{"results":"
\n\n
\n
\n
\n
\n\n17\nItems in Unit\n\n
\n
\n
\n\"Abigail\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n

\nAbigail Adams, the Writer: “My pen is always freer than my tongue.”\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nSixteen lessons from the Massachusetts History Society comprise the “Abigail Adams, the Writer: ‘My pen is always freer than my tongue’” unit. Each lesson has scholars examining Adams’ letters and diaries to gain an understanding of what...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
Instructional Video3:23
\n
\n
\n
\n\"American\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAmerican Presidents: John Quincy Adams\n

\n
\n\nFor Teachers\n\n5th - 8th\n
\n
\n
\nA skinny-dipping president? John Quincy Adams was a bible reader by morning and a skinny-dipper by late morning, apparently. His strong beliefs and lack of persuasive power ultimately ended his time in presidency, but he did go on to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Election Is in the House: Was There a Corrupt Bargain?\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents take a stand, supported by evidence, on whether there was a \"corrupt bargain\" between Henry Clay and John Quincy Adams.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"John\n\n
\n
\n
\n
\nCurated OER\n
\n

\nJohn Quincy Adams Picture\n

\n
\n\nFor Students\n\n1st - 3rd\n
\n
\n
\nIn this John Quincy Adams worksheet, students color and decorate a portrait of the sixth President of the United States, John Quincy Adams.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Monroe Doctrine: Whose Doctrine Was It?\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nWas James Monroe the sole contributor of the Monroe Doctrine? Young scholars study the doctrine and cite evidence to show contributions of John Quincy Adams and Thomas Jefferson in its formulation.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"Andrew\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAndrew Jackson: 1767-1845\n

\n
\n\nFor Teachers\n\n8th - 11th\n
\n
\n
\nA thorough examination of Andrew Jackson's presidency and politics, these slides contain important facts and pictures of the growing United States. Events such as the Trail of Tears and the Tariff Battles of the early 19th century are on...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Abigail\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAbigail as Mother (Part II)\n

\n
\n\nFor Teachers\n\n11th - Higher Ed\n\nStandards\n
\n
\n
\nDifferent tones for different audiences. That's the big idea behind the second instructional activity in a two-part series that reveals Abigail Adams as a mother. Scholars examine letters Abigail Adams wrote to her sons, John Quincy...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Era of Good Feelings\n

\n
\n\nFor Teachers\n\n8th - 11th\n
\n
\n
\nSetting the context for the first part of the 19th century, the slides presented here display the \"Era of Good Feelings,\" including the presidencies of Monroe and Adams. Maps and photographs help students to contextualize the concepts of...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Election Is in the House: The Presidential Election of 1824\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents read an account of the election from the Journal of the House of Representatives, analyze archival campaign materials, and use an interactive online activity to develop a better understanding of the election of 1824 and its...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Figuratively\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFiguratively Speaking\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nHigh schoolers create 8 inch, or bigger, clay sculptures of the human form in this Art lesson introducing clay sculpting techniques. The works of artists studied in preparation include Henry Moore, Michelangelo, Degas, Rodin and John...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"I'm\n\n
\n
\n
\n
\nCurated OER\n
\n

\nI'm Number One!\n

\n
\n\nFor Teachers\n\n4th\n
\n
\n
\nFourth graders complete a unit of lessons on the first seven presidents of the U.S. They conduct research, write a four-paragraph essay, and create posters and speeches for a simulated campaign convention.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Introduction\n\n
\n
\n
\n
\nCurated OER\n
\n

\nIntroduction to Abigail Adams\n

\n
\n\nFor Teachers\n\n9th - Higher Ed\n\nStandards\n
\n
\n
\nRemember this lady! Abigail Adams, the wife of John Adams, the second President of the United States, and the mother of the sixth president, John Quincy Adams, was much more than a wife and mother. This prolific letter writer is the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Unit Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Early\n\n
\n
\n
\n
\nCore Knowledge Foundation\n
\n

\nEarly Presidents and Social Reformers\n

\n
\n\nFor Teachers\n\n4th\n\nStandards\n
\n
\n
\nA unit by Core Knowledge begins with information about early United States presidents. Pupils then explore social reformers such as Sojourner Truth and Frederick Douglas, abolitionism, women's rights, and more. Participants listen and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Writing
\n\n\n\n\n\n\n
2
\n\n\n\n\n\n\n\n2\n\n\n\n\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nK12 Reader\n
\n

\nThe Greatest President\n

\n
\n\nFor Students\n\n3rd - 7th\n\nStandards\n
\n
\n
\nWho is the greatest US president? George Washington? Abraham Lincoln? FDR? Find out the opinions of your young historians with this cross-curricular writing prompt that engages them in researching the accomplishments of these influential...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
eBook
\n
\n
\n
\n\"Early\n\n
\n
\n
\n
\nCore Knowledge Foundation\n
\n

\nEarly Presidents and Social Reformers\n

\n
\n\nFor Students\n\n3rd - 8th\n\nStandards\n
\n
\n
\nAn ebook by Core Knowledge features information about early United Stated presidents such as George Washington and Thomas Jefferson and social reformers such as Sojourner Truth and Frederick Douglas.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Campaign of 1840: William Henry Harrison and Tyler, Too\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents list some issues important during the campaign of 1840. They compare and contrast the careers of Martin Van Buren and William Henry Harrison before they became president and explain why the Whigs wanted to find a candidate in...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Organizer
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nSan Antonio Independent School District\n
\n

\nThe Election of 1824\n

\n
\n\nFor Students\n\n8th - 11th\n\nStandards\n
\n
\n
\nHere is a nice set of worksheets to get you started on teaching your young historians about the \"Corrupt Bargain\" in the presidential election of 1824, as well as the Tariff of 1828 and the emergence of new political parties.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nNational Endowment for the Humanities\n
\n

\nThe Monroe Doctrine: A Close Reading\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents identify specific passages in the Monroe Doctrine to events in early U.S. diplomacy.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nNational Endowment for the Humanities\n
\n

\nThe 1828 Campaign of Andrew Jackson: Expansion of the Voting Base\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents give examples to indicate how the franchise was extended and limited in the first half of the 19th century, and cite some differences in the newly enfranchised population that could affect the way they would vote.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Like\n\n
\n
\n
\n
\nCurated OER\n
\n

\nLike Father, Like Son: Presidential Families\n

\n
\n\nFor Teachers\n\nK - 2nd\n
\n
\n
\nStudents examine the role of the President. They discuss the President's responsibilities and compare both father/son presidents (Adams and Bush).\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Chapter\n\n
\n
\n
\n
\nBismarck Public Schools\n
\n

\nChapter 9 Review WKST\n

\n
\n\nFor Students\n\n5th - 7th\n\nStandards\n
\n
\n
\nHere is a traditional multiple-choice, true/false, and fill-in-the-blank assessment on the presidency of James Monroe in the United States. It was designed to supplement a particular textbook chapter, but could be used to assess learning...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Campaign of 1840: The Candidates\n

\n
\n\nFor Teachers\n\n9th - 11th\n
\n
\n
\nStudents compare and contrast William Henry Harrison and Martin Van Buren as candidates for president. They explain why the Whigs wanted to find a candidate in the mold of former president Andrew Jackson and discuss whether Harrison fit...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Monroe Doctrine: President Monroe and the Independence Movement in South America\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents identify conditions in Europe that relate to the independence movements in South America and list reasons why President Monroe gave for recognizing the independence movement in South America.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Campaign of 1840: The Campaign\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents discuss the use of visual images, objects, and spectacle in the 1840 campaign, then take a stand: Was the campaign of 1840 based more on substance or image?\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}