In this interactive online lesson, students will examine primary sources to help them understand relationships among events. After each document or set of documents that relate to the Homestead Act of 1862, students will be asked to make the connection between the documents.

This curriculum unit of three lessons covers the critical problems for United States foreign policy posed by the outbreak of the wars of the French Revolution. Was the U.S. alliance with France still in effect? Did America's young economy require the maintenance of close ties with Britain? Ultimately, President Washington decided on a position of neutrality. This official position would last until the outbreak of war in 1812. Neutrality proved to be difficult to maintain, however, particularly in light of the fact that both Britain and France consistently interfered with American affairs.

In this resource, students will use facsimiles of historical records from the U.S. House of Representatives and the U.S. Senate to investigate whether the frontier shaped America or if America—through Congress—shaped the Western frontier of the contiguous 48 states from 1789 – 1890.

Compelling Question: Was the American Revolution justified? Supporting Question I What were colonist’s justifications for revolution?Supporting Question II What were British justifications for revolution? Supporting Question III What just and unjust actions did both sides take leading up to the revolution?

This inquiry leads students through an investigation of early executive leadership in America through an examination of the leadership of the first president, George Washington, using primary and secondary sources.  Students will be able to explain how leadership can affect governmental power and how economic /political interests influence foreign policies.  At the end of this lesson, students will determine for themselves “What makes a good president?”  and if George Washington a good first president.In addition to the Key Idea expressed earlier, this inquiry covers the following Conceptual Understandings:• (5.2) executive actions have affected the distribution of power between levels of government• (6.1) national economic and political interests helped set the direction of United States foreign policyNOTE: This inquiry is expected to take three to five 90- minute class periods. If more than 3 days is spent on the IBP, time will need to be adjusted in other areas to remain on pace. Teachers are encouraged to adapt the inquiries to meet the needs and interests of their particular students. Resources can also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for students with disabilities. This inquiry can also be used again to evaluate the presidency of other presidents from the American History I curriculum.

In this activity, students analyze the Constitution and locate general references to the common defense and specific references to the Navy in the document. They will then analyze Navy documents and participate in a class discussion. As a followup activity, ask students to research current government activities related to the Navy and determine which provisions in the Constitution they relate to.

These are the primary source documents to be used with the activity: "Launching the New U.S. Navy." In this activity, students analyze the Constitution and locate general references to the common defense and specific references to the Navy in the document. They will then analyze Navy documents and participate in a class discussion. As a followup activity, ask students to research current government activities related to the Navy and determine which provisions in the Constitution they relate to.

What conditions provided the impetus for the Sedition Act? Partisan animosity was strong during Adams's presidency. The first two political parties in the U.S. were in their infancy"”the Federalists, to which the majority of members of Congress belonged, and the Democratic-Republicans, led by former vice-president Thomas Jefferson and four-term Congressman James Madison, who had left the House in 1796.

What was the Monroe Doctrine? What principles of foreign policy did this Doctrine establish? What were the significant events in U.S. diplomacy before 1823? What diplomatic roles had James Monroe played before he became president? Here, a careful examination of the document anticipates what is to come.

This lesson will examine the ways in which Great Britain challenged American sovereignty in the early republic.

What provisions in the U.S. Constitution are relevant to the debate over the Sedition Act? For this lesson, students will read brief excerpts from actual debates in the House of Representatives as the legislators attempted to work with the version of the bill "Punishment of Crime" (later known as the Sedition Act) already passed by the Senate.

How did conditions in Europe relate to the independence movements in South America? What reasons did President Monroe give for recognizing the independence movements in South America?

This lesson examines the ways in which France challenged American sovereignty between 1796 and 1801.

This lesson examines the ways in which Great Britain and France countries challenged American neutrality during the Thomas Jefferson administration.

To what events in United States and European foreign affairs does the Monroe Doctrine refer? What was the primary purpose behind the Monroe Doctrine?

In this lesson, students will use a timeline and analysis of historical documents to learn more about the Louisiana Purchase and discuss why Federalists had issue with the purchase.

Monroe brought a vision of an expanded America to his presidency"”a vision that helped facilitate the formulation of what has become known as the Monroe Doctrine. In this unit, students will review the Monroe Doctrine against a background of United States foreign relations in the early years of the republic.

In this lesson, students will complete a research assignment on a particular president. They will use the Library of Congress website to find the inaugural address of the president and then use the speech and additional research to identify accomplishments that the president made while in office.

In this lesson, students will read and analyze the Treaty of Guadalupe-Hidalgo and match or link the articles of the treaty with the causes/issues that lead to war. Students will also use maps and photographs to identify the boundary changes that took place in the United States after the treaty and relate this to how the boundaries are determined and marked today.

In this lesson, students review the causes and effects of the Barbary wars. A set of discussion questions is provided. In an associated activity, students will consider ransom scenarios and decide whether or not the United States should pay the ransom demanded in the scenario.