I am a Teacher of American history/ Social Studies: yes no

Grade level that I currently teach: Please select your grade level K 1 2 3 4 5 6

My District: (Please choose your district from the pull-down list): Please select your district Lawrence Methuen

---

Please use the boxes next to each of the following curriculum topics to indicate:

• Whether you currently teach the topic in your curriculum
• Whether you feel comfortable in your knowledge of topic
• Whether your feel that you need more knowledge of the topic in order to teach it effectively
• If you would like more resources for teaching this topic

You may check more than one box for each topic.

Topic	I currently teach this topic	I feel comfortable in my knowledge of this topic	I feel that I need more knowledge of this topic in order to teach it effectively	I would like more resources for teaching this topic
The events and people celebrated in the United States, national holidays, American symbols, and American folklore, (e.g. American flag, Martin Luther King, Jr. Day, Johnny Appleseed, and Harriet Beecher Stowe).
Famous Massachusetts’ residents in science and technology, the arts, business, education, journalism, health, and political leadership.
Major immigrant groups that live in Massachusetts and where they now live in large numbers (e.g., Irish, Portuguese, Haitians, and Vietnamese).
The basic political principles of American democracy and how the Constitution and the Bill of Rights reflect and preserve these principles.
European Exploration, Colonization, and Settlement to 1700
Pilgrim emigration and the differences between the Puritans and Pilgrims and early leaders in Massachusetts, the daily life, education, and work of the Puritans in the Massachusetts Bay Colony.
The Political, Intellectual, and Economic Growth of the Colonies, 1700-1775
The Revolution and the Formation of a Federal Government under the Constitution
The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-17813
Political Democratization, Westward Expansion, and Diplomatic Developments, 17130-1860
Economic Growth in the North and South, 1800-1860
Social, Political, and Religious Change, 1800-1860
African-American slavery, segregation, Great Migration, and Civil Rights

The following documents represent some of the primary sources utilized to teach the topics in the above list. Please check the box next to each document that you would like to know more about in order to teach your American history curriculum. You may comment on these documents, or offer additional suggestions in the Additional Comments field at the end of this survey.

Magna Carta (1215)
Mayflower Compact (1620)
English Bill of Rights (16814)
John Locke’s Treatises of Civil Government (16140)
Virginia Declaration of Rights (1776)
Declaration of Independence (1776)
The Articles of Confederation (1777)
The Massachusetts Constitution (1784)
The Virginia Statute for Religious Freedom (1786)
The Northwest Ordinance (1787)
The United States Constitution (1787)
Selected Federalist Papers, such as numbers 1, 14, 10, 314, 51, and 78 (1787–1788)
The Bill of Rights (17141)
George Washington’s farewell address (17146)
Thomas Jefferson’s first inaugural address (1801)
Alexis de Tocqueville in Democracy in America, Volume I (1835) and Volume II (18314)
The Seneca Falls Declaration of Sentiments and Resolutions (1848)
Frederick Douglass’s Independence Day speech at Rochester, New York (1852)
Dred Scott v. Sandford (1857) "The Dred Scott Decision"
Abraham Lincoln’s “House Divided” speech (1858)

When considering various programatic features that an American history professional development project might emphasize, which of the following seem desirable to you. Check as many as you like, and you may write additional comments in the space below.

Access to local history sites and/or museums		Contact with scholars and historians from colleges and universities
Living history performances, re-enactors, etc.		Time to collaborate with teachers from outside of your district
Time to collaborate with teachers within your district

Of the above features, which would you find to be the most valuable? Please select just one item from the following list: Please select one Access to local history sites/museums Contact with scholars/historians Living history performances/re-enactors Time to collaborate with teachers outside your district Time to collaborate with teachers IN your district