Good excerpts from Federalists and Anti-Federalists
Thank you for your comment. We would love to hear how your students react to the lessons and also any feedback you have for us regarding the unit.
Thanks to all those who has worked behind the stage to make this happen and I thank each and veryone of yours for affiliating the program with the University. This is the way to make things happen and I am joining the course. view site
Is anyone having trouble getting this link to work? Nothing happens when I click. Do I need to change a setting?
I love your primary sources.As this is my first year teaching U.S History, I find your resources to be extremelyhelpful. Please continue to update my resources as i am definitely planning to join
A suggestion for the editors: A few footnotes would be appreciated--say, for instance, concerning the misprinting that resulted in the "thirty-three days" that appear in the letter. Thanks!
My comments on this article is that the rise of this america revoultion was very intresting. When the british and indians were involved I was like amamazed by it like again their in it again.That the american peace commissioners John Adams, Benjamin Franklin, and John Jay won but in indiviual stuff. The shocking part was that over 20,000 American soldiers died during the conflict. And when the British finally accepted defeat, 60,000 men and women left the United States.
What a great essay... Loved the Gatsby quote at the end.
Prior to reading this article's introduction, I had a different view of the American civil war. I had thought it was a dark mark on American history and that it made us look bad to our international allies. I thought it made us look weak and divided. On the contrary, this article does a great job of showing England's response, and it was one that came as a surprise to me. They felt that this was a sign of American power and progression, and not one of weakness and division. They knew that the cause was right and that we had freed the slaves of the entire southern half of the USA. I was surprised that Grant was treated as a hero, for I thought England thought little of America's war. I was surprised to hear how greatly they celebrated him and his cause. I am definitely curious about how the south will continue to move on without slavery, and what happens to former slave owners.
I plan to use this activity in the fall of 2013-U.S. History class-. I think this is a great activity and look forward to sharing my comments.
Good extension from one of our seventh-grade novels: The Witch of Blackbird Pond- which contains an oblique reference to troubles between settlements and American Indians.
This activity will especially appeal to the seventh grade because of the high drama, the unlikely odds of escape. Kids sometimes object to unlikeliness of fictional outcomes, but here is life with a great example of one.
Good group activity.
Kids say its like reading a text message. Ha
A fascinating a very useful resource.
The application process takes one to two weeks. We'll be in touch soon!
I submitted my application last week. How long does the approval process take?
What is would be the guiding instructions on explaining to students the differences between a secular and legal scholar?
This is a letter about my ggggg uncle aylett b coleman how can I see this letter ?
I'm in the 11th grade and I like history about civil war
I certainly like this strategy and will implement it for the 2013-2014 Academic Year.
Had to read this for my AP U.S. summer homework! Very interesting and awesome to learn about!
Roger Williams before banishment to Winthrop.
Lincoln did not leave the Jeffersonian Democrat-republican party it left him. Lincoln from day one realized that his anti slavery efforts were going to require fusion efforts and that he could mold those fusions from discontents from both the Jeffersonian democrats and the egalitarian Whigs. What is fascinating though is the connection to Jackson. Wilentz draws a clear relationship to Jackson's desire to put nationalism ahead of any partisan issue and so does Lincoln. It is just in the present day most students learn a litany of Jackson's racist policies and thus it would be hard for them to comprehend that he was a role model for Lincoln. Thus the project of the teacher begins.
This list really gets to the core of what I try to have my students understand and it helps me to stay the course and focused in my teaching. Thank you
What a wonderful perspective in teaching American History. Too much success.
How did the lesson go? I am planning to use it during the month of Sept 2013 and would like you feedback on how it went. Thanks
These questions are just what I need to spur my students' thinking and keep me focused on what I really want the students to learn. Thank you.
I also respect G.L., but I ask you to find a history teacher in this country who has the time to spend 5 days on the Gettysburg Address. I team teach in 8th grade and the English teacher and combined 3 days on it - more than anyone else. 2 days in English to analyze from the standpoint of poetry (8th grade curriculum) and one to analyze, contextualize and discuss from the history perspective.
Efectively this lesson asks students to create their own word cloud, a more engaging and relevant lesson which could be done in 1-2 days.
I do disagree with the previous comment however. The point of asking students to summarize something is to be certain that they understand it. It is extremely important that students be able to summarzie the MEANING of the Gettysburg Address.
Great website with resources for civic engagement of students
Sandra Day O'Conner's civic project with simulations and games:
given discussions with some of you I wanted to share these resources
the NJ Bar puts out two publications about law for students:
The Legal Eagle: this is a general law newsletter for students 6 - 12 (horrible name, i know but has some good articles)
Repsect: this is a journal about law and diversity for students 6 - 12
Here are links to recent edition of each that I found pretty helpful (PDFs are attached as well)
The Legal Eagle (Spring 2012) had a really good piece "Can your school control what you post on the internet?" http://www.njsbf.org/images/content/1/1/11461/LegalEagleSpring%202012.pdf
Respect (Fall 2011) which had a good article on Offensive Speech and the first amendment. http://www.njsbf.org/images/content/1/1/11445/respect_fall2011_final%5B2...
Wish you had presented the same data for other regions so that students could draw comparisons with their own states (California in my student's case)
Really a nice photography but I'm astonished to know that the photo still now live instead of long had been passed. Now, I'm enthusiastic to know which camera device was used for the photo snap.
Grade Level: ELL 9th-10th
Number of class periods: 2
Common Core State Standards:
CCSS.ELA-Literacy.RI.9-101 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RH.9-102 Determine the central ideas of information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
This lesson is meant to teach students how personal relationships are utilized to help them achieve their goals and aspirations.
In what ways can personal relationships be developed to enhance opportunities for success?
Tell the students that they will be learning about the impact that a letter of recommendation can have toward a person’s desires and goals by reading the text of a letter from the Governor of Hungary in 1859 written for a Hungarian man seeking refuge in the United States.
Secondly, you will be asking them to write a letter of recommendation for a friend. They must be able to substantiate their ideas in the letter by using true and real life examples. The letter must be written in standard letter writing form utilizing the essential elements of letter writing.
Common Core State Standards: http//www.corestandards.org
Neil Diamond music, song lyrics: “Coming to America”
Primary source document: Letter of reference by Lajos Kossuth, Dec. 3, 1859. Gilder Lehrman Collection
Reading log graphic organizer—significant ideas, new vocabulary, summation
Poster-Chart: Essential Components of a Letter
Differentiation: samples of additional letters of reference
bearer, consent, intention, adoptive, acquainted, Representatives, signalized, resolute, patriotism, democratic, principles, emigrate, intolerable, lively, respectability, honourable, certificate, inclined, deserving, arduous, exertions, hereafter
Procedure (Instruction and Assessments)
1. Opening hook: Students will read and listen to the music and song lyrics of Neil Diamond: “Coming to America” as they complete a cloze activity handout. (listening assessment)
2. All students are given a copy of the reference letter text: “An Immigrant from Hungary, 1859”
3. 1st read: Students will stand and participate in a “reading walk about” as they alternately read aloud the text of the reference letter: An Immigrant from Hungary, 1859
4. 2nd read: Students will pair-share read aloud the text with a partner.
5. Students will complete the reading log handout. (reading assessment)
6. Students will use the model chart “Essential Components of a Letter” and label the components on the text handout.
7. Students will write a letter of reference.
An Immigrant from Hungary, 1859
The bearer Mr. Alexis Ludvigh native of Hungary; County of Szepes, is going to the United States America with the consent of his parents, and the intention to make the States his adoptive home. I am well acquainted with his father, who being one of the Representatives of the people to the National Assembly of Hungary 1848 has so much signalized himself by his resolute patriotism, and firm democratic principles, that I selected him to the important trust of a Civil Commissioner of the Government with the main army. He is now in exile like myself; and prefers to see his son emigrate to America, than leave him, under the intolerable rule of Austria. From the friendship I bear to the father, I take a lively interest in the concerns of the son; desire this to testify to his respectability, honourable purposes, and ability, and shall rejoice in learning that this my certificate may have served him as a recommendation, with those in the U.S. who might be inclined to favour with their protection a deserving young gentleman, in the arduous task of getting a start by his own honorable exertions in a foreign land, hereafter his home.
London December 3d. 1859
Late Governor of
Sorry, but Blinded by the Light is still not the correct version.
I don't know which draft versions of the Declaration exist, if at all, but it would be really thought-provoking to compare Jefferson's draft with the final version after what he called the "mutilations" that had been made to the draft. For example, the reference to the slave trade was deleted in the final version.
hold onto this
Sorry for error
i like this a lot.
maybe have a number of the more complex words already underlined and have students in groups look up the meanings and replace with their own words an phrases. these words may or may not be part of the "key words" chosen. this may make the understanding of document even easier to grasp.
It's great that you found the lesson useful. Thank you for the recommendation. You may be happy to know that we are currently adding the Common Core Standards to all of the lessons in our Teaching Literacy through History program including this one.
This text would be very complex for middle school, but worthwhile I believe.
should include the NYS and Common Core Standards; rest of lesson is excellent and extremely useful.
I would like to take this course and please tell me what should I do
Very interesting letter.
i just found your site looking for info.on kaiser steel.my dad worked there for 30 yrs.but never met henry kaiser.thanks for your hard work.
The sources are listed but none of them have a link to the suggested readings for the curriculum.