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Looking for Primary Sources?

The following is a list of websites where you can find primary sources to view in your classroom.

• AmericanHeritage (http://50.56.66.97/) – searchable; includes photographs, artwork, cartoons, documents and pictures of artifacts

• ArchivingEarlyAmerica (http://www.earlyamerica.com/) – searchable; includes maps, portraits, historical newspapers, music, videos and writings of famous Americans like Thomas Jefferson, Ben Franklin and Thomas Paine; also includes quiz games and crossword puzzles

• AvalonProject (http://avalon.law.yale.edu/) – created by Yale University; searchable; includes documents from ancient times through the 21st century; extensive list of collections of American, as well as international, documents

• DocsTeach (http://docsteach.org/documents) – created by the National Archives (see); includes links to thousands of primary source documents, images, maps, charts, graphs, audio and video from the time of the American Revolution to the Contemporary U.S.

• LibraryofCongress (http://www.loc.gov/index.html) – searchable; includes the following collections: American Memory, Prints and Photographs, Historic Newspapers, Sound Recordings, Maps, Manuscripts, Performing Arts, Film and Veterans History; note that not all of the content is available online.

• NationalArchives (http://www.archives.gov/) – searchable; rich resource of primary documents; includes Teachers’ Resources section with lesson plans, tips on using primary sources and information about school tours and professional development

• ProjectGutenberg (http://www.gutenberg.org/wiki/Main_Page) – searchable; thousands of digital books from the public domain; includes both fiction and nonfiction

Teachers: Scan this code with your smartphone or tablet to access best practice videos and other helpful up-to-the-minute information. You can access the same content by logging on to your eStudiesWeekly account and visiting the “Resources” link.

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WEEKLY CURRICULUM MAP

USA STUDIES WEEKLY—AncIEnT AmErIcA To rEconSTrUcTIon

Scope and Sequence

August–septemberWeek 1: World/u.s. geography Students will use a map to identify physical features of the U.S. They will discuss cartography and learn about Alexander von Humboldt.

Week 2: u.s. states and regions Students will learn about the natural regions of the United States. They will discuss physical features such as mountains, plains and plateaus.

Week 3: American Indian Nations Students will discuss ancient civilizations/historic tribes and compare cultural aspects by region.

Week 4: How Did It All begin? Students will examine and understand the causes and effects of European colonization in the United States beginning in 1565.

Week 5: spanish and portuguese explorers Students will discover the process of exploration by focusing on motives and accomplishments of early Spanish and Portuguese explorers.

Week 6: english and French explorers Students will discover the process of exploration by focusing on motives and accomplishments of early French and English explorers.

Week 7: Dividing the New World Students will know some benefits of interaction among American Indians, explorers and colonists and will discuss the Columbian Exchange.

OctOber–DecemberWeek 8: early english colonies Students will study early English colonies—Roanoke, Jamestown and Plymouth.

Week 9: New england colonies Students will study colonies in New England—Massachusetts Bay, Rhode Island, Connecticut and New Hampshire.

Week 10: middle colonies Students will study the Middle Colonies—New York, New Jersey, Pennsylvania and Delaware.

Week 11: southern colonies Students will study the Southern Colonies—Georgia, Virginia, Maryland and the Carolinas.

Week 12: slavery in the colonies Students will discuss Triangular Trade and slavery in the colonies.

Week 13: mounting tensions Students will study events that led up to the American Revolution.

Week 14: Declaring Independence Students will discuss some important events of 1775 and the writing/signing of the Declaration of Independence in 1776.

Continued

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USA STUDIES WEEKLY—AncIEnT AmErIcA To rEconSTrUcTIon

Scope and Sequence

JANuAry–FebruAryWeek 15: the revolutionary War Students will study events of the American Revolution, focusing on George Washington as the commander of the Continental Army.

Week 16: growing pains Students will discuss some of the problems facing the new nation—a weak central government, Shays’ rebellion and the need for a national currency.

Week 17: the constitution Students will define a constitution, understand the rights/responsibilities of a U.S. citizen and explain our system of checks and balances.

Week 18: plans for the New government Students will demonstrate their understanding of the Constitution and Declaration of Independence and will compare Federalist and Anti-Federalist views of government.

Week 19: government of the people Students will explain the structure and function of government.

Week 20: Louisiana purchase Students will study and describe the events leading up to, during and resulting from the Louisiana Purchase.

Week 21: War of 1812 Students will explain the causes/ effects of the War of 1812 and the effects of westward expansion on American Indians.

mArcH–mAyWeek 22: early Westward expansion Students will recognize influential people of westward expansion and be able to describe the contributions they made.

Week 23: Westward Ho! Students will study the westward trails through secondary and primary sources, including journal entries of children who made the journey.

Week 24: Industry vs. Agriculture Students will examine life in the North and South in the first half of the 19th century.

Week 25: Conflicts and Compromises Students will discuss conflicts that eventually led to the Civil War, such as the Compromise of 1850, the Kansas-Nebraska Act and the 1860 election of Abraham Lincoln.

Week 26: the civil War Students will discuss the secession of southern states and the beginning of the Civil War. They will study the Emancipation Proclamation of 1863.

Week 27: the War continues Students will continue their study of the Civil War. They will discuss some battles of the war and the role of women as nurses, seamstresses and sometimes as soldiers and spies.

Week 28: reconstruction Students will examine Lincoln’s plan to reunite the North and South and read about his assassination in 1865. They will learn about the 13th, 14th and 15th Amendments.

WEEKLY CURRICULUM MAP

Continued from p. 1

USA Studies Weekly—Ancient America to ReconstructionTeacher Supplement

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common core eLA standards Addressed

All Common Core ELA Standards printed in this document are the sole property of the National Governors Association Center for Best Practices and Council of Chief State School Officers. Copyright Notice: © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Addressed in each Weekly unit

Key Ideas and DetailsRI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details;

summarize the text.RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or

concepts in a historical, scientific, or technical text based on specific information in the text.

craft and structureRI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text

relevant to a grade 5 topic or subject area.

Integration of Knowledge and IdeasRI.5.8. Explain how an author uses reasons and evidence to support particular points in a text,

identifying which reasons and evidence support which point(s).

production and Distribution of WritingW.5.4. Produce clear and coherent writing in which the development and organization are appropriate to

task, purpose, and audience

Knowledge of LanguageL.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vocabulary Acquisition and useL.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on

grade 5 reading and content, choosing flexibly from a range of strategies.

range of WritingW.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Addressed in Various Weeks

Key Ideas and DetailsRI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text.

craft and structureRI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/

solution) of events, ideas, concepts, or information in two or more texts.


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range of reading and Level of complexityRI.5.10. By the end of the year, read and comprehend informational texts, including history/social

studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

research to build and present KnowledgeW.5.7. Conduct short research projects that use several sources to build knowledge through investigation

of different aspects of a topic.W.5.8. Recall relevant information from experiences or gather relevant information from print and

digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Vocabulary Acquisition and useL.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and

phrases, including those that signal contrast, addition, and other logical relationships (e.g.,however, although, nevertheless, similarly, moreover, in addition).

Addressing common core standards—suggested Activities

The activities below will help you integrate Social Studies with English Language Arts while addressing various Common Core ELA Standards. The writers and editors of Studies Weekly recommend that you do as many of these activities each week as time allows. Common Core ELA Standards addressed are in parentheses in each activity.

Vocabulary strategies – Use the following key strategies where appropriate as you help your students acquire new vocabulary words. Do this before you begin to read. (RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.)

• Ask students if the word or part of the word reminds them of a word they already know. (Ex. – someone/one; yesterday/day; history/story) Clarify words with multiple meanings. (Ex. – can/able; can/container)

• Have students cover endings like -ing, -ed, -er, -es, etc. with their fingers or an index card, so they can see the base word. (Ex. – going/go; talked/talk; teacher/teach)

• Read the sentence with the unfamiliar word, as well as the sentences before and after, to the students. This will help them use the context of the passage to determine the meaning of the word.

• Assist the students in looking up the word in a children’s dictionary such as “My First Dictionary” (DK Children).

main topic/Details – Have students re-read a page or passage from the student edition of Studies Weekly (or a related literature book). Ask them to determine the main topic and talk about the details used by the writer to support the main topic. Students may work in small groups or in pairs. (RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.3. Explain the relationships or interactions between two or more individuals,


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events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.)

make a KWL chart – KWL = What You Know; What You Want to Know; What You Learned. Ask what students already know about a concept. Record on the KWL chart under “K.” Now ask students what they WANT to know about the concept and record under “W.” After reading Studies Weekly and doing related activities, review what students learned and record under the “L.” (W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.)

research/Writing – Choose a topic related to the subject of the Studies Weekly magazine to research as a class. Guide the students as they use a variety of research materials such as children’s books and age-appropriate websites. Working together, use a variety of digital tools such as word processing, slide shows, art programs, etc. to produce a class report or project. As students’ writing skills develop, allow them to work in small groups, in pairs or individually rather than doing the activity as a class. (W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.)

complete a W chart – As you read each week of the Studies Weekly magazine, complete a W chart on paper or orally describing What happened, Who was there, Why it happened, When it happened and Where it happened. Encourage students to use both the text and illustrations to find this information. You may choose to have students complete this in pairs or independently in a journal or notebook. (W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.)


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Literature Links Listed below are selected books (including some Spanish language books) that correlate with the concepts and ideas pre-

sented in each weekly issue.

Literature Link Activity: Choose one of the Literature Link books below (or one of your own favorites!) and ask students to compare the information, illustrations and descriptions in the book with the information, illustrations and descriptions in Studies Weekly that week. (Common Core ELA Standard RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic.)

Week 1“Charting the World: Geography

and Maps From Cave Painting to GPS” by Richard Panchyk

“Ferdinand Magellan: Circumnavigating the World” by Katharine Bailey

“The Discovery of the Americas: From Prehistory Through the Age of Columbus” by Betsy and Giulio Maestro

“Exploration and Conquest: The Americas After Columbus 1500-1620” by Betsy and Giulio Maestro

“Where Am I?: The Story of Maps and Navigation” by A. G. Smith

Week 2“My America: A Poetry Atlas

of the United States” by Lee Bennett Hopkins

“The United States Region by Region” (Pair-It Books: Proficiency: Stage 6) by Patricia K. Kummer

“Earth & You, A Closer View: Nature’s Features” (Sharing Nature With Children Book) by J. Patrick Lewis

Week 3 “The Defenders “ by Ann

McGovern “Navajo Code Talkers” by

Nathan Aaseng“The Rough Face Girl” by Rafe

Martin

“The Sign of the Beaver” by Elizabeth George Speare

“El Signo del castor (The Sign of the Beaver Spanish Edition) by Elizabeth George Speare and Guillermo Solana Alonso

“The Boy and His Mud Horses and Other Stories From the Tipi” by Paul Goble

Week 4“The Discovery of the

Americas” by Betsy and Giulio Maestro, 1992

“Meet Christopher Columbus” by James T. DeKay and John Edens, 2001

“Cortés and the Conquest of the Aztec Empire in World History” by Charles Flowers, 2001

“Kids During the Age of Exploration” by Cynthia MacGregor, 1999

Week 5“Around the World in a Hundred

Years: From Henry the Navigator to Magellan” by Jean Fritz

“Looking Inside Sunken Treasure (X-Ray Vision)” by Ron Schultz

“Who Was Ferdinand Magellan?” by S. A. Kramer

“Vasco da Gama: Quest for the Spice Trade” by Katherine Bailey

“Henry the Navigator: Prince of Portuguese Exploration” by

Lisa Ariganello

Week 6“Sieur de La Salle: New World

Adventurer” by John Paul Zronik

“You Wouldn’t Want to Explore With Sir Francis Drake!: A Pirate You’d Rather Not Know” by David Stewart and David Salariya

“Champlain: Peacemaker and Explorer” by Mary Beacock Fryer

“Radisson and des Groseilliers: Fur Traders of the North” by Katharine Bailey

“About Time: A First Look at Time and Clocks” by Bruce Koscielniak

Week 7“The World Made New: Why the

Age of Exploration Happened and How It Changed the World” by Marc Aronson

“The Biography of Chocolate” (How Did That Get Here?) by Adrianna Morganelli

“Charting the World: Geography and Maps from Cave Paintings to GPS with 21

Activities” by Richard Panchyk

“The Legend of New Amsterdam” by Peter Spier

“Old World, New World 1480-1600” by Chris Jordan and Tim Wood


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Week 8“Shadows in the Glasshouse: A

Jamestown Story” by Megan McDonald

“The Double Life of Pocahontas” by Jean Fritz

“The Witch of Blackbird Pond” by Elizabeth George Speare

“El Estanque del mirlo” (The Witch of Blackbird Pond Spanish Edition) by Elizabeth George Speare

“The Lost Colony of Roanoke” by Jean Fritz

“Blood on the River: Jamestown 1607” by Elisa Carbone

Week 9“How We Lived…In the New

England Colonies” by Deborah Kent

“Poetry for Young People: Robert Frost” by Gary D. Schmidt

“America’s Funny But True History 1560’s-1740’s: Cranky Colonials: Pilgrims, Puritans, Even Pirates” by Elizabeth Levy

“Salem Witch Trials: Colonial Life” By Sean Stewart Price

“Anne Hutchinson’s Way” by Jeannine Atkins

Week 10“Ben and Me: The Astonishing

Life of Benjamin Franklin and his Good Mouse Amos” by Robert Lawson

“Quién Fue Benjamin Franklin?” (Who Was Benjamin Franklin Spanish Edition) by Dennis

Brindell Fradin“If You Lived in Colonial

Times” by Ann McGovern“How We Lived…In the Middle

Colonies” by Deborah Kent“William Penn: Liberty and

Justice for All” by Janet and Geoff Benge

“The Ben Franklin Book of Easy and Incredible Experiments: A Franklin Institute Science Museum Book” by Franklin Institute Science Museum

Week 11“Night Journeys” by Avi“Entertainment in Colonial

America” by Charlie Samuel“How We Lived…In the

Southern Colonies” by Deborah Kent

“Silkworms” by L. Patricia Kite“The Colonial Caper Mystery

at Williamsburg” by Carole Marsh

“Give Me Liberty” by L.M. Elliott

Week 12“Sugar” by Garry Chapman“Many Thousand Gone: African

Americans From Slavery to Freedom” by Virginia Hamilton

“What Are You Figuring Now?: A Story About Benjamin Banneker” by Jeri Ferris

“If You Lived When There Was Slavery in America” by Anne Kamma and Pamela Johnson

“Fort Mose: And the Story of the Man Who Built the First Free Black Settlement in Colonial

America” by Glennette Tilly Turner

Week 13“The French and Indian War” by

Andrew Santella“The Matchlock Gun” by Walter

D. Edmonds

“Patrick Henry: Liberty or Death” by Jason Glaser

“Why Don’t You Get a Horse, Sam Adams?” by Jean Fritz

“The Trailblazing Life of Daniel Boone and How Early Americans Took to the Road” by Cheryl Harness

Week 14“Give Me Liberty: The Story

of the Declaration of Independence” by Russell Freedman

“April Morning” by Howard Fast

“Johnny Tremain” by Esther Forbes

“The Declaration of Independence: The Words That Made America” by Sam Fink

“And Then What Happened, Paul Revere?” by Jean Fritz

Week 15“The Secret Soldier: The Story

of Deborah Sampson” by Ann McGovern

“If You Lived At The Time Of The American Revolution” by Kay Moore

“Patriots in Petticoats” by Shirley Raye Redmond

“George vs. George: The American Revolution As Seen from Both Sides” by Rosalyn Schanzer

“Elliot Stone and the Mystery of the Summer Vacation Sea Monster” by L. P. Chase

Week 16“Sterling Biographies George

Washington: An American Life” by Laurie Calkhoven

“George Washington’s Socks”


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by Elvira Woodruff“The Year of the Hangman” by

Gary Blackwood“Shays’ Rebellion” by Michael

Burgan“Inventions of the 1700’s” by

Michael Burgan“Quién Fue George

Washington?” by Roberta Edwards

Week 17“The Bill Of Rights: It Can’t Be

Wrong” by Carole Marsh“Branches of Government

(Government in Action!)” by John Hamilton

“La Constitución de Los EE. UU. (The U. S. Constitution, Spanish Edition)” by Kathy Allen and

Martin Luís Guzman Ferrer (Translator)

“We the Kids: The Preamble to the Constitution of the United States” by David Catrow

“Emma’s Journal: The Story of a Colonial Girl” by Marissa Moss

Week 18“Words That Built a Nation – A

Young Person’s Collection of Historic American Documents” by Marilyn Miller

“Who Was Thomas Jefferson?” by Dennis Brindell Fradin

“The U. S. Supreme Court” by Dan Elish

“The Story of the Peace Corps” by Zachary Kent

“The Constitution of the United States” by Christine Taylor-Butler

Week 19“Fever 1793” by Laurie Halse

Andreson “The Great Little Madison” by

Jean Fritz“The Bill of Rights in

Translation – What It Really Means” by Amie Jean Leavitt

“We The People” by Peter Spier“Maker of Machines” by

Barbara Mitchell

Week 20“New Found Land: Lewis and

Clark’s Voyage of Discovery” by Allan Wolf

“The Captain’s Dog: My Journey With the Lewis and Clark Tribe” by Roland Smith

“Who Was Sacajawea?” by Judith Bloom Fradin

“The Louisiana Purchase: Would You Close the Deal?” by Elaine Landau

“Cooking on the Lewis and Clark Expedition” by Mary Gunderson

Week 21“The Trail of Tears” by Michael

Burgan“The National Anthem” by

Patricia Ryon Quiri“By The Dawn’s Early Light” by

Steven Kroll“Andrew Jackson: Seventh

President 1829-1837” by Mike Venezia

“Walk Two Moons” by Sharon Creech

“Entre dos lunas” (Walk Two Moons) Spanish Edition by Sharon Creech and Ester Arno

Week 22“American’s Funny But True

History 1800-1850 Westward Ha-Ha” by Elizabeth Levy

“Keep My White Sneakers, Kit Carson: An Adventure With the Blackfeet” by Frederick Von Burg

“The Colorado River” by Carol Rawlins

“Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance” by Jennifer Armstrong

“You Wouldn’t Want to Be an American Pioneer!: A Wilderness You’d Rather Not Tame” by Jacqueline Morley

Week 23“Children of the Wild West” by

Russell Freedman “Little House on the Prairie

(Series)” by Laura Ingalls Wilder

“Old Yeller” by Fred Gipson“Caddie Woodlawn” by Carol

Ryrie Brink“The Legend of Jimmy Spoon”

by Kristiana Gregory“Stone Fox” by John Reynolds

Gardiner

Week 24“If You Lived When There Was

Slavery in America” by Anne Kamma and Pamela Johnson

“Slaves on a Southern Plantation” by Debbie Levy

“The Rise and Fall of American Slavery: Freedom Denied, Freedom Gained” by Tim McNeese

“Young Heroes of the North and South” by Lou Waryncia and Sarah Elder Hale

“Slave Life on the Plantation:


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Prisons beneath the Sun” by Richard Worth

Week 25“Divided in Two: the Road to

Civil War, 1861” by James R. Arnold and Roberta Wiener

“Easy Simulations: Civil War” by Tim Bailey

“Causes of the Civil War: Expanding and Preserving the Union” by Wendy Conklin

“The Civil War for Kids: A History with 21 Activities” by Janis Herbert

“A Nation Torn: The Story of How the Civil War Began” by Delia Ray

“Two Miserable Presidents: Everything Your Schoolbooks Didn’t Tell You about the Civil War” by Steve Sheinkin and Tim Robinson

Week 26“The Mystery at Fort Sumter” by

Carole Marsh “The Boys’ War: Confederate

and Union Soldiers Talk about the Civil War” by Jim Murphy

“Soldier’s Heart: a novel of the Civil War” by Gary Paulsen

“Behind the Blue and Gray: The Soldier’s Life in the Civil War” by Delia Ray

“The Election of 1860 and the Administration of Abraham Lincoln” by Arthur M. Schlesinger, Fred L. Israel and David J. Frent

Week 27“The Battle of Gettysburg” by

Michael Burgan, Steve Erwin, Keith Williams and Charles Barnett

“Captured! A Boy Trapped in the Civil War” by Mary Blair

Immel “The Long Road to Gettysburg”

by Jim Murphy “Behind Rebel Lines: The

Incredible Story of Emma Edmonds, Civil War Spy” by Seymour Reit

“I’ll Pass for Your Comrade: Women Soldiers in the Civil War” by Anita Silvey

Week 28“A Separate Battle: Women and

the Civil War” by Ina Chang “Reconstruction: America

After the Civil War” by Zak Mettger

“Traveling the Freedom Road: from Slavery and the Civil War through Reconstruction” by Linda Barrett Osborne

“Forty Acres and Maybe a Mule” by Harriette Gillem Robinet

“Amos Fortune, Free Man” by Elizabeth Yates


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usA studies Weekly—Ancient America to reconstruction, Week 15

Name_____________________________________________ Date________________________

bIO-pOem

There are many heroes in American history. Can you name 3 or 4? Everybody has personal heroes, too. Think about someone who is a hero to you. It can be someone living or someone from the past. Write a BIO-POEM about your hero following the format below. The words in bold are part of the poem. (The words in parentheses are hints.) If you don’t know the hero personally, use your imagination. Or, you can just choose somebody really famous! Use this page as your rough draft. Publish your final draft on a nice sheet of paper and add a drawing of the hero. Remember to include the words in bold print in your published poem.

Name (First and last name of the hero)____________________________________________________

relative of (name of anyone in the hero’s family, 1-6 names) __________________________________

___________________________________________________________________________________

resident of (where the hero lives or lived) _________________________________________________

Who believes (tell what you think the hero believes or believed in)_____________________________

___________________________________________________________________________________

Who needs (tell what the hero should have)______________________________

Who feels (a strong emotion the hero would have and why) ___________________________________

Who cries when (what would make the hero very sad) _______________________________________

___________________________________________________________________________________

Who laughs when (what would make the hero really happy) __________________________________

___________________________________________________________________________________

Who wants for the world (a wish the hero would have for everyone) ___________________________

___________________________________________________________________________________

Who thinks others are (how the hero would see people) _____________________________________

___________________________________________________________________________________

Who loves (a person, place, thing, emotion, etc.)____________________________________________

Name or nickname (Do not repeat the first line exactly.)______________________________________


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Name_____________________________________________ Date________________________

Fill in the blanks using words from the word bank below. There will be some words that you do not use.

apprenticecacheendurance

hallucinationsmadpelts

rendezvous

Once upon a time, I went on a ________________________

with my other mountain men friends. We were looking for

animal __________________. Hiking across the mountainous

territory took lots of ____________________________.

When I was first learning to do this, I was an

_________________________ compared to those who had

trapped animals many times before me. We often stored our

supplies in a _______________________so that animals and

thieves couldn’t find them.

common core connectionccss W.4.2d


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Name ________________________________________________ Date ________________________usA studies Weekly—Ancient America to reconstruction 3rd Quarter, Week 15

read each question and the answer choices carefully. Fill in the circle next to the best answer.

1. Deborah Sampson dressed up like a man because _______. A Women’s clothing was uncomfortable. B She wanted to ride horses. C Women weren’t allowed to be soldiers. D She didn’t have any shoes to match her dress.

2. To fight the Battle of Trenton, Washington and his troops had to cross the ________. F Delaware River G Trenton River H Sahara Desert I Washington Desert

3. Ethan Allen’s group that helped the Patriots was the ________. A Green Mountain Boys B White Mountain Lads C Lake Champlain Champs D Vermont Mountaineers

4. Patriots captured this fort without a drop of bloodshed in 1775. F Castillo de San Marcos G Fort Ticonderoga H Fort Wilderness I Fort Champlain

5. George Washington was commander of the _______. A Continental Army B American Marines C British Navy D Delaware River Men

6. The ________ helped the Americans win the Revolutionary War against the British. F Chinese and Japanese G Floridians and Irish H French and some free Africans I Indians and Mexicans

7. This song was used by both sides in the Revolutionary War to make fun of the other side. A Pop Goes the Weasel B Here We Go ‘Round the Mulberry Bush C Ring Around the Rosie D Yankee Doodle


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8. What is another word for monarch? F president G senator H governor I ruler

9. George Washington inspired his troops with words written by _______. A William Shakespeare B Thomas Paine C Thomas Jefferson D J.R.R. Tolkien

10. Which of the following statements is true? F The Americans won every Revolutionary War battle but lost the war. G The Americans lost every Revolutionary War battle but still won the war. H The Americans lost some battles during the Revolutionary War but still won the war. I The British won every Revolutionary War battle but lost the war.

11. Why was George Washington reluctant (unsure or doubtful about) to lead the Continental Army?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

12. What do you think would make a Patriot soldier keep fighting even under terrible conditions like the ones they faced when crossing the Delaware?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


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Name_______________________________________________ Date________________________

uNIteD stAtes cOLLAge

There are lots of patriotic symbols that stand for the United States. Each symbol is important to our country and to us. Look around for images that stand for the USA. Can you name at least five? Cut out American images from magazines, websites and newspapers and glue them in the box below, overlapping the edges to form a collage. The images can be people, places or things. Fill in any blank areas with red, white and blue stars and stripes, or words from patriotic documents and songs. Cut out the collage and mount it on a sheet of colored paper for display.


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common core connectionrI 4.8

metaphors

“the Father of Our country: george Washington (1732-1799)”

A metaphor is a figure of speech comparing two unlike objects with at least one common characteristic.

Example: Life is a roller coaster. (Like a roller coaster, life has its ups and downs.)

Washington uses the metaphor, “Liberty, when it begins to take root, is a plant of rapid growth.” What do you think Washington is trying to say in this statement?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

(Possible answers: once someone experiences the feeling of freedom, the need for it grows very quickly; when others see the joy of those who become independent of oppression, the want for that joy spreads rapidly.)

Draw a picture of this metaphor below.


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Name ___________________________________________ Date _____________________usA studies Weekly—Ancient America to reconstruction 3rd Quarter, Week 16


1. A new coin system created by ________ was adopted by Congress in 1785. A Benjamin Franklin B Dolly Madison C George Washington D Thomas Jefferson

2. This Revolutionary War soldier-turned-farmer led a rebellion against the government in 1786-1787. F Daniel Shays G James Dean H Benedict Arnold I Baron von Steuben

3. This agreement officially ended the Revolutionary War. A Treaty of Cornwallis, 1781 B Treaty of Osceola, 1843 C Treaty of Paris, 1783 D Treaty of Philadelphia, 1776

4. The Northwest Ordinance of 1787 provided for _______. F new land for states, new slaves, new trade with the Chinese G new land for states, prohibition of slavery, the Ohio River as a boundary H new land for Native Americans, fur trading with China, hot-air ballooning I new land for existing states, more tax money, cooperation with the British

5. The post-Revolutionary War government of the early 1780s was based on which document? A the Articles of Confederation B the Bill of Rights C the Declaration of Independence D the Constitution

6. George Washington was ________. F the first president, the first to sign the Declaration of Independence, the inventor of bifocals G the first man on the moon, the first man to pose for the dollar bill, a farmer H a Revolutionary War general, the inventor of the hot-air balloon, the inventor of the quarter I a Revolutionary War general, the first president, a surveyor

7. Some problems under the Articles of Confederation were that states ________. A printed their own money and taxed each other B taxed each other and went to war against England and France C printed their own money and fought over names of ice cream flavors D made their own rules for trade and started the Civil War


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8. Technology of the 1780s included _______. F submarines and cellular phones G hot-air balloons, bifocals and ice cream H ice cream, Coca-Cola™ and sandwiches I bifocals, coins and airplanes

9. This law allowed states to expand by buying surveyed lands to their west. A Southwest Ordinance B Florida Exchange C Land Ordinance of 1785 D Northern Territory Rule

10. The Articles of Confederation provided for a _______. F League of Women Voters G ginseng exchange H firm league of friendship I national constitution

11. What were two events that ended the Revolutionary War?

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12. What were some major problems the U.S. had under the Articles of Confederation?

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Name_____________________________________________ Date________________________Write your Own bill of rights

Use the space below to write your own Bill of Rights. Think about rights that are important to you as a student today. What rights do you think should be guaranteed to someone your age? Keep in mind that these rights should keep you safe, allow you to grow and help you become a productive member of society. Use your knowledge and imagination as you write your ideas.

right 1:

right 2:

right 3:

right 4:

right 5:

right 6:

right 7:

right 8:

right 9:

right 10:

This project could begin as an individual assignment, but then students could compare their Bill of Rights with a partner or group. Students may have similar amendments and could see firsthand that the majority is stronger in getting something passed into law.


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Week 17

Name_____________________________________________ Date________________________

common core connectionrI.4.4

AnalogiesThink about how the following pairs of words are related. Some analogies show relationships that have the same meaning while others show relationships with the opposite meanings.

1. __________________________________ : representative :: deception : lie

2. speak : listen :: __________________________________: refuse

3. __________________________________: conclusion :: open : close

4. profession : career :: homelike: __________________________________

5. change : __________________________________:: defend : protect

6. destroy : __________________________________ :: love : hate

7. merger : separation :: division : __________________________________

8. chaos : disturbance :: __________________________________: peace

9. freedom: __________________________________ :: imprisonment : incarceration

complete the analogies below with a word from this week’s magazine.

examples: (same meaning) hot : cold :: open : close

(opposite meaning) quiet: soft :: happy : glad

When you read an analogy, you read it like this: “Hot is to cold as open is to close.”

“Quiet is to soft as happy is to glad.”

domesticlibertypreamble

delegateproposeestablish

tranquilityamendunion


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Name ___________________________________________ Date ____________________usA studies Weekly—Ancient America to reconsruction 3rd Quarter, Week 17

Read each question and the answer choices carefully. Then fill in the circle next to the best answer.

1. What was the original purpose of the Constitutional Convention? A to create a bill of rights B to make changes to the Articles of Confederation C to declare independence from Great Britain D to create an entirely new governing document for the new nation

2. Which of the following is NOT one of the principles included in the Constitution? F popular sovereignty G rule of law H equality of the races I separation of powers

3. Why did some of the delegates refuse to sign the Constitution? A because it didn’t include a bill of rights B because it didn’t give women the right to vote C because it gave too much power to the states D because it didn’t include the idea of checks and balances

4. The first 10 amendments to the Constitution are known as _____. F the Preamble G the Articles of Confederation H the Declaration of Independence I the Bill of Rights

5. Roger Sherman’s compromise settled the differences between the large and small states by _______. A giving slaves the right to vote B dividing the Congress into two separate houses C charging larger states higher taxes than smaller states D allowing the small states to control the courts

6. Which of the following is NOT included in the Bill of Rights? F freedom of speech G freedom of religion H right to an education I right to a trial by jury

7. What improvements did the spinning jenny make to lives of the average citizen of the United States? A It created more jobs and made quality cloth more economical to buy. B It made it easier for farmers to harvest their crops. C It helped transport people from place to place. D It opened the way for exploration of the new frontier.


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8. How many times has the Constitution been amended since it was first ratified? F 21 G 10 H 75 I 27

9. The fact that each branch of government must be separate from the others and function on its own is known as the principle of _______.

A popular sovereignty B separation of powers C rule of law D checks and balances

10. What did the delegates to the Constitutional Convention do to make sure their meetings were held in private?

F nailed the windows shut G pulled the curtains H posted guards at the doors I all of the above

11. What is a system of checks and balances? How does it protect the people of this country?

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____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

12. What is meant by the “rule of law”?

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Name________________________________________________ Date_______________________

HIstOry HumANImALsDo you know what a fable is? It’s a story with animal characters that act like humans and teach us a

lesson, or moral. Think about one of your favorite figures in American history. Now, change that person into an animal. Which animal suits the person best? Write a fable with your “Humanimal” as the main character. Think about what the person really did in history and use his/her life to base your story on. What lesson could the Humanimal teach us in your fable? Write your fable on the lines below, then add an illustration.

My person from history is:______________________________________________________________

Animal the person will be in my story:____________________________________________________

_________________________________________(Title)

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

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Draw an illustration for your fable in the box below.


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common core connectionHistorical InterviewHave students work in pairs to form and preform an historical interview. Assign, or have students choose from a list of historical characters that students may interview so as not to have any repetition. Have students act as journalists to ask the who, what, where, when, and why (sometimes how) questions. Students should work together to gather information about an historical figure, but when they role-play the interview, one will be the character from history, and the other will be a modern-day interviewer (Examples: Barbara Walters, Katie Couric, Larry King, David Letterman, Jay Leno, Meredith Viera, Jimmy Kimmel, Conan O’Brien, Diane Sawyer, Robin Roberts, to name a few.) Allow the students to perform their interviews. Dressing the part of the characters could be an enhancement to this activity. By completing this activity, students have the opportunity to research, write, and perform in the same exercise.

useful Website: http://www.theamericanrevolution.org/people.aspx


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Name _________________________________________________ Date ___________________usA studies Weekly—Ancient America to reconstruction 3rd Quarter, Week 18

Time for American Trivia!Form two teams named the Federalists and Anti-Federalists. You will compete by

answering trivia questions. After reading each fact on the list below, reword them as questions for the other team to answer. Each team must write 15 questions. Write each question on the front of a strip of paper or index card, with its correct answer on the back. Make sure you write the questions so they can’t be answered with a simple yes or no. Then, study your facts and get ready for the game! The moderator (your teacher or a delegate) will put all the strips in a container and pull them out one by one to ask during the trivia game. The team that gets the most correct answers gets to run the country for a day! (OK. That’s not really going to happen, but maybe your teacher will let you line up first for lunch. Be sure you get there before Jackson does!)

American Trivia• George Washington never went to

college.• Only President George

Washington has been unanimously elected.

• George Washington never lived in Washington, D.C.

• George Washington never chopped down a cherry tree. Mason Weems made up the “honesty” story.

• George Washington is the Father of our Country, but he never had children. He had two stepchildren.

• Washington declared November 26, 1789 a “thanksgiving” holiday to give thanks for the Constitution.

• George Washington had slaves but freed them in his will.

• George Washington had scars on his face from smallpox.

• President Jimmy Carter promoted George Washington to a six-star General of the Armies of Congress so no one would ever out-rank him.

• George Washington married Martha Dandridge Custis.

• Washington served two

presidential terms, from 1789-1797.

• George Washington is the only president to be inaugurated in two different places—New York and Philadelphia.

• Five new states were added during George Washington’s presidency—N.C. (1789), R.I. (1790), Vt. (1791), Ky. (1792), Tenn. (1796).

• The Constitution, at 4,400 words, is the shortest and oldest major government document in the world.

• There are spelling mistakes in the Constitution. “Pensylvania” is one.

• The Constitution is displayed at the National Archives in Washington, D.C. The four pages are under bulletproof glass framed with titanium and kept at 67 degrees Fahrenheit. The cases are filled with argon gas to help preserve the documents.

• Constitution Day is September 17.• Ben Franklin, at age 81, was the

oldest signer of the Constitution. He needed help to sign his name.

• The phrase “United States of America” was first used in the

Declaration of Independence.• James Madison and George

Washington were the two presidents who signed our Constitution.

• The Constitution has had 27 amendments.

• The first 10 amendments to the Constitution are the Bill of Rights.

• The Declaration of Independence says, “… all men are created equal.”

• Our first money was only coins, no bills.

• Ben Franklin’s image appears on the $100 bill.

• When Franklin died in 1790, 20,000 came to the funeral, making it the largest gathering of its time.

• At one time, the U.S. had $1,000, $5,000 and $10,000 bills, though they are no longer in circulation.

• James Madison’s image appeared on the $5,000 bill.

• Washington is the only president with a state named after him.

• George and Martha Washington’s silver was melted to make some of the first official U.S. coins.


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Name _________________________________________________ Date ___________________usA studies Weekly—Ancient America to reconstruction 3rd Quarter, Week 18


1. What does the word delegates mean in this sentence?: “In May 1787 a meeting began, with 55 delegates coming from the 13 states.”

A documents B representatives C articles D friends

2. A Cabinet secretary is someone who _______. F is in charge of a major government department G makes coffee for the president H writes letters for government officials I designs kitchen cupboards

3. Alexander Hamilton belonged to the ________ political party. A Democrat B Communist C Federalist D Republican

4. The “Father of the Constitution” was ________. F Thomas Jefferson G Benjamin Franklin H James Madison I George Washington

5. Which of these is the best summary of the article “Red, White, Blue ... and Yellow?” A Doctors in the 1790’s realized that yellow fever was caused by mosquitos. Dr. Benjamin rush

couldn’t find a cure. Today there is still not cure, but there is a vaccine against the disease. B Doctors in the 1790s didn’t know yellow fever was caused by mosquitos. Yellow fever killed

thousands of people in Philadelphia in 1793. Today there is still no cure, but there is a vaccine against the disease.

C About 200,000 people a year are infected with yellow fever. There is no cure, but there is a vaccine against the disease.

D Dr. Benjamin Rush learned about yellow fever through a letter from another doctor. Today there is no cure for yellow fever, but there is a vaccine to help keep people from getting it.

6. The cotton gin helped make the southern states rich by ______. F making it easier to transport cotton across the ocean G allowing southern states to plant cotton for the first time H harvesting the cotton earlier in the season I removing the seeds from large amounts of cotton quickly


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7. In 1790 George Washington’s cabinet included: A Ben Franklin, James Madison, Thomas Jefferson and John Adams B only men who had been governors of a colony C only men who had served with him in the Continental Army D Alexander Hamilton, Edmund Randolph, Henry Knox and Thomas Jeffersonr

8. Yellow fever was a disease that became an _________ in the 1790s. F epidemic G issue in most of the Federalist Papers H embarrassment to the U.S. government I idea doctors believed was false

9. George Washington first worked as president in: A Washington state B Jamestown C Washington, D.C. D New York

10. To which political party did Thomas Jefferson belong? F Federalist G Democratic Republican H Whig I Independent

11. What were the Federalist Papers and who wrote them?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

12. What is a cotton gin and who patented it?

____________________________________________________________________________________

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Name __________________________________________ Date _________________________

powers of governmentThe powers of government are divided between the federal government and state governments. Use

the Venn diagram your teacher gives you to show which powers belong to each division of government. The powers that belong to both state and federal government should be listed in the overlapping portion of the circles. The first one has been done for you. (For help with this activity, you may use Pages 2-3 of this week’s newspaper.)

List of powers• build roads • protect health and safety• ratify Constitutional amendments• spend money for the benefit of the people• issue licenses• make rules for doing business between the

states and foreign nations• set up courts • make laws to enforce the Constitution• create local governments• make treaties with foreign countries

• take private property for government use• create banks• make laws for intrastate (within the state)

business• build the military• create post offices and issue postage• hold elections• collect taxes• borrow money• make and enforce laws• declare war


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Name ___________________________________________ Date ___________________usA studies Weekly—Ancient America to reconstruction 3rd Quarter, Week 19


1. Where do most cultures believe our basic human rights come from? A the government B We are born with them. C our employers D none of the above

2. What is the main duty of the legislative branch? F to enforce the laws G to interpret the laws H to make the laws I to appoint judges to the courts

3. Which of the following is NOT a power belonging to the federal government? A issuing licenses B printing money C declaring war D creating post offices

4. The Constitution states that any powers not specifically given to the federal government are given to ______.

F the national government G the president of the United States H the Supreme Court I the state governments

5. The cotton gin _______. A decreased slavery and increased cotton production B increased cotton production and increased slavery C increased silk production and increased slavery D increased tobacco production and decreased slavery

6. Article III of the Constitution guarantees that anyone accused of a crime has ______. F the right to a trial before a judge and jury G the right to a speedy trial H the right to a lawyer I all of the above

7. Which of the following is a responsibility of all U.S. citizens? A to serve a four-year term in the military B to join the police force C to pay taxes D to run for mayor


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8. Whom did some colonists believe were NOT included in Thomas Jefferson’s statement that “all men are created equal”?

F the British G slaves H the Spanish I the French

9. If the president of the United States disagrees with a law passed by Congress, he or she can _______ this law.

A veto B adopt C ratify D sign

10. What is one of the main duties of the national government? F It protects our rights. G It makes sure we all have jobs. H It gives everyone free health care. I It gives everyone a free college education.

11. List six responsibilities of a good citizen.

____________________________________________________________________________________

____________________________________________________________________________________

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____________________________________________________________________________________

12. Which branch of the government do you see as having the most challenging job? Why? Which branch of the government do you see as having the job that you would enjoy doing the most? Why?

____________________________________________________________________________________

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Name ________________________________________________ Date ________________________

make a sketch for Lewis and clarkImagine that you are traveling with Lewis and Clark on their westward journey. They have asked

you to make a drawing of a new plant or animal that has been discovered along the way. Use the space below to draw the specimen. You may choose one of the plants or animals from the lists below. Each is an example of an actual species discovered by Lewis and Clark. Use the Internet, an encyclopedia or a reference book to find pictures of the plant or animal you choose. Be sure to do your best work and make the drawing as detailed and accurate as possible.

Animalsblack-billed magpieblue catfishbull snakecoyote erminegrizzly bearwhite-tailed jackrabbit

plantsbear grassedible thistlelodgepole pineLewis’ mock orangepurple coneflowersnow-on-the-mountainwhite alder

common core connection: Write a descriptive paragraph of one plant or animal. Make your description detailed enough so that if someone was looking for it, they could identify it easily.


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Name ___________________________________________ Date _____________________usA studies Weekly—Ancient America to reconstruction 3rd Quarter, Week 20


1. What did Livingston and Monroe plan to buy from France? A as much land as possible B the port of New Orleans C the Oregon Territory D Texas

2. Why was Thomas Jefferson concerned about losing control of the port of New Orleans? F He wanted to build a military base there. G He had family living in New Orleans. H He wanted to make sure the United States could ship its goods from the port. I He was charging other countries a tax to use the port.

3. How much money did Thomas Jefferson tell Robert Livingston he was allowed to offer on the purchase?

A $15 million B $5,000 C $600 D $2 million

4. How much money did the United States spend for the Louisiana Purchase? F $10 million G $2 million H $15 million I $100 million

5. Which of the following was NOT one of the benefits of the Louisiana Purchase? A It added Texas as the country’s newest state. B It gave control of the port of New Orleans to the United States. C It doubled the size of the United States. D It gave the country room to expand.

6. What were the three main goals of the Lewis and Clark expedition? F to find a water route to the Pacific Ocean, to build relationships with the American Indians and to

record information about the soil, water, plants, animals, weather, etc. in the area G to build a bridge over the Mississippi River, to establish a trading post at Fort Mandan and to drive

the American Indians off the land H to start a war with the Shoshone Indians, to build a fort in Oregon and to claim the Pacific Ocean

for the United States I to explore Texas, to make a treaty with the Hidatsas and to fence in the buffalo herds


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7. What food item did the Corps of Discovery bring along that they didn’t enjoy eating? A wild game B portable soup C oatmeal D ground acorns

8. Who was the leader of the Corps of Discovery? F Toussaint Charbonneau G William Clark H Meriwether Lewis I Sacagawea

9. Where did the Corp of Discovery spend the winter of 1805-06? A Fort Mandan B St. Louis C Fort Bridger D Fort Clatsop

10. Which member of the Corps of Discovery was the most dedicated to journal writing? F William Clark G Toussaint Charbonneau H Sacagawea I Meriwether Lewis

11. How did Sacagawea make the expedition easier for the Corps of Discovery?

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____________________________________________________________________________________

12. What were some of the benefits of the Louisiana Purchase?

____________________________________________________________________________________

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usA studies Weekly—Ancient America to reconstruction, Week 21Name__________________________________________________ Date___________________

getting to Know Our National AnthemThe “Star Spangled Banner,” our national anthem, was written during the War of 1812 after the Battle

of Fort McHenry. The words to the song are listed below. Read through the words and use a separate sheet of paper to answer the following questions:

1. What is the star spangled banner mentioned in the song? 2. Is the language used in the song easy to understand or difficult? 3. Find five words in the song that are unfamiliar to you. Write down each word on the back of your

paper and use a dictionary to find the definition that best fits the way the word is used in the song. Write the definition next each word.

4. What is the message of the song? 5. Do you think the “Star Spangled Banner” was a good choice for our national anthem? Why or

why not?6. Are there other songs that you think might be good choices for our national anthem? What would

they be, and what are your reasons for feeling as you do?the star spangled banner

Oh, say can you see by the dawn's early lightWhat so proudly we hailed at the twilight's last gleaming?

Whose broad stripes and bright stars thru the perilous fight,O'er the ramparts we watched were so gallantly streaming?

And the rocket's red glare, the bombs bursting in air,Gave proof through the night that our flag was still there.

Oh, say does that star-spangled banner yet waveO'er the land of the free and the home of the brave?

On the shore, dimly seen through the mists of the deep,Where the foe's haughty host in dread silence reposes,What is that which the breeze, o'er the towering steep,

As it fitfully blows, half conceals, half discloses?Now it catches the gleam of the morning's first beam,

In full glory reflected now shines in the stream:'Tis the star-spangled banner! Oh long may it waveO'er the land of the free and the home of the brave!

And where is that band who so vauntingly sworeThat the havoc of war and the battle's confusion,A home and a country should leave us no more!

Their blood has washed out their foul footsteps' pollution.No refuge could save the hireling and slave

From the terror of flight, or the gloom of the grave:And the star-spangled banner in triumph doth waveO'er the land of the free and the home of the brave!

Oh! thus be it ever, when freemen shall standBetween their loved home and the war's desolation!

Blest with victory and peace, may the heav'n rescued landPraise the Power that hath made and preserved us a nation.

Then conquer we must, when our cause it is just,And this be our motto: "In God is our trust."

And the star-spangled banner in triumph shall waveO'er the land of the free and the home of the brave!


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Name ________________________________________________ Date ________________________usA studies Weekly—Ancient America to reconstruction 3rd Quarter, Week 21


1. Why did the white settlers and the American Indians begin having conflicts? A White settlers felt they had the right to settle on American Indian land. B American Indians built fences to keep the settlers’ cattle out. C White settlers kidnapped American Indian children. D Gold was discovered on American Indian land.

2. Which American Indian tribe took the battle over the Indian Removal Act to court? F the Seminole G the Creek H the Cherokee I the Choctaw

3. Which of the following was NOT one of the causes of the War of 1812? A the Indian Removal Act B British and French blockades of the European coast C British impressment of American sailors D British support of American Indian tribes in the Northwest Territory

4. The name given to the terrible journey made by 70,000 American Indians when they were forced from their land to Indian Territory was

F The Indian Removal Act G the Trail of Tears H Impressment I the Death March

5. Who were the War Hawks? A a group of American Indian chiefs who fought against the Indian Removal Act B British statesmen who set up a blockade of the European coast C Russian officials who drew up the peace treaty ending the War of 1812 D United States Congressmen who wanted to go to war against Great Britain

6. What were the results of the Battle of New Orleans? F The United States lost the battle and agreed to surrender, giving the victory in the War of 1812 to

the British. G The United States lost the battle and surrendered the Northwest Territory to the British. H The United States won the battle, increasing America’s confidence in its military and patriotism for

the country. I The “Star-Spangled Banner” was written about this battle.

7. Who wrote our country’s national anthem? A Winfield Scott B Francis Scott Key C Dolley Madison D Albert Gallatin


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8. Why was the USS Constitution nicknamed Old Ironsides? F In battle, cannonballs seemed to bounce right off the sides. G Her sides were covered with sheets of iron. H She was designed by Thomas J. Ironsides. I She weighed as much as a ship made completely of iron.

9. When the White House was attacked by the British during the War of 1812, what did Dolley Madison do?

A She tied up the British soldiers and held them at gunpoint. B She invited the British soldiers to stay for dinner. C She sneaked out the back way and watched the White House burn. D She refused to leave the White House until important government documents and other valuables

were rescued from the building.

10. What was the main benefit of the War of 1812 for the United States? F the feeling of confidence it created in the American people G the capture of dozens of British ships H thousands of dollars paid by the British in fines I freedom from blockades and impressment

11. What was impressment? How did it help cause the War of 1812?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

12. What was the Indian Removal Act of 1830? Whose idea was it?

____________________________________________________________________________________

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Name _________________________________________________ Date ___________________usA studies Weekly—Ancient America to reconstruction 3rd Quarterly Assessment


1. Deborah Sampson dressed up like a man because ________. A Women’s clothing was uncomfortable. B She wanted to ride horses. C Women weren’t allowed to be soldiers. D She didn’t have any shoes to match her dress.

2. To fight the Battle of Trenton, Washington and his troops had to cross the ________. F Delaware River G Trenton River H Sahara Desert I Washington Desert

3. This agreement officially ended the Revolutionary War. A Treaty of Cornwallis, 1781 B Treaty of Osceola, 1843 C Treaty of Paris, 1783 D Treaty of Philadelphia, 1776

4. The Articles of Confederation provided for a ________. F League of Women Voters G ginseng exchange H firm league of friendship I national constitution

5. The Articles of Confederation were weak because they allowed ________. A states to have power to add other states on their own B states to tax each other and make their own money C two or three people to rule the whole country D a monarchy

6. The cotton gin _________. F decreased slavery and increased cotton production G increased tobacco production and decreased slavery H increased silk production and increased slavery I increased cotton production and increased slavery

7. If the president of the United States disagrees with a law passed by Congress, he or she can _______ this law. A veto B adopt C ratify D sign


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8. The Constitution states that any powers not specifically given to the federal government are given to ______________. F the national government G the president of the United States H the Supreme Court I the state governments

9. Whom did some colonists believe were NOT included in Thomas Jefferson’s statement that “all men are created equal”? A the British B slaves C the Spanish D the French

10. Why was Thomas Jefferson concerned about losing control of the port of New Orleans? F He wanted to build a military base there. G He had family living in New Orleans. H He wanted to make sure the United States could ship its goods from the port. I He was charging other countries a tax to use the port.

11. Which of the following was NOT one of the benefits of the Louisiana Purchase? A It added Texas as the country’s newest state. B It gave control of the port of New Orleans to the United States. C It doubled the size of the United States. D It gave the country room to expand.

12. Who was the leader of the Corps of Discovery? F Toussaint Charbonneau G William Clark H Meriwether Lewis I Sacagawea

13. Why did the white settlers and the American Indians begin having conflicts? A White settlers felt they had the right to settle on American Indian land. B American Indians built fences to keep the settlers’ cattle out. C White settlers kidnapped American Indian children. D Gold was discovered on American Indian land.

14. The name given to the terrible journey made by 70,000 American Indians when they were forced from their land to Indian Territory was

F The Indian Removal Act G the Trail of Tears HH Impressment Ithe Death March


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15. When the White House was attacked by the British during the War of 1812, what did Dolley Madison do?

A She tied up the British soldiers and held them at gunpoint. B She invited the British soldiers to stay for dinner. C She sneaked out the back way and watched the White House burn. DShe refused to leave the White House until important government documents and other valuables

were rescued from the building.

16. What were the results of the Battle of New Orleans? F The United States lost the battle and agreed to surrender, giving the victory in the War of 1812 to

the British. G The United States lost the battle and surrendered the Northwest Territory to the British. H The United States won the battle, increasing America’s confidence in its military and patriotism for the country. I The “Star-Spangled Banner” was written about this battle.

17. Which branch of the government do you see as having the most challenging job? Why? Which branch of the government do you see as having the job that you would enjoy doing the most? Why?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

18. List three effects of the Louisiana Purchase.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

19. Why might a soldier in the Continental Army consider deserting?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

20. Name two causes and two effects of the War of 1812.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Week 15revolutionary War battles,

page 3Fort Ticonderoga - AmericansBunker Hill - British, but with

heavy lossesTrenton - AmericansSaratoga - AmericansCharleston - BritishYorktown - Americansthink & review Questions1. Ethan Allen and The Green

Mountain Boys, Benedict Arnold and the Continental Army

2. She dressed as a man and took a musket ball out of her own leg with a knife to avoid being caught.

3. He felt he wasn’t qualified; he’d never led before; he didn’t want to fail.

4. lack of food; little ammo; little or no uniform; freezing weather; sickness; low pay; living outdoors in poor conditions; the need to go home to take care of family, business and/or land

5. belief in the cause of independence from Britain; hatred of taxation without representation; disagreement with politics of the king; inspired by George Washington, Thomas Paine and other leaders; needed the pay; had no home/family

6. Answers will vary; promises made to him by the British in exchange for spying; a change of heart.

7. because they were paid to by the British; Answers may also include: because they liked the British and wanted to be allies; because they didn’t

want Americans or French to gain power; because they were fearful of King George’s power, etc.

8. If you’re willing, you will find a way to make something happen.

9. Various answers are acceptable: a satire due to its political mocking; an anthem due to its use by the Continental Army; a patriotic American song.

common core connection, teacher supplement

1. rendezvous2. pelts,3. endurance4. apprentice5. cacheAssessment1. C2. F3. A4. G5. A6. H7. D8. I9. B10. H11. He felt he wasn’t qualified;

he’d never led before; he didn’t want to fail.

12. belief in the cause of independence from Britain; hatred of taxation without representation; disagreement with politics of the king; inspired by George Washington, Thomas Paine and other leaders; needed the pay; had no home/family

Week 16mapping and charting, page 4Ohio, 1803, Columbus

Indiana, 1816, IndianapolisIllinois, 1818, SpringfieldMichigan, 1837, LansingWisconsin, 1848, MadisonMinnesota, 1858, Saint Paul

think & review Questions1. the surrender of Cornwallis at

Yorktown; the Treaty of Paris of 1783

2. The British closed down American trade routes during the war to prevent Americans from trading with other countries and to force Americans to trade only with the British; after the war the routes were opened.

3. His farm was in danger of foreclosure; he couldn’t pay money he owed; he was going to be thrown into debtors’ prison; he disagreed with laws.

4. any four of: popular use of ice cream; hot-air balloons; hydrogen gas balloons; bifocals; coin system; Great Seal; schools encouraged

5. the Land Ordinance of 17856. established the Northwest

Territory of the U.S.; provided land for westward expansion; provided land for more states to be added to the original 13; abolished slavery in that area; encouraged education for all

7. states promised to cooperate in unity; states formed a “… firm league of friendship”

8. states acted like independent countries; states printed their own money, taxed each other, established their own alliances, had their own

3rd Quarter Answer Keys

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postal systems and fixed their own trade rules; states had more power then the national government

9. first president, Revolutionary War general and hero; French and Indian War hero; surveyor; leader; politician; humble; honest; reliable; had integrity; cared for the country

10. There were no other forms of communication; there were no other readily available sources of information – few books, etc.; it was a good way to leave a legacy.

Assessment1. D2. F3. C4. G5. A 6. I7. A8. G9. C10. H11. the surrender of Cornwallis

at Yorktown; the Treaty of Paris of 1783

12. States acted like independent countries; states printed their own money, taxed each other, established their own alliances, had their own postal systems and fixed their own trade rules; states had more power then the national governement

Week 17primary source: the

preamble, page 4Interpretations will vary. Check

the paragraphs to see that the meaning of the Preamble

has been preserved, or have students grade each other’s paragraphs.

think & review Questions1. Philadelphia, PA2. To preserve the privacy of

members of the convention.3. The introduction that tells the

purpose of the document.4. A bill of rights.5. A system of checks and

balances keeps one branch of government from becoming more powerful than the others. It keeps any of the branches from overtaking the others and destroying the rights of the people. 6. The right to vote has been given to all races and sexes; the voting age has been reduced.

7. to change or add to it8. the Bill of Rights9. The law applies to everyone,

no matter their race, age, position, sex or status.

10. The spinning jenny was an invention that increased the amount of yarn that could be wound at one time. It made it possible for new textile factories to open in New England, opening up new jobs and making quality, cheap cloth available to Americans.

Analogies Activity, teacher supplement

1. delegate2. propose3. preamble4. domestic5. amend6. establish7. union8. tranquility

9. liberty

Assessment 1. B 2. H3. A 4. I 5. B 6. H 7. A 8. I 9. B 10. I 11. A system of checks andbalances keeps one branch ofgovernment from becomingmore powerful than theothers. It keeps any of thebranches from overtakingthe others and destroying therights of the people. 12. That the law applies toeveryone, no matter theirrace, age, position, sex orstatus.Week 18think & review Questions1. Alexander Hamilton, James

Madison, John Jay, George Washington; that government should be run by the “few” and that central government should have more power than the states

2. Thomas Jefferson, Secretary of State; Edmund Randolph, Attorney General; Alexander Hamilton, Secretary of the Treasury; Henry Knox, Secretary of War

3. New York City (Washington, D.C. became capital in 1800.)

4. Federalists believed in power of the few and a stronger central government; Democratic Republicans believed in power by the


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many and stronger state governments.

5. a series of 85 newspaper articles promoting ratification of the Constitution and a strong central government, written by Alexander Hamilton, James Madison and John Jay

6. studies currency, e.g. coins, medals and tokens; figures out the history behind the money

7. an invention that made it possible for seeds to be removed from cotton fibers without any hand picking; Eli Whitney

8. Opinions will vary but should be supported by evidence from the text and the student’s prior knowledge..

9. headache, high fever, back ache, vomiting, yellow skin and eyes

10. A vaccine prevents the disease.

Assessment1. B2. F3. C 4. H 5. B 6. I7. D 8. F9. D 10. G 11. a series of 85 newspaper

articles promoting ratification of the Constitution and a strong central government, written by Alexander Hamilton, James Madison and John Jay

12. an invention that made it possible for seeds to be

removed from cotton fibers without any hand picking; Eli Whitney.

Week 19page 4, the three-Headedeagleexecutive branch: headedby the resident of the UnitedStates. This branch makes surethat laws are carried out andcommands the military. (Thepresident’s Cabinet and othergovernment agencies may alsobe listed as part of the executivebranch.)Legislative branch: madeup of the two houses ofCongress (Senate and House ofRepresentatives), this branchmakes the laws and imposestaxes.Judicial branch: headed bythe Supreme Court and otherfederal courts, this branchinterprets the laws and decides ifthey follow the Constitution.

think & review Questions1. We are born with them.2. to protect our rights 3. executive, legislative, judicial4. to interpret the laws and todecide if they follow theConstitution5. Reserved powers are thosethat are not specificallymentioned in the Constitution.They are reserved to thestates. 6. obey the laws of the land,respect the rights of others,respect property, serve ona jury, serve in the military,help police to keep ournation safe, vote in elections,pay taxes, volunteer in the

community, etc. 7. an invention that made itpossible for seeds to beremoved from cotton fiberswithout any hand picking; EliWhitney8. Each branch has the power tolimit the power of the othersby vetoing laws (executive),overriding vetoes, declaringlaws unconstitutional(judicial) or refusingto approve governmentappointments (legislative).9. slaves10. executive branch

powers of government (inteacher supplement)The Federal Government (leftcircle)• print money• declare war• build the military• make treaties (agreements)with foreign countries• make rules for doing businessbetween the states and foreignnations• create post offices and issuepostage• make laws to enforce theConstitutionThe State Governments (rightcircle)• determine how localgovernments will be set up• issue licenses (driver’s,marriage, hunting, etc.)• make laws for intrastate (withinthe state) business• hold elections• ratify Constitutionalamendments• protect health and safety


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Shared Powers (overlappingsection)• set up courts• collect taxes• build roads• borrow money• make and enforce laws• create banks• spend money for the benefit ofthe people• take private property forgovernment useAssessment Answer Key1. B 2. H 3. A 4. I 5. B 6. I 7. C 8. G9. A 10. F 11. obey the laws of the land,respect the rights of others,respect property, serve ona jury, serve in the military,help police to keep ournation safe, vote in elections,pay taxes, volunteer in thecommunity, etc. 12. Answers will vary.

Week 20Mapping and Charting, Page 41. Spain2. Spain3. Louisiana, Arkansas, Missouri,

Iowa, North Dakota, Texas, South Dakota, New Mexico, Nebraska, Kansas, Wyoming, Minnesota, Oklahoma, Colorado and Montana

4. Great Britain; 18455. about 2,000Think & Review Questions1. to try to buy the port of New

Orleans2. It was an important shipping

point for U.S. goods.3. $15 million4. He needed the money to

finance a war. 5. He was surprised but pleased

that the U.S. had been able to buy so much land for so little money.

6. Find a water route to the Pacific Ocean; build relationships with the American Indians; and record information about the area’s soil, water, plants, animals, weather, etc.

7. She made friends with the American Indians they met; she helped translate American Indian languages; and the group believed that she and her baby brought them good luck.

8. It doubled the size of the United States; it gave control of the port of New Orleans to the U.S.; it gave the country room to expand; and it set a precedent for adding territories to the United States without bloodshed in the future.

9. May 1804; November 1805; September 1806; about two and a half years, or 28 months

10. capsized boats; wet and inadequate supplies; sickness and injuries; severe weather; wild animals, etc.

Assessment Answer Key1. B 2. H 3. D 4. H 5. A 6. F

7. B 8. H 9. D 10. F 11. She made friends with the

American Indians they met; she helped translate American Indian languages; and the group believed that she and her baby brought them good luck.

12.It doubled the size of the United States; it gave control of the port of New Orleans to the U.S.; it gave the country room to expand; and it set a precedent for adding territories to the United States without bloodshed in the future.

Week 21mapping the trail of tears,

page 4 1. the Seminole; about 1,000

miles2. the Seminole and the

Chickasaw tribes3. five; Cherokee, Creek,

Choctaw, Chickasaw, Seminole

4. the Seminole 5. threethink & review 1. a law that gave the president

the power to move the American Indians away from their homes to an area west of the Mississippi River; Andrew Jackson

2. Indian Territory; land west of the Mississippi River

3. about 4,000, or one-fourth of the tribe

4. the Trail of Tears5. Impressment is forcing people

to serve in the military; The British often captured



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American ships and forced British and sometimes American sailors to serve in the British military. This practice made Americans angry and helped start the war.

6. This victory gave Americans greater confidence in the military and increased patriotism for the still-new country.

7. She loaded wagons with important documents and treasures, including a portrait of George Washington, before fleeing to safety. 8. During a sea battle, the cannonballs seemed to bounce off its sides and a sailor said that its sides must be made of iron.

9. a song chosen to represent a country and its values; Francis Scott Key

10. The ability to win another war against the British gave Americans a stronger belief in the leadership and militarypower of the new country, and it increased their confidence that America could triumph over any foreign nation.

Assessment 1. A2. H 3. A 4. G 5. D 6. H 7. B 8. F9. D 10. F11. Impressment is forcing

people to serve in the

military; The British often captured American ships and forced British and sometimes American sailors to serve in the British military. This practice made Americans angry and helped start the war.

12. a law that gave the president the power to move the American Indians away from their homes to an area west of the Mississippi River; Andrew Jackson

Quarterly Assessment Answer Key

1. C2. F3. C4. H5. B6. I7. A8. I9. B10. H11. A12. H13. A14. G15. D16. H17. Answers will vary but should

reflect an understanding of the jobs and responsibilities of the chosen branch of government.

18. Effects - doubled the size of the U.S.; U.S. controlled port of New Orleans and Mississippi River; allowed for westward expansion; began a pattern of buying land instead of taking it by force; Corps

of Discovery explored the territory and brought back much knowledge

19. lack of food; little ammo; little or no uniform; freezing weather; sickness; low pay; living outdoors in poor conditions; the need to go home to take care of family, business and/or land

20. causes – English blockades in Europe; French blockade of Britain; capture of American sailors to work in British army or navy; American trade with Europe interrupted; Britain worked with American Indians to attack American settlers.effects – war ended; peace was restored; British stopped supporting American Indians; American Indians had to sign treaties with the U.S.; U.S. moved American Indians off their land, so American settlers could move in; conquered territory returned to owners; increased patriotism and confidence in the U.S.


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