This subject is devoted to reading and discussing basic American historical texts that are often cited but often remain unread, understanding their meaning, and assessing their continuing significance in American culture. Since it is a “Communications Intensive” subject, 21H.105 is also dedicated to improving students’ capacities to write and speak well. It requires a substantial amount of writing, participation in discussions, and individual presentations to the class.

The United States was founded on the principles of natural rights, equality, and classical republicanism, but how well did it actually live up to these ideals? In this lecture, Professor Rob McDonald of the US Military Academy at West Point describes the conflict between the ideals of the American Revolution and the unfortunate realities of the time.

This course provides a basic history of American social, economic, and political development from the colonial period through the Civil War. It examines the colonial heritages of Spanish and British America; the American Revolution and its impact; the establishment and growth of the new nation; and the Civil War, its background, character, and impact. Readings include writings of the period by J. Winthrop, T. Paine, T. Jefferson, J. Madison, W. H. Garrison, G. Fitzhugh, H. B. Stowe, and A. Lincoln.

This kit provides teachers and other educators with the materials and guidance to help fourth grade students understand the reasons that the British colonists elected to declare their independence from King George III between the years 1763-1776. As a part of these lessons students will be encouraged to consider the intent and impact of media documents from a variety of points of view including those of the colonists, King George, patriots, loyalists, slaves and Native Americans.

This site presents papers of members of Congress, Supreme Court justices, and key federal law cases. Learn about the Revolution and the creation of the U.S. by investigating the papers of our earliest lawmakers -- Jefferson, Madison, Monroe, and others. See Calhoun's speech against the Compromise of 1850 and Webster's notes for his speech in favor of it, General MacArthur's Old Soldiers Never Die address to Congress (April 1951), and more.

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be.

ACCOMPLISHMENTS

Students read and annotate closely one of the documents that they feel expresses the American Dream.
Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream.
Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?”
Students write their own argument describing and defending their vision of what the American Dream should be.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What has been the historical vision of the American Dream?
What should the American Dream be? (What should we as individuals and as a nation aspire to?)
How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

What is the best way to convince people that you are right? In this lesson, students will look at the structure of the Declaration of Independence, examining how the argument is constructed.

A patriotic broadside illustrated with emblems of the United States composed chiefly of typographic elements. A large central framework incorporates a small "Temple of Freedom" surmounted by a small Liberty figure, and containing the words "The Federal Constitution." On each side are oval bust portraits of Presidents (left to right) Washington, Adams, Jefferson, and Madison. Above them are small vignettes representing (on the left) Agriculture and Domestic Manufactures, the "immoveable pillars of the Independence of our country," and (on the right) Commerce, "a strong support to our national edifice." In the upper section of the framework are the seal of the United States and a listing of the names of the seventeen states with their 1810 census figures. Various quotations and brief texts are included, the longest of which are an account of George Washington's resignation of his commission, a description of the geography, government, and people of the United States, and the song "Columbia" written by "Dr. Dwight, President of Yale College."|Entered . . . the Fifteenth Day of January, 1812, by Jonathan Clark, of Albany, New-York.|Printed by and for the Authors, at the Press of R. Packard, no. 51 State-Street, Albany.|The broadside is purported to be the eighth edition, of June 1812, and "Executed with American Materials."|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1812-1.

Fractured Union is a 60-minute video that examines the complex and often tumultuous relationships between our founding fathers. Historical interpreters — portraying Washington, Jefferson, Madison, and Mason — offer students, in grades 9-12, a close look at the presidents engaged in heated discussions. Commentaries from leading historians show why the first presidents’ perspectives led to heated debates. Our guest historians include: Stuart Leibiger — Associate Professor and Department of History Chairman at La Salle University and author of Founding Friendship: George Washington, James Madison, and the Creation of the American Republic; Peter Henriques — Associate Professor Emeritus of History at George Mason University and a member of the editorial board for the George Washington Papers and of the Mount Vernon committee of George Washington Scholars; Ed Lengal — Associate Professor of History at the University of Virginia and Associate Editor of “The Papers of George Washington”; and William Ferraro — Assistant Editor of “The Papers of George Washington”.

In this lesson students will analyze a private letter that President Thomas Jefferson (1743–1826) sent to Robert Livingston (1746–1813), his minister plenipotentiary (ambassador) to France, regarding the negotiations for what would become the Louisiana Purchase. Livingston and James Monroe (1758–1831, 6th president of the US) negotiated the Louisiana Purchase Treaty. It is important to note that at the time this letter was written — April 18, 1802 — the area had not yet been offered for sale.

In this letter Jefferson, unaware of the possibility of outright purchase, focuses upon retaining commercial access to the Mississippi River and rights of deposit (economic access) in New Orleans. He also comments upon the danger of an aggressive France locating outposts just across the Mississippi River from the United States. While some historians characterize Jefferson as a Francophile, in this letter Jefferson sees France as a potential enemy to the United States.

This lesson allows students to contextualize what will become the Louisiana Purchase prior to its acquisition by viewing the Purchase through a lens of national economic and military defense rather than an act of territorial expansion. As Jefferson considers the possibility of an aggressive France led by Napoleon Bonaparte on America’s doorstep, he states, “…perhaps nothing since the revolutionary war has produced more uneasy sensations through the body of the nation.” Original spellings and punctuation are retained.

This lesson is divided into two parts, both accessible below. The text is accompanied by close reading questions, student interactives, and an optional follow-up assignment. The teacher’s guide includes a background note, the text analysis with responses to the close reading questions, access to the interactive exercises, and the follow-up assignment. The student’s version, an interactive PDF, contains all of the above except the responses to the close reading questions and the follow-up assignment.

An allegory of printing and liberty, illustrating a broadside of a June 24, 1826, letter from Thomas Jefferson on American democracy. The female figure of Liberty displays to the Four Continents the art of printing. Liberty stands to the right of a hand printing press over which hovers the figure of Fame. On the left stand female personifications of Asia and Europe; on the right are an Indian Queen (representing the Americas) and a kneeling black woman (Africa). In the foreground left is a pile of volumes and a scroll with the names of early printers Faustus, Caxton, and Bradford. In the right distance is a Temple of Liberty. In the left background a dark figure or demon falls from the sky. Jefferson's letter to the Mayor of Washington expresses his regret at not being able to attend the fiftieth anniversary celebration of American Independence in Washington. Jefferson describes the Declaration of Independence as "the signal of arousing men to burst the chains under which monkish ignorance and superstition had persuaded them to bind themselves, . . . ." Jefferson died ten days after writing the letter.|Signed: Brown D. Anderson S.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1826-1.

This lesson presents 13 documents and photos related to the 1804-6 expedition into the newly acquired Louisiana Territory. The documents include a list of Indian presents Lewis purchased, his receipts for wine and tobacco, Jefferson's letter to Madison announcing the purchase of Louisiana, and Jefferson's message to Congress communicating the discoveries of the expedition.

Discover our new exhibitions that bring the world’s largest collection of knowledge, culture, and creativity to life through dynamic displays of artifacts enhanced by interactivity. Examine rare and unique items, including the rough draft of the Declaration of Independence, the Gutenberg Bible, the 1507 Waldseemüller map that first named America, Thomas Jefferson’s recreated library, and the architectural wonders of the Thomas Jefferson Building.

This curriculum kit helps to teach about the role of media in 28 U.S. elections ranging from 1800-2008. Over 160 media documents are included for decoding, including slides of posters, handbills and political cartoons; audio clips of songs and radio programs; and video clips of speeches, debates, comedy TV and political commercials. Students will learn how to analyze historical documents, the history of presidential campaigns, the crafting and marketing of campaign messages, and the impact of new technologies and new media on presidential campaigns.

A crudely drawn satire bitterly attacking Democratic presidential candidate Franklin Pierce and appealing to the "Freemen of America." The print, possibly executed by a free black, criticizes the Democrats' platform, as established by the Baltimore Convention, which in the interest of preserving the Union endorsed the Compromise of 1850. More specifically the artist condemns Pierce's pledge to enforce the Fugitive Slave Act, included in the compromise as a submission to southern slaveholding interests. In the center Pierce prostrates himself before a "Slave holder & Peace Maker," a bearded man in wide-brimmed hat and striped trousers holding a cat-o-nine-tails and manacles. The upper half of Pierce is over the Mason Dixon line, his face in the dirt on the "Baltimore Platform." The slaveholder says: "Save the Union, / And with the "meanest" Yankee grease / Smear the hinges of your knees / And in "silence" pray for peace." Pierce, dubbed "one of the Southern "dirt" eaters "Saving" the Union," replies, "I accept this cheerfully." The Democratic platform is labeled "Southern pine" and is inscribed with reference to the compromise, "Fugitive Slave Law and nigger catching, and resist agitation on the Slavery question &c." On it lie a skull and crossbones, manacles, and a serpent. At far left is "the Devil come up to attend his revival," who commends, "Well done my faithful servants!" On the right is the infamous Hungarian general Julius von Haynau, who carries a whip and wears a "Barclay's Brewery" pitcher on his head. (Haynau was assaulted by Barclay employees while in England.) The Hungarian extends his hand toward the slaveholder, saying, "I feel quite at home in this company give me your hand my good fellow." Further to the right are Lewis Cass and Stephen A. Douglas, disappointed aspirants for the 1852 Democratic nomination. Cass says, "We are down Douglass, "Pierce" has bid lower than either of us." Douglas: "There is nothing impossible for a New Hampshire "Hunker" [i.e., conservative] Democrat to do in that line." On the ground nearby are the words, "the "slave&1ocratic miscalled the Democratic party, how they obey the "crack" of the slaveholder's whip!"|Entered . . . 1852 by William K. Leach, Massachusetts.|Sold by Bela Marsh no. 25 Cornhill Boston Mass.|Title appears as it is written on the item.|Blaisdell and Selz, no. 22.|Weitenkampf, p. 106.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1852-25.

The Revolution and Early America Unit covers the standard eighteenth century topics that would appear in any textbook. These lessons, however, will push students to dig deeper as they read the documents and develop historical arguments about topics ranging from the Great Awakening (why was George Whitefield so popular?) to the Stamp Act (why were Colonists upset about the Stamp Act?) to the Constitution (why did the Founding Fathers keep slavery in the Constitution?). Each lesson offers primary documents that promote conflicting interpretations. The unit will introduce students to historiography, as they contrast Bernard Bailyn's interpretaton of the Declaration of Independence to Howard Zinn's account. These lessons will emphasize the historical reading skills students will practice all year.

In which John Green teaches you about founding father and third president of the United States, Thomas Jefferson. Jefferson is a somewhat controversial figure in American history, largely because he, like pretty much all humans, was a big bundle of contradictions. Jefferson was a slave-owner who couldn't decide if he liked slavery. He advocated for small government but expanded federal power more than either of his presidential predecessor. He also idealized the independent farmer and demonized manufacturing, but put policies in place that would expand industrial production in the US. Controversy may ensue as we try to deviate a bit from the standard hagiography/slander story that is usually told about old TJ. John explores Jefferson's election, his policies, and some of the new nation's (literally and figuratively) formative events that took place during Jefferson's presidency. In addition to all this, Napoleon drops in to sell Louisiana, John Marshall sets the course of the Supreme Court, and John Adams gets called a tiny tyrant.

Chapters:
Introduction: Thomas Jefferson
The Election of 1800
Jefferson's Attitudes Towards Slavery
Gabriel's Rebellion and Other Slave Uprisings
Mystery Document
Jefferson's America
John Marshall, Judicial Review, and Marbury v. Madison
The Louisiana Purchase
Jefferson's Embargo
Jefferson's Complicated Legacy
Credits