1. Copyright Information Student Presentation Builder Copyright © by the McGraw-Hill Companies, Inc. Developed by FSCreations, Inc., Cincinnati, Ohio 45202 Send all inquiries to: GLENCOE DIVISION Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240

2. Splash Classroom Activities

3. Contents Unit 1 Creating a Nation Unit 2 The New Republic Unit 3 Colonial Settlement Unit 4 The Growing Nation Unit 5Civil War and Reconstruction Unit 6Reshaping the Nation Click a hyperlink to go to the corresponding activity. Press the ESC (escape) key at any time to exit the presentation.

4. Unit 1-1 Background Information When Thomas Jefferson drafted the Declaration of Independence, he relied on papers written by other writers and on one of his own pamphlets. In 1774, Jefferson published A Summary of the Rights of British America, which addressed most of the issues discussed in the Declaration of Independence. He was also influenced by the literary works of Thomas Paine, who in Common Sense outlined the steps needed to declare independence, and by John Locke’s Two Treatises of Government. Unit 1 Creating a Nation Tracing the Influences on the Declaration of Independence

5. Unit 1-2 Your Task Your local PBS station has asked you to create a documentary on the writing of the Declaration of Independence. To show the producers what you have planned, you are to deliver a presentation that explains the influences of other writers on Thomas Jefferson. Unit 1 Creating a Nation Tracing the Influences on the Declaration of Independence

6. Unit 1-3 Step 1: Organize into groups of four or five. Research Thomas Jefferson and the writing of the Declaration of Independence. What other writers influenced him? What countries were these writers from? Unit 1 Creating a Nation Tracing the Influences on the Declaration of Independence

7. Unit 1-4 Step 2: Organize your research material into an outline. What maps and charts might help you explain Jefferson’s views and those of writers in foreign countries? How did the geography of the colonies influence the document? Unit 1 Creating a Nation Tracing the Influences on the Declaration of Independence

8. Unit 1-5 Step 3: Using the PowerPoint template and the maps, charts, and illustrations provided on the Student Presentation Builder CD-ROM, prepare an 8–10 slide presentation that highlights the influences on Jefferson’s writing. Use at least two maps or charts to illustrate your findings. Your presentation should be logically ordered, concise, and well designed. Make sure you use proper grammar and punctuation. Unit 1 Creating a Nation Tracing the Influences on the Declaration of Independence

9. Unit 1-6 Step 4: Each group will have ten minutes to deliver its presentation. Each group member must present a part of the presentation. Unit 1 Creating a Nation Tracing the Influences on the Declaration of Independence

10. Unit 1-End

11. Unit 2-1 Background Information Tecumseh is the anglicized version of Tek-am-thi, which is Shawnee for “Panther Passing Across.” Tecumseh forged a Native American confederacy in Ohio, Indiana, and Michigan. Many colonists, including William Henry Harrison, held him in high regard. In a private report to the War Department, Harrison described Tecumseh as “one of those uncommon geniuses which spring up occasionally to produce revolutions and overturn the established order of things.” Unit 2 The New Republic Give Voice to Native American Leaders

12. Unit 2-2 Your Task Imagine you were a Native American leader. Design a presentation that describes the changing times in which the Native American leader lived. Unit 2 The New Republic Give Voice to Native American Leaders

13. Unit 2-3 Step 1: As a class, compile a list of Native American leaders. Organize into groups of three or four and choose a leader and tribe to research. Make sure that no groups research the same leader. Assign different group members to research and work on different aspects of the research. Unit 2 The New Republic Give Voice to Native American Leaders

14. Unit 2-4 Step 2: Organize your research material into an outline. What maps and charts might help you discuss the leader’s life and tribe? Unit 2 The New Republic Give Voice to Native American Leaders

15. Unit 2-5 Step 3: Using the PowerPoint template and the maps, charts, and illustrations provided on the Student Presentation Builder CD-ROM, prepare a 10–12 slide presentation that explains your findings. Use at least two maps or charts to illustrate your findings. Your presentation should be logically ordered, concise, and well designed. Make sure you use proper grammar and punctuation. Unit 2 The New Republic Give Voice to Native American Leaders

16. Unit 2-6 Step 4: Each group will have ten minutes to deliver its presentation. Each group member must present a part of the presentation. Unit 2 The New Republic Give Voice to Native American Leaders

17. Unit 2-End

18. Unit 3-1 Background Information In colonial Georgia, women had few rights and usually stayed out of the public eye. Even so, some women were respected for outstanding achievements. Mary Musgrove ran a trading post near Savannah. Musgrove was half-Creek and half-English and a broker in the fur trade. She played a major role in maintaining peace between Native Americans and colonists. She served as an interpreter and negotiator and recruited Native American warriors for James Oglethorpe’s battles with the Spanish. Unit 3 Colonial Settlement Celebrate Colonial Women

19. Unit 3-2 Your Task A Colonial History museum is set to open, but its main exhibit on colonial women is not finished. The director of the museum has asked for your help in finishing the exhibit. Your exhibit should include a presentation on a colonial woman and her contribution to the settlements. This presentation should be detailed enough to tell the story without further explanation. Unit 3 Colonial Settlement Celebrate Colonial Women

20. Unit 3-3 Step 1: Organize into groups of three or four. Choose a colonial woman and research her life and contribution to the colonies. Make sure no other groups have chosen your subject. Unit 3 Colonial Settlement Celebrate Colonial Women

21. Unit 3-4 Step 2: Organize your research material into an outline. What maps and charts might help you explain the contribution of your subject? How did the geography of the colonies influence her motives? How was she influenced by the politics of the time? Unit 3 Colonial Settlement Celebrate Colonial Women

22. Unit 3-5 Step 3: Using the PowerPoint template and the maps, charts, and illustrations provided on the Student Presentation Builder CD-ROM, prepare an 8–10 slide presentation that highlights the life and achievements of your subject. Use at least two maps or charts to illustrate your findings. Your presentation should be logically ordered, concise, and well designed. Make sure you use proper grammar and punctuation. Unit 3 Colonial Settlement Celebrate Colonial Women

23. Unit 3-6 Step 4: Load your presentation on a classroom computer and invite other groups to review your presentation. Review several other presentations created by your classmates. Unit 3 Colonial Settlement Celebrate Colonial Women

24. Unit 3-End

25. Unit 4-1 Background Information One of the many stories of endurance on the way west to Oregon is that of Janette Riker. In Montana in September 1849, her father and two brothers went hunting and never came back. Left alone to survive the coming winter, she built a hut and heated it with the family stove and firewood that she chopped. She butchered an ox and salted the meat. Finally Native Americans discovered her. They were so impressed that she had made it through the winter alone that they agreed to take her where she wanted to go. Unit 4 The Growing Nation Following the Pioneers West

26. Unit 4-2 Your Task Your local historical society is putting together a portrait of the American pioneer. To aid them in their quest, you are asked to imagine that you lived as a pioneer traveling west. Design a presentation that describes the route you are taking and information about your journey. As different groups of pioneers took different paths west, the result from your class should collectively be sufficient to paint a vivid portrait. Unit 4 The Growing Nation Following the Pioneers West

27. Unit 4-3 Step 1: Organize into groups of three or four and choose one of the trails west that pioneers followed. Assign different members of your group to research different aspects of the trail such as the geographic path of the trail, biographical information on who used it, and when it was used. Unit 4 The Growing Nation Following the Pioneers West

28. Unit 4-4 Step 2: Organize your research material into an outline. Study the maps of the regions through which your trail passes. Use the maps to help determine how the physical geography may have influenced the journey. What other factors might have influenced the journey? Unit 4 The Growing Nation Following the Pioneers West

29. Unit 4-5 Step 3: Using the PowerPoint template and the maps, charts, and illustrations provided on the Student Presentation Builder CD-ROM, prepare an 8–10 slide presentation that explains your findings. Use at least two maps, charts, or illustrations. Your presentation should be logically ordered, concise, and well designed. Make sure you use proper grammar and punctuation. Unit 4 The Growing Nation Following the Pioneers West

30. Unit 4-6 Step 4: Each group will have ten minutes to deliver its presentation. Each group member must present a part of the presentation. Unit 4 The Growing Nation Following the Pioneers West

31. Unit 4-End

32. Unit 5-1 Unit 5 Civil War and Reconstruction Understanding History’s Impact on Literature Background Information Walt Whitman was born on Long Island in 1819. He worked in a series of odd jobs including newspaper reporter, editor, printer, carpenter, and schoolteacher. Whitman volunteered as a nurse in military hospitals during the Civil War. He continued to work on his Leaves of Grass throughout his life, eventually expanding the pamphlet of 12 poems to more than 300. Whitman, considered by many to be the first true American poet, died in Camden, New Jersey, in 1892.

33. Unit 5-2 Your Task A local Civil War society has asked you to deliver a presentation at its monthly meeting on an author from the Civil War and Reconstruction period. Choose one author who defined the time in which he or she lived, such as Walt Whitman or Harriet Beecher Stowe, who wrote Uncle Tom’s Cabin. Develop a presentation to show how the author described the world through his or her work. Unit 5 Civil War and Reconstruction Understanding History’s Impact on Literature

34. Unit 5-3 Step 1: As a class, make a list of authors who lived during the Civil War and Reconstruction. Organize into groups of three or four and choose one of the authors, making sure that no group chooses the same author. Assign different members of your group to research and work on different aspects of the author’s life, such as where the author was from and what events could have influenced his or her writing. Unit 5 Civil War and Reconstruction Understanding History’s Impact on Literature

35. Unit 5-4 Step 2: Organize your research material into an outline. Study the maps where the author lived and traveled. How did the geography affect the author’s work? How did the political situation affect the author’s work? What other factors influenced the author? Unit 5 Civil War and Reconstruction Understanding History’s Impact on Literature

36. Unit 5-5 Step 3: Using the PowerPoint template and the maps, charts, and illustrations provided on the Student Presentation Builder CD-ROM, prepare a 10–12 slide presentation that explains your findings. Use at least two maps, charts, or illustrations. Your presentation should be logically ordered, concise, and well designed. Make sure you use proper grammar and punctuation. Unit 5 Civil War and Reconstruction Understanding History’s Impact on Literature

37. Unit 5-6 Step 4: Each group will have ten minutes to deliver its presentation. Each group member must present a part of the presentation. Unit 5 Civil War and Reconstruction Understanding History’s Impact on Literature

38. Unit 5-End

39. Unit 6-1 Unit 6Reshaping the Nation Designing a Transportation Exhibit! Background Information The first public railroad in the world opened in Great Britain in 1825 and ran for 25 miles (32 km). The first public railroad in the United States began operations in 1830. Known as the Baltimore and Ohio Railroad, it ran on 13 miles (21 km) of track in Maryland. Railroads were so successful that the first transcontinental line was finished in 1869. Railroads remained the nation’s chief form of long-distance transportation until passenger airplanes took over in the late twentieth century.

40. Unit 6-2 Your Task A national transportation museum is building an exhibit on early transportation in the United States. You have been asked to design a presentation that traces the development and impact of an early mode of transportation. To add interest to your exhibit, include other visuals such as a poster with your presentation. Unit 6Reshaping the Nation Designing a Transportation Exhibit!

41. Unit 6-3 Step 1: Organize into groups of three or four and choose one mode of early transportation to research. Analyze how this mode of transportation helped open the west or otherwise affected the nation. Assign different members of your group to research and work on different aspects of the research, such as any technological advances that may have been involved in the development of the transportation mode, where it was primarily used, who used it, and the impact it had on the nation. Unit 6Reshaping the Nation Designing a Transportation Exhibit!

42. Unit 6-4 Step 2: Organize your research material into an outline. Study the maps and charts to help you decide the best way to explain your mode of transportation. How was it affected by the political or physical environment? Unit 6Reshaping the Nation Designing a Transportation Exhibit!

43. Unit 6-5 Step 3: Using the PowerPoint template and the maps, charts, and illustrations provided on the Student Presentation Builder CD-ROM, prepare an 8–10 slide presentation that explains your findings. Use at least two maps, charts, or illustrations. Your presentation should be logically ordered, concise, and well designed. Make sure you use proper grammar and punctuation. Unit 6Reshaping the Nation Designing a Transportation Exhibit!

44. Unit 6-6 Step 4: Each group will have ten minutes to deliver its presentation. Each group member must present a part of the presentation. Unit 6Reshaping the Nation Designing a Transportation Exhibit!

45. Unit 6 End