What was life like for women in the first half of the 19th century in America? What influence did women have in shaping the attitudes towards slavery? Towards women's suffrage?
Call up each student group in chronological order. Students should describe their image, briefly tell the class about what their research revealed, read their caption, and post the image on your History of the White House Timeline. If desired, challenge students to find other events appropriate for the timeline.
Ask students where the President lives. Ask where the President does most of his work. Working at home is quite common now, but Presidents have worked and lived in the White House since November 1, 1800.
What actions are necessary in order to start a new government? What would one of the major concerns be in preserving the new government and country? What would be the role of the leader or president of the country?
What provisions in the U.S. Constitution are relevant to the debate over the Sedition Act? For this lesson, students will read brief excerpts from actual debates in the House of Representatives as the legislators attempted to work with the version of the bill "Punishment of Crime" (later known as the Sedition Act) already passed by the Senate.
How did conditions in Europe relate to the independence movements in South America? What reasons did President Monroe give for recognizing the independence movements in South America?
What arguments were put forth in objection to the Sedition Act? Supporters of Thomas Jefferson and James Madison believed the Sedition Act was designed to repress political opposition to President John Adams and the Federalists.
There was general agreement at the beginning of the 19th century that the U.S. would greatly benefit from some internal improvements of a national nature, such as a nationwide network of roads and canals. But how should the funds for such projects be raised? Who should be in control of the projects—that is, who should administer them?
In 1798, Jefferson predicted the consequences of the passage of the Sedition (and Alien) Act. In this lesson, students will look at documents reflecting some of the consequences of the Sedition Act. How close was Jefferson's prediction?
Many accounts portray the campaign of 1840 as almost exclusively image-based. This lesson offers students the opportunity to reflect on the nature of the campaign. Though intended for the teacher, all or part of the following background information may be useful for some students.