AMERICAN HERO

A Journey Through 400 Years of American History

TEACHER’St GUIDEt T

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© 2019 Midgard Education Publishing, LLC AMERICAN HERO A Journey Through 400 Years of American History

TEACHER’S GUIDE T

American Hero covers the content standards for middle school American history, from 1492 through the nineteenth century. As with all Midgard books, American Hero complies with the National Council of Social Studies guidelines to enhance the rigor of the discipline through the College, Career and Civic Life (C3) framework. The purpose of this book is to prompt inquiry, guide research, invite discussion, and develop informed and creative responses to the content. The narrative through-line in the book follows a teenage sailor who comes to the New World with Columbus and becomes immortal after trying to save the lives of the native people. He stands witness to the unfolding of history, meeting and interacting with all major influencers, including Benjamin Franklin, Abraham Lincoln, etc., as well as many of the lesser-known men and women of diverse ethnicities who had a tremendous impact on historic events. By including the contributions of African Americans, Native Americans, immigrants, and women, American Hero presents a more comprehensive and realistic view of the American story.

The episodic chapters of American Hero fully integrate with and enhance the curriculum. This Teacher’s Guide provides three elements to help teachers get the most out of the book. 1. We suggest several topics in each chapter for Guided Discussions, covering essential questions and big ideas that will prompt further thought and action by the students. 2. We list several Activities, including topics for researched essays and project-based work that will engage students with greater depth and complexity, according to their learning strength. 3. We include a Assessment Quiz for each chapter to assess student comprehension of the essential facts and major themes. A general rubric based on Bloom’s taxonomy is also included that can be used to assess student project work in each chapter.

t 2 t How to Use American Hero This book is designed to be an interactive learning experience. Please encourage students to work on study skills by underlining, highlighting, and making notes in the margins. By taking ownership of the books, students will feel more invested in the content. They can identify new vocabulary words, mark certain historical figures for more research, and delve into facts from the book through independent or teacher-guided study using the Internet. Included in every chapter are fun and engaging Re-Action pages for students to review content and for teachers to assess comprehension. The reading itself, the end-of- chapter activities, and the exercises suggested in this guide should also prompt lively discussions in class. The purpose of this book is to make reading fun and to hold the students’ interest with fascinating stories about history. We hope that it will encourage more learning and that the students will enjoy the process.

General Rubric The following rubric is designed to assess written or project-based work:

EMERGING PROFICIENT DISTINGUISHED

Remembering: Struggled to Knew some basic Memorized Recalling basic recall basic facts facts important facts facts

Understanding: Confused the Described key Discussed events Explaining events time and place events and ideas in depth and ideas of events

Applying: Limited use of Incorporated Linked new facts Interpreting facts information newly researched to big ideas in context facts

Analyzing: Strayed from the Connected ideas Compared and Connecting and main topic to events contrasted comparing events competing ideas and ideas

Evaluating: Presented Presented ideas Presented Defending or unsupported supported with persuasive, critiquing different opinions evidence original ideas points of view

Creating: Largely Presented work Demonstrated Producing work reproduced that generated inspiration and inspired from existing work interest originality sources t 3 t CHAPTER ONE World of Wonders T

Time Line: 1492–1506 The first contact and the culture clash between Europeans and Native Americans.

Learning Outcomes: To appreciate the culture and people of pre-Columbian America and to understand the motives and results of the first European contact with Native Americans.

Alignment: Pre-Columbian America; Aztec Empire; Inca Empire; Native American cultures; European Age of Exploration; Spanish Colonization

Guided Discussions 1.1 What was Europe like in 1492? How did the Renaissance and the reconquest of Spain from the Muslims change how Europeans viewed the world? Why did Columbus gain support for his western voyage to Asia?

1.2 What were the conditions on board Columbus’s ships? Who were the men who accompanied him? What were their goals? What motivated Columbus to undertake this dangerous journey?

1.3 Who were the people that Columbus encountered when he landed? What did these natives think of the Europeans? How were the two cultures different and similar?

1.4 How and why did Columbus change the goals of his mission? How did the Taino leaders, Caonabo and Anacaona, react to Columbus’s efforts to control them? How did a difference in value systems lead to miscommunication and tragedy? t 4 t 1.5 What did Columbus want from the natives? What did the natives want from the Europeans? What happened to Columbus? What was happening in other parts of the world after the Europeans came there (especially Dias in Africa and Da Gama in India)? How were the natives in the Caribbean islands treated by the Spanish? Who was Bartolomé de Las Casas, and why was he more sympathetic to the natives than other Europeans were?

Key Words These words can be used for vocabulary tests or additional research projects. lucrative carrack piazza preening pox hammocks harlequin apathy mustered cacao

Activities Activities for emerging students are italicized.

Visual • Create a map of Columbus’s first voyage, including the culture groups in Europe and in Mesoamerica and the Caribbean. • Draw and identify the different symbols used by the Arawak tribes for their different types of Zemi (spirit-beings).

Physical • Create an improvised sketch of the First Contact and demonstrate how misunderstandings led to tragedy. • Stage a debate in which participants do not speak the same language (perhaps they can communicate only by making up signs).

Musical • Write and perform a ballad—as a troubadour would—to sing the story of Columbus and the Arawak. • Write and perform a song in the Arawak language.

t 5 t Written • Write a journal as if you were a sailor on Columbus’s voyage. • Write a researched essay based on one of the Guided Discussion topics above.

Mathematical • Make an itemized budget for the cost of Columbus’s journey in 1492, taking into account the number of ships, men, and supplies. • Compare in chart form how long a voyage by ship across the Atlantic would take today to how long it took in 1492.

Empathic • Pretend you are Anacaona and must send a message to other native tribes about the Europeans (could be a video message). • Give closing remarks to a jury as if you were Bartolomé de Las Casas trying to convince Europeans that Native Americans are human beings.

Personal • List what you would have done differently if you were Columbus. • Write about who you would rather have been before the First Contact—a European or a Native American?

Slide Show • Show and discuss the history of the Silk Road connecting Europe to China. • Show and discuss the voyages during the European Age of Discovery.

Biographical • Bartolomé de Las Casas • Caonabo and Anacaona • Ferdinand and Isabella • Christopher Columbus • Amerigo Vespucci

Assessment Quiz (see printable page 7) Answers: 1-a, 2-c, 3-d, 4-c, 5-b, 6-d, 7-c, 8-b, 9-d, 10-d

t 6 t American Hero Chapter One t QUIZ t 1. Why did the Europeans come to America? 6. What did the Europeans bring to the Native a. They were looking for trade routes to Asia. Americans? b. They were hoping to ally with Genghis Khan. a. Gold c. They were searching for Atlantis. b. Religion d. They wanted to prove the world is round. c. Jobs d. Smallpox

2. What did the Native Americans think of the Europeans? 7. What did the Europeans want from the Native Americans? a. They were gods. a. Chocolate b. They were fools. b. Religion c. They smelled bad. c. Gold d. They carried diseases. d. Directions to China

3. What did the Taino believe about the Zemi? Why is America named after Amerigo Vespucci? a. They were gods. 8. a. He got there before Columbus. b. They were zombies. b. He realized it was a continent, not an island. c. They were another tribe. c. A German mapmaker made a mistake. d. They were a spiritual force. d. He claimed the lands for himself.

4. Which of these words are not from the Arawak language? 9. What did Da Gama bring to India and Dias to Africa? a. Hammock a. Fire b. Canoe b. Light c. Carrack c. Disease d. Hurricane d. Colonization

5. What happened to the Santa Maria? What did Bartolomé de Las Casas want a. It returned to Spain. 10. Europeans to understand? b. It was turned into a fort. a. The Native Americans had a lot of gold. c. It sank to the bottom of the sea. b. The Native Americans believed in the d. Unknown Christian god. c. The Native Americans would make great slaves. d. The Native Americans were as human as Europeans were. CHAPTER TWO The Promised Land T

Time Line: 1519–1693 The differences between the Spanish and English colonial experiences with the native tribes. The conquest of the Aztec. Settling in Jamestown and Plymouth. Native resistance in Virginia and New England. The beginnings of slavery. The Salem witch trials.

Learning Outcomes: To track the interaction between Europeans and Native Americans and trace the effects of Puritanism in the English colonies.

Alignment: Conquest of Mexico; British colonial America; North American tribal resistance; sociopolitical institutions in colonial America; influence of Puritans in the colonies

Guided Discussions: 2.1 How did the Spanish organize their colonies? Who was Hernán Cortez and what was his goal? What was life like for the Aztec in Tenochtitlán before Cortez? How did other Native American tribes react to the Spanish? What role did smallpox play in the conquest of America?

2.2 Why did the English compete with the Spanish in North America? How did the Spanish try to keep the English, the French, and other Europeans away from the Western Hemisphere? What happened in the colony of Roanoke? Why did some Europeans hope they could build a Utopia in America?

2.3 Why did the Puritans want to leave Europe and come to America? How did the “Pilgrims” feel about the native people they encountered? Why did Tisquantum want to stop the English? What were the differences between the English colonies of Jamestown and Plymouth? t 8 t 2.4 How did the first Africans get to America and what did they do? What happened to the colony of Merry Mount? What united the Puritans? What role did women play in Puritan society? Why was Anne Hutchinson banished from Boston? How was the Dutch colony of New Amsterdam different from the other colonies, and what happened after the English took it over and renamed it New York?

2.5 How did Roger Williams make the colony of Providence more inclusive? Why did many of the native tribes unite under the Wampanoag King Philip? Why was it so hard to unite the different tribes?

2.6 Why did the laws change to enslave Africans in America? Who resisted slavery and why? Who profited from slavery? How did the New England colonies make most of their money? Why did Salem become so obsessed with witchcraft? Who were the women accused of being witches?

Key Words These words can be used for vocabulary tests or additional research projects. encomiendas (Spanish word) empire luscious utopia indigo providence elixir artisan slavery heretic

Activities Activities for emerging students are italicized.

Visual • Create a map of North America in 1650, including the colonies of Jamestown, Plymouth, Merry Mount, Boston, New Amsterdam, Providence, and Pennsylvania and the native tribal lands of the Powhatan, Lenape, Mohawk, Wampanoag, and Patuxet. • Draw several panels of a colonial-styled quilt that tell the story of a family trying to make a home in this new land. t 9 t Physical • Create a sketch about Tisquantum and his difficult relationship with the English and with the Wampanoag. • Reenact one of the Salem witch trials as if it was being covered today.

Musical • Write and perform a rap song about the first Africans in America and how their hopes were dashed. • Recreate a Merry Mount Maypole celebration that combines elements from songs of native, European, and African origin.

Written • Write a letter from one of the condemned Salem witches. • Write a researched essay based on one of the Guided Discussion topics above.

Mathematical • Research to determine which of the following products was most valuable in colonial America and why: tobacco, cotton, indigo, hemp, or sassafras. • Compare in chart form the relative profits from trade in tobacco, sugar, and slaves.

Empathic • Write an open letter from Tisquantum to all the Native American tribes. • Make a video blog as a woman being held in the Salem jail on the charge of witchcraft.

Personal • How would you try to escape if you were a slave? • How would you react if you were accused of being a witch?

Slide Show • Show and discuss what daily life was like for the Aztec. • Show and discuss the European idea of Utopia.

Biographical • John Smith • Anne Hutchinson • Peter Stuyvesant • Pocahontas • King Philip (Metacom) • Cotton Mather • Tisquantum • Roger Williams • Anne Bradstreet • Antonio Johnson • Thomas Morton

Assessment Quiz (see printable page 11) Answers: 1-a, 2-c, 3-b, 4-c, 5-b, 6-b, 7-d, 8-c, 9-d, 10-c t 10 t American Hero Chapter Two t QUIZ t 1. Why did Cortez attack the Aztec? 6. How did the Native Americans first react a. He wanted gold. to the British? b. The Spanish king ordered him to do it. a. They killed as many as they could. c. He wanted to free the Maya slaves. b. They welcomed them as trading partners. d. The Aztec tried to kill him. c. They left them alone. d. They thought they were gods. 2. Why did the Aztec practice human sacrifice? a. They were cannibals. 7. How did the British defeat the tribes of New England? b. Their gods were cannibals. c. They believed blood is a life force. a. Superior weapons d. Nobody really knows. b. Advanced civilization c. Charm and pudding d. Smallpox 3. What happened as a result of the work of Bartolomé de Las Casas? a. Native Americans were freed from slavery. 8. How did the first Africans in North America make a living? b. More Africans were taken as slaves. c. Europeans returned to their homeland. a. They were slaves. d. Native Americans converted to Christianity. b. They escaped to join native tribes. c. They were indentured servants who became landowners. Why did the French Huguenots come to 4. d. They became pirates. America? a. They wanted to get rich like the Spanish. What did King Philip fail to do? b. They wanted to get there before the English. 9. a. Unite the tribes against the British c. They were Protestants seeking religious freedom. b. Stop the British from taking more land d. They were hiding from the French Catholics. c. Make sure his people survived in their land d. All of the above 5. Why did the Pilgrims come to America? a. They wanted religious freedom. 10. What caused the Salem witch trials? b. They didn’t want to live among other religions. a. Witches c. They wanted gold. b. Poisoned mushrooms d. They wanted to kill Native Americans. c. Shame for taking part in the slave trade d. The devil made them do it. CHAPTER THREE Sons of Liberty T

Time Line: 1718–1782 The democratic nature of piracy. Slave rebellions. Benjamin Franklin and the French-Indian War. The Boston Massacre. Colonies breaking away from Great Britain. The Declaration of Independence. Respect the rights of natives and slaves. The Revolutionary War.

Learning Outcomes: To understand the causes of the American Revolution; to evaluate the roles played by Native Americans, Africans, the French, and women; and to appreciate the contributions made by Benjamin Franklin, John Adams, George Washington, Thomas Jefferson, and Alexander Hamilton.

Alignment: The Age of Reason; the Middle Passage; the Triangle Trade; the French-Indian War; the American Revolution

Guided Discussions 3.1 Why was piracy allowed to exist in colonial America? How did pirates practice democracy?

3.2 How did Africans fight back against slavery? What did “Jemmy” hope to achieve? Why did his rebellion fail?

3.3 What did Benjamin Franklin think about women? Why did Franklin think America had a separate identity from England? What was Franklin’s idea about how America could get free?

3.4 How did George Washington start a world war? What happened in the war between England and France? t 12 t Why did the English want the colonists to pay for the war through taxes? How did the colonists get out of paying those taxes? Who was Franklin’s first choice of leader for the Revolutionary movement, and why didn’t he work out? Why did Pontiac think the Europeans would betray the Native Americans?

3.5 Who were the Sons of Liberty and what did they want? Why did John Adams defend the British soldiers who took part in the Boston Massacre? Why did the colonists dump tea in Boston Harbor?

3.6 Were Franklin and Adams justified in supporting Washington as the new leader of the Revolution? Why did Joseph Brant want his Iroquois people to support the British? How did Nanye’hi convince most of the Algonquin and Iroquoian speakers to stay out of the war?

3.7 Why did Thomas Jefferson take out the slavery clause in the Declaration of Independence? What was the biggest problem that Washington’s Continental Army faced in the winter of 1777? How did Washington solve the problem?

3.8 What role did the French play in the war? What was the British general Cornwallis’s plan to defeat the rebels? How did James Armistead confuse the British? Why did Alexander Hamilton want to lead the charge at Yorktown? How did the British react to their defeat at Yorktown? How did the Americans react to their victory?

Key Words These words can be used for vocabulary tests or additional research projects. blunderbuss hypocrisy indignation hemp insurrection parliament sanctuary molasses enterprise mongrel oppression inalienable

t 13 t Activities Activities for emerging students are italicized.

Visual • Create a map of the Revolutionary War showing key battles and troop movements. • Draw portraits of the key characters in this chapter.

Physical • Recreate a sketch involving the meeting between Nanye’hi and the Algonquin and Iroquois tribal leaders. • Demonstrate how Hamilton charged the fort at Yorktown.

Musical • Perform a medley of songs from the Revolutionary period, including “Yankee Doodle” and “The World Turned Upside Down.” • Write and perform an original ballad about the war.

Written • Write a dialogue between Joseph Brant and Louis Cook about what will happen to Native Americans and African slaves after the war. • Write a researched essay based on one of the Guided Discussion topics above.

Mathematical • How much did the French-Indian War cost the British, and how did they intend to get the money back from the colonies? • Pretend you’re Alexander Hamilton and write out a budget for the Continental Army during the winter of 1777.

Empathic • Write a response from a poor colonial woman and an enslaved African woman to the speech that Nanye’hi gave about women. • Evaluate who had the greater claim to wanting freedom—a white colonial man, a Native American, a slave, or a white colonial woman?

Personal • List the pros and cons if you were asked to join the Revolution. • What would you do if you could start a brand-new nation?

t 14 t Slide Show • Show and discuss the history of piracy in the New World. • Show and discuss a key battle of the Revolutionary War.

Biographical • Anne Bonny • John Adams • Edward Teach • Abigail Adams • Silence Dogood • Thomas Paine • Benjamin Franklin • Andrew Pickens • Herve Crevecoeur • Eliza Pinckney • William Johnson • Aaron Burr • Nanye’hi (Nancy Ward) • Marquis de Lafayette • Joseph Brant • James Armistead • Louis Cook • Alexander Hamilton • Samuel Adams • George Washington

Assessment Quiz Assessment Quiz (see printable page 16) Answers: 1-d, 2-c, 3-c, 4-d, 5-a, 6-c, 7-a, 8-c, 9-d, 10-a

t 15 t American Hero Chapter Three t QUIZ t 1. How did Africans react to being taken as slaves? 6. Why did John Adams defend the British soldiers a. They couldn’t do anything because they in the Boston Massacre? were slaves. a. He believed them. b. They wanted to go to America. b. He hated the American rebels. c. They jumped into the ocean. c. He believed in the power of the law. d. They fought back. d. They paid him a lot of money.

2. What did the Stono Rebellion accomplish? 7. Why did the Americans want independence from a. It freed many slaves. the British? b. It made the colonies rethink their slave laws. a. They felt they were a separate people. c. It made the colonies make harsher slave laws. b. They didn’t want to pay taxes. d. It did nothing. c. They wanted to conquer England. d. They wanted the French to take over. 3. What did the colonists think of the British? a. They liked being British. 8. What was the British strategy to defeat the b. They (ironically) compared themselves to American rebels? being slaves. a. Give them what they want. c. They (unironically) compared themselves to b. Ignore them and hope they stop. being slaves. c. Divide and conquer. d. They hated the British. d. Stand and deliver.

4. What happened at the end of the French-Indian 9. What side did the Native Americans take in the War in 1763? American Revolution? a. The French beat the Indians. a. British b. The British beat the French-Indians. b. American c. The Spanish took Florida. c. French d. The British essentially ruled the world. d. They mostly stayed neutral.

5. How did Pontiac think the British would treat 10. Who helped win the American Revolution? the natives? (Pick the best answer.) a. They would take everything. a. The French b. They would keep the promises of their treaties. b. The Native Americans c. They would treat the natives more fairly than c. The British the French would. d. The African slaves d. They would realize they were wrong and leave. CHAPTER FOUR The Pursuit of Happiness T

Time Line: 1790–1804 The transition from the Articles of Confederation to the Constitution. The persistent problem of slavery. Washington’s warning about political parties. Adams and Jefferson struggle with each other. Intrigue with the French over Haiti and Louisiana. Military engagement in North Africa. The death of Hamilton.

Learning Outcomes: To identify the influences on and compromises in the Constitution, to assess conflicting interests in the Federal period, and to evaluate the effect of foreign powers on the early United States.

Alignment: The United States Constitution; domestic and international conflicts in the Federal period

Guided Discussions 4.1 How did Shays’s Rebellion start the process of a Constitutional Convention? Why wasn’t the set of rules known as the Articles of Confederation effective? What were the main problems that the Constitution tried to solve? How do “checks and balances” work with “overlapping authority”? How did the Founders intend to deal with slavery?

4.2 What inner conflicts did Jefferson have regarding slavery? Who was Benjamin Banneker and why was he disappointed in Jefferson?

4.3 What were the biggest dangers to the United States that Washington warned of in his Farewell Address? What did Napoleon want with the United States? How did President Adams deal with the French threat? Why did Adams, Jefferson, and Hamilton have little trust in Aaron Burr?

t 17 t 4.4 Why was Haiti so valuable to the French? Why did Jefferson not support Toussaint L’Ouverture’s rebellion against France? Why did Toussaint think he would?

4.5 Why was the United States unprepared for war against the Barbary states in North Africa? What did the Barbary states want from the United States? Why did Jefferson order the sneak attack to save the American sailors?

4.6 Why did Jefferson and Hamilton become political enemies? What did Jefferson want? What did Hamilton want? How did they compromise? Why did John Marshall think that Jefferson and Hamilton needed each other? What was Hamilton’s relationship with Aaron Burr? Why did Hamilton shoot into the air during their duel—and why didn’t Burr?

Key Words These words can be used for vocabulary tests or additional research projects. dominion abolition tyrant politics economy federalism protégé polyglot disgruntled hubbub bondage reputation

Activities Activities for emerging students are italicized.

Visual • Recreate the city plan for the Federal City (Washington, D.C.). • Draw a detailed diagram of the USS Enterprise.

Physical • Perform in a sketch with Hamilton and Jefferson (with Madison moderating) that describes their political positions. • Recreate the duel between Hamilton and Burr as a dance.

t 18 t Musical • Perform a rap song from the Hamilton musical. • Perform sea shanties from the late eighteenth century.

Written • Write a persuasive essay for or against a part of the Constitution. • Write a researched essay based on one of the Guided Discussion topics above.

Mathematical • Compare the amount of money made from sugar in Haiti to the amount of money made from all the other products combined in North America. • Calculate the distance between Boston and Tripoli and how long it would take a ship to get there and back.

Empathic • Write a letter from Abigail Adams giving her husband advice about the presidency. • Give a speech by Benjamin Banneker on his fears about the relationship between former slaves and former slave owners even after the end of slavery.

Personal • How does the Freedom of Speech amendment affect you? • What other amendments would you like to see added to the Constitution?

Slide Show • Show and discuss how Napoleon threatened the world order. • Show and discuss the conditions for slaves on the Middle Passage.

Biographical • Olaudah Equiano • Toussaint L’Ouverture • Mary Wollstonecraft • James Madison • Thomas Jefferson • Stephen Decatur • Daniel Shays • John Marshall • Benjamin Banneker

Assessment Quiz (see printable page 20) Answers: 1-d, 2-d, 3-a, 4-d, 5-c, 6-d, 7-c, 8-d, 9-b, 10-c

t 19 t American Hero Chapter Four t QUIZ t 1. What did the Articles of Confederation fail to do? 6. Why did Hamilton disagree with Jefferson? a. Create a strong central government a. Hamilton believed the future was in cities. b. Give women the right to vote b. Hamilton hated slavery. c. End slavery c. Jefferson wanted to increase slavery. d. All of the above d. Jefferson didn’t trust a strong central government.

2. Why did Washington call for a Constitutional 7. What did Washington warn the nation about Convention? in his Farewell Address? a. Because of Daniel Shays’s revolt a. Don’t trust the French. b. Because the United States couldn’t pay its debts b. Slavery is going to end with violence. c. Because individual rights needed protection c. Don’t form political parties. d. All of the above d. Never swim right after eating.

3. How does the Constitution solve the power- 8. Why did Jefferson not support the Haitian sharing problem? Revolution? a. Overlapping authority a. He was afraid to offend Napoleon. b. All power goes to the federal government. b. He wanted to conquer Haiti. c. All power goes to the states’ governments. c. The Haitians didn’t want the United States to d. All power goes to the people. get involved. d. He wanted the French to sell him the Louisiana Territory. 4. What didn’t the Constitution do? a. Give women the right to vote 9. Why does the Supreme Court have the last word b. End slavery about what’s constitutional or not? c. End the debate about sharing power a. That’s how James Madison wanted it. d. All of the above b. The Court itself decided that in Marbury v. Madison. c. It doesn’t. The president does. 5. What are the three branches of the American d. It was a mistake in the Constitution. government? a. The presidency, the senate, and the congress 10. Why did Alexander Hamilton let Aaron Burr b. The congress, the states, and the individual kill him? c. The congress, the presidency, and the courts a. He didn’t. He lost his life in a duel. d. The courts, the senate, and the presidency b. He tried to kill Burr first. c. He was depressed about the death of his son. d. He wanted to go out with a bang and be remembered. CHAPTER FIVE Manifest Destiny T

Time Line: 1804–1853 Jefferson and Sally Hemings. Lewis and Clark’s Corps of Discovery. Hunting down Aaron Burr. Tecumseh’s Rebellion and the War of 1812. Andrew Jackson’s victory at New Orleans. African repatriation. Lafayette and the Era of Good Feeling. Nat Turner’s Rebellion. De Tocqueville’s Democracy in America. The rising abolitionist movement. The Trail of Tears. Amistad and the South’s push for states’ rights. America invades Mexico. The revolt of Irish immigrants. “Zorro” in California. Uncle Tom’s Cabin and the stirring of civil war.

Learning Outcomes: To trace the idea that the United States has an exceptional and manifest destiny to spread its government and economics across the continent and to identify its consequences, to realize that the protests of Native Americans and African Americans continued to be felt in the new nation, and to demonstrate that tensions over slavery were leading to civil war.

Alignment: The War of 1812; the Monroe Doctrine; Indian and slave revolts; financial crises during the 1830s; the Mexican-American War; economic and social struggles of immigrants, slaves, and non-enslaved African Americans, women, Native Americans, Hispanics, and other disenfranchised Americans; causes leading up to the Civil War

Guided Discussions 5.1 What was the relationship between Jefferson and Sally Hemings? What was Jefferson’s intention regarding Aaron Burr? Why did Burr flee to the west? What did the native tribes think of Lewis and Clark during their encounters? How did Sacagawea clear the way for Lewis and Clark’s expedition to the Northwest?

5.2 Who was Simón Bolívar? What deal did Burr want to make with Bolívar? His killing of Hamilton aside, why was Burr considered a traitor? t 21 t 5.3 How could Eli Whitney’s invention of the cotton gin be responsible for extending slavery? What did Tecumseh and his brother want? How was Tecumseh able to persuade other native tribes to join his cause? Why did the British support Tecumseh? Why did the British ultimately abandon him?

5.4 What made Andrew Jackson so effective as a military leader? What caused the American forces to attack Canada? What was the result of the War of 1812? Why did Jackson’s victory at New Orleans reverse the results of the war?

5.5 Why did Monroe issue his Doctrine to make the United States the protectorate of the entire Western Hemisphere? What was the position of some free black businessmen about the Mayflower of Liberia? Why did the attempt to return African Americans to Africa ultimately fail?

5.6 What disappointed Lafayette on his triumphant return to the United States fifty years after the signing of the Declaration of Independence? How did Jefferson justify slavery? What were some of the positive effects of this “Era of Good Feeling”? Why did Nat Turner’s rebellion make things worse for the slaves? What role did the Christian Great Awakening have in the growing abolitionist movement? Why did Tocqueville think so highly of America?

5.7 Why did David Crockett go to Texas? Why did many Americans illegally occupy Mexican land? Why did Andrew Jackson take back his promises to the Native Americans? How did the Cherokee try to remake their culture along European lines? What was the Trail of Tears?

5.8 Why did John Quincy Adams take on the case of the Amistad slaves? What argument did Adams use to free these men, and how did it become used to justify states’ rights?

t 22 t 5.9 Why did Abraham Lincoln oppose the war with Mexico? What was a possible reason why the United States wanted to take Texas and California? Why did the Irish immigrants get forced into joining the army as soon as they landed in America? Why didn’t the majority of American soldiers accept the Irish? Why did people such as Joaquin Murrieta continue to attack American businesses in California? How did African American people find new ways to combat slavery?

Key Words These words can be used for vocabulary tests or additional research projects: plantation amendment Creole salon sacred syllabary mercenaries massacre manifest treachery stalemate exodus diplomatic privateer prospectors

Activities Activities for emerging students are italicized.

Visual • Create a detailed map of the United States as it grew with more territories and states. • Recreate slave art that shows how slaves were treated.

Physical • Pantomime the activity of picking cotton in a field and carrying it back in a bag to be weighed. • Act out a sketch about a Cherokee family being dragged from their home and forced to march from Georgia to Oklahoma.

Musical • Perform a “Negro Spiritual” that secretly encourages slaves to run away. • Write and perform new lyrics to “The Star-Spangled Banner” that reflects a broader segment of the American population in the 1800s.

Written • Write a speech against going to war with Mexico. • Write a researched essay based on one of the Guided Discussion topics above. t 23 t Mathematical • Following Adam Smith, make a chart that compares the value of a slave in the South to the value of a factory worker in the North—the worth each of them produces, the costs involved in the food, clothing, and care for each, etc. • Analyze the economic strength of the United States before and after the gold rush of 1829 in Georgia and the gold rush of 1849 in California.

Empathic • Write a dialogue between a “good” slave master and his slave. • Write a letter to the president from a Cherokee forced to leave his or her home.

Personal • If you were Irish and felt other Americans discriminated against you, would you fight for or against the United States? • If you were an ex-slave and given the opportunity to go to Africa, would you leave the United States?

Slide Show • Show and discuss the Trail of Tears. • Show and discuss Lewis and Clark’s expedition.

Biographical • Sally Hemings • David Walker • Meriwether Lewis • Sequoyah • William Clark • William Lloyd Garrison • Sacagawea • Alexis de Tocqueville • Simón Bolívar • John Ross • Tecumseh • Winfield Scott • William Henry Harrison • John “Juan” O’Riley • Eli Whitney • Antonio López de Santa Anna • Andrew Jackson • Harriet Beecher Stowe • David Crockett • John Quincy Adams • Jean Lafitte • Joaquin Murrieta • Marie Laveau • Dan Rice • James Forten

Assessment Quiz (see printable page 25) Answers: 1-c, 2-a, 3-b, 4-c, 5-b, 6-c, 7-d, 8-b, 9-d, 10-d t 24 t American Hero Chapter Five t QUIZ t 1. How did Sacagawea help Lewis and Clark? 6. Why did the American effort to send black a. She cooked their meals. people back to Africa fail? b. She guided their way to the Pacific Ocean. a. They got lost. c. She helped them negotiate with native tribes. b. It was illegal. d. She led them into battle. c. They were more American than African. d. The Congress voted against it. 2. What did Simón Bolívar want? a. To liberate Latin America from Spain 7. What was the biggest reason for slavery continuing into the nineteenth century? b. To conquer Texas c. To become an American citizen a. Economics d. To fight Aaron Burr b. Habit c. Destiny d. Racism 3. What did Tecumseh do? a. Win territory back from the Americans Why were many Native American tribes forced b. Unite the tribes 8. onto the Trail of Tears? c. Attack the British in the War of 1812 a. They wanted to go to Oklahoma. d. Flee into Canada b. Gold was discovered on their land. c. They refused to change their ways. 4. Who helped Andrew Jackson defeat the British at the Battle of New Orleans? d. Andrew Jackson hated them. a. The French What happened as a result of the Amistad ruling? b. The American militiamen 9. c. Runaway slaves, Native Americans, a. The Constitution was upheld. and pirates b. The Africans were freed. d. Simón Bolívar and Tecumseh c. A precedent was set that led to the Civil War. d. All of the above 5. What prevented slavery from spreading to new states? 10. Why did the United States attack Mexico? a. The Monroe Doctrine a. To protect Texas b. The Missouri Compromise b. To stop invading Mexicans c. The Emancipation Proclamation c. To look for gold d. The Bible d. To fulfill the Manifest Destiny CHAPTER SIX Civil War T

Time Line: 1854–1865 Women’s rights. Harriet Tubman and the Underground Railroad. Sojourner Truth. Frederick Douglass. Protests against the Fugitive Slave Acts. Abolitionism turns violent with John Brown’s attack on Harper’s Ferry. The Dred Scott decision. Abraham Lincoln’s debates with Stephen Douglas. Lincoln’s election as president. The secession of the Southern states. Civil War. Robert E. Lee. Antietam. The Emancipation Proclamation. Gettysburg. Riots in New York. Ulysses S. Grant and the burning of the South. Surrender at Appomattox Courthouse. Plans for Reconstruction. The assassination of Lincoln.

Learning Outcomes: To understand the inevitable conflict over slavery as the cause of the Civil War, to investigate the damage of the war to both North and South, to evaluate Lincoln’s decision-making, and to recognize the plight of African Americans after the war.

Alignment: The Civil War

Guided Discussions 6.1 Why did those opposed to slavery think that a violent reaction was necessary? How did John Brown’s action energize the North and frighten the South? Why did the Dred Scott decision further divide the country? Why did the Republican party form and choose Abraham Lincoln to lead them?

6.2 How did Lincoln manage to win the 1860 election despite being unpopular? Why did the Southern states start seceding from the Union a month after Lincoln’s inauguration? Why did Robert E. Lee turn down Lincoln’s offer to lead the Union army? Why did the Union think the war would end quickly? How did Lincoln manage to be an effective leader while suffering from depression? t 26 t 6.3 Why did most soldiers join the fighting? How many were killed and wounded at Antietam? What happened as a result of the Union “victory” at Antietam? Why did Lincoln sign the Emancipation Proclamation, and what did this new law do?

6.4 Why was Gettysburg both a victory and a loss for the Union troops? Why did Lincoln issue a draft for more soldiers? Why did New York side more with the South than with the North? In what way is Lincoln’s Gettysburg Address a restart for the ideals of the American Revolution?

6.5 Why did Grant and Sherman want to “burn the South down”? Why were some poor white Southerners sympathetic to the Union cause? How many white people owned slaves? Why did Lincoln want to forgive the South and not punish them?

6.6 Why did Grant show so much respect for Lee at Appomattox? What angered John Wilkes Booth? How did Elizabeth Keckley help the Union during the war? Why did Booth kill Lincoln? What did Lincoln’s death mean to the nation after the Civil War?

Key Words These words can be used for vocabulary tests or additional research projects. sojourn confederacy sentiments emancipation property consecrate fugitive malice transcendental hurrah territory reconstruction quagmire conspiracy union

t 27 t Activities Activities for emerging students are italicized.

Visual • Create a map of the United States divided by Civil War. • Draw a visual guide to the flags and insignia used during the Civil War.

Physical • Recreate a battle plan for one of the major battles. • Demonstrate how slaves would use stars and other signs to escape from plantations.

Musical • Perform some of the many songs that came out of both the North and the South about the fighting. • Write and perform an original song to encourage soldiers.

Written • Write a speech convincing poor Irishmen in New York to join the Union army. • Write a researched essay based on one of the Guided Discussion topics above.

Mathematical • Compare the costs of the war for the South and the North. • How much would it cost slave owners to simply pay their workers at the rate of Northern factory workers?

Empathic • Write a letter from a Confederate soldier to his family about his experiences in the war. • Write a letter from an African American soldier in the 54th Infantry of Massachusetts to his family about the war.

Personal • If you were a poor white farmer and didn’t own slaves, would you still have fought for the Confederacy? • Would you rather live as a slave or risk dying by running away to freedom?

Slide Show • Show and discuss Mathew Brady’s photos of the war. • Show and discuss details of a famous battle.

t 28 t Biographical • Sojourner Truth • Jefferson Davis • Elizabeth Cady Stanton • Robert E. Lee • Harriet Tubman • Ulysses S. Grant • Dred Scott • William Tecumseh Sherman • Frederick Douglass • Newton Knight • Henry David Thoreau • Mary Todd Lincoln • John Brown • Robert Lincoln • Stephen Douglas • Charles Adams • Clara Barton • Elizabeth Keckley • Mathew Brady • Abraham Lincoln • Joseph Pierce (Yu Ho)

Assessment Quiz (see printable page 30) Answers: 1-d, 2-a, 3-d, 4-d, 5-c, 6-d, 7-d, 8-c, 9-b, 10-c

t 29 t American Hero Chapter Six t QUIZ t 1. What caused the Civil War? 6. Who won the Battle of Gettysburg? a. The election of Abraham Lincoln a. The Union because they defeated the Rebels. b. States’ rights b. The Rebels because General Lee escaped. c. Northern aggression c. Nobody because 8,000 boys were killed. d. Slavery d. All of the above

2. What impact did the Supreme Court’s Dred 7. How did General Grant finally defeat the South? Scott decision have? a. He won thanks to his military genius. a. Slavery was a permanent condition. b. The South lost the will to fight. b. Slaves could not move to different states. c. He didn’t. They’re still fighting. c. Dred Scott was set free. d. He burned a good part of it to the ground. d. Slavery was part of the Constitution.

8. What did Lincoln promise the Confederacy? What was Lincoln’s intention as president? 3. a. To imprison every last traitor a. To free all the slaves b. To never forgive them b. To not free any slaves c. To show them charity c. To free some slaves and not others d. To turn the slave owners into slaves d. To save the union

9. What did Lincoln want for the freed slaves? What was the deadliest day in American 4. a. To return them to Africa history? b. To make them full and equal citizens a. The Twin Towers tragedy on c. To keep them an oppressed minority September 11, 2001 d. To ignore them b. The bombing of Pearl Harbor on December 7, 1941 c. The stock market crash of October 29, 1929 10. What happened after Lincoln’s assassination? d. The Battle of Antietam on September 17, 1862 a. The Civil War started over again. b. African Americans became full and equal citizens. 5. Why was Harriet Tubman called “Moses”? c. A hundred years plus of the Civil Rights a. She was very religious. movement. b. She identified as a Jewish male. d. He was buried in the Lincoln Memorial. c. She led slaves to freedom. d. She thought it was funny. T CHAPTER SEVEN The Future T

Time Line:1870–1893 Frustrations after the Civil War. White terrorists. The debate between giving the vote to all women and men or only to black men. Mark Twain’s critique of American history. Robber Barons and the Gilded Age. The discovery of gold in the Black Hills and the Lakota rebellion. The “Wild West.” Theodore Roosevelt gets back into politics. Riots against the Chinese. The Wounded Knee Massacre and the murder of Sitting Bull. The Chicago World’s Fair and Tesla’s hope for the future. The Statue of Liberty.

Learning Outcomes: To evaluate the progress of African Americans, Native Americans, women, and immigrants after the Civil War; to identify the reasons for the discontinuation of Reconstruction; to trace the damage done by the broken treaties with the Native Americans; to examine the effect of industrialization in the cities; to discuss the efforts to expand citizenship to freed slaves, natives, and women; and to demonstrate the role technology will play in the future development of the United States.

Alignment: The post-Civil War era; industrialization and the beginnings of Civil Rights movements

Guided Discussions 7.1 Why did the Southern states try to stop freed men from voting? Why did the Reconstruction movement fail to integrate the nation? What did the Ku Klux Klan want, and how did they go about reaching their goal? Why was Frederick Douglass reluctant to support the movement to give women the right to vote?

7.2 Why did Mark Twain criticize the Pilgrims, the Puritans in Salem, those who persecuted Native Americans, and those who enslaved African Americans? Who were the Robber Barons? What did Bartholdi want to remind America of with his statue?

t 31 t 7.3 Why did the American government want to send most of the native people to Oklahoma? What was the difference between how the Lakota saw life and how the Americans did? Why did Crazy Horse feel uneasy even after the defeat of Custer’s regiment? Why was the black cavalry, the “Buffalo Soldiers,” so effective in fighting natives?

7.4 What drove Theodore Roosevelt to the West? Why did he want to go back into politics? What did he think was the greatest part of being an American? Why were European immigrants so violent against Chinese immigrants? What was the Ghost Dance, and why did native people hope this would solve their problems?

7.5 What did the World’s Fair of 1892 celebrate about the United States? What did Tesla think was the key to future happiness? How would technology help bring the long-held dream of Utopia to the world?

7.6 What did the Statue of Liberty represent to Emma Lazarus? What did the future of the United States look like in 1892? What happens to the Zemi next?

Key Words These words can be used for vocabulary tests or additional research projects. integrate lynch typhoid impeach tycoon civil rights revenge democracy immigration insidious depression capitalism prejudice cavalry

Activities Activities for emerging students are italicized.

Visual • Draw a modern version of the Statue of Liberty. • Design a futuristic city based on Tesla’s dream. t 32 t Physical • Recreate the conditions on Ellis Island, where immigrants had to be inspected and approved before gaining entry to the U.S. • Interpret the Ghost Dance, imagining how it might have been performed.

Musical • Find and perform an early blues song that captures the turmoil of the Jim Crow era. • Set “The New Colossus” to music.

Written • Write a speech critiquing the United States along the lines of Mark Twain’s comments about the Pilgrims. • Write a researched essay based on one of the Guided Discussion topics above.

Mathematical • Analyze the cost and size of the Statue of Liberty. • Calculate how many miles of railroad tracks and telegraph lines there were in the United States in 1892.

Empathic • Write a persuasive essay to convince people to support unions. • Give a speech for women’s suffrage.

Personal • List the pros and cons of living in the Wild West. • Create your own Wanted poster.

Slide Show • Create a presentation about Thomas Nast’s political cartoons. • Show and discuss the sketches and construction of the Statue of Liberty.

Biographical • Frédéric Bartholdi • Theodore Roosevelt • J. P. Morgan • Bass Reeves • Crazy Horse • Nikola Tesla • Sitting Bull • Emma Lazarus • Geronimo

Assessment Quiz (see printable page 34) Answers: 1-d, 2-a, 3-c, 4-c, 5-d, 6-d, 7-a, 8-a, 9-c, 10-d t 33 t American Hero Chapter Seven t QUIZ t 1. Why did Reconstruction fail? 6. What happened to the Lakota after they won a. Lack of popular support the Battle of Little Bighorn? b. Neglect from Andrew Johnson a. They got their country back. c. Abuses by Northern carpetbaggers b. They forced the Americans to surrender. d. Racism c. They formed an independent nation. d. They were rounded up and put on reservations. 2. Why were “Jim Crow” laws enacted? a. To keep African Americans from equal 7. What did Theodore Roosevelt want in 1886? participation in society a. To understand the diversity of the United States b. To honor a “Minstrel” character b. To become president c. To give African Americans their rights c. To become a cowboy d. To help birds d. To forget his troubles

3. What literally united the nation in 1869? 8. What did Nikola Tesla think was the most a. The Civil Rights Act important promise of the future? b. The peace treaty with the Native Americans a. Technology c. The railroad b. Racial harmony d. The highways c. The military-industrial complex d. Fast food 4. What did Sojourner Truth want? a. To get reparations for slavery 9. What did many immigrants think the streets of b. To help African American men get the vote New York were paved with? c. To give all women the vote as well as all men a. Gold d. To give funny speeches b. Gum c. Possibilities d. Asphalt 5. Whom was Mark Twain describing as “infinitely shaded and exquisite”? a. African Americans 10. Whom does the Statue of Liberty welcome to b. Native Americans America? c. Immigrants a. The poor and homeless d. Himself b. The rich and ambitious c. The refugees and exiles d. Everybody