Grade 7: Social Studies Practices A. Gathering, Interpreting and Using Evidence

1. Define and frame questions about the United States that can be answered by gathering, interpreting, and using evidence. 2. Identify, select, and evaluate evidence about events from diverse sources (including written documents, works of art,

photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources). 3. Analyze evidence in terms of historical context, content, authorship, point of view, purpose, and format; identify bias; explain

the role of bias and audience in presenting arguments or evidence. 4. Describe and analyze arguments of others, with support. 5. Make inferences and draw general conclusions from evidence. 6. Recognize an argument and identify supporting evidence related to a specific social studies topic. Examine arguments related

to a specific social studies topic from multiple perspectives. Recognize that the perspective of the argument’s author shapes the selection of evidence used to support it.

B. Chronological Reasoning

1. Identify how events are related chronologically to one another in time, and explain the ways in which earlier ideas and events may influence subsequent ideas and events.

2. Employ mathematical skills to measure time by years, decades, centuries, and millennia; to calculate time from the fixed points of the calendar system (B.C.E. and C.E.); and to interpret the data presented in time lines.

3. Identify causes and effects, using examples from current events, grade­level content, and historical events. 4. Identify and analyze the relationship between multiple causes and multiple effects. 5. Distinguish between long­term and immediate causes and effects of an event from current events or history. 6. Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time. 7. Recognize that changing the periodization affects the historical narrative. 8. Identify patterns of continuity and change as they relate to larger historical process and themes. 9. Identify models of historical periodization that historians use to categorize events.

C. Comparison and Contextualization

1. Identify a region of colonial North America or the early United States by describing multiple characteristics common to places within it, and then identify other similar regions (inside or outside the continental United States) with similar characteristics.

2. Identify and categorize multiple perspectives on a given historical experience.

3. Describe, compare, and evaluate multiple historical developments within the United States in various chronological and geographical contexts.

4. Identify how the relationship between geography, economics, and history helps to define a context for events in the study of the United States.

5. Connect historical developments to specific circumstances of time and place and to broader regional, national, or global processes.

6. Understand the roles that periodization and region play in developing the comparison of colonial settlements in North America. Identify general characteristics that can be employed to conduct comparative analyses of case studies in the early history of the United States.

D. Geographic Reasoning

1. Use location terms and geographic representations, such as maps, photographs, satellite images, and models to describe where places in early United States history were in relation to each other, to describe connections among places, and to evaluate effectively the benefits of particular places for purposeful activities.

2. Distinguish human activities and human­made features from “environments” (natural events or physical features—land, air, and water—that are not directly made by humans) and describe the relationship between human activities and the environment.

3. Identify and analyze how environments affect human activities and how human activities affect physical environments in the United States.

4. Recognize and analyze how characteristics (cultural, economic, and physical­environmental) of regions affect the history of the United States.

5. Characterize and analyze changing interconnections between places and regions. 6. Describe the spatial organization of place, considering the historical, social, political, and economic implication of that

organization. Describe how boundaries and definition of location are historically constructed. E. Economic and Economic Systems

1. Explain how economic decisions affect the well­being of individuals, businesses, and society; evaluate alternative approaches or solutions to economic issues in terms of benefits and costs for different groups of people.

2. Identify examples of buyers and sellers in product, labor, and financial markets. 3. Describe the role that competition has in the determination of prices and wages; identify other factors that help to determine

prices. 4. Examine the roles of institutions, such as joint stock companies, banks, and the government in the development of the United

States economy before the Civil War.

5. Examine data on the state of employment, unemployment, inflation, total production, income, and economic growth in the economy.

6. Explain how government policies affected the economies in colonial and early United States history. F. Civic Participation

1. Demonstrate respect for the rights of others in discussions and classroom debates; respectfully disagree with other viewpoints. Use techniques and strategies to be an active and engaged member of class discussions of fellow classmates’ views and statements, with teacher support.

2. Participate in activities that focus on a classroom, school, community, state, or national issue or problem. 3. Identify and explain different types of political systems and ideologies used at various times in colonial history and the early

history of the United States and explain the role of individuals and key groups in those political and social systems. 4. Identify, describe, and compare the role of the individual in social and political participation in, and as an agent of, historical

change at various times and in various locations in colonial North America and in the early history of the United States. 5. Participate in negotiating and compromising in the resolution of differences and conflict; introduce and examine the role of

conflict resolution. 6. Identify situations in which social actions are required and determine an appropriate course of action. 7. Identify how people in power have acted to extend the concept of freedom, the practice of social justice, and the protection of

human rights in United States history. 8. Identify how social and political responsibilities developed in American society. 9. Develop the connections of an interdependent community by engaging in the political process as it relates to a local context.

7.1: NATIVE AMERICANS: The physical environment and natural resources of North America influenced the development of the first human settlements and the culture of Native Americans. Native American societies varied across North America. Key Ideas 7.1 a: Geography and climate influenced the migration and cultural development of Native Americans.

Native Americans in North America settled into different regions and developed distinct cultures. Standards 1, 2 Themes ID , MOV , GEO Compelling Question

Does where you live matter?

Supporting Question 1 Supporting Question 2 Supporting Question 3 How did people populate the western hemisphere?

How does geography impact culture? How did physical features of NYS geography impact the culture of the Iroquois?

Social Studies Practices Social Studies Practices Social Studies Practices A 3,4,5 B 2, 6, 9 C 5 E 1, 2, 3

A 2, 5 B 4, 5, 8 C 2, 4 D 1 E 1, 2, 3 , 5, 6 F 1

A 2, 5 B 4, 5, 6, 8 C 2, 4 D 1 E 1, 2, 3 , 5, 6 F 1, 9 ,8

Formative Performance Task Formative Performance Task Formative Performance Task Investigate and analyze theories and physical evidence of early peoples. Select two­three theories related to the arrival of humans in the western hemisphere and have small groups develop the evidence to support their

Compare/contrast culture groups: Sioux, Anasazi, Regional NY Tribal Societies such as Iroquois. Students will work in groups to construct a chart comparing the different culture groups by examining the following cultural characteristics for

A. Using maps, complete a graphic organizer that categorizes the opportunities and constraints of physical features that affected Native American settlements.

theory. Students will be asked to present their theory to the class using evidence to support its claim.

each: geography, economy, government, technology, social class system, religious practices and leisure time. Groups will share and present these charts to the class.

B. Develop and support a series of claims about how the Iroquois and your local native group modified and adapted to their physical environments

Featured Source(s) Featured Source(s) Featured Source(s)

http://www.nps.gov/bela/learn/historyculture/the­bering­land­bridge­theory.htm

http://www.smithsonianmag.com/science­nature/ancient­migration­patterns­north­america­are­hidden­languages­spoken­today­180950053/

American Museum of Natural History:Human Origins and Cultural History

http://www.amnh.org/exhibitions/permanent­exhibitions/human­origins­and­cultural­halls

Artifacts from the NYS Museum: www.nysm.nysed.gov (inernal search engine allows access to exhibits/artifacts)

National Museum of the American Indian ­ search by peoples

http://nmai.si.edu/searchcollections/peoplescultures.aspx

http://www.history.com/topics/native­american­history/native­american­cultures

(video about how native americans used every part of the buffalo to support their economic needs)

www.hudsonrivervalley.org (search engine on topics) ­teacher resource on subsistence and settlement http://www.hudsonrivervalley.org/review/pdfs/hvrr_9pt2_gehringandstarna.pdf http://www.ushistory.org/us/1d.asp http://nmai.si.edu/sites/1/files/pdf/education/HaudenosauneeGuide.pdf

Summative Performance Task

Does where you live matter? Students will construct an argument supported with evidence that addresses the question of whether the locations of early Native American settlements in NY mattered.

Taking Informed Action

Understand – Brainstorm a list of opportunities and constraints in area neighborhoods and community. Access – Discuss how individuals and communities can turn constraints into opportunities. Act – Arrange for a presentation by a member of www.riverkeeper.org. Hold a discussion on the impact

of the Clean Water Act of 1972 on the Hudson Valley.

Common Core Crosswalk

CCLS ELA R.I 7.1, 7.2, 7.3, 7.4, W 7.1, 7.2, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9, 7.10, 7.11 SL 7.1, 7.2, 7.4, 7.5 L 7.1, 7.2, 7.3, 7.6

CCLS ELA Literacy WHST.6­8

RH.6­8.1, 6­8.2,6­8.5, 6­8.7, 6­8.8, 6­8.9 WHST.6­8.1, 6­8.2, 6­8.

Module 1, Journeys and Survival, RI – “Sudanese Tribes Confront Modern War,” Karl Vick Module 2B, Identify and Transformation: Then and Now, RI – Various informational articles about

identify Module 4B, Water is Life, RI – “Water is Life,” Barbara Kingsolver

7.2 COLONIAL DEVELOPMENTS: European exploration of the New World resulted in various

interactions with Native Americans and in colonization. The American colonies were established for a

variety of reasons and developed differently based on economic, social, and geographic factors. Colonial

America had a variety of social structures under which not all people were treated equally.

Key Ideas 7.2 a: Social, economic, and scientific improvements helped European nations launch and Age of Exploration. 7.2 b: Different European groups had varied interactions and relationships with the Native American societies they encountered. Native American societies suffered from losses of life and land due to the Encounter with the Europeans justified by the “Doctrine of Discovery”. 7.2 c: European nations established colonies in North America for economic, religious, and political reasons. Differences in climate, physical features, access to water, and sources of labor contributed to the development of different economies in the New England, Middle, and Southern Colonies. 7.2 d: In New York, the Dutch established settlements along the Hudson River and the French established settlements in the Champlain Valley. Dutch contributions to American society were long­lasting. 7.2 e: Over the course of the 17th and 18th centuries, slavery grew in the colonies. Enslaved Africans utilized a variety of strategies to both survive and resist their conditions.

Standards 1,2,3,4 Themes MOV, GEO, ECO, TECH, EXCH Compelling Question

How did European exploration, economics and ethnocentrism impact the people and institutions in the Americas?

Supporting Question 1 Supporting Question 2 Supporting Question 3 How did technological developments, and the quest for knowledge, power, and wealth lead to the Age of

What factors influenced the development of New England, Middle and Southern colonies? What factors influenced the development of present­day New York?

How were the American colonies impacted by the institution of slavery? How did NY use slave labor? and How

Exploration and what impact did this have on the world?

did enslaved African Americans respond?

Social Studies Practices Social Studies Practices Social Studies Practices A 1,2,4,5 B 1,3,4,5,6,7,8 C 1,2,3,4,5 D 1,6 E 1,3,4,5,6 F 3

A 5 B 1,4 C 1,3,4,5 D 6 E 1,2,4 F 3,4,7,9

A 1,2,3,5,6 B 1,2,3,4,5,8,9 C 1,2,3,4,5,6 D 1,2,4,6 E 1,2,3,4 F 1, 2, 3, 4, 6,7, 8

Formative Performance Task Formative Performance Task Formative Performance Task Students will research and complete a SPEE (Social, Political, Economic, and Environment/Geography) graphic organizer that includes the following information for voyages sponsored by European countries during the Age of Exploration. Students will be split into groups to become experts and share their informations with the class. S­ Social motivation including the role of religion and social class advancement/ impact on societies around the world P­ Political motivation/ political impact E­ Economic motivations for explorer and country/ economic risks/ economic impact E­ Environmental/Geographical technological developments, mapping

Students will use a variety of resources to create a Travel Brochure of colonies in North America that answers the question “What factors influenced the development of New England, Middle and Southern colonies?” Brochures for colonial New England, Middle colonies i.e. New York and Southern Colonies include important data and information focused on geographic features, native american cultures, economic opportunities, maps, colonial government and other cultural informations.

Class will be divided into 4 groups. Each group will become “experts” in the following topics and prepare a presentation to the class: a. Origins of the Slave Trade b. The Triangular Trade/The Middle Passage c. Living Conditions of Slaves in rural and urban areas d. Slave Revolts including those in New York. Information will be shared with the whole class by discussion, gallery walk, or other presentation methods.

voyages, discovery, cultivation and use of new resources After the information sharing students will evaluate the information they have gathered and use it to debate whether European ethnocentrism was a factor in the Age of Exploration. Featured Source(s) Featured Source(s) Featured Source(s) http://www.hudsonrivervalley.org/links/hudsonfulton_champlain_quad.html http://www.loc.gov/collection/discovery­and­exploration/about­this­collection/ http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u2/ (interactive map) http://www.pbslearningmedia.org/resource/midlit11.soc.splcol/the-columbian-exchange/ (Columbian Exchange) A Young People’s History of the United

States by Howard Zinn ISBN 1583228691 European encounter lesson: http://sheg.stanford.edu/upload/V3Less

The Story of US resources: http://www.pbs.org/wnet/historyofus/ www.hrvh.org (colonial era link) http://www.hudsonrivervalley.org/themes/colonialera.html http://www.ushistory.org/us/4a.asp A Young People’s History of the United

States: Volume 1. Chapter 3 “Who Were the Colonists?” by Howard Zinn ISBN 1583228691

http://sheg.stanford.edu/colonial (here you will find a list of 6 different lesson plans having to do with the 13 colonies)

Origins of the Slave Trade A Young People’s History of the United

States Volume I. Chapter Two: Black

and White by Howard Zinn ISBN 1583228691 http://www.hrvh.org/exhibit/aa07/ (untold history of African Americans in the Hudson Valley exhibit) http://www.history.com/topics/black­history/slavery/videos/origins­of­slavery http://www.history.com/topics/black­history/slavery/pictures/slave­trade Triangular Trade/Middle Passage Univ. of Virginia ­ digital projects http://hitchcock.itc.virginia.edu/Slavery/search.html

onPlans/Moctezuma%20and%20Cortes%20Lesson%20Plan_0.pdf

PBS: The Terrible Transformation Series http://www.pbs.org/wgbh/aia/part1/1p277.html http://www.pbs.org/wgbh/aia/part1/1h280.html http://www.pbs.org/wgbh/aia/part1/1h290.html http://sheg.stanford.edu/slavery­constitution http://sheg.stanford.edu/middle­passage (famous trials­ Univ. Missouri ­ school of law) http://law2.umkc.edu/faculty/projects/ftrials/negroplot/slavelaws.html http://law2.umkc.edu/faculty/projects/ftrials/negroplot/slavelaws.html http://docsteach.org/activities/17514/detail?mode=browse&menu=closed&era%5B%5D=expansion­and­reform (12 Years a Slave ­ Library of Congress)

Slave Revolts (including NY) http://www.pbs.org/wnet/african­americans­many­rivers­to­cross/history/did­african­american­slaves­rebel/ http://www.hudsonvalley.org/slavery/ (you can choose from many topics including slave trade origins, the life of a slave, slaves in NY, slave revolts) you must choose your topic on the left side of screen. Also, you can choose from a variety of activities and additional resources. (US v Amistad) http://docsteach.org/activities/4951/detail?mode=browse&menu=closed&era%5B%5D=expansion­and­reform

Summative Performance Task

Students will complete thematic essay answering the question: How did European exploration, economics and ethnocentrism impact the people and institutions in the Americas?

Taking Informed Action

Understand – Click here to enter text. Access – Click here to enter text. Act – Click here to enter text.

Common Core Crosswalk

CCLS ELA RI:7.1,7.2,7.3,7.4,7.7,7.8 W: 7.1,7.2,7.4,7.5,7.8,7.10, SL:7.1, 7.2,7.3, 7.4,7.5, L: 7.1,7.2,7.3,7.4,7.5,7.6

CCLS ELA Literacy WHST.6­8

.1A, .1B, .1E, .2,..2.A, .2.B, .2.C, .2.D,.2.F .4 .5 .6 .7 .8 .9

7.3: AMERICAN INDEPENDENCE: Growing tensions over political power and economic issues sparked a movement for independence from Great Britain. New York played a critical role in the course and outcome

of the American Revolution. Key Ideas 7.3 a: Conflicts between France and Great Britain in the 17th and 18th centuries in North America altered the

relationship between the colonies and Great Britain. 7.3 b: Stemming from the French and Indian War, the British government enacted and attempted to enforce new political and economic policies in the colonies. These policies triggered varied colonial responses, including protests and dissent. 7.3 c: Influenced by the Enlightenment ideas and their rights as Englishmen, American colonial leaders outlined their grievances against British policies and actions in the Declaration of Independence. 7.3 d: The outcome of the American Revolution was influenced by military strategies, geographic considerations, the involvement of the Iroquois (Haudenosaunee) and other Native American groups in the war, and aid from other nations. The Treaty of Paris (1789) established the terms of peace.

Standards 1,4,5 Themes TCC, GOV, ECO Compelling Question

Is war inevitable?

Supporting Question 1 Supporting Question

2 Supporting Question 3 Supporting Question 4

What issues caused the French and the British to go to war over the Ohio Valley?

How did colonists respond to the new political and economic policies enforced by the British government

What are the background factors and events that compelled the founders to write the Declaration of Independence?

How was the Continental Army able to defeat the British in the Revolutionary War?

following the French and Indian War?

Social Studies Practices Social Studies Practices

Social Studies Practices Social Studies Practices

A 1,2,3,5,6 B 1,4,5 C 2,3,4,5 D 1,4,6 E 1,3,5,6 F 1,3,4,7

A 1,2,3,4,5,6 B 1,3,4,5 C 2,3,4,5 D 1,4,6 E 1 F 1,3,4,6,7

A 1,2,3,4,5,6 B 1,2,3,4,5,6 C 1,4,5,6 D 1,2,4, 6 E 3,4,5,6 F 3,4,5,7

A 1,2,3,4,5,6 B 1,2,3,4,5 C 1,4,5,6 D 1,2,4 E 1,3,4,5,6 F 3,4,5,7,8

Formative Performance Task Formative Performance Task

Formative Performance Task

Formative Performance Task

Extended Response : Students will write a letter to a British relative living in the Mother Country. In the letter, students will explain the war between the British and the French and the economic, social and political impacts it has had on the colonists. Students will predict what the King will do next. Students will share their letters with a partner and discuss.

Stamp Act Lesson: Students will read, interpret, and analyze primary source documents pertaining to the Stamp Act to discuss the answer to the question “Why were the colonists upset about the Stamp Act?”

Declaration of Independence Lesson: Students will analyze various Primary Source documents and answer guided questions.(resources: SHEG lesson)

New York Newspaper : Students will create the front page of a colonial newspaper with a headline about the end of the Revolutionary War. Included are:

three different articles about the importance of New York with the Battle of Saratoga in particular

at least ONE map at least ONE T­chart that compares

the Continental Army to the British Army in terms of equipment, strategies, number of soldiers, leadership, etc.

the Treaty of Paris

Featured Source(s) Featured Source(s) Featured Source(s) http://www.ushistory.org/declaration/lessonplan/frenchindian.asp

https://sheg.stanford.edu/stamp­act

http://www.ushistory.org/paine/commonsense/

http://www.ushistory.org/declaration/revwartimeline.htm

http://www.westpoint.edu/history/SitePages/American%20Colonial%20Wars.aspx

http://teachinghistory.org/history­content/history­in­multimedia/2072

http://education.nationalgeographic.com/education/photo/french­and­indian­war/

http://www.history.com/topics/french­and­indian­war/videos

http://www.pbslearningmedia.org/resource/pbs_org14_wtmafi_soc/the­war­that­made­america­french­and­indian­war­timeline/

http://sheg.stanford.edu/revolution­early­america

(a list of several lessons)

http://www.pbs.org

/ktca/liberty/chronicle_boston1774.html (Boston Tea Party)

http://docsteach.org

/activities/7168/detail?mode=browse&menu=closed&era%5B%5D=revolution­and­the­new­nation&sortBy=title

(examine several primary sources

http://www.ushistory.org/declaration/

http://sheg.stanford.edu/upload/V3LessonPlans/Declaration%20of%20Independence%20Lesson%20Plan_0.pdf

http://www.history.com/topics/american­revolution/declaration­of­independence

http://www.pbs.org/ktca/liberty/chronicle.html

http://www.pbs.org/ktca/liberty/chronicle_timeline.html

http://www.pbs.org/ktca/liberty/chronicle_philadelphia1776.html

http://www.history.com/topics/american­revolution http://www.pbs.org/ktca/liberty/ http://www.bbc.co.uk/history/british/empire_seapower/american_revolution_01.shtml http://www.westpoint.edu/history/sitepages/american%20revolution.aspx http://nps.gov/sara/historyculture/index.htm

http://amhistory.si.edu/militaryhistory/resources/education.asp#1 http://www.pbs.org/ktca/liberty/chronicle_saratoga1777.html

http://sheg.stanford.edu/lexington

http://docsteach.org/activities/12791/detail?mode=browse&menu=closed&era%5B%5D=revolution­and­the­new­nation

(impact of American Revolution on Native Americans)

that led to the revolution)

PBS: Liberty

liberty­the­american­revolution­chronicle­of­the­revolution­boston­1774

http://www.loc.gov

/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/brittwo/

http://www.history.

com/topics/american­revolution/stamp­act

(several articles and videos on the events leading to the

http://docsteach.org/activities/19/detail?mode=browse&menu=closed&era%5B%5D=revolution­and­the­new­nation&sortBy=title (patriotism or treason lesson)

http://docsteach.org/activities/64/detail?mode=browse&menu=closed&era%5B%5D=revolution­and­the­new­nation&sortBy=title

(to sign or not sign the Declaration of Independence)

Battle of Long Island

http://www.mountvernon.org/research­collections/digital­encyclopedia/article/battle­of­long­island/

Saratoga National Historic State Park

http://www.nps.gov/sara/learn/education/curriculummaterials.htm

Revolutionary War)

Summative Performance Task

Debate: Was war between the colonists and Great Britain inevitable? What political, social and economics forces impacted the final result? Prior to debate class may view the Colonial Broadside documents. http://edsitement.neh.gov/lesson­plan/colonial­broadsides­student­created­play#sect­introduction

Taking Informed Action

Understand – Click here to enter text. Access – Click here to enter text. Act – Click here to enter text.

Common Core Crosswalk

CCLS ELA RI 7.1, 7.4, 7.6, 7.8 W 7.1, 7.2, 7.4, 7.5, 7.6, 7.10 SL 7.1, 7.2 L 7.1, 7.2, 7.3, 7.4, 7.5, 7.6

CCLS ELA Literacy WHST.6­8

.1, .1.A, .1.B, .1.C,.1.D, .1.E .2, .2.A, .2.B, .2.C, .2.D, .2.E .4 .5 .6 .7 .8 .9 .10

7.4: HISTORICAL DEVELOPMENT OF THE CONSTITUTION: The newly independent states faced political and economic struggles under the Articles of Confederation. These challenges resulted in a Constitutional Convention, a debate over ratification, and the eventual adoption of the Bill of Rights. Key Ideas 7.4 a: Throughout the American Revolution, the colonies struggled to address their differing social,

political, and economic interests and to establish unity. The Articles of Confederation created a form of government that loosely united the states, but allowed states to maintain a large degree of sovereignty. 7.4 b: The lack of a strong central government under the Articles of Confederation presented numerous challenges. a convention was held to revise the Articles, the result of which was the Constitution. The Constitution established a democratic republic with a stronger central government. 7.4 c: Advocates for and against a strong central government were divided on the issues of States rights, role/limits of federal power, and guarantees of individual freedoms. Compromises were needed between the states in order to ratify the Constitution.

Standards 1,5 Themes GOV, CIV Compelling Question How did the founders of the US government decide which form of government and how much power

should the newly created government of the United States have? Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 How did the creation of the Articles of Confederation attempt to address the differing social, political, and economic needs and concerns of the new country?

What social, political and economic events led the Founders to call the Constitutional Convention and establish the Constitution of the United States?

How did the NYS Constitution of 1777 influence the development of the U.S. Constitution?

How was the debate between a strong central government OR a weak central government resolved?

Social Studies Practices Social Studies Practices Social Studies Practices Social Studies Practices

A 1,6 B 4,5 C 2,4 E 1,5 F 3,4,5,7

A 2 B 1 C 2 D 1,4,6 E 4,5 F 3,4,6,8

A 5 B 8 C 2 D 6 F 8

A 3,6,4 B 5 F 1,2,3,4,6,7,8,9

Formative Performance Task Formative Performance Task Formative Performance Task

Formative Performance Task

Students will work in groups to read and discuss events leading to the formation of the Articles of Confederation. They will complete a graphic organizer that outlines the needs and concerns of the states and American faced in shaping a new government

How did Americans react to Shays’ Rebellion? Students will read, interpret and analyze several primary source documents to answer the question.

Students will work with a variety of resources to Identify elements of the NYS Constitution that influenced the development of the U.S. Constitution.

Students will read primary sources and complete a class T chart that compares and contrasts Federalists to Anti­Federalists by identifying the main points of each group.

Featured Source(s) Featured Source(s) Featured Source(s) Featured Source(s) Library of congress archives http://www.loc.gov/rr/program/bib/ourdocs/articles.html http://avalon.law.yale.edu/18th_century/artconf.asp

http://www.congressforkids.net/Independence_articles.htm

http://sheg.stanford.edu/shays­rebellion http://sheg.stanford.edu/upload/V3LessonPlans/Shays%20Rebellion%20Lesson%20Plan1.pdf History Channel resource: http://www.history.com/images/media/pdf/ShaysRebellion.pdf

National Archives http://docsteach.org/activities/68/detail?mode=browse&menu=closed&era%5B%5D=revolution­and­the­new­nation

http://avalon.law.yale.edu/18th_century/ny01.asp NYS Library resources http://www.nysl.nysed.gov/scandocs/nyconstitution.htm SPOTLIGHT ON NY ­ BOCES library resources ­ Rosen books collection The Government of New York

http://sheg.stanford.edu/upload/V3LessonPlans/Federalists%20and%20Antifederalists.pdf http://avalon.law.yale.edu/18th_century/artconf.asp http://teachingamericanhistory.org/fed­antifed/

Summative Performance Task

Creating and answering a DBQ­ Should the US Constitution be ratified? Students will work alone/groups to collect documents that present both sides of the question, each will write their own essay using the documents in their argument. OR Role Play: Pretend you are Alexander Hamilton or John Jay. Your job is to write a persuasive speech advocating the ratification of the new US Constitution to your fellow New Yorkers. Give 3 reasons why NY should adopt the Constitution with evidence to support your reasons. Students can read their speeches and take votes. Who was the most persuasive and why?

Taking Informed Action Understand – Click here to enter text. Access – Click here to enter text. Act – Click here to enter text.

Common Core Crosswalk

CCLS ELA R .7.1,7.2,7.6,7.10 RI 7.1,7.2,7.3,7.4,7.6,7.8 W 7.1 A­E, 7.2 A­F, 7.4,7.6,7.7,7.8,7.10 SL 7.1 A­E,7.3 L 7.1 A­C CCLS ELA Literacy WHST.6­8

.1, .1.A, .1.B, .1.C,.1.D, .1.E .2, .2.A, .2.B, .2.C, .2.D, .2.E .4 .5 .6 .7 .8 .9 .10

7.5: THE CONSTITUTION IN PRACTICE: The United States Constitution serves as the foundation of the United States government and outlines the rights of citizens. The Constitution is considered a living document that can be respond to political and social changes. The New York Constitution also has been changed over time. Key Ideas 7.5 a: The Constitution outlined a federalist system of government that shares powers amongst the federal, state,

and local governments. 7.5 b: The Constitution established three branches of government as well as a system of checks and balances that guides the relationship between the branches. Individual rights of citizens are addressed in the Bill of Rights. 7.5 c: While the Constitution provides a formal process for change through amendments, the Constitution can respond to change in other ways. The New York Constitution changed over time with changes in the early 19th century making it more democratic. 7.5 d: Foreign and domestic disputes tested the strength of the Constitution, particularly the separation of powers, the system of checks and balances, and the issue of States rights. The United States sought to implement isolationism while protecting the Western Hemisphere from European interference

Standards 1,5 Themes TCC,GOV, CIV Compelling Question

Why is change necessary for a government and the society it serves?

Supporting Question 1 Supporting Question 2 Supporting Question 3 How did the concept of federalism impact the relationship between federal and state governments?

How is government power distributed? As a living document, the Constitution can change­but how do you know when or why it should change?

Social Studies Practices Social Studies Practices Social Studies Practices A 1,2,5 B 1,2,4,5,7

A 1,2,4,5 C 2,4,5

A 1,2,4,5 3, B 3,4,5,6 8

F 3,8,9 E 4, F 3,4,5

C 2,5, E 5, F 1,3,4,5,6,7 8

Formative Performance Task Formative Performance Task Formative Performance Task Students will complete a Venn Diagram comparing and contrasting State Powers and National/Federal Powers based upon research documents

Graphic Organizer­Branches of Government, Checks and Balances, Bill of Rights, compromises and plans (NJ, Virginia and Connecticut Plans)

Document Analysis/Jigsaw: Groups become “experts” in the Bill of Rights by closely examining each amendment through research and analysis. Students will share their findings with the class.Students can choose an amendment to research and will answer the following questions in a written or visual response:

1. What is the historical background leading to the amendment?

2. When was the amendment passed? 3. What impact did the amendment have

on American citizen

Featured Source(s) Featured Source(s) Featured Source(s) (Sandra Day O’Connor site for civics education)

https://www.icivics.org/

http://edsitement.neh.gov/lesson­plan/constitutional­convention­what­founding­fathers­said#sect­introduction http://www.archives.gov/exhibits/charters/constitution.html

National Archives http://www.archives.gov/legislative/resources/education/bill­of­rights/ Constitution, Amendments http://www.archives.gov/exhibits/charters/constitution.html

http://docsteach.org/activities/7796/detail?mode=browse&menu=closed&era%5B%5D=revolution­and­the­new­nation

NY Times resources and lessons for teachers

http://learning.blogs.nytimes.com/2010/08/17/resources­for­teaching­the­constitution/?_r=0NY%20Times%20resources%20for%20teachers

http://www.archives.gov/legislative/resources/education/bill­of­rights/National%20Archives

http://teachingamericanhistory.org/bor/

Summative Performance Task

Students will write a Thematic Essay based upon the question,Why is change necessary for a government and the society it serves? Students will include information related to this statement: “When the Founding Fathers wrote the United States Constitution, they included the amendment process. The amendments that have been passed brought political, social, and economic changes to American society.”

Taking Informed Action

Understand – Click here to enter text. Access – Click here to enter text. Act – Click here to enter text.

Common Core Crosswalk

CCLS ELA RI 7.1,7.3,7.4,7.5,7.6,7.10 W 7.1, 7.2, 7.4, 7.5, 7.6, 7.9, 7.10 SL 7.1, 7.3, L 7.1, 7.2, 7.3, 7.4, 7.6

CCLS ELA Literacy WHST.6­8

.1, .1.A, .1.B, .1.C,.1.D, .1.E .2, .2.A, .2.B, .2.C, .2.E, .2.E .4 .5 .6 .7 .8 .9 .10

7.6: WESTWARD EXPANSION: Driven by political and economic motives, the United States expanded its

physical boundaries to the Pacific Ocean between 1800 and 1860. This settlement displaced Native

Americans as the frontier was pushed westward.

Key Ideas 7.6 a: Conflict and compromise with foreign nations occurred regarding the physical expansion of the United States during the 19th century. American values and beliefs such as Manifest Destiny and the need for resources increased westward expansion and settlement. 7.6 b: Westward expansion provided opportunities for some groups while harming others.

Standards 1,3 Themes ID, MOV, TCC, GEO Compelling Question How do governments balance the rights of individuals with the common good? Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 How did Americans justify westward expansion?

How did the Erie Canal serve as a “gateway” to westward expansion and what impact did it have on New York?

What were the positive economic, social and political impacts that westward expansion had on our country?

What were the negative economic, social and political impacts that westward expansion had on our country?

Social Studies Practices Social Studies Practices Social Studies Practices

Social Studies Practices

A 1,2 B 1,4,5 C 1,2,3,4,5,6 D 1 E 1,2,3,4,5,6

A 1,2,3,5 B 3,4,5,8 C 3,4,5 D 1,4,5,6 E 1,2,3,4,6

A 2,3,4,6 B 3,5,7 C 4,5 E 1,2,3 F 5,6,8

A 2,3,4,6 B 3,5,7 4 C 4,5 E 1,2,3 F 5,6,8

Formative Performance Task Formative Performance Task Formative Performance Task

Formative Performance Task

Sheg: Lesson on Manifest Destiny that includes paintings, articles and maps

Students complete a graphic organizer demonstrating the

Poster Campaign: Students will create a

GROUP Presentations: students will work cooperatively to

that either support or protest the concept of Manifest Destiny. Students will have a debate and discussion on this topic after analyzing primary sources.

geographic, economic, social and political impacts the Erie Canal had on westward expansion and New York.

“government generated” poster that encourages westward expansion and demonstrates three positive impacts that expansion has had on America.

investigate the negative impact that westward expansion had on the following groups (each group will become an expert on one group)

Cherokee (TRAIL OF TEARS)

WOMEN AFRICAN

AMERICANS NYS POLICIES

TOWARD NATIVE AMERICANS

Featured Source(s) Featured Source(s) Featured Source(s) Featured Source(s) http://sheg.stanford.edu/upload/V3LessonPlans/Manifest%20Destiny%20Lesson%20Plan.pdf http://www.pbs.org/lewisandclark/ ( Ken Burns film/lesson resources) https://history.state.gov/milestones/1830­1860/texas­annexation http://www.ushistory.org/us/29.asp http://sheg.stanford.edu/lewis­clark

http://education.nationalgeographic.com/photo/erie­canal­newyork/

http://www.history.com/top

ics/us­states/new­york/videos/building­the­erie­canal

http://www.canals.ny.gov/hi

story/history.html https://eriecanalmuseum.org

/history/

http://sheg.stanford.edu/expansion­slavery http://docsteach.org/activities/77/detail?mode=browse&menu=closed&era%5B%5D=expansion­and­reform http://www.loc.gov/search/?in=partof:Teachers&q=westward%20expansion

(Audio files of experts on impact­ Ken Burns Lewis & Clark film)

http://www.pbs.org/lewisandclark/living/index.html

http://www.history.com/topics/native­american­history/trail­of­tears http://www.pbs.org/wgbh/aia/part4/4h1567.html

http://amhistory.si.edu/militaryhistory/printable/section.asp?id=4 http://amhistory.si.edu/onthemove/exhibition/

http://www.history.com/topics/manifest­destiny/videos/the­last­of­the­sioux?m=528e394da93ae&s=undefined&f=1&free=false

http://www.history.com/topics/manifest­destiny

http://teachinghistory.org/teaching­materials/lesson­plan­reviews/23944

http://www.pbslearningmed

ia.org/resource/midlit10.soc.splerie/building­the­erie­canal/

BOCES e­book: Spotlight on New York: New York’s Erie Canal

(a list of resources and activities from library of Congress)

http://www.pbs.org/wgbh/aia/part4/4narr4.html

http://www.cherokee.org/AboutTheNation/History/TrailofTears/ABriefHistoryoftheTrailofTears.aspx

http://www.nps.gov/trte/learn/historyculture/stories.htm

http://.ushistory.org/us/www24f.asp

http://sheg.stanford.edu/upload/V3LessonPlans/Indian%20Removal%20Lesson%20Plan_0.pdf

Summative Performance Task

http://www.nysedregents.org/USHistoryGov/Archive/20040817exam.pdf NYS August, 2004 US History DBQ page 10 ­17 DBQ question: During the 1800s, the federal government promoted westward expansion in a variety of ways. This expansion changed the shape and character of the country.

Taking Informed Action

Understand – Click here to enter text. Access – Click here to enter text. Act – Click here to enter text.

Common Core Crosswalk

CCLS ELA

RL7.2 RI 7.1, 7.2, 7.3, 7.4, 7.6 W 7.1, 7.2, 7.3, 7.4, 7.6, 7.8, 7.9 SL7.1, 7.2, 7.3, 7.4

CCLS ELA Literacy WHST.6­8

.1, .1.A, .1.B, .1.C,.1.D, .1.E .2, .2.A, .2.B, .2.C, .2.E, .2.E .4 .5 .6 .7 .8 .9 .10

7.7: REFORM MOVEMENTS: Social, political, and economic inequalities sparked various reform

movements and resistance efforts. Influenced by the Second Great Awakening, New York played a key

role in major reform efforts.

Key Ideas 7.7 a: The Second Great Awakening, which had a strong showing in New York, inspired reform movements. 7.7 b: Enslaved African Americans resisted slavery in various ways in the 19th century. The abolitionist movement also worked to raise awareness and generate resistance to the institution of slavery. 7.7 c: Women joined the movements for abolition and temperance and organized to advocate for women’s property rights, fair wages, education, and political inequality. 7.7 d: The Anti­Rent movement in New York State was an attempt by tenant farmers to the protest the landownership system.

Standards 1,5 Themes SOC, CIV, GOV Compelling Question What political, social, and economic conditions spark change? Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 How did the Second Great Awakening spark reform movements?

What ideas and events fueled the Abolitionist Movement?

What events fueled the Anti­Rent movement in New York State?

How did women use the era of reform to increase their fight for rights?

Social Studies Practices Social Studies Practices Social Studies Practice Social Studies Practices

A 1,4,6 B 4,8, C 2,5, D 1,

A 4 B 5 D 1 E 2,3,4,

A 3 B 8 C 2 E 5

A 4,5 B 1,4,5,8,9 C 2,3,4,5, D 1

F 4,6 F 4,5,6,7,8 E 2,3,4 F 1,3,5,6,8

Formative Performance Task Formative Performance Task Formative Performance Task

Students will read an article and complete a graphic organizer listing the reasons for reform in education, prison, temperance and mental health. Students can write a paragraph about one of these reform movements in New York.

Class will create a document/electronic presentation on the Abolitionist Movement. Groups will research the contributions of individuals and their activities i.e. underground railroad, newspapers. NYS and the abolitionist movement will be included.

Students will read about the anti­renter movement and write an article for the Albany Argus reporting on the events.

Using a T­Chart or Venn Diagram, compare and contrast the Second Continental Congress/Declaration of Independence (1776) WITH the Seneca Falls Convention/ Declaration of Rights and Sentiments (1848)

Featured Source(s) Featured Source(s) Featured Source(s) https://www.gilderlehrman.org/history­by­era/colonization­and­settlement­ http://www.ushistory.org/us/22c.asp http://www.teachushistory.org/second­great­awakening­age­reform/approaches http://www.teachushistory.org/second­great­awakening­age­reform/articles

PBS American Experience The Abolitionists ­ Teacher Guides http://www.pbs.org/wgbh/americanexperience/features/teachers­resources/abolitionists­guide/ (PBS)interactive map: http://www.pbs.org/wgbh/americanexperience/features/interactive­map/abolitionists­map/

http://libcom.org/history/1839­1846­the­anti­renter­movement http://www.syracuseuniversitypress.syr.edu/encyclopedia/entries/antirent­movement.html http://www.catskillarchive.com/jb/bm­8.htm

http://history.house.gov/Exhibitions­and­Publications/WIC/Historical­Essays/No­Lady/Womens­Rights/ http://www.npg.si.edu/col/seneca/senfalls1.htm

http://www.teachushistory.org/second­great­awakening­age­reform/resources

Lesson on Twelve Years a Slave http://docsteach.org/activities/17514/detail?mode=browse&menu=closed&era%5B%5D=expansion­and­reform http://www.history.com/topics/black­history/abolitionist­movement http://www.loc.gov/exhibits/african/afam005.html http://www.historynet.com/abolitionist­movement https://www.gilderlehrman.org/history­by­era/national­expansion­and­reform­1815­1860/first­age­reform

NEH lesson­ Declaration of Sentiments http://edsitement.neh.gov/feature/declaration­sentiments­seneca­falls­conference­1848­common­core­exemplar NEH lesson ­ The Argument of the Declaration of Independence http://edsitement.neh.gov/lesson­plan/argument­declaration­independence http://csivc.csi.cuny.edu/history/files/lavender/2decs.html http://www.gilderlehrman.org/history­by­era/first­age­reform/resources/declarations­independence­womens­rights­and­seneca­falls­d

Summative Performance Task

Students will prepare information for a class discussion on the topic of the relationship between political ideas and cultural attitudes by comparing the reform movements of the 1800’s with the reform movements of today. Students will first write statements to discuss in small groups and then each group will present their statements and be open to Q and A on their statements.

http://www.readwritethink.org/files/resources/lesson_images/lesson819/rubric2.pdf

Taking Informed Action

Understand – Click here to enter text. Access – Click here to enter text. Act – Click here to enter text.

Common Core Crosswalk

CCLS ELA

RI 7.2,7.5, 7.8 W 7.3,7.6

CCLS ELA Literacy WHST.6­8

.1, .1.A, .1.B .2, .2.A, .2.B, .2.D .4 .7 .8 .9

7.8: A NATION DIVIDED: Westward expansion, the industrialization of the North, and the increase of

slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates

of States rights and supporters of federal power increased tensions in the nation; attempts to compromise

ultimately failed to keep the nations together, leading to the Civil War.

Key Ideas 7.8 a: Early United States industrialization affected different parts of the country in different ways. Regional economic differences and values, as well as different conceptions of the Constitution, laid the basis for tensions between States rights advocates and supporters of a strong central government. 7.8 b: As the nation expanded geographically, the question of slavery in new territories and states led to increased sectional tensions. Attempts to compromise ended in failure. 7.8 c: Perspectives on the causes of the Civil War varied based on geographic region, but the election of a Republican president was one of the immediate causes for the secession of the Southern states. 7.8 d: The course and outcome of the Civil War were influenced by the strategic leaders from both the North and South, decisive battles, and military strategy and technology that utilized the region’s geography. 7.8 e: The Civil War impacted human lives, physical infrastructure, economic capacity, and governance of the United States.

Standards 1,3,4 Themes TCC, GEO, GOV, ECO Compelling Question Is war inevitable? How do differences/conflicts within a society affect a nation? Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 How did tension (geography, industrialization, agriculture, slavery) between the north and the south lead to sectionalism and eventually secession?

How did the US government attempt to address the issue of slavery?

How did political strategies, military strategies and technological advances influence the outcome of the Civil War?

What were the social, economic, environmental, and political impacts of the Civil War on the United States?

Social Studies Practices Social Studies Practices Social Studies Practices Social Studies Practices A 1,2,4,5,6 B 1,3,4,5,6,7 C 1,2,3,4,6 D 1,4,5,6 E 1,3,4,5,6 F 6,7,

A 1,2,3,4,5,6 B 1,3,4,5,6 C 2,3,4,5 D 4,6 E 1,4,5 F 3,4,7

A 1,2,5,6 B 1,3,4,5,6,7 C 1,2,3,4 D 1,4,5,6 E 1,3,4,5,6 F 3,4,6,7

A 1,2,4,5,6 B 1,3,4,5,6 C 1,2,3,4 D 1,4,5,6 E 1,2,4,5,6 F 3,4,6,7

Formative Performance Task Formative Performance Task

Formative Performance Task

Formative Performance Task

Students will look at various resources to complete a T­Chart comparing and contrasting the north and the south. Students will discuss geography, agriculture, industry, and population slavery.

Students will complete a graphic organizer on the various attempts the US government made to address the issue of slavery with focus on :

Missouri Compromise

The Compromise of 1850

The Kansas­Nebraska Act

Dred Scott v.

Sanford ( 1857)

Students will be divided into groups to research one of the following topics that influenced the outcome of the Civil War: Political Strategies, Military Tactics,and/or Technological Advances. Students will create a powerpoint presentation with a handout to share with the class. Each handout will be part of a larger study guide.

Students will complete a graphic organizer that illustrates the social, political, economic, environmental, cultural and historical (SPEECH) impacts of the Civil War on the nation and New York State. (124th NY Orange Blossoms)

Featured Source(s) Featured Source(s) Featured Source(s) Featured Source(s) PBS The Civil War Ken Burns. http://www.pbs.org/civilwar/ Lesson activities: http://www.pbs.org/civilwar/classroom/activities.htm

PBS The Civil War Ken Burns. http://www.pbs.org/civilwar/ Lesson activities:

PBS The Civil War Ken Burns. http://www.pbs.org/civilwar/ Lesson activities:

PBS The Civil War Ken Burns. http://www.pbs.org/civilwar/ Lesson activities: http://www.pbs.org/civilwar/classroom/activities.htm

Lesson resources; Was the Civil War a War for Freedom? internal search engine. http://historyblueprint.org/the­civil­war http://www.nps.gov/resources/story.htm?id=251 A Young People’s History of the United States. Volume I. Chapter 9:

“Slavery and Emancipation” by Howard Zinn ISBN 9781583228692 http://sheg.stanford.edu/civil­war­reconstruction Gilder Lehrman US resources and teacher resources https://www.gilderlehrman.org/history­by­era/national­expansion­and­reform­1815­1860

http://www.pbs.org/civilwar/classroom/activities.htm Lesson resources; Was the Civil War a War for Freedom? internal search engine. http://historyblueprint.org/the­civil­war http://docsteach.org/activities/search?mode=browse&menu=open&era[]=civil­war­and­reconstruction http://www.pbs.org/wgbh/aia/part3/3h511.html http://www.pbs.org/wgbh/aia/part4/4p2951.html Gilder Lehrman US resources and teacher resources https://www.gilderlehrman.org/history­by­era/national­expansion­and­reform­1815­1860

http://www.pbs.org/civilwar/classroom/activities.htm Lesson resources; Was the Civil War a War for Freedom? internal search engine. http://historyblueprint.org/the­civil­war Emancipation Proclamation http://sheg.stanford.edu/emancipation­proclamation http://www.nps.gov/gett/index.htm

Lesson resources; Was the Civil War a War for Freedom? internal search engine. http://historyblueprint.org/the­civil­war Gilder Lehrman US resources and teacher resources https://www.gilderlehrman.org/history­by­era/national­expansion­and­reform­1815­1860 Women http://www.history.com/topics/american­civil­war/women­in­the­civil­war http://www.historynet.com/women­in­the­civil­war (teacher resource) http://www.westpoint.edu/history/SitePages/American%20Civil%20War.aspx 124th NY­ Orange Blossoms http://www.124thnysv.com/ Annotated links ­ Civil War and Hudson Valley

http://www.hudsonrivervalley.org/links/civil_war_links.html

Summative Performance Task

Round Table Discussion: Is war inevitable? Students will discuss the impact of the Civil War on the social, political and economic institutions of the United States, using specific claims and relevant evidence from historical sources, while acknowledging competing views.

Taking Informed Action

Understand – Click here to enter text. Access – Click here to enter text. Act – Click here to enter text.

Common Core Crosswalk

CCLS ELA RI 7.1,7.2,7.3,7.4,7.6,7.7W 7.1,7.2,7.4,7.5,7.6,7.8,7.9,7.10 SL 7.1,7.2,7.3,7.4 L 7.1,7.2,7.3,7.4,7.6

CCLS ELA Literacy WHST.6­8

.1, .1.A, .1.B, .1.C,.1.D, .1.E .2, .2.A, .2.B, .2.C, .2.E, .2.E .4 .5 .6 .7 .8 .9 .10