This page contains four alternate history assignments and their connections to state standards.  Please scroll down to see each in its entirety.

A New Pilgrim History

An Alternate History Assignment for 7^th Grade

Background   

Spurred by the promise of freedom to practice their religion as they wanted, a group of religious separatists called the Pilgrims left the shores of England in the early seventeenth century.  After a brief stay in the Netherlands, the Pilgrims sailed to the American continent, hoping to arrive in the land known as Virginia.  Instead of landing in the more temperate climate of Virginia, the Pilgrims veered off course, making landfall near what is now Plymouth, Massachusetts in the year 1620.  Their settlement struggled mightily in the early years.  Harsh winters, difficulty obtaining food, and disease were among the biggest challenges they faced.  If it had not been for the assistance and friendship of Native Americans, in particular the Wampanoag tribe, it is quite possible that the entire Pilgrim settlement may have perished.

What Actually Happened

            The Pilgrim settlement encountered disease, starvation, and death, but with the help of the Wampanoags and other Native American tribes, the settlement stabilized.  Pilgrims were taught to plant crops they had been unfamiliar with, formed a military alliance with Native Americans, and began to flourish.  This friendship has been memorialized by the modern day tradition of Thanksgiving, an actual feast that the Pilgrims and Native Americans enjoyed to celebrate their well being.  In part because of the success of the Pilgrims, in 1630 another group of religious dissidents from England called the Puritans sailed for the New World, landing not far from the Pilgrims in what is now Boston, Massachusetts.  Due the success of these two settlements, increasingly more European settlers traveled to the region of America called New England.

Point of Divergence

            Instead of helping the Pilgrims, Native Americans chose to protect their land and their interests.  While not actively fighting against the Pilgrims, Wampanoags did not help them acquire food or protect themselves.  The entire Pilgrim settlement was wiped out by a Naragansitt attack in 1624.

Questions to be Answered

• What did the Puritans do?  Did they travel to Boston?  Did they travel to Virginia like the Pilgrims had originally planned?  Did they stay in England?
• How did New England develop?  Did settlers travel there or did they fear the Native Americans? 
• Did new settlers approach Native Americans differently?  Knowing what happened to the Pilgrims, did Europeans try to attack Native Americans, avoid them, or work together with them?
• Did the failure of the Pilgrims make English people afraid to settle in the New World?  Did England set up more colonies in the New World or did other countries take the lead?

Connections to New York State Intermediate

Social Studies Standards

A New Pilgrim History

Standard 1—US and NY History

1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

• Students explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans.

By researching and writing about the roles of Pilgrims, Puritans, and Native Americans, students will explore beliefs and traditions that help define Americans.

2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

• Students investigate key turning points in New York State and United States history and explain why these events or developments are significant.

The Pilgrims’ settlement for religious freedom, which students will investigate, was among the seminal moments in American history.

3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

• Students gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States.

Students will study the achievements and contributions of many early English settlers.

Standard 2—World History

1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.

• Students know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations.

2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

Students will examine themes within cultures by addressing studying both the Pilgrims and Puritans.

• Students study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.

Students will be exploring these changes in the world brought on by European settlement in the New World.

3. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

• Students investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history.

The social, political, cultural, and religious reasons that colonists came to America extend beyond a single country or even a single period of time.  These reasons are explored in this assignment.

4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

• Students investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions.

The writing of alternate history requires all of the above stated skills.

Standard 3—Geography

1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)

• Students investigate why people and places are located where they are located and what patterns can be perceived in these locations.

Students will explore why Europeans settled where they did in the New World.

• Students describe the relationships between people and environments and the connections between people and places.

Students will explore this the ways in which colonists overcame challenges presented by the environment..

2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994: Geography for Life)

• Students interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems.

Students will interpret geographic information and develop new conclusions based on the geographic problems faced by colonists in the New World..

Standard 5—Civics, Citizenship, and Government

1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)

• Students explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the rights of American citizens.

Students will compare what life was like for colonists compared to what it is like today for American citizens.

The New Orleans Purchase

An Alternate History Assignment for 7^th Grade

Background

            In 1801, Spain returned the Louisiana Territory to France.  This vast expanse of land stretched from the Rocky Mountains to the Mississippi River and was nearly 530 million acres in size.  In that same year, Thomas Jefferson was sworn into office as the third president of the United States of America.  At this time, Americans were settling in the west.  Controlling the Mississippi River was vital to their success in commerce.  Since New Orleans was the mouth of the Mississippi River, controlling New Orleans was of vital importance. 

President Jefferson dispatched James Monroe and Robert Livingston to France to negotiate for the acquisition of New Orleans, authorizing them to offer ten million dollars for the city of New Orleans.  In 1803 French leader Napoleon Bonaparte, needing to fund military operation in Europe, offered the Americans all of the Louisiana Territory for fifteen million dollars.  Monroe and Livingston quickly agreed, signing a treaty to make the Louisiana Purchase.  Despite the fact that some Americans were against the acquisition, the Louisiana Territory doubled the size of the United States and began in earnest the era of American Westward Expansion.

What Actually Happened

            After the purchase of the Louisiana Territory, President Jefferson sent Merriwether Lewis and William Clark to explore the new land.  Their successful return, coupled with their new discoveries and the newly gained control of the Mississippi River sparked a half-century era of westward expansion in which America acquired what is now the continental United States.  Pioneers traveled for many reason, but one of the greatest was the promise of cheap land and a new life in the west.  The Louisiana Purchase was the start of this great migration.

Point of Divergence

            Instead of offering all of the Louisiana Territory to the United States, France sold New Orleans for ten million dollars.  President Jefferson was successful in gaining control of the Mississippi, but the Louisiana Territory remained in the hands of the French. 

Questions to be Answered

• What happened to the Louisiana Territory?  Did French colonize it?  Did Americans acquire it in a different way?
• How did the process of westward expansion change?  Without the Louisiana Territory, did the United States still acquire Texas, the Oregon Country, the Mexican Cession, and other territories?
• What would a current map of the United States of America look like?  Would it be different?  How?
•  

Connections to New York State Intermediate

Social Studies Standards

The New Orleans Purchase

 Standard 1—US and NY History

2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

• Students investigate key turning points in New York State and United States history and explain why these events or developments are significant.

The acquisition of the Louisiana Territory was a distinct turning point in American history, beginning the era of westward expansion.  Students will explore this.

• Students understand the relationship between the relative importance of United States domestic and foreign policies over time.

Students will explore domestic policies regarding land acquisition and the powers of the president and also the relationship between the United States and France.

• Students analyze the role played by the United States in international politics, past and present.

Students will explore the role the United States played in Napoleonic France’s designs to increase its land holdings and power.

3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

• Students gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States.

Students will study the importance of Thomas Jefferson in the purchase of the Louisiana Territory.

• Students describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents.

Students will investigate whether the Constitutional authority existed to make the Louisiana Purchase.

Standard 2—World History

2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

• Students study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.

The purchase of the Louisiana Territory and the results of that purchase was a turning point in world history because it set the groundwork for the United States to become a significantly more powerful nation.  Students will examine this.

3. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

• Students investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history.

Students will learn about the role of Napoleon and his followers and his political designs for Europe and the world.

Standard 3—Geography

1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)

• Students investigate why people and places are located where they are located and what patterns can be perceived in these locations.

Students will investigate why the United States valued the city of New Orleans and the Mississippi River.

• Students describe the relationships between people and environments and the connections between people and places.

Students will investigate why the United States valued the city of New Orleans and the Mississippi River.

2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994: Geography for Life)

• Students interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems.

Students will evaluate the value of the city of New Orleans, the Mississippi River, and the Louisiana Territory to the United States of America.

Standard 4—Economics

1. The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.

• Students understand how scarcity requires people and nations to make choices which involve costs and future considerations.

Students will learn why France sold the valuable Louisiana Territory to the United States.

Standard 5—Civics, Citizenship, and Government

1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)

• Students consider the nature and evolution of constitutional democracies.

Students will consider the constitutionality of the Louisiana Purchase and the future prospects of the United States in the absence of the acquisition.

A New Saratoga

An Alternate History Assignment for 7^th Grade

Background

            The American Revolution was a war about ideas, but victory on the battlefield was needed to secure the revolutionary ideas that were the impetus for the war.  Beginning as a rag tag group of poorly trained soldiers, the American Army was outnumbered, out-trained, and lacking in most of the supplies necessary to successfully fight a war, from boots to warships.  Relying on extraordinary leadership, the courage of the American Army, and knowledge of the land they were fighting on, Americans proved that they could indeed confound the mighty British Army.  However, without the help of foreign powers, it is uncertain whether America's war effort would have been successful.

            The Battle of Saratoga in October of 1777 changed everything.  Under the leadership of General Horatio Gates and Benedict Arnold, America surrounded the British, forcing England’s General Johnny Burgoyne to surrender.  As a result of this stirring victory, France joined the war on America’s side.  With French supplies, soldiers, and naval power, America went on to win the American Revolution, defeating what, at the time, was the most powerful military in the world.

What Really Happened

            The English had a plan to separate New England from the rest of the American colonies.  They believed that New England was the center of the revolution.  If they separated New England, the rest of the colonies would lose the will to fight.  To do this, the English sought complete control of the Hudson River. 

English General Burgoyne was marching from Canada.  General William Howe, the leader of British forces in America, was stationed in New York City.  When word of the Battle of Saratoga reached Howe, he sent word to Burgoyne that help would be on the way.  It never came.  When Burgoyne realized that his troops would not be getting Howe’s assistance, he had little choice but to surrender.  This surrender led to France joining the war on America’s side, which was vital to America’s victory.

Point of Divergence

            Instead of surrendering, Burgoyne received reinforcements from Howe in New York City.  A battle several days long ensued in which the British were victorious.  Although there were heavy casualties on America’s side, the fragments of the American military retreated to fight another day.  New England was separated from the rest of the American colonies.

What Needs To Be Included

• What would England’s next military step be?  Where would they attack?
• Would the rest of the colonies lose the will to fight once New England was separated?
• Would France ever join the war on America’s side?  If so, how?
• Who would win the war?
• What would life be like in America after the war?

Connections to New York State Intermediate

Social Studies Standards

A New Saratoga

Standard 1—US and NY History

2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives

• Students investigate key turning points in New York State and United States history and explain why these events or developments are significant.

Students will investigate the turning point of the American Revolution, the Battle of Saratoga, and consider its significance.

• Students understand the relationship between the relative importance of United States domestic and foreign policies over time.

Students will explore the importance of the alliance with France in America’s victory in the Revolutionary War.

• Students analyze the role played by the United States in international politics, past and present.

Students will analyze the significance of allies in foreign wars.

3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups

• Students gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States.
   

Students will explore the contributions of specific American military and political leaders as well as the American army in general.

Standard 2—World History 

2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

• Students study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.

Students will investigate the turning point of the American Revolution, the Battle of Saratoga, and consider its significance.  This led to a number of other revolutions worldwide.

4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

• Students investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions.
   

Students will take part in all of the activities outlined above.

Standard 3—Geography

1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)

• Students investigate why people and places are located where they are located and what patterns can be perceived in these locations.
   

Students will investigate the geographic importance of Saratoga and the Hudson River.

2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994: Geography for Life)

• Students interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems.
   

Students will formulate conclusions about the possible outcomes of the American Revolution based on England controlling the Hudson River.

Standard 4—Economics

1. The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.

• Students understand how scarcity requires people and nations to make choices which involve costs and future considerations.

Students will learn about the choice France made to support the United States in its war for independence.

John Brown’s Success

An Alternate History Assignment for 7^th Grade

Background

            On October 16, 1859 abolitionist John Brown and twenty-one of his followers quietly entered Harpers Ferry, Virginia (which is now in West Virginia).  His goal was to take over a government arsenal located in the town and lead a slave revolt that would free all of the slaves in the Southern part of the United States.  One of Brown’s mistakes was allowing a passenger train with knowledge of his raid to leave Harpers Ferry and alert the authorities.  The authorities converged on Harpers Ferry, put down the rebellion, and took John Brown as prisoner, charging him with treason and murder.  Before Brown, who had been found guilty and sentenced to death, was executed, he predicted, “The crimes of this guilty land will never be purged away but with blood.” 

What Actually Happened

            John Brown was right.  Slavery in the United States did not end until the Civil War had been fought.  Brown’s raid had proven highly unsuccessful.  Due in large part to letting news of the raid leave Harpers Ferry, no slaves had been freed.  Brown’s vision of slaves moving from plantation to plantation and freeing their fellow slaves proved no more than a dream.  However, Brown’s raid did play a significant role in the abolition of slavery.  When word of his raid reached abolitionists in the North, he was celebrated as a hero.  The differences between the North and the South were highlighted, and war was a step closer.

Questions to be Answered

            John Brown chose not to allow the passenger train to leave Harpers Ferry.  News of his raid did not get out until Brown and his followers had freed and armed slaves from several plantations near Harpers Ferry.  By the time the authorities had a chance to try to stop Brown, there were hundreds of freed slaves with guns and other weapons.

Issues To Be Addressed

• Was Brown’s raid successful?  Did a large number of slaves remain free?
• Was there any bloodshed between Brown’s slave army and the authorities?  What was the result of this?
• What happened to John Brown?  Was he captured?  Was he killed?
• Did this change the course of the Civil War?  Did it start sooner or later?  Did it still happen?
• How was John Brown remembered?

 Connections to New York State Intermediate

Social Studies Standards

John Brown’s Success

 
Standard 1—US and NY History

1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

Students:

• Students explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans.

Students will learn about slavery and the abolition movement, both of which are traditions that united American Americans.

3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

• Students gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States.

Students will gather and organize information about John Brown, a man of significant importance to the history of the United States.

• Students describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents.

Students will learn how John Brown and his followers worked to try to make the words of the Declaration of Independence (“all men are created equal”) a reality. 

Standard 3—Geography

1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)

• Students describe the relationships between people and environments and the connections between people and places.

Students will explore how Brown could have better used the geography of Harpers Ferry to his advantage.

2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994: Geography for Life)

• Students interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems.

Students will explore how Brown could have better used the geography of Harpers Ferry to his advantage.

Standard 5—Civics, Citizenship, and Government

1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)

• Students analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs.

Students will analyze the values of the United States in relation to the rights of African Americans in 1859.

• Students analyze the sources of a nation’s values as embodied in its constitution, statutes, and important court cases.

Students will compare the values of the United States as written in its founding documents with the reality of life for slaves.

2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)

• Students value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality.

Through the study of slavery and abolition, students will acquire a greater appreciation for the values of dignity, liberty, justice, and equality.

3. Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.

·        Students explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time.

Students will consider the difference between how citizenship was defined in the mid 1800s and today.