu/index.html
This is the earliest known photograph of an American Indian. It was taken in Washington D. C. during a visit by Soiux Chiefs and warriors. They were there under duress and signed a treaty that greatly reduced their tribal lands in return for money and goods never fully delivered. This breech of contract on the part of the American government prompted an uprising that left many dead and brought retaliation upon the Indians as President Lincoln ordered the hanging of 38 of them. This photo and the subsequent events its occasion generated are a prime example of the deteriorate relations between Native Americans and the American government. This also shows details of Native American culture and dress.
-William Monty
Source IDtag: USI.22.009
10. *Washington’s First Inaugural Address”
This website features 100 “milestone” documents from American history.
This features Washington’s First Inaugural Address given on April 30, 1789, in New York. After the Constitutional Convention, Washington wanted to retire and live a peaceful life at his Virginia estate, Mound Vernon. His plans changed, when unanimously he was chosen to be the first president of the United States on the first ballot. An excerpt from Washington’s diary reveals his feelings “About ten o’clock I bade adieu to Mount Vernon, to private life, and to domestic felicity; and with a mind oppressed with more anxious and painful sensations than I have words to express, set out for New York…” The original document as well as a document transcript is provided.
There is background information given to put the document in the proper historical context.
- Students will analyze the speech and discuss how Washington felt about being the nation’s first president. Compare the first inaugural speech with President Bush’s first inaugural speech. Discuss the domestic and foreign problems Washington faced as he took office. What current domestic and foreign problems does President Bush face?
-Katherine Silva
11. *Washington’s Farewell Address
This is an excerpt from a 32 page handwritten address by Washington and his advice to Americans and the new nation. Washington warns of entangling alliances and urges Americans to view themselves as “a cohesive unit.” The existence of political parties was a concern to Washington, who saw them as divisive. As he stated in his Farewell Address: “It serves always to distract the public councils and enfeeble the public administration. It agitates the community with ill-founded jealousies and false alarms; kindles the animosity of one part against another; forments occasionally riot and insurrection…” This address was printed in America’s Philadelphia’s Daily Advertiser on September 19, 1796. Possible lesson plans using this source include the following:
- With a partner, identify three major points in Washington’s Farewell Address. Explain why he includes these in his speech, by referring to the events which occurred during his administration. Does Washington’s advice then have any significance in 2006? Explain
- With a partner, collaborate to write your own State of the Union Address which describes TWO major issues our country faces today and propose solutions to these problems.
-Katherine Silva
12. *The Alien & Sedition Acts (1798)
This document contains four laws passed by the Federalist- controlled Congress to suppress criticism of the government and increase the restrictions on foreign born Americans during
the presidency of John Adams. The real intent according to Jeffersonian Republicans was to destroy them. The Alien and Sedition Acts, passed in 1798, included the following: the Naturalization Act, which extended the residency period from 5 to 14 years for those aliens seeking citizenship; the Alien Act, which allowed the expulsion of aliens considered dangerous during peacetime, the Alien Enemies Act, which allowed the expulsion or imprisonment of aliens considered dangerous during wartime, and the Sedition Act which provided fines and imprisonment for those who criticized the government, Congress or the president in speech, or print. The Alien Acts were never enforced, but the Sedition Act was. These laws provoked a storm of criticism, most notably from Thomas Jefferson and James Madison, who replied with the Virginia & Kentucky Resolutions. They advocated the nullification theory, that states have a right to nullify those laws they consider unconstitutional. Jeffersonians argued that the Sedition Act violated the First Amendment. Eventually, these laws were either allowed to expire during the subsequent administration or were repealed. The original document as well as a document transcript is provided for each source.
- Write an editorial about the Alien and Sedition Acts from the perspective of one of the following: a Federalist, an immigrant, or a Democratic-Republican. Students will present their editorials to their classmates
-Katherine Silva
13. Aboard the USS Constitution in 1812
http://www.gilderlehrman.org/collection/battlelines/chapter4/chapter4_2a.html
A commodore in the United States Navy, WILLIAM BAINBRIDGE had captained several ships and was a military prisoner for two years in Tunisia by the time he was given command of the U.S.S. Constitution in September 1812. "Old Ironsides," as the ship was nicknamed, proved to be a formidable opponent. Bainbridge commanded the destruction of the H.M.S. Java in December of 1812 and wrote this blow-by-blow account of the battle.
-Kathleen Cwikla
14. “Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860”
http://elsinore.cis.yale.edu/lawweb/avalon/washing.htm
George Washington’s farewell address appeared in newspapers in September of 1796. In his farewell address Washington thanks the nation for allowing him to serve for 8 years and offers advice for the future well being of the U.S. Washington warns to avoid permanent alliances, avoid the overuse of credit (national debt), and warns of the growing power of political parties in the U.S.
15. “Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860”
http://elsinore.cis.yale.edu/lawweb/avalon/presiden/inaug/wash1.htm
This primary source document is the text of President George Washington’s first inaugural address. This speech can be used to highlight the formation of a new national government. Students should understand from this speech Washington’s intentions as well as understand and connect Washington’s Presidency to future precedents, such as delivering an inaugural address at the start of each term.
16. “Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860”
http://elsinore.cis.yale.edu/lawweb/avalon/presiden/inaug/jefinau1.htm
This is the text of President Jefferson’s first Inaugural Address delivered in 1801. In this speech Jefferson outlines his vision for America as well as the possibility of America becoming a great nation. This was looked upon as an important speech by many because of the fierce campaign that was waged between Jefferson and Adams. In his speech Jefferson reminds us that we are all Federalists, and all Republicans.
17. Copies of Famous First in America
www.earlyamerica.com/earlyamerica/first
This has many copies of American first. You can get a good look into early
American culture. There is a copy of the first American almanac and First
American political cartoon. Students can use this site to compare current
forms of media with the originals. The language used in each document can
also be examined.
-Carl Robidoux
18. Thomas Jefferson Primer
http://www.earlyamerica.com/jefferson-primer.html
This primer contains articles by Jefferson on issues of the early republic
such as Native Americans and slavery. It also gives his views on settling
the West and women issues. This can be used to debate Jefferson’s view on
westward expansion, and whether his views accurately reflected the early
republic.
-Carl Robidoux
19. Music of Early America
http://www.earlyamerica.com/music/
There is a list of music from the French and Indian War, Revolutionary War
and War of 1812. It also includes songs about George Washington and the 18th
century. This is a great site to compare and contrast songs from different
wars in early America.
-Carl Robidoux
20. Virtual Tour of Monticello
http://explorer.monticello.org/index.html
This site gives a virtual 3-D tour of the house and a virtual tour of the
plantation. A progression of changes is well represented in the maps. You
can also explore the gardens and grounds of Monticello. It also gives a view
of domestic life at Monticello. It can be used to study the class structure
in early America.
-Carl Robidoux
21. War of 1812
http://www.galafilm.com/1812/e/index.html
A very good site on the War of 1812. It contains excellent maps and forts
locations. The descriptions of the battles have good details. It also
contains a very good section on biographies of the British and American
leaders. Student can create timeline a nd battlefield reports using this
site.
-Carl Robidoux
