American and World History: Sampler - … · dents to write at least a three-paragraph journal...

Copyright © 2005 by Prestwick House, Inc. P.O. Box 246, Cheswold, DE 19936

1-800-932-4593 • www.lcbooksellers.com

This material, in whole or part, may not be copied for resale.

Reorder No. LC01

A m e r i c a n a n d W o r l d H i s t o r y :

Sampler

Prestwick House, Inc.

Lewis & Clark Booksellers

P.O. Box 246

Cheswold, DE

19936

(800) 932-4593

(302) 659-5280

(888) 718-9333 Fax

To: Social Studies Teachers

From: Mark Giansanti and Bill Hutchison Product DevelopersLewis and Clark Booksellers

Subject: Product Samples

Dear Colleague,

Bill and I have a combined 40 years of classroom experience. We have taught socialstudies at various grade levels, ranging from middle school through college.Presently, we are the product developers for Lewis and Clark Booksellers. Our job isto create new products that are easy to use and have significant benefits for your stu-dents.

We greatly appreciate your interest in our products. Included in the Sample Pack areactivities that relate to a variety of skills consistent with the National Standards.

We have tried to provide as broad a selection of activities as possible within thisSample Pack. Please understand that each Journaling Through History contains awide variety of writing prompts. These prompts ask the student to become a partici-pant in historical events and write about what they have “witnessed.” The table ofcontents for each completed Journaling Through History has been included for youto get an understanding of the topics that are included in each pack. Future titles inboth U.S. and World History are underdevelopment. Check our website for newtitles.

Bill and I hope that the samples provided will help you in deciding if our productsmeet your classroom needs. If you have any questions, please call (800) 932-4593 ore-mail us at [email protected] or [email protected].

Sincerely,

Mark Giansanti

Bill Hutchison

Journaling Through History

SamplerContents:

4 Note to Teacher

5 Class Record Sheet

6 Journal Response Sheet

7 The Age of Exploration Sample Pages

11 Ancient Civilization Sample Pages

14 Ancient Greece Sample Pages

18 The Civil War and Reconstruction Sample Pages

21 Westward Movement Sample Pages

J o u r n a l i n g T h r o u g h H i s t o r y — A n c i e n t C i v i l i z a t i o n s

4 © Copyright 2005, Prestwick House, Inc.

Note to Teacher:

Journaling Through History was created to help teachers infuse writing into the history classroom. Moststates require some form of extended response assessment on their state tests. The SAT test will nowinclude a writing portion.

These journaling exercises provide practice for students to respond to a prompt and use historic infor-mation in an organized manner. Each activity is designed to provide enough information to allow stu-dents to write at least a three-paragraph journal entry. The activity could also serve as a research starter,allowing the student to study the event further and write a more substantial essay or report on that par-ticular topic.

Here are some suggestions on how teachers can use these journaling activities:1. Lesson starters or warm-ups: Teachers could hand out the activity at the beginning of the period.

Students would read the prompt and then write their journal entry. Depending on the amount oftime the teacher wants to devote to this activity, students could share their entries in cooperativegroups, with each group critiquing the entry on its historic accuracy and believability.

2. Research prompt: Students are assigned or pick an event to study and write an extended journalentry based upon their research. For most of the events, there are primary source documentsavailable for students to use.

3. Authentic assessment to follow the teaching of the historic event: These journal activities couldserve as extended response tests, allowing students to demonstrate the depth of their under-standing of important historic events. The teacher should prepare a rubric for scoring the jour-nal entry on historic accuracy and composition.

4. Free writing assignments can be given through the journal activities, allowing students an oppor-tunity to write an assigned topic or one chosen from the extensive choices provided.

5. A measure of writing progress. These writing assignments can be retained by the teacher, and, asthese exercises are repeated throughout the year, they would provide the teacher with a gauge ofthe student’s writing progress.

1.2.3.4.5.6.7.8.9.10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Stu

den

t Nam

e

Class R

ecord S

heet

J o u r n a l i n g T h r o u g h H i s t o r y — T h e C i v i l Wa r a n d R e c o n s t r u c t i o n


J o u r n a l R e s p o n s e S h e e t

Name______________________ Date_________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________



The Age of Exploration

Contents:4. Class Record Sheet5. Note to Teacher6. Journal Response Sheet7. Timeline11. The First Americans [c8000 BC]12. Brendan’s Search for Paradise [c.530]13. Leíf Eìríksson Discovers America [1002]14. The Silk Road [1271-1275]15. Marco Polo in China [1275-1292]16. Ibn Batutta [1325]17. Zheng He, Admiral of the Western Seas [1430]18. Spicy Motivation [15th century19. Prince Henry vs. The Slave Trade [1455]20. Bartolomeu Dias: In Search of a Legend [1488]21. Dangerous Journeys [1492]22. Columbus Meets the Natives [1492]23. The Treaty of Tordesillas [1494]24. Nautical Superstitions [1497]25. Matthew’s Voyage [1500]26. Amerigo Vespucci’s Mundus Novus [1497]27. Ponce de Leon’s Voyage for Youth [1513]28. The Aztec Empire [1519]29. To Rebel or Comply? [1520]30. Hunting in Patagonia [1519]31. A Prophecy Fulfilled [1522]32. The Inca Conquest [1535]33. The Iroquois Kidnapping [1535]34. Vast Discoveries [1540]35. Samuel de Champlain in Canada [1608]36. The Algonquin Indians [1608]37. Henry Hudson’s Search for the Northwest Passage [1609]38. In Search of Henry Hudson [1610-1611]39. The Joliet-Marquette Expedition [1674]40. LaSalle’s Mississippi Adventure [1683]41. Vitus Jonasen Bering’s Strait [1743]42. Discovering the Great Barrier Reef [1770]43. Eulogy for a Hero [1779]

Historic Timeline for the Age of Exploration

c. 30,000-8,000 BCThe first American inhabitants arrived from Asia, crossing over 1,000 miles of land exposed during theIce Age. This bridge is today’s Bering Strait. These early migrants, who followed large game, became thefirst humans in America.

3,500 BCDuring Pharaoh Snefru’s reign as the last king of Egypt’s Third dynasty, he imported forty ships filled withcedar from Phoenicia. In Egypt cedar ships were built up to 170 feet in length to successfully travel theNile. Producing these ships helped to improve trade in Egypt.

2,500 BCSoutheast Asians began migrating throughout the Pacific. These navigators were so well trained fromchildhood it was said they could actually smell land.

c. 700 BCPolynesians traversed nearly 15 million miles of ocean, colonizing every available island, includingHawaii.

c. 221-206 BCThe Chinese, using a magnetized needle floating in a bowl of water, invented the first compass.

120 ADAdvancement in map making made cartography a respectable art.

c. 530 ADBrendan the Navigator set off in search of the Promised Land of the Saints, to spread Christianity. Thoughno physical evidence exists to show that he reached America, stories that were passed down about hisjourney suggest that he may have explored parts of Florida and possibly areas further inland.

860 ADThe Vikings built settlements on newly discovered Iceland.

982 ADEric the Red traveled from Iceland and discovered Greenland.

1002 ADVikings under Leíf Eìríksson, son of Eric the Red, became the first Europeans to reach America, Eìríkssonestablished a settlement in present day Newfoundland, which he originally named “Vinland.”

1050 ADThe Portuguese introduced the astrolabe to Europeans. This instrument was used to measure the sun’saltitude and could also measure the altitude of a star to show approximate latitude. “Astrolabe” derivesfrom the Greek, astrer, meaning “star,” and labin, which means “to take.”

J o u r n a l i n g T h r o u g h H i s t o r y — T h e A g e o f E x p l o r a t i o n




T h e F i r s t A m e r i c a n s

The first humans to arrive in the Americas may have come directly from Asia, crossing what would becalled the Bering Strait nearly 35,000 years ago. This was the time of the Wisconsin glaciation, which

lasted from approximately 90,000 to 8,000 BC. During this time, the ocean’s water level lowered andexposed land that has since been submerged. If this theory is correct, the Bering Strait would have actu-ally been a stretch of land, possibly reaching 1,000 miles wide, creating a physical bridge between Asiaand America.

These early migrants, following large game, could have scattered in several directions. They could havetraveled east following the Great Plains River Valley, west through the Rockies to the Great Basin, south-west around the Rockies toward southern California, or south into Central and South America. Othertheories predict that early settlers could have arrived by boat. They could have traveled along Asia’scoastline along the ice sheets and then down along the Pacific coastline.

Imagine you are a member of one of these early migrants. Use your journal to describe crossing theland bridge onto a new continent. Why did you leave your old lands? How do you feel about ven-turing into a new frontier?

Journal Entry:


10© Copyright 2005, Prestwick House, Inc.

James Cook was an excellent navigatorand was the first person to reach all

seven continents. He was a mapmaker,whose maps created a more accurate pic-ture of the world than ever before. Hisfirst voyage began August 25, 1768, onthe Endeavor with a crew of 94 membersand eleven scientists. At sea, the crewcaught sharks, dolphins, and birds. Mostwere eaten but one example of each newspecies was preserved, or at least studied.Cook took very good care of his crew, forhe did not want them coming down withscurvy. Due to this concern, Cookstocked his ships well. Their diet consist-ed of fresh goat milk, salted pork, bis-cuits, vegetables, and fresh fruit. If thecrew was celebrating on any holiday, theyate pig or cow, and indulged in wine.

Cook landed on Tahiti on April 11, 1769. From there they went to New Zealand where they battled withthe hostile and unfriendly Maori. By April 9, 1770, they had reached Australia. While navigating aroundthe coast, the Endeavor got stuck on the Great Barrier Reef, the largest reef in the world. The crew hadto throw fifty tons of supplies off the ship in order to move off of the reef.

Imagine you are a crewmember. In your journal, describe your adventures up to the grounding onthe reef. Be descriptive about what you have seen and the specimens the expedition has collected.Now the crew is debating which supplies to offload to decrease the ship’s weight and release itselffrom the reef. Which things do you think must be saved at all costs? Why? Devise a plan to savethe ship and its precious cargo of specimens.

Journal Entry:

June 11, 1770: Great Barrier Reef, Australia

D i s c o v e r i n g t h e G r e a t B a r r i e r R e e f



Ancient Civilization

Contents:

4 Class Record Sheet

5 Note to Teacher

6 Journal Response Sheet

7 You Be the Archaeologist

8 Catal Huyuk

9 The Fertile Crescent

10 Sumerian Fighting Style

11 Cuneiform Writing

12 Cylinder Seals

13 Ziggurat

14 Building the Pyramids

15 The Riddle of the Sphinx

16 Mummufication

17 The Mystery of Stonehenge

18 Gilgamesh

19 The Code of Hammurabi

20 The Battle of Jericho

21 Hatshepsut

22 Akhenaten

23 King Tut

24 Kingdom of Kush

25 Hittite Iron

26 Mohenjo-Daro

27 Oracle Bones of the Shang Dynasty

28 Ashurbanipal’s Library

29 The Exile of the Jews

30 Lydian Coins

31 Circumnavigating

32 The Persians

33 The Great Wall of China

34 Olmec Megaliths

35 Olmec Art Motif

36 Mayan Games

37 Mayan Art

Y o u B e t h e A r c h a e o l o g i s t



To learn how the people of ancient civilizations lived thousands of years ago, archaeologists have exca-vated the ruins of these civilizations. Burials have proven to be especially valuable in that they not

only contain the human remains, but also contain numerous cultural artifacts as well. From the bones,scientists can determine the age, sex, health, and even the occupation of the individual. The artifacts tellus not only what objects were in use, but also the status and wealth of the deceased.

Imagine that you are an archaeologist participating in the excavation of a tell (a mound formed by suc-cessive layers of settlement) somewhere in the Fertile Crescent. You have uncovered the undisturbed,or “in situ,” remains shown above. Study the picture carefully and record in your journal the detailsyou have observed about the skeletal remains of a female and the contents of her burial site. Speculateabout the person and describe what you can about how she might have lived.

Journal Entry:

C u n e i f o r m W r i t i n g



Cuneiform, dating back to 3500 B.C., is one of the oldest forms of writing. It was written on claytablets by pressing a stylus into wet clay, leaving a series of wedge-shaped marks. The earliest writ-

ing had been pictograms drawn into the clay, but when scribes began using the stylus, the drawingsbecame a series of straight wedge shaped marks that soon lost any resemblance to the objects they rep-resented. Symbols came to represent not only words but also sounds that could be combined to formnew words. One cuneiform system had 600 symbols. Eventually, an alphabet of 36 cuneiform symbolswas created by the Persians.

A German schoolteacher, George Grotefend, and an English army officer, Sir Henry Rawlinson, are cred-ited with deciphering cuneiform in 1846. Today, historians can read the thousands of clay tablets foundin Mesopotamia to learn more about the way of life of these ancient peoples.

Imagine that you are a scribe of ancient Mesopotamia. Write in your journal about your life in theTigris-Euphrates River Valley. What is it like to be one of the few people in your entire city who knowshow to read and write? What might your education have been like? Just for fun, translate your entryinto Cuneiform.

Journal Entry:



Ancient Greece

Contents:

4. Class Record Sheet5. Note to Teacher6. Journal Response Sheet7. Timeline11. Minoans Bull-Leaping [c. 2000 B.C.] 12. Mycenae [c. 1300 B.C.]13. Olympic Games [776 B.C.]14. Homer [c. 750 B.C.]15. Solon Outlaws Debt Slavery [580 B.C.]16. Athenian Democracy [500 B.C.]17. Battle of Marathon [490 B.C.]18. Spartan Mother Gives Shield to Son [480 B.C.]19. 300 Spartans [480 B.C.]20. Oracle at Delphi [400 B.C.]21. Battle of Salamis [480 B.C.]22. Pericles Builds the Parthenon [458 B.C.]23. Spartan Women [450 B.C.]24. Becoming a Spartan Hoplite [480 B.C.]25. Sophocles Writes Tragedy Antigone [441 B.C.]26. Herodotus [440 B.C.]27. Hippocrates [420 B.C.]28. Aristophanes, Writer Comedy Lysistrata [410 B.C.] 29. Peloponnesian War [431–404 B.C.]30. Thucydides 411 B.C.] 31. Trial of Socrates [399 B.C.]32. Plato Writes The Republic [380 B.C.]33. Greek Pottery [370 B.C.]34. Phalanx [355 B.C.]35. Aristotle Teaches Alexander [343 B.C.]36. Demosthenes Warns Athens [338 B.C.] 37. Alexander’s Death [June 10, 323 B.C.]38. Greek Colonies [300 B.C.] 39. Library at Alexandria [250 B.C.]40. Eratosthenes Calculates Circumference of Earth [220 B.C.]41. Greek Architecture [today] 42. You Be the Potter [today]

Historic Timeline of ancient Greece

c6500-2900 BC NEOLITHIC PERIODThe domestication of plants and animals allowed for the establishment of permanent settlements onthe Greek peninsula.

c2900-2000 BC Bronze AgeEarly Aegean cultures were using bronze tools and weapons. On the island of Crete, towns with regu-lar layouts were being built.

c2500 BCA Minoan civilization began developing on Crete. The Minoan name comes from the mythical KingMinos, who according to later Greek legend, had a son who was a monster called the Minotaur, whichwas slain by the Greek hero Theseus.

c1900 BCThe Minoans began building large palaces on Crete, the greatest being at Knossos. The extensive ruinsat Knossos gave rise to the legend of the labyrinth, home of the Minotaur. Wall decorations showedMinoans participating in acrobatic bull-leaping. Whether this was a religious ritual, a sporting event,or something else has been left for speculation as no decipherable written records remain. Trade withthe Greek mainland allowed for the exchange of goods and ideas. On the mainland, the Minoansencountered fortified towns. One of the most important of these early settlements was Mycenae. Thefortifications were around the highest part of the town, called the acropolis. Later these towns wouldgrow and become city-states.

c1628/7 [based on dendrochronology or 1400 BC based on conventional archaeology]Volcanic eruption on the island of Thera, seventy miles from Crete, may have led to earthquakes andtidal waves that destroyed the Minoan civilization. Other historians blame the downfall of the Minoanson conquest. Mycenaean artifacts appear on Crete in abundance from this time on.

c1200 BCThe destruction of Priam’s city at Troy (Ilium), may have been due to the invasion and conquest of

Mycenaean’s [Greeks] as portrayed in Homer’s Illiad.

c1050-750 BC EARLY PERIODMycenaean culture declined, Greeks migrated into the west coast and islands of Asia Minor. Peoplereferred to as the Dorians invaded and conquered the Greek peninsula and islands of the Aegean. Fewwritten records of this time period remain. This era became known as the Dark Ages of Greece.There was a sharp decline in population and an accompanying absence of jewelry, decorated pottery,and frescoes.

c850-700 BCDistinct regional cultures developed in the Aegean, most famous were the Athenians and the Spartans.Mythology evolved, and the Greek language gained an alphabet, borrowed from the Phoenicians. Theblind Greek poet Homer is attributed to this time period. He wrote the Illiad [Trojan War] and theOdyssey [return of Odysseus from Troy].

J o u r n a l i n g T h r o u g h H i s t o r y — A n c i e n t G r e e c e


Minoan Bull-Leaping



Some of the earliest peoples to flourish in the area of the eastern Mediterranean Sea were the Minoans.By 2000 B.C., the Minoans had established a thriving trading civilization based on the island of Crete.

They built magnificent palaces and lived in luxurious splendor. All that we know of these early Minoanscomes from studying the surviving ruins, which contain frescoes depicting Minoan people and their var-ious activities. One of the activities that appears on numerous artifacts is bull-leaping. Archaeologistsspeculate that the Minoans worshipped bulls because the bull appears so often in their decorations. Inaddition, the bull surfaces in their myths, some of which may have been passed down by the later Greeks,specifically that of Theseus and Minotaur (a human with the head of a bull).

Imagine that you have just witnessed the Minoans participating in the bull-leaping scene illustratedabove. Describe in your journal exactly how you think bull-leaping was performed, using the pictureto explain each step in the ritual. Speculate about whether you were a spectator at a sporting event, areality game show, or a religious ceremony.

JOURNAL ENTRY:

1500 B.C.: Palace of Knossos, Crete

Trial of Socrates



“The Death of Socrates” Jacques Louis David (1787)

Socrates, generally known as the Father of Philosophy, lived from 469 to 399 B.C. His unwaveringcommitment to searching out the truth and questioning governmental officials and public policy drew

the attention of the Athenian government, causing a great deal of trouble for Socrates. An Athenian juryfound him guilty of corrupting the youth and interfering with religion. When friends and supportersurged him to defy the ruling of the court, Socrates stated that individuals had the right to question laws,but did not have the right to disobey. Accepting his fate, Socrates chose hemlock as his method of exe-cution, drank it, and died.

Socrates left no written records of his own. All we know about him comes from other people’s recol-lections. The most famous chronicler of Socrates was Plato, a student of Socrates, who was, himself,a famous philosopher. Imagine that you, like Plato, are present at Socrates’ trial and death. Detail inyour journal:

• what happened • why you think the Athenians wanted Socrates dead• whether you agree with Socrates that even if the government is wrong, citizens

individually do not have the right to disobey.

Then, discuss the relevance of Socrates teachings for the future. How could a future nation ensurethat citizens could speak out against the government without fear of reprisal?

JOURNAL ENTRY:

399 B.C.: Athens, Greece


The Civil War and Reconstruction

Contents:3. Class Record Sheet

4. Note to Teacher

5. Journal Response Sheet

6. The Cotton Gin – The Economics of Slavery

7. The Missouri Compromise

8. Free Speech in a Time of Slavery

9. The Fugitive Slave Act

10. The Negro Spiritual

11. Bleeding Kansas

12. The Underground Railroad

13. Sumner’s Caning

14. The Dred Scott Decision

15. Lincoln-Douglas Debates

16. Uncle Tom’s Cabin

17. John Brown Storms Harper’s Ferry

18. The Election of 1860

19. States’ Rights vs. a Union

20. The New State of Warfare

21. Rousing Music

22. Soldiers’ Letters

23. Antietam –The Bloodiest Day in American History

24. Runaway Slaves – Humans as “Contraband”

25. The First Draft

26. Casualties

27. 54th Massachusetts Regiment

28. The Emancipation Proclamation

29. Black Soldiers

30. New York Draft Riots

31. The Southern Home Front

32. Gettysburg Address

33. Andersonville Prison Camp

34. Arlington National Cemetery

35. General Sherman’s March to the Sea

36. The Election of 1864

37. The 13th Amendment

38. Jim Crow

18



States’ Rights versus a Union

Historians give the Civil War credit for making the United States a unified country, rather than a col-lection of individual states whose citizens’ first loyalty was to their state. Part of what caused the

South to secede was alarm over the growing power and centralization of the federal government—theyfelt their identity as states was threatened. The different ways of life between North and South made thisproblem much worse.

When the war began, President Lincoln offered Robert E. Lee the generalship of the entire Union Army.Lee turned it down, feeling his first loyalty was to his home state of Virginia. The armies, North andSouth, were organized by state. Soldiers would join their state’s regiment and fight with it for the entireWar. Before the War the United States was plural. People would say, “The United States are…” After theWar the United States became singular, and people began to say, “The United States is….”

Imagine that you are a young man or woman at the start of the Civil War. Use your journal to describeyour feelings about states’ rights. What state are you from? Which side is your state leaning towardsupporting? Describe how you react as you watch troops marching in the streets while a military bandplays your state’s anthem. Would you feel your home state is somehow different from all the othersin a significant way? Why? What if your state decided to support one side and your beliefs put youwith the other side; would you go against your neighbors and possibly your family to follow your con-science?

Journal Entry:

1861: Your hometown


20© Copyright 2005, Prestwick House, Inc.

Arlington National Cemetery

In the spring of 1864, military cemeteries inthe Washington, D.C., area were already full.

The Secretary of War ordered his QuartermasterGeneral, Montgomery Meigs, to pick a new sitefor a national cemetery. Meigs was a Georgianwho before the Civil War had served underRobert E. Lee, but now hated any Southernerswho had decided to rebel against the Unionrather than serve it. Meigs chose the grounds ofRobert E. Lee’s wife’s house and plantation inArlington for the new site. Meigs blamed Leefor the death of Union soldiers and wanted thedead to be brought literally to his front door.The Tomb of the Unknown Soldier would even-tually be built in Mrs. Lee’s rose garden. Laterthat year Meigs’s own son was killed byConfederate guerillas and was buried in the newArlington cemetery.

Imagine you are Montgomery Meigs writing aletter to Robert E. Lee after the death of yourson. Explain what you are doing to Lee’s fam-ily mansion and why you are doing it. How doyou hope Lee will react?

Journal Entry:

October 1864: Arlington, VA

Brevet Major General Montgomery Meigs



Westward Movement

Contents:

4. Class Record Sheet5. Note to Teacher6. Journal Response Sheet7. Daniel Boone8. Louisiana Purchase9. Jefferson Instructs Lewis10. Lewis and Clark Meet Sacagawea11. Lewis and Clark Crossing the Continental Divide12. Lewis and Clark Reach the Pacific13. Lewis and Clark Return14. Opening of the Erie Canal15. Mountain Man16. Battle of the Alamo17. Cherokee Trail of Tears18. United States Exploring Expedition19. Oregon Trail20. Texas Becomes a State21. Fifty-four forty or Fight22. Manifest Destiny23. Mormons Settle Near Great Salt Lake24. Treaty of Guadalupe Hidalgo25. California Gold Rush26. Bleeding Kansas27. Santa Fe Trail28. Pony Express29. Chinese Workers Help Build Transcontinental Railroad30. Transcontinental Railroad31. Custer’s Last Stand32. Chief Joseph of the Nez Perce33. Oklahoma Land Rush34. Buffalo Soldiers35. Wounded Knee36. Buffalo Bill Cody’s Wild West Show

Oregon Trail

J o u r n a l i n g T h r o u g h H i s t o r y — W e s t w a r d M o v e m e n t


Treaty Line of 1846

Treaty Line of 1818

Adams-Onis Treaty Line of 1819

BRITISH

CANADA

MEXICO

Ore

go

nTra

il

FortWalla Walla

FortVancouver

UNITED

STATESC O U N T R Y

O R E G O N

PacificOcean

W

illamette

R.

Co l

umbia

R.

Snake R.

0 200 mi

0 300 km

The Oregon Trail was a 2,173-mile path followed by over half a million pioneer settlers headed for theOregon Territory. The first wagon train started in 1836. Oxen usually pulled wagons with the people

walking alongside.

Imagine that you are a young pioneer on the Oregon Trail. You and your family have been part of awagon train that has traveled from Independence, Missouri, in early May to the Willamette Valley inthe Oregon Territory. You have reached your destination and found a bit of foolscap your first pieceof writing paper since starting out months ago. Write down your experiences. The map above mayrefresh your memory as to what obstacles you overcame.

JOURNAL ENTRY:

September, 1843: Oregon City, Oregon

Custer’s Last Stand

J o u r n a l i n g T h r o u g h H i s t o r y — W e s t w a r d M o v e m e n t


On June 25, 1876, Lt. Colonel George Armstrong Custer, along with 197 members of the 7th Calvary,were killed in a battle against approximately 2,500 Native American warriors fighting under Chief

Crazy Horse. This would be the US Calvary’s worse defeat, but ironically it was also the last victory andbattle for the Sioux. Within a year Chiefs Crazy Horse and Sitting Bull surrendered and moved onto reser-vations.

The illustration above is a romanticized version of the battle taken for a Wild West Show poster.Imagine you are a member of Major Reno’s relief unit, which were the first to arrive at the Little BigHorn battle site. Your forces did not arrive in time and the dead must be buried. Reflect on what hap-pened. More importantly, what should be done about the Native Americans, both those that partici-pated and those who did not?

JOURNAL ENTRY:

June 25, 1876: Little Big Horn, Montana territory

Lewis & Clark Primary Source Activity PacksTeach your students to interpret the past instead of just reading about it!Each pack contains activities designed to enhance learning and retention.Students examine documents, songs, pictures, and drawings, determiningwhat each one means in relation to the historical period in which it was set.

ILC532X............The American Revolution ..................$39.95 ILC529X............The American Civil War ....................$39.95ILC5338............Ancient Greece ................................$39.95 ILC5311............Ancient Rome ..................................$39.95ILC5303............Reformation and Renaissance ..........$39.95New titles constantly being added, call or visit our website for current listing.

Journaling Through HistoryOur journal starters motivate students to write and reflect on events,places, and personae from history. Includes illustrations, narratives, and writing prompts to engage students. A great addition to any socialstudies classroom!

ILC1529............Westward Movement ........................$19.95 ILC1502............Ancient Greece ................................$19.95ILC1537............Civil War and Reconstruction ............$19.95ILC1553............Twentieth Century ............................$19.95ILC1545............Ancient Civilizations ........................$19.95ILC1561............Middle Ages ....................................$19.95ILC1510............Age of Exploration ............................$19.95New titles constantly being added, call or visit our website for current listing.

History Through Literature™

Our interdisciplinary activity packs are designed to maximize learning by including historical information, primary resource

activities, and reading and writing activities. An innovative and effective teaching tool designed by teachers who have

used interdisciplinary approaches throughout their careers.

ILC5346.......The Red Badge of Courage......................................$21.95ILC5397.......Narrative of the Life of Frederick Douglass..............$21.95New titles constantly being added, call or visit our website for current listing.

Lewis & Clark Booksellers / Prestwick HouseP.O. Box 246, Cheswold, DE 19936

Phone (800) 932-4593 Fax (888) 718-9333 www.lcbooksellers.com

❒ Check or Money Order Enclosed ❒ Purchase Order Enclosed❒ Visa ❒ MasterCard ❒ Discover Card ❒ American Express

Signature

Telephone # Exp. Date

Credit Card #

Method of Payment (Choose one)

Because charges for air delivery are based on weight and distance, heavy packages can be expensive to ship air freight. Typographic and photo-graphic errors are subject to revision. Prestwick House is the sole source of all proprietary materials listed in this catalogue. Please be sure toinclude a street address. FedEx ground/UPS will not deliver to a P.O. Box.

We accept purchase orders and authorized orderscharged to institutions. Personal orders not on acredit card must be accompanied by a check.

Subtotal $

Shipping $12% S&H ($6.00 minimum)

Total $

ITEM NO TITLE QUANTITY X PRICE = TOTAL

Shipping & HandlingFor orders of $50.00 or less, please add $6.00 for shipping andhandling charges. For orders from $50.01 to $799.99 add 12%For orders of $800.00 and more, add 10%

Delivery ServiceMost orders are shipped FedEx and you can expect delivery with-in 7-10 working days. Items in stock are usually shipped withinone working day of receiving your order.

Expedited Deliveryfor expedited delivery ask about the following options:• Overnight Air• 2nd day air• 3 Day Select

Call 1-800-932-4593 Fax 1-888-718-9333 Lewis and Clark BooksellersP.O. Box 246

Cheswold, DE 19936

School:

Name:

Address:

City, State, Zip:

Phone: Email:

Ship To: ■ Home ■ School

School:

Name:

Address:

City, State, Zip:

Phone: Email:

Bill To: ■ Home ■ School

Order Form Lewis and Clark Booksellers

American and World History: Sampler - … · dents to write at least a three-paragraph journal...

Documents

Transcript of American and World History: Sampler - … · dents to write at least a three-paragraph journal...