Author: US Mint
Company: United States Mint

1: Putting It All Together
Early American History 1776–1812

CLASS TIME
Two 45- to 50-minute sessions

OBJECTIVES
Students will connect the symbols from the designs of the United States Mint 50 State Quarters® Program to our country’s early history. They will explore the ways in which this program reflects the nation’s history, diversity, unity, pride and commitment to maintaining these American ideals.

NATIONAL STANDARDS:
The standards used for these lesson plans reference the “10 Thematic Standards in Social Studies” developed by the National Council for the Social Studies (NCSS).
•	Time, Continuity, and Change—Social Studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.
•	Civic Ideals and Practices—Social Studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship.

TERMS AND CONCEPTS:
• The United States Mint 50 State Quarters Program
• Diversity
• Pride
• Identity

SESSION 1
Materials
• Copies of the “Anticipation Guide” (1 per student)
• 1 overhead projector (optional)
• 1 overhead transparency of the “Quarter Designs” sheet (1 per student)
• Copies of the “Quarter Designs” sheet on page 71
• Copies of each assigned state’s quarter reverse (1 reverse design per student)
• Copies of the “Prediction and Fact” worksheet (1 per student)
• Copies of the “Quarter Information” sheets on pages 58 to 69 (1 packet per student)
• Copies of the “Behind the Symbols” note-taking guide (6 per student)
• Classroom Social Studies text (1 per student)

Procedures
1.	Distribute an “Anticipation Guide” and a “Quarter Design” page to each student. Review the “Anticipation Guide” instructions and questions as a class, and allow 10 minutes for its completion.
2.	As a class, review the students’ responses and discuss the observations that the students made. Ask the students questions in which they will define why, how, and to what extent each state felt the symbols on their quarter reverse were important. Be sure to note that while the students’ opinions or conclusions may be historically grounded, they may not be exactly what the artist meant to depict.
3.	Assign each student a new quarter outline that represents a state that entered the union prior to 1812. These states include Delaware, Pennsylvania, New Jersey, Georgia, Connecticut, Massachusetts, Maryland, South Carolina, New Hampshire, Virginia, New York, North Carolina, Rhode Island, Vermont, Kentucky, Tennessee, and Ohio.  Note: Some students may be assigned the same state.
4.	Direct the students to look at their assigned quarter design and make some predictions about what they think the symbols mean.
5.	Distribute a “Prediction and Fact” worksheet to each student.
6.	Read the directions aloud and allow the students an appropriate amount of time to read and answer questions 1 through 4.
7.	Distribute a “Quarter Information” packet to each student.
8.	Instruct the students to use the fact sheet to answer questions 5-7 on the “Prediction and Fact” worksheet. Allow the students ample time to read and answer these questions.
9.	Explain that the students will be taking turns explaining the meaning of their state’s quarter reverse design to the class.
10.	Distribute an “Behind the Symbols” note-taking guide to each student, and explain that each student will be responsible for listening and taking notes on the other students’ presentations.
11.	Students will present their information to the class.

SESSION 2
Materials
• 1 overhead projector and markers (optional)
• 1 copy of the “Key Concepts” page
• 1 copy of the “Early American Links” concept map
• Copies of the “Design Reflection” assignment (1 per student)
• Copies of the “Design Reflection Rubric” (1 per student)
• Classroom Social Studies text (1 per student)

Procedures
1.	Post the terms and concepts on the chalkboard, and review their meanings with the students.
2.	If class presentations were not completed during the previous session, allow enough time for their completion.
3.	As a class, brainstorm a list of the events, themes, dates, individuals, and cultural aspects from these coins that relate to the history of the researched states. Record this list for all students to see.  Note: If necessary, refer to the “Key Concepts” list for information to include.
4.	Assign each student a partner. Based on the ideas that were brainstormed, each pair will have ten minutes to develop a concept map.
5.	Model the process for developing a concept map with the students, connecting at least three concepts from the list brainstormed earlier. Display this concept map for all students to see.
6.	Direct the students to reference their classroom text to research any key information which would connect the concepts listed. Students should work with their partners to complete this assignment.
7.	After students have completed their group work, invite them to contribute their own ideas in order to finish the concept map that they began as a class in step 5. Determine the most inclusive key term in the list, and place that term at the top. If necessary, refer to the “Early American Links” concept map for guidance.
8.	After the class concept map is completed, model how students can construct meaningful, informative and accurate sentences based on this graphic organizer. Work with students to develop examples based on the class concept map. Some examples could include:
–	Thomas Jefferson wrote the Declaration of Independence in 1776.
–	Jefferson was in France in 1787, the year the United States Constitution was written at the Constitutional Convention.
–	Thomas Jefferson became president and made the Louisiana Purchase in 1804, which was explored by William Clark and Meriwether Lewis on the Corps of Discovery.
9.	Direct students to copy the class concept map for future reference.
10.	Distribute a “Design Reflection” assignment and its related rubric to each student. Review these pages with your students and for homework, instruct students to use the class concept map to help them develop an essay which answers the question, “How do the events, ideals, individuals, and stories that are represented on the first 18 quarters minted in the 50 State Quarters Program reflect significant aspects of American History from 1776 until 1812?”

EXTENSIONS
•	Direct students to design an Internet search based on U.S. historical events prior to 1812 using the United States Mint Web site (www.usmint.gov).
•	Ask students to research a particular state’s process of determining the concepts and themes included on the new quarters.

Student Worksheet
Anticipation Guide (1)
Directions: Explain the definition of each of the terms below. Be sure to consider examples of symbols, events, or individuals that reflect these terms. Then, ask yourself how those terms can be connected to a quarter.
Diversity: [blank]
Pride: [blank]
Identity: [blank]
History: [blank]
	Have you noticed people in the grocery store line, thumbing through the coins in their hand, making sure they don’t give away the newest quarter design? Is anyone in your family thrilled when they find a brand new quarter for their collection? From expert coin collectors to everyday patriots, people are enjoying the newfound variety on the reverse of the quarter thanks to the United States Mint 50 State Quarters®  Program.
	This 10-year initiative (1999 to 2008) commemorates each of the 50 states. Each state helps to select a one-of-a-kind design to reflect its culture and history. The United States Mint is releasing five of the quarters every year in the order that the states joined the Union.

Student Worksheet
Anticipation Guide (2)
Directions: Complete the remainder of the anticipation guide. There is not always a right/wrong answer for each question. After you finish, you will share your findings with the class. 
	As you review the quarter designs for the states that were admitted to the Union between the years 1776 and 1812, place a check by the images you see. List the states whose quarters display these images.

[Two columns are labeled “Images” and “State(s) where you see this image.”]
__ Atlantic Ocean [blank]
__ Pacific Ocean [blank]
__ Bird [blank]
__ Horse [blank]
__ The Constitution [blank]
__ Statue of Liberty [blank]
__ Saxophone [blank]
__ The Mayflower [blank]
__ Fruit [blank]
__ Trees [blank]
__ George Washington [blank]
__ Paul Revere [blank]
__ Navy [blank]
__ Song book [blank]
__ Astronaut [blank]
__ Keystone [blank]

Student Worksheet
Anticipation Guide (3)
Directions: Review the quarter designs and place a check mark by any ideas, people, places, symbols, or feelings that the images bring to mind. After each check mark, list the related quarter(s) in the second column. In the third column, explain the relationship between columns 1 and 2.

[There are three columns.  The first is labeled “Idea, person, place, symbol, or feeling generated.  Each item begins with a short line for a check mark.  The other two columns, “Related quarters” and “Explanation of connection,” have blanks for writing.  The ideas listed in column one are Strength, Trade, Wealth, Democracy, The Blues, Technology, Gambling, Thomas Jefferson, France, Europe, Fishing, Farming, and Country music.]

Student Worksheet
Anticipation Guide (4)
Finally, review the quarter designs and write two or three sentences about how these designs relate to American History between the years 1776 and 1812. Below are two examples; one is specific and one is broad. Create three sentences of your own.
•	The military leadership and courage of George Washington’s troops crossing the Delaware River is an example of bravery. Bravery has served as a point of pride for the United States military throughout American history.
•	The United States is hardy and strong like an oak tree.
[Three blank paragraphs of lines are provided.]

Student Worksheet
Prediction and Fact

Directions: Look at the quarter reverse design you have been given. After you have spent some time analyzing the design, you will read the reasoning behind the images that were chosen for this particular state. Be sure to look for images that represent American ideals and important events in American history. Be prepared to present your quarter design to the class.
	For questions 1 through 4, look at your assigned quarter design. Answer these questions based on your observations and predictions.
1. Which state’s quarter design are you reviewing? [blank]
2. What year did this state ratify the Constitution and become a member of the
Union? [blank]
3. What are the images on the design? [blank]
4. What do you think the images mean ? [blank]

Directions: After you are given the “Quarter Information” sheets, use them to find information about your assigned quarter. Answer the following questions. 
5. What significant story or symbol of this state does the design depict? [blank]
6. How are these characteristics important to the identity and history of the
United States? [blank]
7. Do the important events, people, or ideals listed here represent any political, social, economic, and military relevance to American history? How? [blank]

Student Worksheet
Behind the Symbols, Note-Taking Guide
State name [blank]
Symbols and their stories [blank]
State name [blank]
Symbols and their stories [blank]
State name [blank]
Symbols and their stories [blank]

Teacher Key 
Key Concepts
These are terms related to the designs of the first 18 coins of the 50 State Quarters® Program. Each of these terms reflects a significant aspect of American history from 1776 to 1812.
Continental Congress
1776
General George Washington
Revolutionary War
Artist’s depiction of “Washington
Crossing the Delaware”
Battle of Ticonderoga
Agricultural economy
Strength symbol of the Oak Tree
Lexington and Concord
Paul Revere
Minutemen
British
Architecture
Treaty of Paris
Nature
Colonists
Freedom
Jamestown
1607
James River
Statue of Liberty
Erie Canal
France
Trade
Frontier
Thomas Jefferson
Louisiana Purchase
Meriwether Lewis
William Clark
Napoleon Bonaparte

Teacher Key
Early American Links Concept Map
[Concepts from the concepts list are shown in boxes, linked by arrows with linking words beside them.  For instance, the “Declaration of Independence” box is linked to the “Thomas Jefferson” box by the words “was written by.”]

Student Worksheet
Design Reflection Assignment
Using the resources about the United States Mint 50 State Quarters® Program (available at www.usmint.gov), the textbook, and your concept map from class, write an essay that answers the following question: “How do the events, ideals, individuals, and stories that are represented on the first 18 quarters minted in the 50 State Quarters Program reflect significant aspects of American History from 1776 to 1812?” [blank lines]

Student Worksheet
Design Reflection Rubric
Each essay will be graded according to the rubric below and will receive a total score out of a possible 100 points. Students will turn in this rubric and their concept map with their essay.
Student’s name [blank]
 Teacher [blank]
Date submitted [blank]
Title of work [blank]
Category: ORGANIZATION, Use of the concept map
5 points: Relevant information is not accurate; barely reflects the concept map.
10 points: Essay does not follow ideas outlined in the concept map.
15 points: Student writing presents accurate information, organized in terms of relevance and in a logical sequence.
20 points: Information presented is meaningful and historically accurate. Reflects the concept map well.
Category: CONTENT KNOWLEDGE
5 points: Essay does not convey necessary information; student cannot answer questions about the representations from the quarters.
10 points: Essay content is incomplete but does demonstrate basic concepts about the representations from the quarters.
15 points Essay content is clearly represented, but without elaboration. 
20 points: Essay content is complete. Student elaborates on the quarters’ significance to American identity. (More than required)
Category: GRAMMAR AND SPELLING
5 points: Essay has four or more misspellings and/or grammatical errors.
10 points: Essay has three  misspellings or grammatical errors.
15 points: Essay has no more than two misspellings or grammatical errors.
20 points: Essay has no misspellings or grammatical errors.
Category: NEATNESS 
5 points: Essay is illegible. 
10 points: Essay has three or four areas that are sloppy.
15 points: Essay has one or two areas that are sloppy.
20 points: Essay is neatly presented.
Category: REFERENCES 
5 points: Essay includes no references to any of the resources presented in class.
10 points: Essay includes at least one appropriate reference to the resources presented in class.
15 points: Essay includes references to the resources presented in class.
20 points: Essay includes the complete application of the information presented in class.

TOTAL [blank out of 100]