RATIONALE: Events in American History are studied within the context of world happenings. The time period between 1815-1919 is the forerunner to the modern era and provides excellent opportunities for learners to investigate the backgrounds for today’s issues.

GOAL: Students will be able to perform the following objectives with 100 % accuracy.

OBJECTIVES:

• Given significant events in history between 1815 and 1919, the learner will ascertain whether or not “lessons” of the past pertain to similar situations in modern times.

• Given information about cultures on three different continents between 1815 and 1919, the learner will select and compare at least three of the following:

A. Art, literature, music D. Relationship to the

B. Customs, traditions and environment

social developments E. Science/Technology

C. Philosophical/Religious ideas• The learner will select and discuss a cultural groupor

representative individual to American society

• 1815-1919 Explain social, economic political interdependence

• Given access to background information, the learner will

compare the efforts of the United States government with governments in other nations to promote competition, to protect national economic interests, or to regulate economic activity

• Given a list of reforms enacted in the U.S. between 1815 and 1919, the learner will identify two and explain how they helped to make the United States government more democratic

• Given selected narratives, the learner will determine whether they include examples of propaganda and describe the propaganda techniques being used

Groups of students will make a music video to the song “The Battle of New Orleans”

http://www.geocities.com/Heartland/Ranch/9198/war1812/w1812f.htm

Select a signor of the Declaration of

Independence to act out in role play

http://www.ushistory.org/declaration/signers/index.htm

Students must pick two principles of war and write a 3-5 page paper about how they were used during the Battle of Gettysburg

- www.militaryhistoryonline.com Students will design their own

propaganda poster for WWII and an advertisement

of any product marketed at time of WW II http://www.earthstation1.com/American_Propaganda_Posters.html

Students will analyze a song from the Vietnam War, explaining the significance of its lyrics

http://www.geocities.com/Athens/Forum/9061/USA/Vietnam/songsart.html

PEOPLE IN SOCITIES Students will create their own salad bowl that

represents America and write a short paper explaining ingredients and colors

http://www.cs.ucf.edu/~MidLink/salads/salad.home.html

Students will choose a local festival and prepare a 3-5 page report about festival origins, which they will share with the class

http://www.wcnet.org/~kbrandt/ohio.htm

PEOPLE IN SOCIETIES Students will visit and critique 10 web sites about

the origins of native peoples from three different continents (Africa, North American and South America)

http://www.pitt.edu/%7Elmitten/indians.html Class will go on a field trip to the Dayton Museum

of Natural History and the Dayton Art Institute to view Native American artifacts and African American Art

http://db.4w.com/jpoe/jack/sites/dai/dai.htm

PEOPLE IN SOCIETIES

Students will learn how to brief court cases, on index cards and will brief such cases as: Brown vs. Board of Education, Miranda vs. Arizona

http://library.thinkquest.org/2760/homep.htm

Anatomy of a Murder: A Trip Through Our

Nation’s Legal Justice System

Students will complete the Fairy tales of Europe under Charlemagne and the formation of the United States so they can compare and contrast the countries

http://www.chronique.com/Library/MedHistory/charlemagne.htm Students will work in groups to create a class

timeline of Europe through the Middle Ages to American colonization

http://www.ucalgary.ca/HIST/tutor/endmiddle/

Students will create their own Mid-Evil shield that would symbolize their crest http://www.britannica.com/bcom/eb/article/0/0,5716,109180+20+106268,00.html

Prepare a speech where you act as one of the leaders of World History (Queen Elizabeth, Nicholas II, Hitler, Mussolini)

http://www.historyplace.com/worldwar2/timeline/ww2time.htm

Students will decide what category each description goes into for a group quiz grade

Secularism / Humanism / Individualism

Life is an opportunityto be enjoyed.

Search for harmonybetween religion,secularism and paganism

Confidence inself-ability

http://library.thinkquest.org/3648/tq_home.html

Each student will research and represent a country at the Model U. N. at the end of the month

http://www.un.org/Pubs/CyberSchoolBus/munda/

Students will study the North Atlantic Free Trade Agreement. One group will be the United States, another will be Canada, a last group will be Mexico. We will barter as a class to see who benefits.

http://www.aag.org/HDGC/www/local/units/unit2/html/2actguide.html

Students will compare NAFTA to the new trade agreement with China by reading passages about each, and answering questions that compare the two agreements.

http://www.chinapntr.gov/ Students will locate three newspaper articles about

the decision making process (local, state and national) and summarize decision that was made

http://www.newspapers.com/

Students must pick a state or national issue that they feel strongly about. They must write a formal business letter to their Congressional Representative (Senator or House member) urging him or her to make a particular decision.

http://lcweb.loc.gov/global/legislative/congress.html

Students will form four groups and role play the governments of Singapore, Cuba, Great Britain and the United States. Peer evaluation forms will be completed by students watching. Students will state which government is the most democratic and why.

http://horizon.unc.edu/TS/featured/1997-05a.asp After studying William Jennings Bryant, Teddy

Roosevelt, Ross Perot and Jesse Jackson students will be given statements to place in the right category

http://douglass.speech.nwu.edu/brya_a26.htm

Students must pretend to be one of these reformers for a month as they run for President (Jackson, Perot, Bryant, Roosevelt) and write one journal entry a week for four weeks

http://www.usbol.com/ctjournal/JJacksonbio.html Students will write a one page essay about why it is

important to exercise you right to vote

http://youth.net/cec/cecsst/sst-high.html

A local/ Congressman will visit the classroom. Students will write five questions they are prepared to ask her.

http://lcweb.loc.gov/global/state/oh-gov.html

Students will participate in different ways of voting as the teacher asks questions in rapid succession. Students will then write a paragraph about why it is important to have a secret ballot during elections.

http://www.igc.org/cvd/ Students will be introduced to the importance of

registering and the qualifications that a person needs in order to register to vote (with mock registrations).

http://www.sos.state.tx.us/function/elec1/voter/voter.html

On the Campaign Trail - Three students will be selected by the class to run for the primary. Two candidates will be chosen for mock Presidential Election

http://scriptorium.lib.duke.edu/americavotes/ Mock elections will be held with secret ballots, a

board of elections to count the votes and a victory speech

http://www.stm.it/elections/election.htm

Students will hold a Mock Senate and House of Representatives as well as a mock trial.

http://www.detnews.com/1999/classrooms/9903/06/

• STUDENTS WILL HAVE A COMPREHENSIVE FINAL EXAMINATION AT THE END OF THE YEAR THAT COVERS EACH OF THE CATEGORIES IN THIS PRESENTATION