**Anchors+and+Enrichment+Activities**

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__**Adopted Anchor & Enrichment Activities**__

**Unit One - Constitution** INTERPRETING GRAPHS: GRAPHS WILL ALLOW STUDENTS TO DETERMINE THE STRENGTH OF THE AMERICAN ECONOMY. [|MONEY AND TRADE]

These are readings from the Historians' Perspective from the Gilder Lehrman Institute of American History. [|James Madison and the Constitution] [|Why we the people?] [|Antifederalists contributions to the Constitution] [|Washington and the Constitution] [|Ordinary Americans and the Constitution] [|Race and the American Constitution]
 * Issue No. 7, 2006: The Legal Status of Women, 1776-1830 [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/03_2006/historian3.php"]]**
 * Issue No. 4, 2005: The Invention of the Fourth of July [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/06_2005/historian5.php"]]**
 * Issue No. 11, 2007: Revolutionary Philadelphia [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/03_2007/historian.php"]]**
 * Issue No. 13, 2007: The Constitution [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/09_2007/"]]**

of the article by creating five paragraphs that summarize each section of the article. [|The Importance of Having a Constitution] This article is for Career Prep. Assignment created by Joe Herman.
 * Debating privacy and the Bill of Rights. "Big Brother" - Assignment created by Cynthia Lonergan
 * The Importance of Having a Constitution. A Reading to be used for the skill of summarizing. Students are to read the article and make a summary


 * George Washington and colonists' teeth: A social history prior to the Constitution. Reading and questions by Maria Vita


 * Analyze and compare the writings of John Locke and Thomas Jefferson. Identify main idea and draw modern conclusions. Created by Cynthia Lonergan


 * "Rap Music in Iran" ties into Bill of Rights and freedom of speech. Assignment created by Streeter Stuart

INTERPRETING GRAPHS: STUDENTS ARE TO INTERPRET THE DATA TO FORM A HYPOTHESIS ON JEFFERSONIAN AND HAMILTONIAN IDEALS. [|GRAPH FOR JEFFERSONIAN VS. HAMILTONIAN IDEALS]

**Unit Two - Implementing the Constitution**

These are readings from the Historians' Perspective from the Gilder Lehrman Institute of American History.
 * Issue No. 7, 2006: The Legal Status of Women, 1776-1830 [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/03_2006/historian3.php"]]**
 * Issue No. 4, 2005: The Invention of the Fourth of July [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/06_2005/historian5.php"]]**
 * Issue No. 11, 2007: Revolutionary Philadelphia [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/03_2007/historian.php"]]**
 * Issue No. 13, 2007: The Constitution [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/09_2007/"]]**


 * Graphing Westward Expansion.

INTERPRETING GRAPHS: GRAPHS ILLUSTRATING THE NUMBER OF INVENTIONS TO COTTON PRODUCTION. [|GRAPHS: INVENTIONS VS. COTTON]


 * Analyzing and making hypothesis on the effect of the Cotton Gin on westward expansion. Created by Cynthia Lonergan

INTERPRETING GRAPHS: STUDENTS ARE TO INTERPRET THE GRAPHS TO DETERMINE ECONOMIC OPPORTUNITY COSTS. [|GRAPH ON TRANS PORTATION COSTS]


 * Alternate view on the Alamo with questions at end. Created by Lara Paparo

**Unit Three - Antebellum**

The articles below are from the Historians' Perspective of the Gilder Lehrman Institute of American History. These articles can be used individually or collectively for writing and reading assignments. [|Uncle Tom's Cabin and the Matter of Influence]
 * Issue No. 9, Richard White: Born Modern: An Overview of the West[[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/09_2006/historian.php"]]**
 * Issue No. 9, Elliott West: A New Look at the Great Plains [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/09_2006/historian2.php"]]**
 * Issue No. 9, John Mack Faragher: The Myth of the Frontier [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/09_2006/historian3.php"]]**
 * Issue No. 9, Ned Blackhawk: American Indian Autonomy [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/09_2006/historian4.php"]]**
 * Issue No. 9, Virginia Scharff: Women of the West **

The following set of lessons is created by the GISforHistory. This set of lessons combines primary resources with mapping activities. [|Slavery in America: Agency of enslaved people]

GRAPH INTERPRETATION: STUDENTS ARE TO INTERPRET DATA ON SLVES FROM THE TWO GRAPHS. [|GRAPHS: SLAVERY]


 * "Slave Population in America from 1790-1860" Scatter Plot. Data collected and assembled by Cynthia Lonergan. Template created by Chris Meier.

The Articles below are giving Historians' perspective on the issue of slavery. [|The Slave Narratives: A Genre and a Source] (Gilder Lehrman Institute of American History) [|The Material Culture of Slave Resistance] (Gilder Lehrman Institute of American History) [|When the Past Speaks to the Present: A Cautionary Tale about Evidence] (Gilder Lehrman Institute of American History)

INTERPRETING GRAPHS: INTERPRETING IMMIGRATION GRAPHS 1800-1860 [|GRAPHS: POPULATION 1800-1860]
 * Analyzing point of view and political cartoons: "Forcing Slavery Down the Throat of a Free Soiler". Created by Cynthia Lonergan

The following articles are written on the topic of abolition. The articles can be read individually and the students can either list the main ideas or summarize each article. For a more in depth activity the students may read all of the articles and then evaluate the Abolition movement in the Antebellum. > Students are to read the article by Sylvia R. Frey. Students are to summarize the main ideas. Students are to read the article by Margaret Washington > Students are to read the article by Carol Berkin. > Students are to read the article by Robert Abzug. > Students are to read the article by Steven Mintz. >
 * [|Antislavery Before the Revolutionary War] (Gilder Lehrman Institute of American History)
 * [|Abolition and Antebellum Reform] (Gilder Lehrman Institute of American History)Students are to read the article by Ronald G. Walters. Students are to evaluate the successes of the Antebellum Reform
 * [|"Rachel Weeping for Her Child": Black Women and the Abolition of Slavery] (Gilder Lehrman Institute of American History)
 * [|Angelina and Sarah Grimke: Abolitionist Sisters] (Gilder Lehrman Institute of American History)
 * [|Abolition and Religion] (Gilder Lehrman Institute of American History)
 * [|Eye on John Brown] (Gilder Lehrman Institute of American History)

**Unit Four - Civil War & Reconstruction**
 * Analyzing primary sources: Abraham Lincoln's letter to Horace Greeley. Created by Maria Vita

GRAPH INTERPRETATION: Civil War Data [|Civil War: Interpreting graphs] This article has graphs that can be used to develop graph interpretation skills.

GRAPH INTERPRETATION: MAN POWER [|GRAPH: MANPOWER AND RESOURCES]

[|Letters from the Civil War: The Collection: Slideshow "I take up my pen"] Students are to read and view the slide show. After reading and viewing the slide show, students are to create a letter discussing the main ideas of the presentation.
 * Letters From the Civil War "I take up my pen." Gilder Lehrman Institute of American History

[|Wilberforce, Lincoln, and the Abolition of Slavery] Students are to summarize the main ideas of the presentation.
 * Wilberforce, Lincoln, and the Abolition of Slavery Gilder Lehrman Institute of American History

> [|Lincoln and the Emancipation Proclamation] Students are to view and read each slide of the presentation and then > write a summary of Lincoln's ideas on slavery. > [|Reconstruction Amendments: Official Documents as Social History] (Gilder Lehrman Institute of American History) Students are to read the article and write an essay that evaluates the main ideas of the Eric Foner article.
 * Lincoln and the Emancipation Proclamation (Gilder Lehrman Institute of American Technology)
 * The Reconstruction Amendments: Official Documents of Social History


 * The life of a soldier: Article from nps.gov and three-level guide developed by Lara Paparo

**Unit Five - Industrialization, Guilded Age, Progressivism & Imperialism****

The following set of lessons is created by the GISforHistory. This set of lessons combines primary resources with mapping activities. [|Westward Expansion: The Black Hills: Indian lands]

INTERPRETING CHARTS AND GRAPHS: STUDENTS ARE TO ANALYZE THE CHARTS AND THEN DETERMINE THE WHY THE DIFFERENCES IN THE CHARTS.

INTERPRETING GRAPHS: [|GRAPH OF ECONOMIC TRENDS 1870 1900] STUDENTS ARE TO ANALYZE THE CHARTS AND THEN DETERMINE THE WHY THE DIFFERENCES IN THE CHARTS.


 * Interpreting historical significance in poetry and literature. "The New Colossus", a poem by Emma Lazarus. Created by Cynthia Lonergan

These articles are on Immigration from the Historians' Perspective from the Gilder Lehrman Institute of American History.
 * Issue No. 12, 1007: The Columbian Exchange: New World vs. Old World [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/06_2007/historian2.php"]]**
 * Issue No. 3, 2005: Why Immigration Matters [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/03_2005/historian.php"]]**
 * Issue No. 11, 2007: Ellis Island and New York City [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/03_2007/historian2.php"]]**


 * Spanish-American War reading and assessment questions for summary and main idea. Created by Cynthia Lonergan


 * Yellow Journalism reading and assessment questions for summary and main idea. Created by Cynthia Lonergan

Lesson on Analyzing Photographs from Guilded Age
 * Analyzing photographs as primary sources. Gilder Lehrman Institute.

The following set of lessons is created by the GISforHistory. This set of lessons combines primary resources with mapping activities. [|Immigration]


 * Analyzing data: Labor Force Participation by Race. Created by Cynthia Lonergan

These articles are on Immigration from the Historians' Perspective from the Gilder Lehrman Institute of American History.
 * Issue No. 10, 2006: Nineteenth-Century Technology [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/12_2006/"]]**
 * Issue No. 7, 2006: Women's Suffrage [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/03_2006/"]]**
 * Issue No. 16, 2008: //The Jungle// and Progressive Reform [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="10" height="12" link="@http://www.gilderlehrman.org/historynow/06_2008/historian4.php"]]**
 * Issue No. 17, 2008: Teddy Roosevelt and the Progressive Era [[image:http://www.gilderlehrman.org/institute/images/lincoln_arrow.gif width="18" height="20" link="@http://www.gilderlehrman.org/historynow/09_2008/"]]**

The following set of lessons is created by the GISforHistory. This set of lessons combines primary resources with mapping activities. [|The Great Migration 1870-1970 of African Americans]

GRAPH INTERPRETATION: THIS SITE GIVES GRAPHS THAT ARE READY FOR INTERPRETATION. [|Women's History Graphs for interpretation]

Practicing Social Studies Skills Skills Tutor
 * __ADDITIONAL RESOURCES__**

PM Google.doc on SCATTER PLOT https://docs.google.com/a/student.pennmanor.net/document/d/1Gcu1y2AQEIROc4HZR24xaMkkLS3K3czr1HqDD6i0NSU/edit?authkey=CP_ateIF#

PM Google.doc on NON-FICTION READING https://docs.google.com/a/student.pennmanor.net/document/d/1ADWKljuNe9C4kHm3JFXVge0nGSO3g3_qqbRwvBJcWrw/edit?hl=en&authkey=COLznYQB&AuthEventSource=SSO#

Using US History non-fiction to find main ideas and summarize From the following link: http://www.testprepreview.com/modules/readingmainidea.htm Three readings and one "main idea" question for each [|FindingmainideaUShistory.doc]
 * Reading Anchor - Main Idea, Summarizing**

__**ADOPTED ANCHORS**__

R11.A.2.3. - inferences, conclusions, generalizations R11.A.2.3.1 - inferences or conclusions based on info from text R11.A.2.3.2 Cite evidence from text to support generalizations

//Court cases?// //Generalize primary sources, infer//

R11.B.2.2 - Point of view of the narrator in nonfiction text R11.B.2.2.1 - Identify, explain, interpret, describe, and/or analyze point of view as first person or third person R11.B.2.2.2 - Effectiveness of the point of view used by the author

//Primary sources - including cartoons//

R11.A.2.5 Summarize nonfiction text as a whole R11.A.2.5.1 Summarize major points, processes, and/or events of a nonfictional text as a whole

//Primary sources// Textbook exercises (secondary source)

R11.A.2.6 - Identify, describe, and analyze genre R11.A.2.6.1 Identify author's intended purpose of text R11.A.2.6.2 Explain, describe, and/or analyze examples of text that support author's intended purpose

//Primary sources - like diaries, journals, etc.//