Anticipation Guide
Materials needed: Anticipation guide (106-Anticipation guide)
Use at the beginning of the unit to activate any prior knowledge and as an informal assessment of student's knowledge that will guide instruction. Students should keep the guide and refer to it throughout the unit. As students learn the concepts and facts of the topic, much discussion takes place as they compare what their previous knowledge with what they are learning. It could be used as a short pretest and posttest.
Ordinance of 1785
Read pp. 3-4 of “Indiana Territory” (The Indiana Historian, March 1999) and study graphic on the top of p.4. Use a township map of your county to illustrate the concepts. The Indiana Historical Society has such maps for each county in the state.
Analyzing Northwest Ordinance Activity
Students should know the difference between primary and secondary sources. Because of the reading difficulty, students will need support during this activity. Guide them to understand the main ideas of the document, not necessarily the specific details.
Materials needed: Use the 100 Milestones Documents web site for this activity. http://ourdocuments.gov/doc.php?doc=8#
Print friendly version of the Northwest Ordinance.
Written Document Analysis Worksheet (file 106-document-analysis) or found on the Our Documents web site: http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/document.html
“What Is the 1787 Northwest Ordinance?” Frontier Indiana. Indiana Historical Society, 2002.
1. Display the original document on the computer using the 100 Milestones Documents website to generate interest and expose the students to the actual document.
2. Begin completing the analysis worksheet.
3. Use the first three sections of the “What Is the 1787 Northwest Ordinance?” student handout to teach the purpose and importance of the ordinance. Use the chart to compare the three stages of territorial government. Use the last section about liberties and right as a resource for the students when analyzing the text-friendly document.
4. Divide the class into pairs/groups and distribute the text-friendly document with an article of section 14 labeled for their use.
5. Instruct each group to read and summarize in their own words their article of the document. If possible, have each group type their summary on the computer so that each reworded summary can be combined for a more “student-friendly” document excerpt.
6. Have each group explain their section to the class and discuss.
7. If this is the first time that the students have analyzed a primary document, complete the Written Document Analysis Worksheet as a class. If students have previous experience, they could complete it in pairs/groups. Discuss the worksheet with the class while completing it or after the groups are finished.
8. Use the Written Document Analysis Worksheet to assess students' skills and comprehension.
Read and Interpret Maps of Early Indiana
- Students should know the difference between primary and secondary sources.
- Materials needed: Various maps of Early Indiana. Suggested resources: maps in chapters five and six in Indiana (Pearson Education, Inc. 2003); maps in “Indiana Territory” (The Indiana Historian, March 1999); copies of maps from the Indiana Historical Society (Indianapolis, IN);
- Historical Maps Online: http://images.library.uiuc.edu/projects/maps/ (Search Northwest territory)
- Map Analysis Worksheet: http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/map.html
- Complete the Map Analysis Worksheet as a class activity with the same map of the Northwest Territory if this is the first time students have used the worksheet or to emphasize information from the document.
- If students have had previous experience, this activity can be done with partners and/or with different maps. Discuss the map(s) using the questions on the worksheet as a guide.
- Compare and contrast the different maps used, especially the maps found online with those in the textbook or in the booklet.
- Use the Map Analysis Worksheet to assess students' skills and comprehension.
- Interpret timelines/make a timeline
Materials needed: One copy for each student: “Indiana Territory” The Indiana Historian, March 1999. A timeline of Indiana's road to statehood is found throughout the booklet. This timeline can also be found at the following Indiana Historical Bureau web site: http://www.statelib.lib.in.us/www/ihb/publications/tlterr.html. The web site timeline has links to key topics. Using both formats would be an extension of the activity.
Timelines found on pages 144 and 145 and chapters five and six in Indiana (Pearson Education, Inc. 2003).
Read and interpret the timelines and discuss the relationship between people and events. Discuss which events were the most important and ones that need to be researched. Use this time to research people, events, and frontier life. Resources can be found on the internet as well as the school media center. Students will also gain the knowledge needed to complete the Broadsides assignment.
Assign the students to make an illustrated and annotated timeline of the years leading to Indiana's statehood. (Assign dates if students need guidance.) (file 106-timeline- assignment)
Use informal assessment during class activity and use timeline rubric to evaluate the student-made timelines. (file 106-timeline rubric)
(This could be a class activity with students making one large timeline.) (file 106-timeline class assignment)
Broadsides
Materials: An American Time Capsule: Three Centuries of Broadsides and Other Printed Ephem web site: http://memory.loc.gov/ammem/rbpehtml/pehome.html; poster board or large construction paper
A broadside, or broadsheet, is a large sheet of paper, usually printed only on one side. This format is often used for rapid distribution of time-dated short-lived information and is intended to be read and shared or thrown away. Especially popular in the eighteenth century, the broadside format was used for a variety of purposes, including official notices, proclamations, petitions, playbills, news extras, and advertisements. Broadsides were posted in town halls and coffee houses, read in churches and public meetings, and often reprinted or excerpted in local newspapers.
Use the American Time Capsule web site to find digital images of original broadsides from American history that can be used as examples. An especially good one to use is the first broadside printing of General George Washington's crossing of the Delaware
(http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+00000200))
Other possible ones to use that demonstrate the various types:
1. An act for raising volunteers to join the Grand Army, [Williamsburg: Printed by Alexander Purdie, 1777]. http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+17802500))
2. Tea destroyed by Indians. [1773]. http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+0370240a))
3. Address of the President. To the people of the Confederate States of America ... [Signed:] Jefferson Davis. Danville, April 4th, 1865. http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+24502300))
4. Acts passed at the first session of the seventh Congress. [1802]: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+22604600))
5. The North star, or fugitive slave by Henry W. Dunbar. [n. p.] [c. 1899] : http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+2390250a))
6. Poster offering fifty dollars reward for the capture of a runaway slave Stephen: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+00101200))
7. A soldier's widow's letter to the President. ... [n. p. 1867?]: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+23601100))
8. Capt. Paul Jones's victory. [177-?]: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+04003900))
9. Slavery in the United States.. [n. d.]: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+24800300))
10. The United States vs. the ship St. Lawrence. Appellants statement. [1813?]: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+22802300))
11. The life and public services of Henry Clay. [c. 1844]: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+23203900))
12. What both parties say on the tariff: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+23801800))
13. A. Lincoln. Attorney and counselor at law. Springfield, Illinois: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+0180070a))
14. Telegram extra. Assassination of Abraham Lincoln: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+12601000))
15. Advertisement for settlement of Indian territory (1879): http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+02001900))
16. Advertisement for narrative of the (Indian) captivity of Miss Francis and Almira Hall: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+23000900))
17. British account of the battle of Bunker Hill] [Boston: Printed by John Howe, 1775]: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+03801900))
18. News of the Battle of Lexington and Concord. New-York, Sunday 23d April, 1775: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+10800500))
19. First gun of the campaign. Judge Jordan's address at Lebanon, IN: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+01901500))
20. Extract from a patriotic letter by Gen. Hovey and his Indiana Colonels stationed at Helena, Ark: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+01900600))
21. Other Broadsides printed in Indiana: http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@FIELD(STATE+@band(indiana)):heading=Items+Printed+in+Indiana
Assign students to create a broadside that would have been printed during Indiana's territorial days (1800-1816) concerning an issue or event during that time. (file 106-broadside-assignment).
Use teacher-made rubric to assess (file 106 broadside-rubric).
Display broadsides on a bulletin board in chronological order.
Create a historical map of Indiana
Using an outline map of Indiana, students make a map of Indiana in 1816 when it became a state. Completed map should include the geographical and political features that the students have learned about. The features to include could be decided as a class or left up to the student to choose those that are most important.
Use teacher-made rubric to assess. (file 106 map-rubric)
Independent Activity
Students choose an independent activity to complete from “Indiana's Road to Statehood” activity sheet. (file 106 “Indiana's road to statehood). The activities are arranged in three columns with the level of difficulty and depth increasing from left to right.
Class time could be used to work on the project, but it could be assigned as homework. Present finished projects in class at a later date.
Use the teacher-made rubric to asses. (file 106 project rubric)
Instructional Plan
(Should include a day-by-day outline of the instructional sequence in a table as well as a more detailed explanation in an attached file)
Look for detailed information about the activities in bold-face type in the Activity Narrative.
Supplement with textbook if necessary.
Instructional Day
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Description
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Day 1
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Introduce unit and discuss big ideas; complete Anticipation Guide.
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Day 2
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Watch section “The American Frontier:1783-1800” on the Frontier Indiana video.
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Day 3
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Proclamation of 1785
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Day 4-6
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Analyze Northwest Ordinance.
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Day 7-8
(Could also be done in conjunction with NW Ordinance activity.)
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Read and interpret maps of early Indiana.
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Day 9-11
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Interpret timelines/Make a timeline.
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Day 12, 13
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Broadsides activity
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Day 10-13
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View “Introduction” through “Statehood" segments of the Pioneer Indiana video.
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Day 14
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Create a historical map of Indiana.
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Day 15
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Independent activity assignment
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TBA
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Class presentations of finished projects
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