Using primary documents, this lesson explores how religion aided and hindered the American war effort; specifically, it explores how Anglican loyalists and Quaker pacifists responded to the outbreak of hostilities and how the American revolutionaries enlisted religion in support of the fight for independence.
The failure to restore royal authority in the northern colonies, along with the signing of an alliance between the American rebels and the French monarchy, led the British to try an entirely new strategy in the southern colonies. This lesson will examine military operations during the second, or southern, phase of the American Revolution.
In this Picturing America lesson, students explore the historical origins and organization of the Spanish missions in the New World, and discover the varied purposes these communities of faith served.
Lacking any organized army before 1775 (aside from local colonial militias), the Continental Congress had to assemble a more or less improvised fighting force that would be expected to take on the army of the world's largest empire. This lesson will trace events in the North from 1775 to 1778. By looking at documents of the time, and using an interactive map, students will see how an army was created and understand the challenges that Washington and his men faced during this critical early stage of the war.
MacDonald. Carpenter. Underwood. Green. These are typical American names that reflect a family's British origins—but they tell us little about the people who currently bear them. How times have changed! In the Middle Ages, a person's second name served a useful function. In some cases, it revealed where he lived; in others, it told who his father was, what he did for a living, or even what he looked like.
In this unit, students will learn about the origins of four major types of British surnames. They will consult lists to discover the meanings of specific names and later demonstrate their knowledge of surnames through various group activities. They will then compare the origins of British to certain types of non-British surnames. In a final activity, the students will research the origins and meanings of their own family names.
Become familiar with the materials used in the lesson plan. Locate and bookmark websites you plan to use. Download and duplicate charts used in the activities. Secure several copies of a local phonebook for the Assessment exercise in Lesson 3.
You can find additional background information about surnames at the following sites:
"At the White House, President Truman Announces Japan's Surrender." Abbie Rowe, Washington, DC, August 14, 1945.
Credit: Image courtesy of the National Archives.
The “President's House,” built under George Washington's personal supervision, was the finest residence in the land and possibly the largest. In a nation of wooden houses, it was built of stone and ornamented with understated stone flourishes. It did not fit everyone's concept for the home of the leader of the young democracy. Abigail Adams found it cold; Thomas Jefferson thought it too big and impractical. He added gardens, a cooking stove, and storage.
Whatever one's opinion of the original design, our nation is now inseparably associated with the White House. There, the essential business of the land is conducted every day. There, our history has been made and reflected.
In this unit, students take a close look at the White House in recent times and throughout our history.
Note: This lesson may be taught either as a stand-alone lesson or as a complement to the EDSITEment curriculum unit From the White House of Yesterday to the White House of Today.
Focusing on the means used by the Incas to send messages over long distances, this lesson plan illustrates one of the many creative ways throughout history that humans have devised to meet a universal need -- that of cross-country communication. The lesson introduces students to the Inca Empire, which extended from northern Ecuador to central Chile and from the Andes to the west coast of South America between 1200 and 1535 CE.
This lesson introduces students to the Aztec Empire and people and to the legend of their founding of Tenochtitlan, the city that later became the capital of Mexico.
This lesson on Spanish language and culture focuses on the family and keeps the lessons simple and age-appropriate. Students will learn about Spanish families and gain a preliminary knowledge of the Spanish language, learning the Spanish names for various family members.
American foreign policy debate over U.S. entry into the League of Nations-collective security versus national sovereignty, idealism versus pragmatism, the responsibilities of powerful nations, the use of force to accomplish idealistic goals, the idea of America. Understanding the debate over the League and the consequences of its failure provides insight into international affairs in the years since Great War. In this lesson, students read the words and listen to the voices of some central participants in the debate over the League of Nations.