american history unpacking document

NORTH CAROLINA UNPACKING DOCUMENT FOR AMERICAN HISTORY

The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.

This document will provide:

● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students Will Understand: understandings that students should be able to arrive at as a result of the instruction● Students Will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective

The example topics and example formative assessments provided with each objective are:

● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum

The example topics and example formative assessments provided with each objective are:

● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items

The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms

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https://www.dpi.nc.gov/glossary-instructional-terms-fall-2021-implementation

Inquiry Strand

The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, thinkcritically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiryprocess on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year orsemester.

Inquiry 9-12The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 9-12 grade band. Teachers shouldbe encouraged to use these indicators in every grade level.

Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of all high school courses students willhave been exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiryindicators in each grade.

Standard Indicator

Apply the inquirymodels to analyze andevaluate social studies

topics and issues inorder to communicateconclusions and take

informed actions

I.1.1 Compelling Questions● Identify issues and problems in social studies● Formulate questions based upon disciplinary concepts

I.1.2 Supporting Questions● Identify related issues and problems related to the compelling question● Formulate supporting questions

I.1.3 Gathering and Evaluating Sources● Locate credible primary and secondary sources● Identify a variety of primary and secondary sources in support of compelling and supporting questions● Summarize the central ideas and meaning of primary and secondary sources through the use of literacy strategies● Determine the origin, context, and bias of primary and secondary sources● Differentiate between facts and interpretation of sources● Evaluate competing historical narratives and debates among historians

I.1.4 Developing Claims and Using Evidence● Analyze data from charts, graphs, timelines, and maps● Analyze visual, literary, and musical sources● Examine change and continuity over time● Analyze causes, effects, and correlations● Determine the relevance of a source in relation to the compelling and supporting questions

I.1.5 Communicating Ideas● Construct written, oral, and multimedia arguments

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● Support arguments with evidence and reasoning while considering counterclaims● Use proper formatting in citing sources for arguments● Develop new understandings of complex historical and current issues through rigorous academic discussions● Participate in rigorous academic discussions emphasizing multiple viewpoints in which claims and evidence are

acknowledged, critiqued, and built upon in order to create new understandings of complex historical or current issuesI.1.6 Taking Informed Action● Generate ideas through which the inquiry facilitates change● Devise a plan to enact change based on the results of the inquiry● Organize and take individual or collaborative action in order to affect change and inform others

The time period and focus for this course is from 1763 through the year of the latest presidential election.

Unpacking the Behavioral Science ObjectivesStandard AH.H.B.1 Evaluate American identity in terms of perspective, change, and continuityOverarching Concepts: Identity, Perspective, Change, Continuity

Objective Mastery of theObjective

Students WillUnderstand Students Will Know Example Topics Examples of Formative

AssessmentAH.B.1.1Critique multipleperspectives ofAmerican identityin terms ofAmericanexceptionalism

Students must beable to demonstratethe ability toevaluate the extentto which Americanexceptionalisminfluenced Americanidentity of variousgroups.

Students must beable to make theseevaluations by usingmaterial thatexpresses views frommultipleperspectives.

A nation's ideals andvalue system caninfluence how peopleview themselves andthat nation over time

The idea of a nationbeing exceptional caninfluence its relationshipwith other people andnations over time

Different groups within anation may view the ideaof the exceptionalism ofthat nation fromdifferent perspectivesdepending on how theyhave been treated withinthat society

Examples of the belief ofAmerican Exceptionalismin policy

Multiple perspectives ofAmerican identity

Salutary neglect

Founding/revolution

Manifest destiny

Monroe Doctrine

Imperialism

“City on a Hill”

First and Second GreatAwakenings

Turner’s Frontier Thesis

American Indians

Immigration

Monroe Doctrine & theAmerican IdentityActivity, NationalEndowment for theHumanities, EdsitementProject: Studentsanalyze the MonroeDoctrine and LatinAmerican perspectiveson the doctrine in aseries of close readingactivities. Studentsthen critique Americanidentity through thisforeign policy directive:To what extent did theidea of Americanexceptionalisminfluence the creationand implementation of

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Horatio Alger

Rugged individualism

Transcendentalism

Homesteaders

Sooners

Separation of church andstate

Fourteen Points

Cold War

Space Race

the Monroe Doctrine?To what extent, in turn,did changes in Americanforiegn policy derivefrom the MonroeDoctrine influenceAmerican identity overtime?

Using aSay-Mean-Matterprotocol, studentscritique how Americanexceptionalism duringmanifest destinyimpacted America’sidentity. Students usethe protocol to examinea primary source eitherindividually or in groupsassigned by the teacher.Each individual or groupthen shares theirthoughts to facilitate aclassroom discussionof American identityand Americanexceptionalism.



AssessmentAH.B.1.2Critique multipleperspectives ofAmerican identityin terms ofopportunity,

Students must beable to demonstratethe ability toevaluate the extentto which opportunity,prosperity, and crisis

Different groups mayview a nation’s identityfrom differentperspectives dependingon how they have beentreated within that

Historical eras ofopportunity in UnitedStates’ history

Historical eras of crisis inUnited States’ history

American Revolution

Great Depression

Roaring 20’s

The teacher poses thecentral question: Towhat extent did the CivilWar challenge and/orreinforce the Americanidentity? Students work

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prosperity, andcrisis

have influencedAmerican identity ofvarious groups.

Students must beable to make theseevaluations by usingmaterial thatexpresses viewsfrom multipleperspectives.

nation

Moments of opportunity,prosperity, and crisis willinfluence howindividuals and groupsview themselves andtheir nation over time

Historical eras ofprosperity in United States’history


Oregon Trail

Immigration

Refugees

Gilded Age

Natural disasters

Civil War

Reconstruction

World War II

GI Bill

Industrialization

Urbanization

Suburbanization

McCarthyism

Civil Rights Movements

Cold War Crisis

Internet

9/11

in groups to create aposter on an assignedprimary source usingdifferent colors: 1) Blue-identify & defineunfamiliar words/terms;2) Red- statements/positions that challengethe American identity;3) Green- statements/positions that reinforcethe American identity;4) Orange- connectionsto other texts, to keyevents from the unit ofstudy, or to our societytoday; 5) Purple- a keyphrase/passage.After each group sharestheir poster, studentswrite a 1-2 paragraphresponse to the centralquestion.

Students select or aregiven a presidentialterm that took placeduring a time ofprosperity, opportunity,or crisis. Studentsdescribe Americanidentity based on twoperspectives. Thestudents assess thepresidency based onthose two perspectives.

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AssessmentAH.B.1.3Critique multipleperspectives ofAmerican identityin terms ofoppression,stereotypes,diversity,inclusion, andexclusion

Students must beable to demonstratethe ability toevaluate the extentto whichoppression,stereotypes,diversity, inclusion,and exclusion haveinfluenced Americanidentity of variousgroups.


Inclusive and exclusiveexperiences can have adirect impact on howindividuals and groupsview themselves andtheir nation over time

Minority groups within anation may be subject tooppression,marginalization, andexclusion by majoritygroups

Groups within a nationmay be subject toexclusion based onpolitical, social, religiousor economic factors

Groups within a nationmay be subject toinclusion based onpolitical, social, religiousor economic factors

Cultural stereotypesreflect a diverse nation’sstruggles with inclusion

Examples of groups thathave been excluded fromthe definition of Americanidentity

Examples of groups thathave been included in thedefinition of Americanidentity


Enslaved people

American Indians

Catholics

Nativism

Immigration

Mormons

Suffrage Movement


Segregation

Sundown towns

Hyphenated Americans

White Anglo-SaxonProtestants

Internment camps

Military participation

Labor Movement

Eugenics Movement

Americans withDisabilities Act

By the early 1900s,belief in a separatesphere for men andwomen which relegatedwomen to the “cult ofdomesticity” was beingquestioned. Studentsexamine twodocuments on theidentity of early 20thcentury Americanwomen and then usethe documents as wellas their knowledge ofthe time period toanswer the followingessential question: Towhat extent wereAmerican womenincluded in Americansociety in the early 20thcentury?

Students read twoperspectives on thepassage of theAmericans withDisabilities Act andcritique theperspectives in terms ofthe extent to which theconcept of inclusionaligns with America’sidentity.

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AssessmentAH.B.1.4 Critiquemultipleperspectives ofAmerican identityin terms ofindividualism andconformity

Students must beable to demonstratethe ability toevaluate the extentto whichindividualism andconformity haveinfluenced Americanidentity of variousgroups.


Groups within a nationmay conform, worktowards change andreform, or flee to avoidpersecution

A nation’s identity maybe expressed throughacts of conformity orindividual independenceand self-reliance

Groups and individuals'idea of a nation’s identitymay be based on theextent to which theyconform or stand outfrom cultural norms

A nation's identity maybe viewed throughmultiple perspectives byhow the individualswithin it express theirindividualism orconformity to the idealsand values it holds

How ideas of conformityinfluenced Americanidentity

How ideas ofindividualism influencedAmerican identity


Yeoman farmer

“Rugged Individualism”

Cult of Domesticity

Entrepreneurship

Suburbia

Transcendentalism

Flappers

Roaring 20’s

Hobo culture

Utopian societies

Harlem Renaissance

Booker T. Washington vs.W.E.B. Du Bois

Baby Boomers

Development of freepublic education

Beatniks

Counterculture

Anti-Vietnam protests

Students critique theperspectives of BookerT. Washington andW.E.B Du Bois in termsof how each of theirviews conformed orconflicted withAmerica’s identity.

Students read lyrics andlisten to several CivilRights era and VietnamWar protest songs.With the understandingthat protest is typicallyan example ofnon-conformity,students are asked tocritique the lyrics interms of conformity tothe ideals of theAmerican identity.

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Women’s LiberationMovement


Hippies

Assimilation

Acculturation

Rock N’ Roll culture

Hip Hop culture



AssessmentAH.B.1.5 Explainhow variousimmigrantexperiences haveinfluencedAmerican identity

Students must beable to demonstratehow immigrantexperiences haveimpacted Americanidentity.

Immigration to a newcountry in pursuit of abetter life can lead toassimilation and theadoption of a newnational identity

A nation’s identity maybe changed by theinfluence of new culturalideas that come withimmigration

Different waves ofimmigration that impactedthe United States

Examples of immigrantexperiences in differentparts of the United States

How and where variousimmigrants entered theUnited States

Assimilation

Push/pull factors

Ethnic Enclaves

Old immigrants vs. newimmigrants

Cultural diffusion

Waves of immigration

Nativism

Settlement houses

Refugees

Students choose twoimmigrants fromdatabases about AngelIsland or Ellis Island.Students read about theimmigrants’ arrivals andlater experiences theyhad as they lived inAmerica. Studentsdescribe the impact ofthe experiences ofthose immigrants onAmerica’s identity.

The teacher assignsstudents to one of fourgroups representing aspecific immigrantgroup during one or

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Hatian immigration

Southeast Asianimmigration

Quotas

Cuban immigration

Mexican/Central Americanimmigration

American internmentcamps

Angel/Ellis Island

Political machines

Salvation Army

Sweatshops

“Melting pot”

more time periods ofhistory. Each groupreceives a packet ofinformation withdescriptions andinformation about animmigrant group. As agroup, the students usechart paper to draw agraphic showing howthe immigrantexperiences of theirgroup influencedAmerican identity.



AssessmentAH.B.1.6 Explainhow theexperiences andachievements ofminorities andmarginalizedpeoples havecontributed toAmerican identityover time in

Students must beable to demonstrateunderstanding ofhow the livedexperiences andachievements ofminorities andmarginalizedpeoples influencedthe development of

When groups of peopleare treated unfairly by thegovernment of a nation,they may advocate forchange againstoppression anddiscrimination

A nation’s identity maybe influenced by

Examples of marginalizedgroups in United States’history

Examples of the strugglesand challenges ofminorities andmarginalized groups forequality

Benjamin Banneker

Abigail Adams

Enslaved people

Suffrage Movement

Ellen Broidy

After reading primarysources concerning theSeneca FallsConvention, studentswrite a paragraphexplaining how theexperiences of thewomen led to theConvention. Studentsalso explain the

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terms of thestruggle againstbias, racism,oppression, anddiscrimination

American identity,paying specificattention to theinfluence of bias,racism, oppression,and discrimination.

Students must beable to demonstratean understanding ofhow minorities andmarginalized groupshave struggled forequality and how thegains made in thatstruggle havebenefited allAmericans.

marginalized groups andindividuals whoadvocate against bias,racism, oppression, anddiscrimination

Advocating against bias,racism, anddiscrimination oftenbenefits the society

The struggles ofminorities andmarginalized peoplemay lead to movementsthat encourage an end tooppression anddiscrimination

Examples of contributionsmade by marginalizedgroups

Mark Allan Segal

Equal Rights Amendment


Jim Crow/Segregation

Mental Health Reform

Abolitionism

Joseph Smith

Susan B. Anthony

Sojourner Truth

Elizabeth Cady Stanton

Eleanor Roosevelt

Greensboro Four

Ella Baker

Septima Clark

Karen Korematsu

Daisy Bates

Fannie Lou Hamer

A. Philip Randolph

Cesear Chavez

Convention’s impact onAmerica’s identity.

Students create athree-slide presentationthat portraysexperiences of aminority group in theUnited States during aparticular era of UnitedStates history. Thepresentation mayinclude how theexperiences of aminority groupcontributed to thestruggle against racism,oppression, ordiscrimination. Thepresentation may alsoinclude contributions ofthe minority group thatimpacted the evolutionof America’s identity.

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Dolores Huerta

Allan P. Bakke

Harvey Milk

Harlem Renaissance

Jazz

Charles R. Drew

American IndianMovement

Internment ofJapanese-Americans



AssessmentAH.B.1.7 Explainhow slavery,xenophobia,disenfranchisement, andintolerance haveaffectedindividual andgroupperspectives ofthemselves asAmericans

Students must beable to demonstratean understanding ofthe effects ofxenophobia,disenfranchisement,and intolerance ongroup identitythroughout thehistory of the UnitedStates. Theunderstandingshould cover notonly the groupssuffering from thesethings, but also theeffects on the

Groups excluded frompolitical power in anation often struggle toachieve equality

Excluding certain groupsfrom political power andparticipation in societycan create tensionbetween a nation'sidentity and its foundingprinciples

When a nation-- foundedon the ideals of freedomand equality-- fails toobserve and practice

Examples of intolerance

Examples of xenophobia

Examples ofdisenfranchisement

Grandfather clause

Poll tax

Literacy tests

Nativism

Black codes

Extremist organizations

Indian removal

Labor Movement

Marriage laws

Students listen to orread excerpts from theSlave Narrative Projectfrom the WorksProgress Administration(WPA). After reviewingtwo stories, studentswrite a paragraphdescribing the effectthat slavery had on theindividual’s view ofthemselves asAmericans in bothnarratives.

While studying socialmovements for equality

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groups perpetuatingthese things.

those ideals, individualsand groups may finddifficulty in identifyingthemselves and theirroles in such a nation

Segregation


Social Darwinism

Bellingham Riots 1907

Internment camps

Religious intolerance

Chinese Exclusion Act

Voter suppression

Gentlemen's Agreement1907

Farm Workers Movement

Tulsa Race Massacre

Chinese Massacre of 1871

Immigration policies

Discrimination againstgroups after 9/11

in the 1960s and 1970s,students participate in aJigsaw activity todiscuss how oppressionimpacted the sense ofidentity held by variousgroups (e.g., women,immigrants, NativeAmericans, AfricanAmericans, etc.).Students then write an“I Am” poem from theperspective of one ofthese groups/individuals.

Standard AH.B.2 Analyze the relationship of tradition and progress in terms of scientific, technological, intellectual and cultural developmentOverarching Concepts: Relationship, Tradition, Progress, Development



AssessmentAH.B.2.1Differentiate

Students must beable to determine

Scientific andtechnological

Examples of innovationsthat reinforced values and

Cotton gin Given a list of primarysources describing

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among scientificandtechnologicalinnovations interms of howthey havereinforced andredefinedAmerican valuesand beliefs

specific innovationsthat led to changes inAmerican society.

Students must beable to determinespecific innovationsthat led to a fortifyingof traditional beliefsand discouragedchanges.

innovations may changethe values of a societyover time

Changes in societycaused by technologicalinnovations can cause ashift in the values andbeliefs of that society

When innovationconflicts with values andbeliefs, change may bediscouraged

beliefs

Examples of innovationsthat helped to redefinevalues and beliefs

Examples of reactions byvarious groups orindividuals to innovations

Factory towns

Transcontinental railroad

Urbanization

Steam engine

Bessemer process

Mass production

Assembly lines

Interchangeable parts

Telegraph

Penny Press/YellowJournalism

Cinema

Flight

Atomic bomb

Television

Radio

Space exploration

Rock N’ Roll

PC/internet/social media

Renewable energy

technologicalinnovations in MillTowns and their impacton women workers,students select twosources to read andanalyze. Based onanalysis of thedocuments, thestudents write aparagraph to expresswhat they believe is theevidence that eitherreinforces or redefinesbeliefs about women’sroles in 19th centuryAmerica.

Students are given a listof innovations/inventions that occurredin American societysince the advent of theinternet. Studentsselect the innovations/inventions they perceiveas having reinforcedAmerican values andbeliefs and describewhy they feel theinnovations/inventionswere impactful.

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Polio vaccine

X-Ray

Microwaves

Vacuum

Electric refrigerator



AssessmentAH.B.2.2Distinguishreligious beliefsand humanreasoning interms of theirinfluence onAmerican societyand culture

Students must beable to examinevarious religiousbeliefs to determinethe influence onvarious cultures inAmerican society.

Students must beable to examinevarious aspects ofhuman reasoning todetermine theinfluence on variouscultures in Americansociety.

Over time, religiousbeliefs and humanreasoning can influencethe development of anation

As a nation developsover time, its belief inboth religious faith andhuman reasoning maylead to conflict

Examples of religiousbeliefs that shapedAmerican society

Examples of philosophicalthought that shapedAmerican society

Reactions of groups orindividuals to new ideasthat impacted Americansociety

American Revolution andthe Enlightenment

American Revolution andreligion

The Federalist Papers

Second Great Awakening

Transcendentalism

Utopian communities

Social darwinism

Social gospel

American pragmatism

Scopes Trial

Evangelical Movement

Students analyzeprimary sources tomake determinationsabout the influencesthat the Second GreatAwakening revivals hadon the culture withinAmerican society. Thestudents create agraphic organizer toshow components ofthe Second GreatAwakening that serveas evidence to thoseinfluences on culture.

Students readinformation about theScopes TrialScopes trialfrom variousperspectives. Studentsselect the argumentsthat influencedAmerican society and

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Moral majority culture the most in the1920’s. Studentsdefend their positions.

Unpacking the Civics and Government ObjectivesStandard AH.C&G.1 Evaluate the relationship between the American people and the government in terms of freedom, equality, and powerOverarching Concepts: Relationship, People, Government, Freedom, Equality, Power



AssessmentAH.C&G.1.1Explain how variousviews on freedomand equalitycontributed to thedevelopment ofAmerican politicalthought and systemof government

Students must beable to demonstrateknowledge andunderstanding ofhow ideas aboutfreedom andequality impactedideas and policiesabout Americanpolitics andgovernment.

A society’s view offreedom and equalitycan impact the way thesociety’s politicalsystem evolves

Societies may have aninterest in preventing allgroups to freelyparticipate in thesociety

Origins of the Americanpolitical system

Examples of various ideasabout freedom andequality

Examples of how variousviews on freedom andequality contributed topolitical thought

Articles of Confederation

Abigail and John Adams

George Washington’sfarewell address

Federalists vs.Anti-Federalists

Thomas Jefferson

Declaration ofIndependence

Constitution

3/5 Compromise

Enlightenment ideas

Abolitionism

Dred Scott decision

Lincoln-Douglas debates

Students participate in aSocratic Seminar on theviews of the FoundingFathers, AfricanAmericans, and womenon the issues offreedom and equality inthe early republic.Framing questionsinclude: 1) What werethe views of freedomand equality held byeach of the 3 groups? 2)How did various viewson freedom and equalitycontribute to Americanpolitical thought?

The teacher assignseach student an excerptfrom a primary sourcedocument offering aperspective on suffrage.Students individuallycomplete a 3-2-1protocol using theirassigned text in which

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Civil War

Reconstruction

Radical republicans

13th, 14th, 15thamendments

Separate but equal

Suffrage


Nativism

Slavery

Cold War

Patriot Act

they identify 3 key pointsmade by the speaker/author, 2 pieces ofevidence that show howviews of freedom andequality played out orinfluenced decisionsabout suffrage, and 1personal reaction/opinion on thespeaker/author’s views.Students then formgroups based on theirassigned documents toshare their 3-2-1 andcome to a consensusthat the group shareswith the class.



AssessmentAH.C&G.1.2Critique the extentto which variouslevels ofgovernment usedpower to expand orrestrict the freedomand equality ofAmerican people

Students must beable to judge theeffectiveness ofdifferent levels ofgovernment asthey set out toeither expand orrestrict freedomand equality forAmericans.

A government,founded on thedivision of power andauthority, may engagein debates thatchallenge the extent towhich various levels ofgovernment have thepower to expand orrestrict freedom andequality

The branches and levels ofgovernment in the UnitedStates

Examples of expansion ofequality by government inUnited States’ history

Examples of restriction ofequality by government inUnited States’ history

Declaration ofIndependence

State Constitutions

U.S. Constitution

Alien & Sedition Acts

Slave codes

Virginia & Kentucky

Students look at aSupreme Court decision(e.g., Plessy v. Ferguson,Brown v. Board, etc.) andevaluate the extent towhich the differentlevels of governmentused their power toexpand or restrictfreedom and equalitybased on the SupremeCourt decision.

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As a nation evolves, thegovernment maychange their ideasabout the freedom andequality of citizens

resolutions

Fugitive Slave Act

Slavery

Bill of Rights

Civil War

Marriage laws

Jim Crow

Black codes

EmancipationProclamation

13th, 14th, 15thAmendments


Blue laws

Great Society

Redlining

Eugenics

Gerrymandering

Indian Removal Act

Sundown towns

Students read asynopsis of the PatriotAct. Students thenrespond to the followingquestion: To what extentdid the federalgovernment restrictfreedom and equality inorder to protect theAmerican people? Basedon what the studentslearn, they have a classdebate about what ismore important:freedom or security.

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House Un-AmericanActivities Committee

Patriot Act

Lilly Ledbetter Law

Affordable Care Act



AssessmentAH.C&G.1.3Explain how variousindividuals andgroups strategized,organized,advocated andprotested to expandor restrict freedomand equality

Students must beable todemonstrate theyunderstand howthe strategies,organization, andadvocacy fromdifferent groupsaffected freedomand equality inAmerica.

When groups andindividuals within anation receive unequaltreatment, they mayorganize to advocatefor change

When law and policiesare created to restrictfreedom and equality,individuals and groupsmay organize varioustypes of proteststrategies in anattempt to demandreforms that benefit allindividuals of a nation

Examples of groups thathave strategized,organized, advocated, andprotested to expand orrestrict freedom andequality

Examples of strategiesused by groups andindividuals to advocate forfreedom and equality

Abolitionism

Temperance Movement

Wilmington Coup

Muckrakers

Suffrage Movement


Underground Railroad

Extremist organizations

Mental health reform

Prison reform

Labor Movement

Asian AmericanMovement

Students read primarysources concerning theMental Health andPrison reform during theProgressive era.Students create aflowchart showing theways that the individualsand groups advocated toexpand equality and theimpact of those reforms.

The teacher givesstudents variousprimary sources ofprotests from theSuffrage movement.After reviewing thedifferent sources,students create apresentation explaininghow the individuals andgroups organized,strategized, andadvocated to expand

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National Organization ofWomen

Equal Rights Amendment

LGBTQ Movement

Immigration reform

National Rifle Association

Takeover of BIA (Bureauof Indian Affairs)

American IndianMovement occupation ofAlcatraz

National Association forthe Advancement ofColored People (NAACP)

Anti Defamation League(ADL)

Approaches to affectchange● Picketing● Boycotts● Lawsuits● Sit-ins● Voting● Marches● Holding elected

office● Lobbying● Armed resistance● Hunger strike

voting rights for allindividuals.

Students combine whatthey have learned aboutthe organizing efforts ofCeasar Chavez withinformation from ateacher-selected primarysource detailing hiswork to complete acause-and-effect chartdetailing how Chavezorganized agriculturalworkers into a laborunion that would expandthe equality of workingconditions and wagesfor workers.

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● Advertising● Social media

campaigns● Walk-outs● Organizing



AssessmentAH.C&G.1.4Explain how racism,oppression, anddiscrimination ofindigenous peoples,racial minorities,and othermarginalizedgroups haveimpacted equalityand power inAmerica

Students must beable todemonstrateknowledge andunderstanding ofhow racism,oppression, anddiscrimination haveimpacted equalityand power inAmerica, payingspecific attentionto indigenouspeoples, racialminorities, andother marginalizedgroups.

Racism, oppression,and discrimination canlead to the unequaldistribution of powerwithin a nation andmultiple factors thatcan impact political,social, and economicequality

When racism,oppression, anddiscrimination existwithin a nation,marginalizedindividuals and groupsmay experienceinequality and lack ofpower

Discrimination cancontribute to thefrustration ofindividuals and groupsand motivate them todemand equality andopportunities within anation

Examples of groups thatfaced oppression,discrimination, ormarginalization

How racism, oppression,and discrimination haveimpacted equality andpower

Ways in which variousindividuals and groupshave been impacted byracism, oppression, anddiscrimination

Indian Removal Act

Reservation system

Anti-semitism

Enslaved people

Irish

Quakers

Sharecropping/tenantfarming

Jim Crow

Sundown towns

Redlining

Mormons

Voter suppression

Voter restrictions

De Jure and De Factosegregation

Students assess theimpact of racism,oppression, anddiscrimination on theequality and power ofNative Americans byanalyzing an assignedprimary source from aNative American leader.Suggested NativeAmerican leadersinclude: Chief SittingBull, Chief Red Cloud,Chief Joseph, and/orGeronimo. Studentsanswer the questions: 1)How were NativeAmericans impacted byracism, discrimination,and oppression? 2) Whatfactors supported theselected NativeAmerican leader’s questfor equality and power?3) What factors hinderedthe selected NativeAmerican’s leader’squest for equality andpower?

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Racism, oppression,and discrimination canfrustrate efforts byindividuals and groupsto gain equality in anation


Marriage laws

Relocation

Catholics

Educational access

Criminal justice system

In small groups,students examineprimary source materialon Chinese and Asianimmigrants coming toAmerica in the late1800s. Usinginformation from theprimary sourcematerials, studentscreate a presentationthat will be given to theChinese ambassador toaddress concerns aboutChinese and other Asianimmigrants’ obstacles.The presentation shouldstate how racism anddiscrimination impactedthe equality and powerto which the Chinese inAmerica had access.

Standard AH.C&G.2 Analyze the American political system in terms of conflict, compromise, and consequenceOverarching Concepts: Political System, Conflict, Compromise, Consequence



AssessmentAH.C&G.2.1Distinguishdecisions byexecutive,legislative, andjudicial leaders interms of resolvingconflict andestablishing

Students must beable to decidewhich decisionsmade by differentbranches ofgovernment haveresolved conflictand facilitatedcompromise.

Decisions by leaderswithin a governmentoften play a critical rolein resolving conflictwithin a nation

Compromises derivedfrom debate within andbetween branches of

Examples of compromisesthroughout United States’history

Examples of how conflictswere resolved byexecutive, legislative, andjudicial leaders throughcompromise

Missouri Compromise

Compromise of 1850

Civil War

EmancipationProclamation

Students analyzepolitical cartoondocuments regardingthe 1820 politicaldebate over how toallow entrance statesinto land acquired withthe Louisiana Purchase.Students point out the

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compromise government may helpto resolve conflict in anation

Branches ofgovernment ofteninvolve a complexsystem of checks andbalances that mayenable resolutions toconflict

Reconstruction

Lincoln-Douglas debates

Kansas-Nebraska Act

Debates about enteringwars

Impeachments

League of Nations

New Deal

Watergate

Affordable Care Act

various ways thecartoonist(s) use thecartoons to show boththe conflict and theterms that resolved theconflict.

In small groups,students are providedwith position statementsabout whether or not theUnited States should jointhe League of Nations.The students examinethe reasons for andagainst joining theLeague of Nations.Based on thisexamination, studentsselect the statementsthat did the best job ofconvincing the UnitedStates not to join theLeague. Students mustdiscuss their rationale.



AssessmentAH.C&G.2.2Explain thedevelopment andrealignment ofpolitical parties asreflected in keyelections

Students must beable todemonstrate anunderstanding ofboth the causesand effects of therealignment ofpolitical parties atvarious times in

Political parties mayreshape theirplatforms based onelection results andpopular opinion

New political partiesmay evolve throughthe debates and

Examples of politicalparties throughout UnitedStates’ history

Examples of elections inwhich key changeshappened to politicalparties and why thosechanges took place

Election of 1800

Election of 1824

Election of 1828

Election of 1844

Election of 1860

Election of 1824 Activity,National Endowment forthe Humanities,Edsitement Project:Students work in groupsto examine the causesand effects of politicalrealignment in theelection of 1824 by

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American history.Key elections mustbe used asevidence of theserealignments.

competing ideologiesof existing partysystems

Ways in which the politicalparties developed orrealigned

Election of 1876

Election of 1896

Election of 1912

Election of 1960

Election of 1964

Election of 1968

Election of 1980

Election of 1992

Election of 2016

analyzing documentscentered on the promptand central questions:All of the majorcandidates for presidentin the 1824 electionclaimed allegiance to thesame party, theDemocratic-Republican.What distinguished thecandidates from eachother? What were theimportant issues in theelection of 1824?In a paragraph, studentsexplain changes thatoccured in the partyplatform as a result ofthe election.

Students have a graphicorganizer listing thepositions of both majorparties in the election of1964 and 1968.Students explain howthe election of 1964 andensuing debates helpedrealign the parties forthe 1968 election.



AssessmentAH.C&G.2.3Deconstructchanges in balanceof power between

Students must beable to determinethe ways in whichthe balance of

Different levels ofgovernment within anation may engage incooperation and

Examples of power shiftsin the different levels ofgovernment


Constitutional Convention

Students complete aThinking Colors Analysison primary sources fromgroups and individuals

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local, state, andfederal governmentin terms of conflictand compromise

power has shiftedbetween local,state, and federalgovernment.

Students must alsobe able todemonstrate howthose changesresulted in or camefrom conflict andcompromise.

compromise to avoidconflict within a nation

Changes made in onelevel of governmentwithin a nation mayimpact other levels ofgovernment in theirability to resolveconflict and achievecompromise

The distribution ofpower within agovernment maychange over time andmay lead to conflict

Examples of conflicts andcompromises between thedifferent levels ofgovernment

9th and 10th amendments

Manifest Destiny

McCullough v. Maryland

Embargos

Nullification

Plessy v. Ferguson

Popular sovereignty

Civil War

Jim Crow laws

14th and 15thamendments

Espionage and SeditionActs

New Deal

World War II on thehomefront

Little Rock Nine

Great Society

Voting Rights Act

Civil Rights Acts

Brown v. Board

that opposed PresidentRoosevelt’s New Deal: 1)Blue- identify & defineunfamiliar words/terms;2) Red- statements/positions with which youdisagree; 3) Green-statements/positionswith which you agree; 4)Orange- connections toother texts, to key eventsfrom the unit of study, orto our society today; and5) Purple- a keyphrase/passage. Aftereach group shares theiranalyses, the teacherasks students to identifykey themes and ideasthat connect thedocuments, includingconcerns over thebalance of power.Students conclude theactivity by completing anexit ticket with thefollowing prompt:Identify the argumentsthat were against theNew Deal because itwould lead to a shift inthe balance of powerbetween levels ofgovernment. Studentsshould provide theirrationale for thearguments they choose.

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Medicaid expansion

Aftermath of 9/11

No Child Left Behind

Students read primarysource documentsabout the Little RockNine and theintervention of federaltroops. Students use agraphic organizer toanalyze decisions madeby federal, state, andlocal governments.Students write aparagraph explaining thedecisions they believehelped to shift thebalance of powerbetween the levels ofgovernment.

Unpacking the Economics ObjectivesStandard AH.E.1 Analyze the American economic system in terms of affluence, poverty, and mobilityOverarching Concepts: Economic System, Affluence, Poverty, Economic Mobility



AssessmentAH.E.1.1Deconstructmultipleperspectives ofAmericancapitalism interms of affluence,poverty, andmobility

Students must beable to determinethe ways in whichthe Americaneconomy hasaffected variousgroups throughouthistory.

Students must beable to demonstratean understanding ofeconomic mobility

Different groups within anation may experiencedifferent levels ofeconomic mobilitydepending on access toopportunity

The economy of a nationcan lead to changes inaffluence, poverty, andmobility that may alterthe status or quality oflife for individuals and

How economic mobilityaffects affluence andpoverty

Examples of how capitalismimpacts affluence, poverty,and mobility

Examples of differentperspectives on Americancapitalism

National banks

American Plan

Regulation/deregulation

Great Depression

Unions

Farm workers

Students evaluateincome/wealth data fromthe 1920s and 1930s.Students deconstruct theclaim that the wealth gapdiminished during theGreat Depression.Students select theevidence that eithersupports or refutes theclaim and explain theirthoughts in a 1-2paragraph response.

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and how it relates topoverty andaffluence.

groups

An economic systemmay be vieweddifferently by variousindividuals based ontheir level of affluence,poverty, or economicmobility

Horatio Alger

Gilded Age

Jacob Riis

Robber Barons/Captains of Industry

Settlement houses

Roaring 20’s

New Deal

Wealth gap

Minimum wage

Great Society

Silicon Valley

Haves/Have-Nots

Middle class

Wall Street

Reaganomics

Students evaluate theclaim that America was aland of opportunity andeconomic mobility in theearly 20th century.Students rotate in smallgroups to stationscontaining variousdocuments from multipleperspectives. Whilevisiting each station,students complete achart organizinginformation that supportsor refutes the claim.Students select theevidence that eithersupports or refutes theclaim and explain theirthoughts in a 1-2paragraph response.



AssessmentAH.E.1.2 Explainhow therelationshipsbetween

Students must beable todemonstrate anunderstanding of

Conflicts between laborand management in anation may affect thequality of life for

Examples of howentrepreneurship impactsquality of life

Innovation - risk/reward

Profit motive

Students work in groupsto research and createposters on four majorlabor disputes: the Great

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entrepreneurship,management,labor, andconsumers haveimpacted thequality of life inAmerican society

the ways in whichthe relationshipbetweenmanagement andlabor impacts thelives of individualsin America.

Students must alsobe able todemonstrate anunderstanding ofhow businessimpactsconsumers andhow consumersrespond toinnovative businessideas andpractices.

individuals

Consumer choices andthe demands of laborcan influence thedecisions ofentrepreneurs andmanagement

Decisions byentrepreneurs andmanagers may impactthe quality of life ofconsumers and workers

Examples of labor disputesfrom United States’ history

How the relationshipbetween management andlabor impacts quality of life

How businesses impactconsumers

Scientific management


Sharecropping/Tenant farming

Assembly lines

Free/cheap labor

Labor disputes/strikes

Copyright laws

Unions

Great Depression

War production

Supply and demand

Scarcity

Wages

Labor conditions

Benefits/healthcare

Pensions andretirement

Company towns

Railroad Strike of 1877,the Homestead Strike,the Pullman Strike, andthe Haymarket Riot. Theposters should include atimeline of events and acause-and-effect chart.Students then complete agallery walk and takenotes on all of the labordisputes and leavequestions for each group.The teacher facilitates aclass conversation asgroups answer thosequestions. The teacherconcludes the lesson byasking students toconsider any trends orpatterns they seeconnecting all of thelabor disputes by writingthree impact statements:one impact statementconcerning the effect onworkers, one impactstatement addressing theeffect on management,and one impactstatement addressing theimpact on the nation as awhole.

Students read about thefounding of a big techcompany (e.g., Google,Apple, AOL, Microsoft,Facebook, etc.). After

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reading about itsentrepreneurialbeginnings, students findand read the missionstatement of thecompany. Studentsdecide if the impact thecompany currently hason consumers’ quality oflife aligns with thefounding and the currentmission statement of thecompany.



AssessmentAH.E.1.3 Explainthe causes ofeconomicexpansion andretraction and theimpacts on theAmerican people

Students must beable todemonstrate anunderstanding ofthe things that leadto economicexpansion andeconomicretraction.

Students must alsobe able todemonstrate anunderstanding ofthe effects ofeconomicexpansion andeconomicretraction on theAmerican people.

Economic decisions bya government as well asinternational events maylead to economicexpansion or retractionof a nation

When an economyexpands, it may have apositive or negativeimpact on the lives ofthe people that live inthat nation

When an economyretracts, it may have anegative impact on thelives of the people thatlive in that nation

Examples of periods ofeconomic expansion inUnited States’ history

Examples of periods ofeconomic retraction inUnited States’ history

How economic expansionand retraction impactindividuals

French and Indian WarDebt

Panics of 1800’s

Speculation

Buying on margin

Credit

Roaring 20’s

Great Depression

New Deal

Great Society

1950’s consumerism

The Panic of 1837 andthe Presidency of Martinvan Buren Activity,National Endowment forthe Humanities,Edsitement Project:Students analyze politicalcartoons in small groupsto identify the causes ofthe Panic 1837, its effecton working Americans,and the impact of VanBuren’s response. Theteacher may wish toprovide students with ananalysis worksheet (likethe Cartoon AnalysisWorksheet from NationalArchives EducatorResources) or ananalysis tool (like

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Industrialization

Mass production

E-commerce

Economic policies

Interest rates

Dot Com bubble

Real Estate bubble

Great Recession

Economic stimulus

SCAMS: Subject, Caption,Action, Message,Symbols).

Students use primarysources about thepost-World War IIeconomic boom to createa chart describing thecauses and effects of theeconomic boom onindividuals' quality of life.



AssessmentAH.E.1.4 Comparehow some groupsin Americansociety havebenefited fromeconomic policieswhile other groupshave beensystemicallydenied the samebenefits

Students must beable to discuss thesimilarities anddifferencesbetween groupsthat have benefitedand those that havenot benefited fromAmericaneconomic policies.

The policies andpractices of aneconomy may beestablished to benefitcertain groups of peopleat the expense of othergroups

Individuals and groupsin a nation that are notrecipients of economicbenefits often have aninterest in changingeconomic policies of thenation

The economic policies

Examples of specificeconomic policies thatbenefited some at theexpense of others

The similarities of howeconomic policies impactdifferent groups

The differences of howeconomic policies impactdifferent groups

Alexander Hamilton’sfinancial plan

Slavery

Indian relocation

Freedmen’s Bureau

Reconstruction

Black Wall Streets


Sherman Antitrust Act

Students work in smallgroups to analyzeprimary sources relatedto the economiccondition of freedmenfollowing the Civil War.Each group shares theiranalysis using aGood-Bad-Ugly protocolin which they identify thegood (positiveconsequences/advances,the bad (negativeconsequences/setbacksor barriers), and the ugly(violations of majorprinciples or ethics) of

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of a government mayhave positive ornegative consequencesthat alter the status orquality of life forindividuals and groups

Great Depression

Fair Labor StandardsAct

Social security

Equal Pay Act of 1963

Great Society

Medicare

Equal EmploymentOpportunity Act of 1972

Globalization

Reaganomics

Welfare reform

Great Recession

economic policies duringReconstruction. Finally,students write aparagraph comparinghow the economicpolicies ofReconstruction impacteddifferent groups.

Students revieweconomic policies of theNew Deal affectingdifferent categories ofjobs. Students thenreview demographic dataof the 1930s to see howthose jobs weredistributed among thedifferent races and ethnicgroups. Students thencompare how variousgroups were impacted bythe economic policies.



AssessmentAH.E.1.5Distinguish therole women andracial minoritieshave played incontributing to theeconomicprosperity ofAmerican societyin terms of equity,

Students must beable to decide therole women andracial minoritieshave played in theAmerican economywhile alsounderstanding theirlimitations due toequity, equality, and

Individuals and groupsthat struggle foreconomic equality mayencourage moreeconomic mobilitywithin a nation

While economicopportunities formarginalized groups

Examples of economiccontributions of womenand racial minorities inUnited States’ history

How women and racialminorities affectedeconomic equity, equality,and mobility in America

Slavery

Cult of Domesticity

American IndianReservations

Freedmen’s Bureau

Radical Reconstruction

Students reviewdocuments relating toAfrican Americans andwomen on the homefrontduring World War II.Students selectdocuments they feelshow the contributions ofthese groups to theeconomic prosperity of

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equality, andmobility

mobility withinsociety.

may be limited, theeconomic contributionsof those groups canlead to economicprosperity for a nation

Women and racialminorities often play akey role in contributingto economic equity,equality, and mobilitywithin a nation byadvocating for changein economic policies

Chinese RailroadWorkers

Lowell Mill Girls

Booker T. Washington

Black Enterprisemagazine

Businesses in TheGreen Book

Fair Pay Act

Ceaser Chavez

Mexican cowboys

Lilly Ledbetter

National Organizationfor Women

Gloria Steinem

Madam CJ Walker

Rosie the Riveter

Flappers

Title IX

Farm workers

Young Women's

America. Students canuse a Now-and-Laterprotocol where theyhighlight the immediateimportance as well as theenduring importance ofthese economiccontributions.

Students review primarysource documents thatinclude economic dataabout theTranscontinentalRailroad. Studentsevaluate the impact ofthe railroad workers onthe general economy bydistinguishing what wasearned by using therailroad and how muchwas paid to the Chineselaborers that worked onthe railroad. Studentsprovide evidence fromtheir reading to answerthe following prompt:Distinguish the economicimpact of Chineselaborers on the railroad inthe late 1800’s.

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Christian Association(YWCA)

The Great Migration

Emerging diversity infortune 500 CEOs

Unpacking the Geography ObjectivesStandard AH.G.1 Understand how movement, settlement, and expansion influenced American developmentOverarching Concepts: Movement, Settlement, Expansion, Development



AssessmentAH.G.1.1 Explainhowenvironmental,technological,cultural, andeconomic factorsinfluencedpopulationdistribution andpatterns ofmigration andimmigration

Students must beable todemonstrate anunderstanding andknowledge of howpopulationdistributions andpatterns of humanmovement areaffected byenvironmental,technological,cultural, andeconomic factors.

Population distributionsmay shift due to cultural,economic, orenvironmental factors

Economic policies andtechnological innovationmay lead to changes inpatterns of migration andimmigration within and toa nation

Examples of migration andimmigration patterns

Examples ofenvironmental, cultural,and economic factors thatinfluenced migration andimmigration

How and why populationsshift

Indian removal

Slavery

Immigration policies

Ethnic neighborhoods


Epidemics/pandemics

Worldwide conflict

Famine

Railroad

Compromise of 1820

Manifest Destiny

Push/pull factors

Students explore theNorthwest Ordinance byexamining primarysources. Students thenwrite a journal from theperspective of a late18th-century immigrantto the NorthwestTerritory. The journalshould explain tworeasons why theimmigrant chose tomove to the regionconsidering theenvironmental,technological, cultural,and economic concerns.

Students work in groupsto analyze primaryresources related to thefounding of Blackcommunities in

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Mormons

Refugees

Urbanization

Gold Rush

Homesteaders

Sundown towns

The Great Migration

Climate change

Dust Bowl

Globalization

Natural disasters

Latinx migration

Industrialization

Great Depression

Baby Boom

“White Flight”

Rust Belt

Sun Belt

Iron Belt

Nicodemus, Kansas,and Mound Bayou,Mississippi. As theyrotate through each setof documents, studentscomplete a graphicorganizer detailing theenvironmental,technological, andcultural motivations ofthe Exodusters and theircritics. Each groupbuilds consensus toidentify the top threecauses and effects ofthe migration ofExodusters to sharewith the class. Studentsthen write an “I Am”poem from theperspective of anindividual who chose toleave.

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AssessmentAH.G.1.2 Explainhow geographicconditions andexpansion havepresented bothopportunities andchallenges in thedevelopment ofAmerica

Students must beable todemonstrate anunderstanding andknowledge of thepositive andnegative impactsof geographicconditions andexpansion on thedevelopment ofAmerica.

As a nation expands itsterritorial boundaries,people will be presentedwith various opportunitiesand challenges over time

As a nation expands itsterritorial boundaries, itmay be presented withnew challenges andopportunities over time

Geographic conditionsmay present challengesand opportunities thatimpact a nation’s politicaland economicdevelopment

Geographic expansion ofa state or nation may leadto unintendedconsequences for thebalance of political powerand economic diversity

Examples of geographicexpansion in United States’history

Geographic conditions indifferent regions of theUnited States

Examples of opportunitiesand challenges presentedby geographic conditions

Triangular Trade

Louisiana Purchase

Northwest Ordinance

American System

Trail of Tears

Manifest Destiny

Mexican Cession

Gold Rush

Desert Conditions

Transcontinental Railroad

Oregon Trail

Imperialism

Buffalo

Grand Canyon

San Andreas Fault

Dust Bowl

Annexation of Alaska

Cuba, Puerto Rico, Guam,

Students use a Jigsawactivity to understandthe opportunities andchallenges associatedwith geographicexpansion. Studentswork in groups to reviewdocuments about eitherminers, ranchers, orfarmers moving westthroughout the 19thcentury. Studentsrespond as a group tothe following question:How did thoseopportunities andchallenges shape thedevelopment of theUnited States andimpact their group(farmers, miners, orranchers)? Studentsthen form groups ofthree with one farmer,one miner, and onerancher to share theexperiences of theirassigned character.

Students read primarysource documentsabout the geographicconditions of the DustBowl. After reading,students create a

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Philippines

Annexation of Hawaii

Route 66

Interstate HighwaySystem

Tornado Alley

Reservoir system

Industrialization

cause-and-effect chartto show how thegeographic conditionsof the dust bowlpresented challengesfor the development ofAmerica.

Students are given a listthat identifiesgeographic conditionsand expansions. Thestudents complete achart with the followingcolumns: 1) GeographicConditions andExpansions; 2)Opportunities thegeographic condition orexpansion posed to thedevelopment ofAmerica; and 3)Challenges thegeography condition orexpansion posed to thedevelopment ofAmerica.



AssessmentAH.G.1.3 Explainthe reasons forand effects offorced andvoluntarymigration onsocieties,

Students must beable todemonstrate anunderstanding andknowledge of thecauses of forcedand voluntary

Forced and voluntarymigration may help toshape the developmentof a nation bycontributing new ideas,culture, and a workforce

Examples of forcedmigrations in UnitedStates’ history

Examples of voluntarymigrations in UnitedStates’ history

Slavery

Gold rushes

Trail of Tears

Oregon Trail

Students analyzeprimary sources aboutAmerican Indianrelocation and forcedassimilation. Studentswrite a 1-2 paragraphresponse to the

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individuals andgroups over time

migration.

Students must beable todemonstrate anunderstanding andknowledge of theeffects of forcedand voluntarymigration onindividuals andsociety.

Territorial expansion of anation may generate theneed for increased laborwhich can lead to bothvoluntary and forcedmigration

A nation may put politicalor economic interestsahead of the freedom ofgroups or individuals thatcan lead to forcedmigrations orreconcentrations ofpopulations

War, conflict, persecution,natural disasters, oreconomic factors in aplace may forceindividuals or groups toseek relocation to otherplaces

How forced and voluntarymigration impactindividuals and groupsover time

Mormon Trail


Homesteaders

Sooners


Angel Island/Ellis Island

Refugees

Latinx migration

Natural disasters

The Great Migration

Rust Belt

Sun Belt


Dust Bowl

Immigration policy

Urbanization

Red Scare

Agricultural opportunities

following question: Howdid forced migration andassimilation affect theAmerican Indians andthe society as a whole?

In small groups,students exploreimmigration from anassigned LatinAmerican country sincethe 1980s. The groupsexplain the push-pullfactors that influencedimmigration. Studentsalso describe the impactof that migration on theindividuals that endedup in the United Statesand the impact themigration had on thenation they left behind.The groups share withthe rest of the class.The whole class workstogether to corroboratethe impact of thisvoluntary migration onindividuals andsocieties.

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Religious freedom andopportunities



AssessmentAH.G.1.4 Explainhow slavery,forced migration,immigration,reconcentrationand otherdiscriminatorypractices havechangedpopulationdistributions andregional culture

Students must beable todemonstrate anunderstanding andknowledge of theimpacts of slavery,forced migration,immigration,reconcentration,and otherdiscriminatorypractices onpopulationdistributions aswell as the impacton regionalcultures.

The forced migration ofgroups andreconcentration ofpeople can cause regionsof a nation to experienceshifts in population whichcan have both positiveand negative effects

The increased use ofimmigrant workers andforced labor in a nationmay contribute toincreased populationsthat can lead to bothcultural diffusion andregional conflict

Discriminatory practicesmay play a direct role inthe development andevolution of regionalculture

Examples ofreconcentration in UnitedStates’ history

Examples of forcedmigrations in UnitedStates’ history

Examples ofdiscriminatory practices inUnited States’ history

How and why populationshifts occur

Examples of how regionalculture is shaped

Latinx migration

Indian reservationsystem

Trail of Tears

Triangular Trade

Ethnic enclaves

Sharecropping

Urban planning

Chinese gold miners


Redlining

Sundown towns

Using census data from1800-1860, studentsexplore the racialmakeup of cities instates on both sides ofthe Mason-Dixon line.Students explain theimpact of thediscriminatory policieson the way the Blackpopulations shifted inthe cities.

After reading aboutdiscriminatory practicesand policies that Latinxfaced during the1990-2020 period ofmigration, studentsexplain how populationdistributions andregional culture werechanged and impactedby those practices andpolicies in 1-2paragraphs.

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Unpacking the History ObjectivesStandard AH.H.1 Understand the reasons for American involvement in conflicts and the domestic and foreign impactsOverarching Concepts: Conflict, Domestic, Foreign, Impact



AssessmentAH.H.1.1 Explainthe causes andeffects of variousdomesticconflicts in termsof race, gender,and political,economic, andsocial factors

Students must beable to demonstratetheir understandingof how and whyrace, gender,politics, economics,and/or socialfactors have beenthe cause ofdomestic conflictsas well as theeffects that resultfrom the role thesethings play.

Students must beable to demonstratetheir understandingof how and whyrace, gender,politics, economics,and/or socialfactors have beenaffected bydomestic conflictsas well as thecauses that led tothose effects.

Political, economic, andsocial conditions in anation can create conflictand war that may havelasting impacts on racialand gender equality

A nation’s internalconflicts can lead topolitical, social, oreconomic problems andissues that maypositively or negativelyimpact various groupsand individuals

Political, economic,and social factors thathave led to domesticconflicts

How factors like raceand gender haveaffected domesticconflicts

The effects ofdomestic conflicts onpolitics, economics,and society

Shays’ Rebellion


Constitutional Convention of1787

Whiskey Rebellion

Excise Tax

Battle of FallenTimbers/Treaty of Greenville

Nat Turner’s Rebellion

Seminole War

Bleeding Kansas

U.S. Civil War

Sectionalism

Slavery

Reconstruction

Indian Wars

Gilded Age Labor Conflicts

Students review primarysources relating toBleeding Kansas.Students complete acause-and-effect chartdetailing the economic,political, and socialcauses and effects ofthe conflicts.

Students are assigned aspecific source relatedto Japanese-Americaninternment duringWorld War II. Studentscreate an infographicreflecting informationthat answers thefollowing questions: 1)What motivated UnitedStates internment ofJapanese-Americansduring World War II? 2)How did internmentimpact the UnitedStates as a nation andJapanese-Americans asindividuals?

Students are assignedto 4-5 groups. Eachgroup is assigned a

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Chinese Massacre of 1871

Red Scare

Bonus March

Tulsa Race Massacre

American internment camps

McCarthyism

Freedom Riders

Segregation

United Farm Workers

Delano Grape Strike

Watergate

American Indian Movementtakeover of Alcatraz

Wounded Knee

Vietnam War/Kent State

domestic conflict. Onchart paper, groupscreate a bubble mapshowing the causesand effects of theirconflict, making sure toinclude causes andeffects involving raceand gender as well aspolitical, economic, andsocial factors.



AssessmentAH.H.1.2 Explainthe causes andeffects of variousinternationalconflicts/wars interms of political,

Students must beable todemonstrate theirunderstanding ofhow and whypolitics, economics,

International conflicts canlead to political, social,and/or economic changeswithin participatingnations

Examples of political,economic, and socialfactors that led tointernational conflicts

The effects of

Revolutionary War

Monroe Doctrine

Roosevelt Corollary

Students are given agraphic organizer for aninternational conflict oran international warwith one cause and oneeffect already identified.

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economic, andsocial factors

and/or socialfactors have beenthe cause ofinternationalconflicts as well asthe effects thatresult from the rolethese things play.

Students must beable to demonstratetheir understandingof how and whypolitics, economics,and/or socialfactors have beenaffected byinternationalconflicts as well asthe causes that ledto those effects.

A nation’s desire forpower, territory, andresources may contributeto international conflictand chaos

Commitment to thepreservation of humanrights can be acontributing factor innations intervening inglobal conflict andinternational wars

A shift in the balance ofpower and theredistribution of land canbe a direct result ofinternational conflict andwar

international conflictson politics, economics,and social conditions

War of 1812

Wars with American Indians

Mexican-American War

Spanish-American War

Panama Canal

Filipino-American War

World War I

World War II

Regime Change/CIA

Cold War

Cuban Missile Crisis

Bay of Pigs

Vietnam War

Korean War

American Interventions inCaribbean and Latin America

War on Drugs

War on Terror

Persian Gulf War

Iraqi War

Students add at least2-4 causes and 2-4effects to the onesalready identified.Students should makesure the causes andeffects representpolitical, economic, andsocial factors. Oncethe students add theircauses and effects tothe organizer, theydiscuss their graphicorganizer in a pair-shareactivity with a partner.

After discussing WorldWar I, studentscomplete athree-column graphicorganizer. The columnsshould be labeled:“Social,” “Political,” and“Economic.” The rowsof the graphicorganizers should becauses and effects ofWorld War I. Thestudents identifycauses and effects ofthe War and list them inthe appropriatecolumns and rows.

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AssessmentAH.H.1.3Differentiate theexperience of waron groups andindividuals interms ofcontribution,sacrifice, andopposition

Students must beable todemonstrate theirknowledge andunderstanding ofhow the variouscontributions,sacrifices, andopposition to warshave affecteddifferent groups inAmerican society.

Support and oppositionto a war may bemotivated by the livedexperiences ofindividuals and groups aswell as national motivesfor the war

During war thecontributions ofindividuals and groupsmay be different basedon their role, position,and status within anation

Support and oppositionto war can both unite anddivide the people of anation and lead todiffering levels ofcontributions andsacrifice

The contributions andsacrifices that groupsand individuals makeduring times of war maylead to the demand forcivic inclusion and equaland civil rights

Examples of thedifferent experiencesvarious groups livedthrough during timesof war

Examples of the typesof opposition variousgroups encounteredduring times of war

Examples of the waysvarious groupscontributed to the war

Examples of the typesof sacrificesAmericans madeduring times of war

Conscientious objectors

Henry David Thoreau

Homeguard during Civil War

Blockade runners

54th Massachusetts Infantry

War bonds

Buffalo Soldiers

The Lost Generation

Post Traumatic StressDisorder

Mental health among veterans

Veterans AffairsAdministration

War rations

Manhattan Project

Victory gardens

MeatlessTuesdays/WheatlessWednesdays

Office of Price Administration

Students look atprimary sourcesconcerning Loyalistsand Patriots in theRevolutionary War.Students differentiatethe experiences of thetwo groups based onwhat they contributedand sacrificed for thewar, using informationfrom the primarysources as evidence.Students write aone-paragraphconclusion of thedifferent contributionsand sacrifices amongthe two groups.

Students analyze anarticle written about theWorld War II homefrontsacrifice to eat“meatless meals” onTuesdays. Thestudents analyze thearticle for the type ofsacrifices made by thefollowing groups andhow they felt about the“meatless Tuesdays”war effort sacrifice:hotel/restaurantowners, delicatessen,

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(OPA)

POW/MIA/KIA organizations

Vietnam War protests

Daniel Ellsberg

meat factory workers,Catholics, and kosherbutchers.

Standard AH.H.2 Evaluate the relationship between America and other nations in terms of national interests and global interdependenceOverarching Concepts: Relationship, nation, national interests, global interdependence



AssessmentAH.H.2.1 Explainhow economic,social, andpolitical interestshave influencedthe direction ofAmerican foreignpolicy

Students must beable to demonstratetheir knowledge andunderstanding ofhow economic,social, and politicalinterests haveimpacted Americanforeign policy.

A nation’s desire toincrease its spheres ofinfluence can have adirect influence onforeign policy decisions

The goals and actions ofa nation interacting withother nations may bedriven by economic,social, or politicalinterests

Examples ofeconomic, social, andpolitical factors thataffected foreign policyin United States’history

Examples of UnitedStates’ foriegn policies

Embargoes

Tariffs

XYZ Affair

Louisiana Purchase

Neutrality Acts

Reasons for entering wars

Manifest Destiny

Great White Fleet

Monroe Doctrine

Roosevelt Corollary

Good Neighbor Policy

Dollar Diplomacy

Marshall Plan

Students read variousprimary sourcescontaining opposingideas to Americaninvolvement in theFrench Revolution (e.g.,Jefferson andHamilton). AfterdiscussingWashington’sdeclaration of neutrality,students answer thefollowing question in ashort paragraph: Whatsocial, political, andeconomic factors seemto motivate PresidentWashington’s decision?

Students read variousprimary sourcedocuments about thedecision to engage inWorld War I. Studentscomplete a 3-2-1

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“Fifty-Four Forty or Fight”

Seward’s Folly

Annexation of Hawaii

Imperialism

United Fruit Company

Moral diplomacy

League of Nations

United Nations

Teller and Platt amendments

1898 Treaty of Paris(Acquisition of Puerto Rico)

Brinkmanship

Truman Doctrine

Containment

Domino theory

Mutually Assured Destruction

Detente

Bush Doctrine

activity: 3 politicalinterests thatinfluenced the UnitedStates’ involvement inWorld War I, 2economic interests thatinfluenced the UnitedStates’ involvement inWorld War I, and 1social interest thatinfluenced the UnitedStates’ involvement inWorld War I.

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AssessmentAH.H.2.2 Critiquethe extent towhich Americaninteraction withother nations hasachieved nationaland globaleconomic, social,and politicalgoals

Students must beable todemonstrate theyunderstand whatthe goals ofspecific Americanforeign policies areas well as measurehow well Americadid in achievingthose goals.

Leaders often determinethe extent to which anation will interactinternationally to achievethe goals of both itsforeign and domesticpolicies

The degree to which anation commits tointernational cooperativeefforts can play animportant role in helpingto achieve both nationaland international goals

The achievement of anation's goals can be thedirect result of the levelof engagement it haswith other nations

Examples of Americanforeign policy goals

Examples of Americanforeign policyinteraction

Tools of diplomacy(including force) thathave been used to helpthe United Statesachieve economic,social, and politicalgoals

Louisiana Purchase

Embargoes

Monroe Doctrine

Manifest Destiny

Spanish American War

World War I neutrality

Wilson’s 14 Points

League of Nations

North Atlantic TreatyOrganization

United Nations SecurityCouncil

Cuban Missile Crisis

Berlin Wall

Lend-Lease Act

Berlin Airlift

Vietnam

Suez Canal Crisis

Bay of Pigs

After introducing theprovisions of Jay’sTreaty, the teacher asksstudents to predictAmerican reactions tothe treaty. Studentsthen are assigned towork in small groups toanalyze a sourcedemonstratingAmerican reactions tothe treaty. Studentscontribute to a class“+/-“ chart to assess theextent to which thetreaty achievedAmerican economic,social, and politicalgoals.

Students use ateacher-created ratingscale and set of criteriato evaluate the successof American foreignpolicy during the ColdWar. The responsesshould focus on thesocial, political, andeconomic goals of theUnited States. Studentsconclude the activity bywriting a paragraphgiving PresidentEisenhower a final

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North Korea

United Nations Declaration ofHuman Rights

Persian Gulf War/ OperationDesert Storm

North American Free TradeAgreement

War on Terror

Panama Canal

Trans-Pacific Partnership

Iran Nuclear Agreement

Paris Climate Agreement

rating of effectivenesswith support/justification based onthe rating scale.



AssessmentAH.H.2.3Distinguish theextent to whichAmerican foriegnpolicy hasadvanced theinterests ofhistoricallyprivileged groupsover the interestsof historicallymarginalizedgroups

Students must beable to decidewhich Americanforeign policiessignificantlybenefited or did notbenefit variousgroups in Americansociety.

While a nation’s foreignpolicy decisions aredesigned to help advanceits domestic goals, thosedecisions may createvarying levels of social,political, or economicobstacles for differentgroups within a nation

Foreign policy decisionsdesigned to promotehuman rights and

Examples of foreignpolicy efforts that hadadditional benefits forcertain groups

Examples of howAmerican foreignpolicies benefited ordid not benefit variousgroups

Louisiana Purchase

Embargo Act of 1807

Monroe Doctrine

Manifest Destiny


Gentlemen’s Agreement 1907

World War I neutrality vs.

After studying theRoosevelt Corollary,students analyze theimpact of imperialism.Students distinguishgroups that benefitedfrom this policy.Students write a 1-2paragraph response tothe question: Whichgroups benefited themost? To what extentdid the Roosevelt

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discourage aggressionmay play a role inadvancing the interestsof some groups within anation over others

intervention

Wilson’s 14 Points

Alien & Sedition Act

Good Neighbor Policy

Containment

Domino theory

Suez Canal Crisis

“Wet-Foot, Dry-Foot” Policy

Cuban economic embargo

Gulf of Tonkin resolution

Immigration Act of 1965

Immigration reform

Corollary advance theinterest of certaingroups?

Students then completea writing assignmentassessing the influenceof opposition onPresident Clinton’sspeech about theremarks on the signingof NAFTA and how headdresses thearguments made bythose who opposed thelaw. Students identifythe two most influentialparts of PresidentClinton’s speech.

Standard AH.H.3 Analyze various turning points in American history in terms of perspective, causation, and changeOverarching Concepts: Turning Point, History, Perspective, Causation, Change



AssessmentAH.H.3.1Deconstructvarious turningpoints in terms ofmultiplecausation

Students must beable to demonstratethey can determinecauses of variousturning points andhow some of thosecauses had a biggereffect on thatturning point than

Significant historicalturning points can havemultiple causes

Though there can bemultiple causes ofsignificant historicalturning points, some canplay larger roles in the

Turning points aresignificant events orideas where the worldor a portion of theworld is significantlychanged as a result ofthe event or idea

Certain people, events,

Bill of Rights

Stamp Act

Louisiana Purchase


Marbury v. Madison

Students read about theBill of Rights and whatled to its creation.Students then completea writing assignmentassessing the multiplecauses for the creationof the Bill of Rights.

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others. turning point than others or ideas can play a rolein triggering someturning points

How to determinewhich of severalcauses played themost significant role incausing a turning point

Various points of viewunderlying historicalturning points

Cotton gin


Monroe Doctrine

Trail of Tears

Seneca Falls


Civil War

Emancipation Proclamation


Gold Rush


Wounded Knee

Plessy v. FergusonGreat Depression

19th amendment

World War I

Scopes TrialScopes trial

Harlem Renaissance

New Deal

Students analyze 2-3teacher-selectedpolitical cartoons abouta specific turning pointin American history. Inanalyzing the cartoons,students identifyvarying perspectivespresented by thecartoonists.

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Pearl Harbor

D-Day

Korematsu v. United States

Atomic Bomb

Marshall PlanBrown v. Board of Education


Civil Rights Act of 1964

Vietnam War

Watergate

9/11

Tea Party Movement

Great Recession



AssessmentAH.H.3.2 Usehistoricalempathy andcontextualizationto deconstructmultipleperspectives ofindividuals andgroups withinvarious turning

Students must beable todemonstrate thatthey not onlyunderstandhistorical empathyandcontextualization,but they can applyboth to determine a

Historical empathy canhelp understand themotives, emotions,decisions, and actions ofpeople from the past

Contextualization canhelp provide a frame ofreference forunderstanding the

How to usecontextualization tounderstand a historicalevent

Various turning pointsin American historyfrom the perspectivesof various people andgroups

Bill of Rights

Stamp Act

Louisiana Purchase


Cotton gin

After studying theProclamation of 1763,students use historicalempathy andcontextualization towrite two brief journalentries illustratingdifferent perspectiveson the Proclamation of1763. Students choose

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points point of view ofindividuals andgroups involved in ahistorical turningpoint.

interaction of people,places, and events of thepast

Turning points can beunderstood fromdifferent perspectivesusing historical empathyand contextualization

How the variouspeople and groups thatwere involved in oraffected by a turningpoint had varyingmotives for theirparticipation

How turning pointshave had varyingeffects on differentgroups and people

Marbury v. Madison

Monroe Doctrine


Trail of Tears

Seneca Falls


Civil War

Emancipation Proclamation


Gold Rush


Wounded Knee

Plessy v. Ferguson

19th amendment

World War I

Scopes Trial

Korematsu v. U.S

Atomic Bomb

Marshall Plan

2 of the followingpositions: poor farmerin western Virginia; rummanufacturer inProvidence, RI; furtrapper in Kentuckyregion; British memberof Parliament; andmember of the Ottawatribe living west ofAppalachia.

After studying theimpact of the GreatDepression onAmericans through anexploration of the livesof hobos, those living inHoovervilles, and theOkies migrating westduring the Dust Bowl,students use historicalempathy andcontextualization towrite a poem or createa piece of art with anaccompanyingexplanation for two ofthe three groups.

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Brown v. Board of Education


Civil Rights Act of 1964

Vietnam War

Watergate

New Deal

9/11

Tea Party Movement



AssessmentAH.H.3.3 Critiquethe extent towhich economic,social, cultural,geographic, andpolitical factorsof various turningpoints changedthe Americanhistoricalnarrative

Students must beable to evaluatehow much or howlittle economics,society, culture,geography, orpolitics have playeda role in shifting thehistorical narrativeof Americanhistory.

Economic, social,cultural, geographic, andpolitical factors canchange the direction of anation’s history

The narrative of a storymay be influenced by anindividual or collectiveperspective of a turningpoint

Examples of historicalnarratives

Examples of turningpoints

Economic, social,cultural, geographic,and political factorsthat lead to turningpoints

Various wayseconomic, social,cultural, geographic,and political factorshelp determinenarratives in Americanhistory

Taxation with representation

Monroe Doctrine

States rights

Cotton gin

The end of the plantationeconomy

Slavery

Jim Crow

Easy credit

Buying on margin

Students analyzeprimary sources relatedto the 3/5 compromise.Students write a 1-2paragraph responseanswering the question:To what extent was the3/5 Compromise asignificant event inAmerican history interms of changing theAmerican historicalnarrative?

Students analyzeprimary sources relatedto the dropping of theatomic bombs in Japan.Students write 1-2

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Speculation

Assembly lines

Mass production

Zimmerman Note

Stock Market Crash

Scopes Trial

Great Depression

New Deal

Atomic Bomb

Death of Emmett Till

Cold War


Integration of schools

Federal Aid Highway Act of1956

Watergate

Rock N’ Roll

Hip Hop

Computer revolution

9/11

paragraphs describingthe extent to whichpolitical, social, cultural,geographic, oreconomic factorsinfluenced America’sdecision to drop thebombs. Students mustuse information fromthe sources as evidenceof their assessment.

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Tea Party



AssessmentAH.H.3.4Compare howcompetinghistoricalnarratives ofvarious turningpoints portrayindividuals andgroups includingmarginalizedpeople

Students must beable to comparewritten, visual, ororal historicalnarratives fromcontrasting sourcesand the picture theypaint of the sameturning point. Thehistorical narrativesneed to includevoices ofmarginalizedgroups involved oraffected by theturning point aswell.

Historical narratives maytell conflicting storiesabout what happened ina turning point

Comparing competingclaims may helpcorroborate a historicalnarrative

Historical narrativessurrounding turningpoints in a nation'shistory may or may notaccurately portray theroles of marginalizedgroups in those events

A historical narrative isa way to relate historyin a form thatresembles a story

Historical narrativesreflect the biases ofthose who write them

Historical narrativesreflect perspectives ofthose who write them

Various perspectivesof a turning point

Teachers should selectcompeting narrativesconcerning a single turningpoint in history for thefollowing:● American Revolution● Constitution● Trail of Tears● Civil War● Emancipation

Proclamation● Reconstruction● League of Nations● Scopes Trial● New Deal● Atomic Bomb● Cold War● Civil Rights Movements● Suffrage Movement● Integration of Public

Facilities● Vietnam War● Pentagon Papers● Fall of Berlin Wall● Impeachments● Space Race● Citizens United v. Federal

Election Commission

Students complete aJigsaw activity withvarious perspectives onthe Vietnam War.Students then create aVenn Diagramcomparing perspectiveson whether the UnitedStates should haveparticipated in theVietnam War.Perspectives shouldinclude how groupswith similar viewpointswere portrayed basedon their opposition to orsupport of the VietnamWar.

Students complete aJigsaw activity withvarious perspectives onthe EmancipationProclamation. Studentsthen write a paragraphcomparing perspectivesthat include how thefollowing groups wereportrayed in thenarratives aboutEmancipationProclamation: Lincoln,

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Enslaved AfricanAmericans, free AfricanAmericans, andConfederate leaders.

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