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NEPTUNE TOWNSHIP SCHOOL DISTRICT

United States History I Curriculum

Grades 10-12


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

November 24, 2015 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Jason A. Jones, President

Chanta L. Jackson, Vice President

Dwayne Breeden Scott Fields

Laura G. Granelli Monica Kowalski-Lodato

Michelle A. Moss Donna Puryear

William S. Wells

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D.

Superintendent of Schools

Bertha L. Williams-Pullen

Assistant Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent for Curriculum, Instruction & Assessment

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Kathleen M. Skelton

Director of Special Services

Jennifer M. Clearwaters

Director of School Counseling Services

Gerald Glisson

Administrator for Co-Curricular Activities & Athletics

Kathleen M. Thomsen

Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Lori B. Burns, Early Childhood Center

Lakeda D. Demery, Shark River Hills

Sally A. Millaway, Ed.D., Gables

James M. Nulle, Green Grove

Arlene M. Rogo, Ed.D., Midtown Community

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Mark K. Alfone, Ed.D., Principal

Thomas Decker, Vice Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION

Richard W. Allen, Principal

Titania M. Hawkins, Ed.D., Vice Principal

James H. Whitson, Vice Principal

SITE ADMINISTRATOR

Tara L. Stephenson, Poseidon ECHS

DEPARTMENT CHAIRPERSONS

Audra Gutridge

Robert Hamm

Charles M. Kolinofsky

Joshua Loveland

Dawn Reinhardt

Karen Watt

Hillary L. Wilkins

Marjory V. Wilkinson


UNITED STATES

HISTORY I

CURRICULUM

Table of Contents

Acknowledgements ............................................................................................................i

District Mission Statement ............................................................................................... ii

District Educational Outcome Goals .............................................................................. iii

Course Description........................................................................................................... iv

Curriculum

Unit Title Page

Unit 1: Exploration and Colonization ............................................................................... 1

Unit 2: Revolution and the New Nation ........................................................................... 6

Unit 3: Early America ..................................................................................................... 11

Unit 4: Expansion .......................................................................................................... 16

Unit 5: Civil War ........................................................................................................... 21

Unit 6: Reconstruction ................................................................................................... 26

Unit 7: Westward Expansion and the Gilded Age .......................................................... 30

Pacing Guide ................................................................................................................... 35


United States History I

Acknowledgements

The challenges of the 21st century are complex, have global implications, and are

connected to people, places, and events of the past. The study of social studies focuses on

deep understanding of concepts that enable students to think critically and systematically

about local, regional, national, and global issues.

As such, the Social Studies curriculum has prepared a curriculum with authentic learning

experiences that enable students to apply content knowledge, develop citizenship skills,

and prepare students for the 21st-century workplace. The dedicated committee designed a

curriculum into coherent, time-bound comprehensive units of study with sample activities

and classroom assessments to guide teaching and learning. Additionally, this curriculum

is aligned to both the NJCCCS and the Common Core State Standards.

The following teachers are to be commended for their talent, endless hours of

collaboration and undying commitment to ensuring that the students of Neptune

Township School District have the best educational opportunities that foster critical

thinking in preparation for the 21st workplace.

Committee Members

Mark Smith

Heather Markowski

Ed Varsalona

Jackie Janosko

John Schroeder

i


DISTRICT MISSION STATEMENT

The primary mission of the Neptune Township School District is to prepare all students

for life in the twenty-first century by encouraging them to recognize that learning is a

continuing process. It is with high expectations that our schools foster:

• A strong foundation in academic areas, modern technologies, life skills and the arts.

• A positive and varied approach to teaching and learning.

• An emphasis on critical thinking skills and problem-solving techniques.

• A respect for and an appreciation of our world, its resources, and its peoples.

• A sense of responsibility, good citizenship, and accountability.

• An involvement by the parents and the community in the learning process.

ii

Neptune Township School District

Educational Outcome Goals

The students in the Neptune Township schools will become life-long learners and will:

Become fluent readers, writers, speakers, listeners, and viewers with comprehension

and critical thinking skills.

Acquire the mathematical skills, understandings, and attitudes that are needed to be

successful in their careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and

demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,

and interpreting information.

Become technologically literate.

Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS)

and the Common Core State Standards (CCSS).

Develop the ability to understand their world and to have an appreciation for the

heritage of America with a high degree of literacy in civics, history, economics and

geography.

Develop a respect for different cultures and demonstrate trustworthiness,

responsibility, fairness, caring, and citizenship.

Become culturally literate by being aware of the historical, societal, and multicultural

aspects and implications of the arts.

Demonstrate skills in decision-making, goal setting, and effective communication,

with a focus on character development.

Understand and practice the skills of family living, health, wellness and safety for

their physical, mental, emotional, and social development.

Develop consumer, family, and life skills necessary to be a functioning member of

society.

Develop the ability to be creative, inventive decision-makers with skills in

communicating ideas, thoughts and feelings.

Develop career awareness and essential technical and workplace readiness skills,

which are significant to many aspects of life and work.

UNITED STATES

HISTORY I

CURRICULUM

COURSE DESCRIPTION

(5 credits)

This course will provide a study of American history from the 1600s up to the early

1900s. Emphasis will be placed upon the concepts and individuals involved in forming

and forging the nation from the American Revolution to the Gilded Age. It will also

integrate current events with the study of history on an ongoing basis.

iv

1

Unit Title Exploration and Colonization

Unit Duration 10 Days

STAGE 1: Identify Desired Results

Overview/Rationale: This unit will provide the student with a comprehensive understanding of how different

cultures established themselves in North American prehistory, differences between North American cultures and

the colonization of North America. Featured topics will include the rationale for settlement, geography, social,

political, and economic ramifications of colonization. The introduction of African slave labor will also be a focal

point of this unit.

Standards Standard Statement

6.1 U.S. History: America

in the World:

All students will acquire the knowledge and skills to think analytically about how

past and present interactions of people, cultures, and the environment shape the

American heritage. Such knowledge and skills enable students to make informed

decisions that reflect fundamental rights and core democratic values as productive

citizens in local, national, and global communities.

6.2 World History/Global

Studies:

All students will acquire the knowledge and skills to think analytically and

systematically about how past interactions of people, cultures, and the environment

affect issues across time and cultures. Such knowledge and skills enable students to

make informed decisions as socially and ethically responsible world citizens in the

21st century.

Common Core State

Standards: English/

Language Arts

The standards below begin at grade 6; standards for K-5 reading in history/social

studies, science, and technical subjects are integrated into the K-5 Reading

standards. The CCR anchor standards and high school standards in literacy work in

tandem to define college and career readiness expectations—the former providing

broad standards, the latter providing additional specificity.

Common Core State

Standards: Mathematics

These standards define what students should understand and be able to do in their

study of mathematics. But asking a student to understand something also means

asking a teacher to assess whether the student has understood it. But what does

mathematical understanding look like? One way for teachers to do that is to ask the

student to justify, in a way that is appropriate to the student’s mathematical

maturity, why a particular mathematical statement is true or where a mathematical

rule comes from. Mathematical understanding and procedural skill are equally

important, and both are assessable using mathematical tasks of sufficient richness.

CPI #--CPI Statement

6.1.12.A.1.a -Explain how British North American colonies adopted the British governance structure to fit their

ideas of individual rights, economic growth, and participatory government

6.1.12.B.1a- Relate geographic variations to economic development of the New World

6.1.12.C.1.a -Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this

time period

6.1.12.C.1.b -Determine the extent to which natural resources, labor systems, and entrepreneurship contributed to

the economic development in the American colonies

6.1.12.D.2.a -Explain the consequences to Native American groups of the loss of their land and people.

2

6.2.12.C.1.b -Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America,

and determine the impact trade on the New World’s economy and society.

6.2.12.D.1.a -Assess the political, social, and economic impact of the Columbian Exchange (e.g., plants, animals,

ideas, pathogens) on Europeans and Native Americans.

6.2.12.D.1.b - Compare slavery practices and other forms of coerced labor or social bondage common in East

Africa, West Africa, Southwest Asia, Europe, and the Americas.

6.2.12.D.1.c - Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans,

and Americans.

Interdisciplinary Standard (s)

CCSS.ELA-Literacy.RH.9-10.1- Cite specific textual evidence to support analysis of primary and secondary

sources, attending to such features as the date and origin of the information.

CCSS.ELA-Literacy.RH.9-10.3 -Analyze in detail a series of events described in a text; determine whether

earlier events caused later ones or simply preceded them.

CCSS.ELA-Literacy.RH.9-10.4 -Determine the meaning of words and phrases as they are used in a text,

including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-Literacy.RH.9-10.7- Integrate quantitative or technical analysis (e.g., charts, research data) with

qualitative analysis in print or digital text.

CCSS.ELA-Literacy.RH.9-10.8- Assess the extent to which the reasoning and evidence in a text support the

author's claims.

CCSS.ELA-Literacy.WHST.9-10.1- Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.9-10.2 -Write informative/explanatory texts, including the narration of historical

events, scientific procedures/ experiments, or technical processes.

CCSS.Math.Practice.MP1- Make sense of problems and persevere in solving them.

CCSS.Math.Practice.MP3 -Construct viable arguments and critique the reasoning of others.

CCSS.Math.Practice.MP4 -Model with mathematics.

Enduring Understandings Students will understand that…

Essential Questions

● There were many reasons for the colonization

and settlement of North America.

● Through colonization, European countries not

only grew their global presence but also created

new markets.

● A Triangle of Trade developed between North

America, Europe and Africa.

● Colonies developed specific characteristics

related directly to their geographic location.

● Columbus’s voyages to the Americas

permanently reshaped American, European, and

African history.

● Countries are affected by their relationships with

each other.

● How did people settle to the Americas and

adapt to the environment of North America?

● What customs and beliefs did the early Native

Americans share?

● How did the movement of people, goods, and

ideas cause social changes over time?

● How were colonies affected by global

conflicts?

● How did the colonies develop identities

independent of Great Britain?

● What are the main reasons for colonization?

● What are the ramifications of introducing new

people to an environment?

3

Learning Targets: Knowledge Students will know…

Learning Targets: Skills Students will be able to…

● How different cultures established themselves in

North American prehistory.

● How European settlers’ arrival affected Native

American cultures.

● What defined the different English Colonies.

● How their involvement in overseas trade

networks affected the colonies.

● How to describe the role of mercantilism and

triangular trade on the colonial economies.

● Compare and contrast the differences between

North American cultures.

● Identify the political, religious, and economic

changes that pushed Europeans to explore and

colonize other parts of the world.

● Interpret primary sources and other content that

describes the history of colonial America.

● Outline how indentured servitude differed from

slavery.

● Compare and contrast the ideas of John Locke,

Jean-Jacques Rousseau and Baron

Montesquieu.

In this unit plan, the following 21st Century themes and skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate by circling whether these skills are:

● E – encouraged

● T – taught

● A – assessed

X Global Awareness E Creativity and Innovation

X Environmental Literacy A Critical Thinking and Problem Solving

X Health Literacy A Communication

X Civic Literacy A Collaboration

X Financial, Economic, Business and

Entrepreneurial Literacy

STAGE 2: Determine Acceptable Evidence

Formative Assessments &

Other Evidence of Learning

● Do Now Activities

○ ELA- DBQ

○ Math- Geography connection/map analysis

○ Math- analyze charts/graphs

● Homework

○ Vocabulary Assignment- Word map

○ Textbook Section Guided Readings

● Quizzes

○ North America before Columbus

○ Europe begins to explore

○ Founding the 13 colonies

○ Population and growth of American colonies

○ Governance and new ideas

● Primary Source Analysis

○ Analysis political cartoon

○ Comparing primary sources on life in

Jamestown

○ Equiano’s travels

4

○ Mayflower Compact

● Reading and Writing Assignments

○ Read Chapters 1-3 of Text, pages 4-95

○ Document Based Question- from Broken

Spears: What do you think the Aztec are

seeing for the first time?

○ Document Based Question- from Columbus’

letter: What benefit to Spain did Columbus

see in the native people of Hispaniola?

Summative Assessments &

Performance Tasks

● Colony Project

● Unit Test

STAGE 3: Plan Learning Experiences

Teaching and Learning Actions

Instructional Strategies ● Lessons on the following topics:

○ Early Human Migration

○ Native Cultures by Region

○ Columbian Exchange

○ European Exploration of the New World

○ Jamestown

○ Massachusetts Bay

○ Colonial Slavery

○ Colonial Government

● Activities

○ Migration Theories Reading, CEI Chart & Writing Task

○ Primary Source- Native American Reactions to

Colonization

○ Great Plains Native Americans Reading, CEI Chart &

Writing Task

○ Eastern Woodlands Native Americans Reading, CEI

Chart & Writing Task

○ Explorer Trading Cards

○ Primary Source- Howard Zinn Reading on Columbus

○ Primary Source- Letter from Columbus

○ Primary Source- Examining Passenger List

○ Primary Source- Mayflower Compact

○ The Island

○ Jamestown Simulation

○ Primary Source- Equiano Reading

Differentiation to occur at the lesson level

5

Teacher Resources

Resource/webpage Description

America: Pathways to the Present Class Textbook

http://www.whiteplainspublicschools.org/Page/12862 Teacher webpage with Powerpoints, readings, and

activities.

http://teachers.hfcsd.org/webpages/tnassivera/resourc

es.cfm

Teacher webpage with Powerpoints, readings, and

activities.

https://www.youtube.com/watch?v=6E9WU9TGrec

&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

YouTube series discussing all content of American

History

https://www.youtube.com/watch?v=svyhRpZT_hU Description of the Middle Passage and the story of the

Amistad.

America: The Story of Us Video Series In depth review of American History

http://www.whiteplainspublicschools.org/Page/12862

http://teachers.hfcsd.org/webpages/tnassivera/resources.cfm


https://www.youtube.com/watch?v=6E9WU9TGrec&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s


https://www.youtube.com/watch?v=svyhRpZT_hU

6

Unit Title Revolution and the New Nation



Overview/Rationale: This unit will provide the student with a background of the colonial issues that developed

with Great Britain. This will be further examined as the war unfolds. Key participants and events will highlight

this unit as the United States wins its independence and embarks on its path as a new country. The creation of our

Constitution and the challenges presented will be a focal point of this unit.


6.1 U.S. History:

America in the World:

All students will acquire the knowledge and skills to think analytically about how past

and present interactions of people, cultures, and the environment shape the American

heritage. Such knowledge and skills enable students to make informed decisions that

reflect fundamental rights and core democratic values as productive citizens in local,

national, and global communities.

Common Core State

Standards: English/

Language Arts


studies, science, and technical subjects are integrated into the K-5 Reading standards.

The CCR anchor standards and high school standards in literacy work in tandem to

define college and career readiness expectations—the former providing broad standards,

the latter providing additional specificity.

Common Core State

Standards:

Mathematics

These standards define what students should understand and be able to do in their study

of mathematics. But asking a student to understand something also means asking a

teacher to assess whether the student has understood it. But what does mathematical

understanding look like? One way for teachers to do that is to ask the student to justify,

in a way that is appropriate to the student’s mathematical maturity, why a particular

mathematical statement is true or where a mathematical rule comes from. Mathematical

understanding and procedural skill are equally important, and both are assessable using

mathematical tasks of sufficient richness.


6.1.12.A.2.a- Analyze the intellectual origins of the major ideas expressed in the Declaration of Independence.

6.1.12.A.2.b- Evaluate the importance of the Declaration of Independence, the Constitution, and the Bill of

Rights to the spread of democracy around the world.

6.1.12.A.2.c- Compare and contrast state constitutions, including New Jersey’s 1776 Constitution with the United

States Constitution, and determine their impact on the development of American constitutional government.

6.1.12.A.2.d- Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification

debates, and assess their continuing relevance.

6.1.12.A.2.f- Examine the emergence of early political parties and their views on centralized government and

foreign affairs, and compare these positions with those of today’s political parties.

6.1.12.B.2.a- Analyze how the United States has attempted to account for regional differences while also striving

to create an American identity.

6.1.12.B.2.b- Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and

the expansion of slavery.

7

6.1.12.C.2.a- Analyze the problems of financing the American Revolutionary War and dealing with wartime

inflation and profiteering.

6.1.12.C.2.b- Explain the effects of inflation, debt, and attempts by new state and national governments to rebuild

the economy by addressing issues of foreign and internal trade, banking, and taxation.

6.1.12.D.2.a- Analyze contributions and perspectives of African Americans, Native Americans, and women

during the American Revolution.

6.1.12.D.2.b- Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and

individual rights) have been denied to different groups of people throughout time.

6.1.12.D.2.c- Relate events in Europe to the development of American trade and American foreign and domestic

policies.

6.2.12.A.3.b - Relate the responses of various governments to pressure for self-government or self-determination

to subsequent reform or revolution.




CCSS.ELA-Literacy.RH.9-10.2 - Determine the central ideas or information of a primary or secondary source;

provide an accurate summary of how key events or ideas develop over the course of the text.



CCSS.ELA-Literacy.WHST.9-10.1- Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.9-10.2 -Write informative/explanatory texts, including the narration of historical


CCSS.ELA-Literacy.WHST.9-10.4 - Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.WHST.9-10.5- Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and

audience.

CCSS.ELA-Literacy.WHST.9-10.10- Write routinely over extended time frames (time for reflection and

revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,

purposes, and audiences.


CCSS.Math.Practice.MP3 -Construct viable arguments and critique the reasoning of others.



Essential Questions

● Disputes over ideas, resources, values, and

politics can lead to change.

● The American Revolution had global

ramifications.

● Utilization of new weaponry changed the

style of fighting during this time.

● Why do people rebel?

● How do relationships between countries impact

domestic and foreign affairs?

● How do individual and group pursuits influence

the priorities and actions of a government?

● What types of protest against the government are

8

● The American Revolution lead to American

Independence.

the most effective? Which are least?



● Reasons for the growing disagreements

between the American colonies and Great

Britain.

● The reasons why the American colonies

declared independence.

● How the Revolutionary War progressed.

● How the American Revolution changed life

for different social groups in the new United

States.

● Analyze and interpret primary source materials

that range from documents to maps to visual

evidence.

● Prepare and debate a point of view using

evidence.

● Outline the events of the Revolutionary War.

● Accurately and effectively discuss content in

groups and as a class participant.



21st Century Themes

Indicate whether these skills are:


● T – taught

● A – assessed


Environmental Literacy A Critical Thinking and Problem Solving

Health Literacy A Communication

X Civic Literacy T Collaboration







○ ELA- Document Based Question-

○ Math- Map skills/geography connection on the

Proclamation of 1863

○ Math- Interpreting charts/graphs on British policies in

the colonies

● Homework

○ Vocabulary Assignment- Word Map


● Quizzes

○ The French and Indian War

○ Issues behind the Revolution

○ Ideas behind the Revolution

○ The War for Independence

9


○ Thomas Paine’s Common Sense

○ Washington Farewell Address

○ The Federalist Papers


○ Read Chapters 4 of Text, pages 104-137

○ Document Based Question- Letter from a Pennsylvania

Farmer – John Dickinson: Do you think the British

Parliament had the right to impose duties on the

colonists?

○ Document Based Question


Performance Tasks

● Unit Test

● American Revolution Research Paper



Instructional

Strategies

● Lessons on the following topics:

○ Causes of the American Revolution

○ Ideas Behind the American Revolution

○ Declaration of Independence

○ Major Battles of the American Revolution

○ Articles of Confederation

○ Shay’s Rebellion

○ Ideas Behind the Constitution

○ Ratification of the Constitution

● Activities

○ King George Text Message

○ Primary Source- Boston Massacre Analysis

○ Primary Source- Common Sense Excerpt

○ Primary Source- Declaration of Independence Analysis’

○ America the Story of Us “Rebels” Episode and Questions

○ Case Study: American Revolution

○ Grading Articles of Confederation

○ Shay’s Rebellion Document Based Question

○ Constitutional Compromises

○ Bill of Rights Scenarios

○ Bill of Rights Stations

○ Bill of Rights Overview

○ Constitutional Convention Document Based Question

○ Federalists vs. Antifederalists Document Based Question

○ Comparing the Articles and the Constitution

○ Revolution and New Nation Jackdaw


10

Teacher Resources




activities.

http://teachers.hfcsd.org/webpages/tnassivera/resource

s.cfm


activities.

https://www.youtube.com/watch?v=6E9WU9TGrec&l

ist=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

YouTube series that reviews all content of American

History







11

Unit Title Early America



Overview/Rationale: This unit will discuss how differences of opinion among the founders of the new

constitutional government divided both the leaders and the public. European hostilities in early American history

resulted in conflict, ending in a secure nation. Sectional disputes within early America over slavery and its

westward expansion eroded the spirit of nationalism that swept the nation after the War of 1812. The one-party

political system, dominated by the Democratic- Republicans began to unravel in the 1820’s. Throughout the

course of early America, the power of the federal government changed.


6.1 U.S. History:







Common Core State

Standards: English/

Language Arts






Common Core State

Standards:

Mathematics

These standards define what students should understand and be able to do in their study

of mathematics. But asking a student to understand something also means asking a

teacher to assess whether the student has understood it. But what does mathematical

understanding look like? One way for teachers to do that is to ask the student to justify,

in a way that is appropriate to the student’s mathematical maturity, why a particular

mathematical statement is true or where a mathematical rule comes from. Mathematical

understanding and procedural skill are equally important, and both are assessable using

mathematical tasks of sufficient richness


6.1.12.A.2.d- Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification

debates, and assess their continuing relevance.

6.1.12.A.2.e - Explain how judicial review made the Supreme Court an influential branch of government, and

assess the continuing impact of the Supreme Court today.

6.1.12.A.2.f- Examine the emergence of early political parties and their views on centralized government and

foreign affairs, and compare these positions with those of today’s political parties.

6.1.12.C.2.b - Explain the effects of inflation, debt, and attempts by new state and national governments to

rebuild the economy by addressing issues of foreign and internal trade, banking, and taxation.

6.1.12.D.2.b- Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and

individual rights) have been denied to different groups of people throughout time.

6.1.12.D.2.c- Relate events in Europe to the development of American trade and American foreign and domestic

policies.

12

6.1.12.A.3.a - Assess the influence of Manifest Destiny on foreign policy during different time periods in

American history.

6.1.12.A.3.b - Determine the extent to which America's foreign policy (i.e., Tripoli pirates, the Louisiana

Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was

influenced by perceived national interest.

6.1.12.A.3.d - Describe how the Supreme Court increased the power of the national government and promoted

national economic growth during this era.

6.1.12.A.3.e - Judge the fairness of government treaties, policies, and actions that resulted in Native American

migration and removal.

6.1.12.A.3.g - Determine the extent to which state and local issues, the press, the rise of interest-group politics,

and the rise of party politics impacted the development of democratic institutions and practices

6.1.12.C.3.a - Analyze how technological developments transformed the economy, created international markets,

and affected the environment in New Jersey and the nation.

6.1.12.D.3.c- Assess how states' rights (i.e., Nullification) and sectional interests influenced party politics and

shaped national policies (i.e., the Missouri Compromise and the Compromise of 1850).

6.1.12.A.5.a- Assess the impact of governmental efforts to regulate industrial and financial systems in order to

provide economic stability.




CCSS.ELA-Literacy.RH.9-10.2 - Determine the central ideas or information of a primary or secondary source;

provide an accurate summary of how key events or ideas develop over the course of the text.



CCSS.ELA-Literacy.WHST.9-10.1 - Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.9-10.2 - Write informative/explanatory texts, including the narration of historical


CCSS.ELA-Literacy.WHST.9-10.4 - Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.WHST.9-10.5 - Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and

audience.

CCSS.ELA-Literacy.WHST.9-10.10 - Write routinely over extended time frames (time for reflection and

revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,

purposes, and audiences.


CCSS.Math.Practice.MP3 - Construct viable arguments and critique the reasoning of others.



Essential Questions

● People engage in politics to solve problems in

their society.

● Why do people form political parties?

13

Geography and the environment play an

important role in how society is shaped over

time.

● How did the nation’s economy play an important

role in how a society is shaped over time?

● How did economic differences between the North

and the south cause tension?

● How did early American presidents & the

Supreme Court expand the power of the federal

government?

● Can average citizens change society?



● The financial challenges experienced by the

new government.

● How partisan disagreements and conflicting

foreign interests divided the country.

● How Jefferson expanded the country and tried

to stay out of war.

● How the War of 1812 developed

● How nationalism after the War of 1812

influenced economic policies and foreign

affairs.

● Why slavery remained important to the South

and its effects on the Southern economy and

society.

● The issues that led to the controversial

outcome of the election of 1824 and the

reasons Andrew Jackson won the election of

1828.

● How the U.S. political system became more

democratic in the 1820’s and 1830’s.

● Identify and categorize different examples of

enumerated powers and implied powers.

● Describe the disagreements that characterized the

battles between the first political parties.

● Identify the changes that occurred in the United

States during Jefferson’s administration.

● Evaluate what led the United States into the War

of 1812.

● Collaborate in groups and create a presentation on

a historical subject.

● Interpret economic data relevant to the historical

period.

● Demonstrate an understanding of absolute

chronology.

● Analyze and explain data on increased voter

participation during this period.



21st Century Themes



● T – taught

● A – assessed



Health Literacy A Communication

X Civic Literacy T Collaboration

14







○ ELA- DBQ

○ Math- Geography connection/map analysis

○ Math- analyze charts/graphs Louisiana Purchase

● Homework



● Quizzes

○ Origins of American politics

○ The election of 1800

○ Jefferson administration

○ The War of 1812

○ The growth of Nationalism

○ The age of Jackson


○ Washington’s Farewell Address

○ Analysis political cartoon XYZ Affair

○ Analysis political cartoon Monroe Doctrine

○ Analysis political cartoon Andrew Jackson


○ Read Chapters 6 & 8 of Text, pages 200-229 & 290-303

○ Document Based Question-

○ Document Based Question- from Marbury v. Madison:

Why is it important to exercise judicial review?

○ Document Based Question- What was the purpose of

the Monroe Doctrine?

○ Document Based Question- Evaluate the accuracy of the

label the Era of good feelings?


Performance Tasks

● Jackson station project

● Unit Test

● DBQ Essay: How democratic was Andrew Jackson?



Instructional

Strategies

● Lessons of the Following Topics

○ Washington’s Precedents

○ Washington’s Farewell

15

○ Development of Political Parties

○ Alien and Sedition Acts

○ Louisiana Purchase

○ Lewis and Clarke’s Expedition

○ Jefferson’s Embargo Act

○ War of 1812

○ Era of Good Feelings

○ Development of the American System

○ Changes to American Democracy

○ Jackson’s Bank War

○ Tariff of 1828

○ Indian Removal Act

● Activities

○ Primary Source- Washington’s Farewell Address

○ Presidential Summary Readings

○ The Whiskey Rebellion

○ Birth of Political Parties

○ Hamilton vs. Jefferson

○ Fahrenheit 911 and Alien and Sedition Acts Analysis

○ Jefferson’s Transformation

○ Thomas Jefferson Stations Project

○ War of 1812 Packet

○ Primary Source- The American System

○ Andrew Jackson Station Project

○ Andrew Jackson Document Based Question

○ Primary Source- Andrew Jackson Political Cartoon Analysis

○ Primary Source- Trail of Tears


Teacher Resources




activities.

http://teachers.hfcsd.org/webpages/tnassivera/resources

.cfm


activities.

https://www.youtube.com/watch?v=6E9WU9TGrec&li

st=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s


History

President’s Video Series Short clips describing each President’s major

contributions







16

Unit Title Expansion



Overview/Rationale: The United States experienced a tremendous amount of growth in the first half of the 19th

century. Land acquisitions as well as immigration from other countries led to both positive and negative events

that would help shape the second half of the 1800s in our country. In addition, an analysis of the reform

movements that began during this period will also be explored. This unit will explore both of these as the United

States makes its way towards Civil War.


6.1 U.S. History:


All students will acquire the knowledge and skills to think analytically 20 about how





Common Core State

Standards for

mathematical practice

The Standards for Mathematical Practice describe varieties of expertise that mathematics

educators at all levels should seek to develop in their students. These practices rest on

important “processes and proficiencies” with longstanding importance in mathematics

education. The first of these are the NCTM process standards of problem solving,

reasoning and proof, communication, representation, and connections.

Common Core State

Standards or English

/Language Arts

The CCR anchor standards and high school grade-specific standards work in tandem to




6.1.12.A.3.a- Assess the influence of Manifest Destiny on foreign policy during different time periods in

American history.

6.1.12.A.3.b- Determine the extent to which America’s foreign policy (i.e., Tripoli pirates, the Louisiana

Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was

influenced by perceived national interest.

6.1.12.A.3.e- Judge the fairness of government treaties, policies, and actions that resulted in Native American

migration and removal.

6.1.12.A.3.f- Compare and contrast the successes and failures of political (i.e., the 1844 State Constitution) and

social (i.e., abolition, women’s rights, and temperance) reform movements in New Jersey and the nation during

the Antebellum period.

6.1.12.A.3.g- Determine the extent to which state and local issues, the press, the rise of interest group politics,

and the rise of party politics impacted the development of democratic institutions and practices.

6.1.12.A.3.d- Describe how the Supreme Court increased the power of the national government and promoted

national economic growth during this era.

6.1.12.A.3.h- Examine multiple perspectives on slavery and evaluate the claims used to justify the arguments.

6.1.12.A.3.i- Examine the origins of the antislavery movement and the impact of particular events, such as the

17

Amistad decision, on the movement. B. Geography, People, and the Environment

6.1.12.B.3.a- Assess the impact of Western settlement on the expansion of United States political boundaries.

6.1.12.C.3.a- Analyze how technological developments transformed the economy, created international markets,

and affected the environment in New Jersey and the nation.

6.1.12.C.3.b- Relate the wealth of natural resources to the economic development of the United States and to the

quality of life of individuals.

6.1.12.D.3.a- Determine how expansion created opportunities for some and hardships for others by considering

multiple perspectives

6.1.12.A.5.b- Analyze the effectiveness of governmental policies and of actions by groups and individuals to

address discrimination against new immigrants, Native Americans, and African Americans.

6.1.12.A.4.b- Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls

Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address)

contributed to demanding equality for all.


CCSS.ELA-LITERACY.RH.9-10.1 - Cite specific textual evidence to support analysis of primary and

secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-LITERACY.RH.9-10.2- Determine the central ideas or information of a primary or secondary

source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-LITERACY.RH.9-10.3 - Analyze in detail a series of events described in a text; determine whether


CCSS.ELA-LITERACY.W.9-10.1- Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.9-10.1.A- Introduce precise claim(s), distinguish the claim(s) from alternate or

opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims,

reasons, and evidence.

CCSS.ELA-LITERACY.W.9-10.1.B- Develop claim(s) and counterclaims fairly, supplying evidence for each

while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge

level and concerns.

CCSS.ELA-LITERACY.W.9-10.1.C- Use words, phrases, and clauses to link the major sections of the text,

create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and

between claim(s) and counterclaims.

CCSS.ELA-LITERACY.W.9-10.1.E- Provide a concluding statement or section that follows from and supports

the argument presented.

CCSS.MATH.PRACTICE.MP1- Make sense of problems and persevere in solving them.

CCSS.MATH.PRACTICE.MP2- Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3- Construct viable arguments and critique the reasoning of others.


Essential Questions

● Multiple political social, and economic

factors caused American territorial

expansion.

● The concept of Manifest Destiny was

instrumental in the growth of the United

● What are the main causes of a country’s desire to

expand?

● How did the nation’s economy help shape its

politics?

http://www.corestandards.org/ELA-Literacy/W/9-10/1/b/

http://www.corestandards.org/Math/Practice/MP3/

18

States.

● Expansion can lead to both Nationalism and

Sectionalism.

● People engage in politics to solve problems

in their society.

● The movement of people, goods, and ideas

causes society to change over time.

● How did economic tensions between the North and

South cause tensions?

● Can average citizens change society?

● How did reforms of this era increase tensions

between the North and South?

● Why did people want to move west in the 1800s?

● How did westward migration affect the relationship

between the United States and other countries and

peoples during this time?



● How the US political system became more

democratic in the 1820s and 1830s

● How the arrival of German and Irish

immigrants helped shaped the United States

during this period.

● The various social reform movements, their

impact, and the problems they addressed.

● The ideas and key figures of the abolitionist

movement.

● The role of agricultural technology in the

successful development of the Great Plains.

● The effects of increased American

immigration into the Southwest.

● The sources of conflict that led to the Texas

War of Independence.

● The course and outcome of the war with

Mexico for both the United States and

Mexico.

● Analyze and explain data on increased voter

participation during this period.

● Organize information about religious groups into

appropriate categories.

● Collaborate in groups about different reform groups

in the North and prepare a presentation of the

assigned group’s point of view.

● Determine the cause and effect relationship of

westward immigration and the impact on Native

American cultures.

● Analyze content and accurately place it

geographically on a map.

● Analyze events leading to the Texas War of

Independence.

● Constructs arguments and hypotheses about how

the war with Mexico affected the sectional tensions

developing in the United States.



21st Century Themes

Indicate whether these skills are:


● T – taught

● A – assessed

X Global Awareness A Creativity and Innovation


X Health Literacy E Communication

19

X Civic Literacy E Collaboration







○ ELA- Document Based Question- Was the United States

Justified in Going to War With Mexico?

○ Elias Boudinot Quote

○ Nat Turner Quote

○ Map Reading activity

Homework



● Quizzes

○ Reform Movement Quiz

○ Abolition Movement Quiz

○ Women’s Rights movement Quiz

○ Manifest Destiny Quiz


○ Potato Famine/ Irish immigration Packet

○ Abolition DBQ analysis

○ Ain’t I a woman? Speech

○ Seneca Falls Convention analysis


○ Textbook pages 140 - 153, 167- 200

○ Mexican American War DBQ

○ Indian Removal DBQ

○ John Burnett Trail of Tears Account


Performance Tasks

Unit Test

PTSK - Argumentative Essay on Andrew Jackson

PTSK - Inventor Project



Instructional

Strategies

● Lessons on the Following Topics

○ Manifest Destiny

○ Early Industrial Revolution

○ Immigration

○ Antebellum Reforms

○ Slavery Issues

20

● Activities

○ Manifest Destiny Painting Analysis

○ Mexican American War Document Based Question

○ Inventor Project

○ Reformers Baseball Card Project

○ Reformers Scavenger Hunt

○ Irish Immigration Document Based Question

○ Primary Source- Missouri Compromise

○ Primary Source- Monroe Doctrine

○ Primary Source- Nat Turner Rebellion


Teacher Resources




activities.

http://teachers.hfcsd.org/webpages/tnassivera/resources.

cfm


activities.

https://www.youtube.com/watch?v=6E9WU9TGrec&lis

t=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s


History







21

Unit Title Civil War



Overview/Rationale: The Civil War was caused by ideological, economic, and political differences about the

future course of the nation. This unit will examine the main causes of the American Civil War, key participants

and battles that impacted the outcome of the war. Race relations and regional differences will be a focal point

during this unit.


6.1 U.S. History:







Common Core State

Standards for

Mathematical Practice






Common Core State


/Language Arts





6.1.12.A.4.a- Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions

(i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil

War.

6.1.12.A.4.b- Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls

Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address)

contributed to demanding equality for all.

6.1.12.B.4.a- Use maps and primary sources to assess the impact that geography, improved military strategies,

political and military decisions (e.g., leadership), and new modes of transportation had on the outcome of the

Civil War.

6.1.12.C.4.a- Assess the role that economics played in enabling the North and South to wage war. 6.1.12.C.4.b-

Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and

South.

6.1.12.C.4.c- Explain why the Civil War was more costly to America than previous conflicts were.

6.1.12.D.4.a- Compare and contrast the roles of African Americans who lived in Union and Confederate states

during the Civil War.

6.1.12.D.4.b- Compare and contrast the impact of the American Civil War and the impact of a past or current

civil war in another country in terms of the consequences for people’s lives and work.

22















level and concerns.










Essential Questions

● Various tensions within and between regions

came together to cause the Civil War.

● A fundamental disagreement between

Northerners and Southerners about the

Constitution contributed to the Civil War.

● The war was a catalyst for industrialization in

the United States.

● The struggle for individual rights and equality

often shape a society's politics.

● The Civil War ended slavery in the United

States.

● How do unresolved political and economic

conflicts cause war?

● How does the role and scope of power of the

national government expand during times of

war?

● Was the Civil War inevitable?

● Can the nation’s union of states be broken?

● Should war be conducted against both military

and civilian populations?



● How the possible spread of slavery into new

territories increased sectional tensions

● The Dred Scott decision and how it intensified

● Analyze and interpret content displayed on a

map

● Collaborate in groups to understand to

http://www.corestandards.org/ELA-Literacy/RH/9-10/1/



http://www.corestandards.org/ELA-Literacy/W/9-10/1/c/


http://www.corestandards.org/ELA-Literacy/W/9-10/1/e/




23

the events that triggered the beginning of the

Civil War

● The South had fewer resources at the

beginning of the war

● Why President Lincoln decided to issue the

Emancipation Proclamation and how it

changed the meaning of the war

● The experiences on the home front in the

Union and the Confederacy.

● The significance of the Siege of Vicksburg and

the Battle of Gettysburg as turning points in

the war

● The conditions, both military and civilian, in

the Confederacy at the war’s end.

understand and explain the important details of

the Dred Scott Supreme Court Case

● Determine cause and effect relationship of events

that occurred between the election of 1860 and

the start of the Civil War

● Identify accurately the different resources

available between the North and South

● Interpret the significance and outcome of

important battles of the Civil War and organize

relevant information

● Collaborate within groups to analyze the roles of

social groups during the Civil War

● Analyze and explain the importance of president

Lincoln’s Gettysburg Address

● Discuss different opinions about Sherman's

March to the Sea



21st Century Themes



● T – taught

● A – assessed



X Health Literacy T Communication

X Civic Literacy E Collaboration







○ Northern Factory owner quote analysis

○ Civil War avoidance Do Now

○ Missouri Compromise analysis

○ Geography Connections

○ Mudsill Theory Speech Analysis

● Homework



● Quizzes

○ Causes of the Civil War Quiz


○ Lincoln/ Douglas Debates

24

○ Lincoln’s inauguration Speech

○ Emancipation Proclamation analysis

○ Gettysburg Address

○ Lincoln’s second inaugural address


○ Textbook pages 201-245

○ Uncle Tom’s Cabin excerpt


Performance Tasks

Unit Test

Civil War Station Project



Instructional

Strategies


○ Causes of the Civil War

○ Sectionalism

○ Election of Abraham Lincoln

○ Major Battles of the Civil War

○ Emancipation Proclamation

○ End of the War and Impact

● Activities

○ Kansas Nebraska Act/Bleeding Kansas

○ Primary Source- Sociology of the South

○ Primary Source- Uncle Tom’s Cabin

○ Primary Source- Lincoln/Douglas Debates

○ Primary Source- John Brown’s Last Words

○ Civil War Stations Project

○ Primary Source- Emancipation Proclamation

○ Forming the Confederacy Review

○ Union and Confederacy Casualty Graph

○ African Americans in the Civil War Document Based

Question


Teacher Resources




activities.

http://teachers.hfcsd.org/webpages/tnassivera/resources. Teacher webpage with Powerpoints, readings, and



25

cfm activities.




History

Ken Burns Civil War Documentary In depth coverage of the Civil War with many primary

sources





26

Unit Title Reconstruction



Overview/Rationale: The period of time following the American Civil War is best known for its division of

groups who were trying to reunite. Efforts to reunite the country through Reconstruction were contested, resisted,

and had long-term consequences. In this unit, the student will analyze the impact that Reconstruction policies had

on the United States.


6.1 U.S. History:







Common Core State

Standards for

Mathematical Practice






Common Core State


/Language Arts





6.1.12.A.4.c- Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and

equality for African Americans.

6.1.12.B.4.b- Analyze the impact of population shifts and migration patterns during the Reconstruction period. C.

Economics, Innovation, and Technology

6.1.12.D.4.c- Analyze the debate about how to reunite the country, and determine the extent to which enacted

Reconstruction policies achieved their goals.

6.1.12.D.4.d- Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the

resistance of some Southern individuals and states.

6.1.12.D.4.e- Analyze the impact of the Civil War and the 14th Amendment on the development of the country

and on the relationship between the national and state governments.







http://www.corestandards.org/ELA-Literacy/RH/9-10/1/

27









level and concerns.










Essential Questions

● Ideas about Civil Rights and liberties evolve

over time.

● The federal government has exerted power

over the states on numerous occasions.

● How do nations recover from war?

● Was Reconstruction a success or failure?



● The differences between the three plans for

Reconstruction.

● The threats African Americans faced in the

Reconstruction South.

● The details of the controversial election of

1876 and the Compromise of 1877.

● Explain the consequences of Radical

Republicans taking control of Congress.

● Outline how different groups in the South

responded to Reconstruction.

● Analyze and interpret primary source documents

including political cartoons.



21st Century Themes



● T – taught

● A – assessed

Global Awareness E Creativity and Innovation

X Environmental Literacy T Critical Thinking and Problem Solving

Health Literacy E Communication













28




○ ELA Frederick Douglas Quote on

Reconstruction analysis

○ Math- Voter percentages

● Homework



● Quizzes

○ New South Quiz

○ Presidential Reconstruction Quiz

○ Congressional Reconstruction Quiz


○ Reconstruction DBQ

○ Jim Crow laws DBQ


○ Read Chapters 10 pages 247 - 263

○ Jim Crow and the Fight for Civil Rights


Performance Tasks

Unit Test

Civil Rights of the 1800’s Station Project



Instructional

Strategies


○ Reconstruction Plans

○ Reconstruction Amendments

○ Reconstruction Successes and Failure

○ President Johnson’s Impeachment

○ Election of 1877

○ Jim Crow

○ Plessy v. Ferguson

○ Sharecropping

● Activities

○ A Good Ole’ Rebel Song Analysis

○ Primary Source- Lincoln’s Second Inaugural

○ Reconstruction’s Failures Document Based Question

○ Reconstruction Newspaper

○ Jim Crow and the Fight for Civil Rights

○ The Problem of Reconstruction

○ Primary Source- Amnesty Proclamation

○ Reconstruction Structured Academic Controversy

29

○ Civil Rights Stations Project

○ Red Shirt Election

○ Primary Source- African American’s as Sharecroppers


Teacher Resources




2


activities.

http://teachers.hfcsd.org/webpages/tnassivera/resour

ces.cfm


activities.

https://www.youtube.com/watch?v=6E9WU9TGrec

&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s


History








30

Unit Title Westward Expansion and the Gilded Age



Overview/Rationale: The time period of 1877 through the turn of the century was a time of great economic

prosperity for many Americans. This lead to an influx of immigrants to the United States seeking a better life. In

addition, the western frontier was populated and eventually closed. In this unit, the student will analyze the

impact of technological innovations, immigration and business practices had on the American economy and

politics.


6.1 U.S. History:







6.2 World

History/Global

Studies:

All students will acquire the knowledge and skills to think analytically and

systematically about how past interactions of people, cultures, and the environment

affect issues across time and cultures. Such knowledge and skills enable students to

make informed decisions as socially and ethically responsible world citizens in the 21st

century.

Common Core State

Standards: English

Language Arts







6.1.12.A.5.a- Assess the impact of governmental efforts to regulate industrial and financial systems in order to

provide economic stability.

6.1.12.A.5.b- Analyze the effectiveness of governmental policies and of actions by groups and individuals to

address discrimination against new immigrants, Native Americans, and African Americans. B. Geography,

People, and the Environment

6.1.12.B.5.a- Explain how the Homestead Act, the availability of land and natural resources, and the development

of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of

populations

6.1.12.B.5.b- Assess the impact of rapid urbanization on the environment and on the quality of life in cities.

6.1.12.C.5.a- Analyze the economic practices of corporations and monopolies regarding the production and

marketing of goods, and determine the positive or negative impact of these practices on individuals and the nation

and the need for government regulations.

6.1.12.C.5.b- Compare and contrast economic development of the North, South, and West in the post-Civil War

period.

6.1.12.C.5.c- Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on

31

businesses and individuals.

6.1.12.D.5.a- Analyze government policies and other factors that promoted innovation, entrepreneurship, and

industrialization in New Jersey and the United States during this period.

6.1.12.D.5.b- Evaluate how events led to the creation of labor and agricultural organizations that protect the rights

of workers.

6.1.12.D.5.c- Assess the effectiveness of public education in fostering national unity and American values and in

helping people meet their economic needs and expectations.

6.1.12.D.5.d- Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation.

6.2.12.C.3.c- Compare the characteristics of capitalism, communism, and socialism to determine why each

system emerged in different world regions.

6.2.12.C.3.d- Determine how, and the extent to which, scientific and technological changes, transportation, and

new forms of energy brought about massive social, economic, and cultural changes.


CCSS.ELA-LITERACY.RH.9-10.1- Cite specific textual evidence to support analysis of primary and secondary




CCSS.ELA-LITERACY.RH.9-10.3- Analyze in detail a series of events described in a text; determine whether


CCSS.ELA-LITERACY.RH.9-10.4- Determine the meaning of words and phrases as they are used in a text,

including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-LITERACY.RH.9-10.5- Analyze how a text uses structure to emphasize key points or advance an

explanation or analysis.

CCSS.ELA-LITERACY.RH.9-10.6- Compare the point of view of two or more authors for how they treat the

same or similar topics, including which details they include and emphasize in their respective accounts.

CCSS.ELA-LITERACY.RH.9-10.7- Integrate quantitative or technical analysis (e.g., charts, research data) with

qualitative analysis in print or digital text.

CCSS.ELA-LITERACY.RH.9-10.8- Assess the extent to which the reasoning and evidence in a text support the

author's claims.

CCSS.ELA-LITERACY.RH.9-10.9- Compare and contrast treatments of the same topic in several primary and

secondary sources.

CCSS.ELA-LITERACY.RH.9-10.10- By the end of grade 10, read and comprehend history/social studies texts

in the grades 9-10 text complexity band independently and proficiently.


Essential Questions

● The movement of people, goods, and ideas

causes societies to change over time.

● Economic system shape relationships in society.

● Certain processes, patterns, and functions help

determine where people settle.

● People engage in politics to solve problems in

their society.

● Why would people take on the challenges of

life in the West?

● How did the United States become an

industrialized society after the Civil War?

● Why do people migrate?

● How is urban life different from rural life?

32



● How mining and ranching affected the

development of the west.

● The factors that encouraged settlement of the

Great Plains following the Civil War.

● The factors that caused conflicts between Native

Americans and settlers on the Great Plains.

● The various resources that enabled the United

States to industrialize quickly.

● How the spread of railroads changed the nation.

● The rise of large-scale businesses and their

different forms of organization.

● The rise of organized labor, and the reasons it

failed to achieve its major goals.

● The settlement pattern of immigrants and their

influence on American culture.

● The problems that developed as more people

crowded into urban areas.

● The reasons for and course of the Populist

movement and its legacy.

● The main political and economic issues of the

Gilded Age.

● How the rights of African Americans were

eroded after Reconstruction.

● Explain how population growth is affected by

natural resources and geographic factors.

● Explain how technology affects history.

● Read and analyze primary sources, including

written texts or historical photographs.

● Summarize the conditions that helped the

United States industrialize in the late-nineteenth

century.

● Identify the important changes that the railroad

industry brought to the nation.

● Outline how larger-scale industrialization

increased fixed costs while lowering operating

costs.

● Categorize different information about the

major industrial strikes during this time.

● Outline the push and pull factors that influenced

immigration to the United States.

● Summarize the economic problems farmers

faced during this time.

● Compare and contrast the political candidacies

of William Jennings Bryan and William

McKinley.

● Outline the long-term legacy of the Populist’s

ideas.

● Describe the main political and economic issues

of the Gilded Age.

● Collaborate to explain how the rights of African

Americans were eroded after Reconstruction.



21st Century Themes



● T – taught

● A – assessed

Global Awareness E Creativity and Innovation


33

X Health Literacy A Communication








○ ELA- Document Based Question- The Nativist

Response to Immigration

○ Math- The Noble Face of Labor Visual Learning

Assignment

● Homework



● Quizzes

○ Immigration

○ The Gilded Age

○ Westward Expansion


○ Immigration Political Cartoons

○ Robber Baron Political Cartoons

○ Cross of Gold Speech


○ “Henry Ford Changes the World” Article

○ Read Chapters 13-16 of Text, pages 454-574

○ Document Based Question- The Nativist Response to

Immigration

○ Document Based Question- How successful was

organized labor in improving the position of workers in

the period from 1875 to 1900?

○ Document Based Question- What caused the farmers’ in

the late 19th century, and how did the farmers propose

to solve those problems?

○ Document Based Question- What factors helped to

promote America’s huge industrial growth during the

period 1860-1900?

○ Document Based Question- Analyze the impact of big

business on the economy and politics and the responses

of Americans to these changes.

○ Document Based Question- How did industrialization

impact children?


Performance Tasks

Final Exam

Themes of United States History Project

34



Instructional

Strategies


○ Settling the West

○ Native American Wars

○ The Grange Movement

○ Second Industrial Revolution

○ Growth of Unions

○ Immigration

○ Urbanization

○ Populists Successes and Failures

● Activities

○ Immigration vs. Nativism DBQ

○ American Colossus Reading

○ Robber Baron Lesson Plan

○ Closing the American Frontier Reading

○ Primary Source- Chinese Exclusion Act

○ Big Business in the Gilded Age DBQ

○ Farmers Revolt DBQ

○ Primary Source- Wounded Knee

○ Primary Source- Chief Joseph’s Speech

○ Primary Source- Battle of Little Bighorn

○ Primary Source- City Life Turn of the 20th Century

○ Primary Source- Traveling on an Emigrant Train

○ Primary Source- Cross of Gold Speech

○ Labor Movement DBQ


Teacher Resources




activities.

http://teachers.hfcsd.org/webpages/tnassivera/resources.

cfm


activities.




History







35

United States History I

Pacing Guide

Day Topic/Activity NJCCCS

1 Native American Societies

6.1.12.B.1a; 6.1.12.D.2.a; 6.2.12.C.1.b

2 Native American Societies 6.1.12.B.1a; 6.1.12.D.2.a; 6.2.12.C.1.b

3 Age of Exploration 6.1.12.B.1a; 6.1.12.C.1.b; 6.1.12.D.2.a; 6.2.12.C.1.b

4 Age of Exploration 6.1.12.B.1a; 6.1.12.C.1.b; 6.1.12.D.2.a; 6.2.12.C.1.b

5 English Colonization

6.1.12.A.1.a; 6.1.12.B.1.a;6.1.12.C.1.a; 6.1.12.C.1.b;6.1.12.D.2.a;

6.2.12.D.1.a

6 English Colonization

6.1.12.A.1.a;6.1.12.B.1.a;6.1.12.C.1.a;6.1.12.C.1.b;6.1.12.D.2.a;

6.2.12.D.1.a

7 English Colonization 6.1.12.A.1.a; 6.1.12.B.1.a; 6.1.12.C.1.a; 6.1.12.D.2.a

8 Slavery in the Colonies 6.2.12.D.1.b; 6.2.12.D.1.c

9 Flex Day

10 Unit I Review and Test

11 Colonial Conflicts 6.1.12.A.2.a 6.1.12.B.2.b; 6.1.12.C.1.a; 6.2.12.A.3.b

12 Colonial Conflicts 6.1.12.A.2.a 6.1.12.B.2.b; 6.1.12.C.1.a; 6.2.12.A.3.b

13 American Revolution 6.1.12.C.2.a; 6.1.12.D.2.a

14 America Revolution 6.1.12.C.2.a; 6.1.12.D.2.a

15 American Revolution 6.1.12.C.2.a; 6.1.12.D.2.a

16 Articles of Confederation 6.1.12.A.2.b; 6.1.12.C.2.b; 6.1.12.D.2.c

17 Articles of Confederation 6.1.12.A.2.b; 6.1.12.C.2.b; 6.1.12.D.2.c

18 Constitutional Convention 6.1.12.A.2.b; 6.1.12.A.2.d; 6.1.12.A.2.f; 6.1.12.B.2.a; 6.1.12.D.2.b

19 The Constitution 6.1.12.A.2.b; 6.1.12.A.2.c; 6.1.12.D.2.b




23 Flex Day

24 Flex Day

25 Unit II Review and Test

26 Washington's Administration 6.1.12.A.2.d; 6.1.12.A.2.f; 6.1.12.C.2.b; 6.1.12.D.2.c; 6.1.12.A.3.b

27 Washington's Administration 6.1.12.A.2.d; 6.1.12.A.2.f; 6.1.12.C.2.b; 6.1.12.D.2.c; 6.1.12.A.3.b

28 Adam's Administration

6.1.12A.2.b;6.1.12.A.2.f;6.1.12B.2.a;6.1.12.2b;6.1.12.D.2.a;

6.1.12.D.2.c;6.1.12.D.2.e

29 Jefferson's Administration

6.1.12.A.3.b, 6.1.12.A.3.C, 6.1.12.A.3.d

30 Jefferson's Administration 6.1.12.A.3.b, 6.1.12.A.3.C, 6.1.12.A.3.d

31 War of 1812 6.1.12.A.3.b; 6.1.12.D.2.c

32 Era of Good Feelings 6.1.12.A.3.d; 6.1.12.D.2.c

33 American System 6.1.12.C.2.b; 6.1.12.A.3.g; 6.1.12.D.3.c; 6.1.12.A.5.a

34 Jacksonian Democracy 6.1.12.A.3.e; 6.1.12.A.3.g; 6.1.12.D.3.c



37 Flex Day

38 Flex Day

39 Review

40 Review

https://www.youtube.com/watch?v=6E9WU9TGrec&index=1&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

https://www.youtube.com/watch?v=HQPA5oNpfM4&list=PLBDA2E52FB1EF80C9&index=23

https://www.youtube.com/watch?v=o69TvQqyGdg&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=2

https://www.youtube.com/watch?v=TTYOQ05oDOI&index=3&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

https://www.youtube.com/watch?v=p47tZLJbdag&index=4&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

https://www.youtube.com/watch?v=dnV_MTFEGIY&list=PLBDA2E52FB1EF80C9&index=24

https://www.youtube.com/watch?v=5vKGU3aEGss&index=5&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

https://www.youtube.com/watch?v=Eytc9ZaNWyc&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=6

https://www.youtube.com/watch?v=3EiSymRrKI4&index=7&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

https://www.youtube.com/watch?v=bO7FQsCcbD8&index=8&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

https://www.youtube.com/watch?v=r161cLYzuDI&index=9&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

https://www.youtube.com/watch?v=_3Ox6vGteek&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=10

https://www.youtube.com/watch?v=_3Ox6vGteek&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=10

https://www.youtube.com/watch?v=RNftCCwAol0&index=12&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

https://www.youtube.com/watch?v=beN4qE-e5O8&index=14&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

36

41 Midterm

42 Midterm

43

Manifest Destiny /

Expansion 6.1.12.A.3.a; 6.1.12.A.3.b; 6.1.12.D.3.a, 6.1.12.B.3.a

44

Manifest Destiny /


45

Manifest Destiny /


46

Causes / Development of

Industrialization 6.1.12.C.3.a

47 Impact of Industrialization 6.1.12.C.3.a

48 Immigration 6.1.12.A.5.b

49

Antebellum Reform

Movements 6.1.12.A.3.f 6.1.12.A.3.h 6.1.12.A.3., 6.1.12.A.4.b

50

Antebellum Reform


51

Antebellum Reform


52 Slavery 6.1.12.A.3.f, 6.1.12.A.3.g, 6.1.12.D.3.a , 6.1.12.A.5.b, 6.1.12.A.4.b

53 Slavery 6.1.12.A.3.f, 6.1.12.A.3.g, 6.1.12.D.3.a , 6.1.12.A.5.b, 6.1.12.A.4.b

54 Flex Day

55 Unit IV Review and Test

56 Causes of the Civil War 6.1.12.A.4.a, 6.1.12.A.4.b



59 Civil War 6.1.12.B.4.a , 6.1.12.C.4.a, 6.1.12.D.4.a

60 Civil War 6.1.12.B.4.a , 6.1.12.C.4.a, 6.1.12.D.4.a

61 Civil War 6.1.12.B.4.a , 6.1.12.C.4.a, 6.1.12.D.4.a

62 Civil War 6.1.12.B.4.a , 6.1.12.C.4.a, 6.1.12.D.4.a

63 Impact of the Civil War 6.1.12.C.4.c, 6.1.12.D.4.b

64 Flex Day

65 Unit V Review and Test

66 Presidential Reconstruction 6.1.12.D.4.c

67

Congressional

Reconstruction 6.1.12.D.4.c

68

Congressional

Reconstruction 6.1.12.D.4.c

69 Impact of Reconstruction 6.1.12.A.4.c, 6.1.12.B.4.b, 6.1.12.D.4.d

70 Impact of Reconstruction 6.1.12.A.4.c, 6.1.12.B.4.b, 6.1.12.D.4.d

71 End of Reconstruction 6.1.12.D.4.c, 6.1.12.D.4.e

72 Flex Day

73 Unit VI Review and Test

74 Western Settlement 6.1.12.B.5.a, 6.1.12.C.5.b, 6.1.12.D.5.c

75 Native American Issues 6.1.12.A.5.b

76 Native American Issues 6.1.12.A.5.b

77 Grange Movement 6.1.12.A.5.a, 6.1.12.C.5.a, 6.1.12.C.5.b, 6.1.12.D.5.b

78 Second Industrial Revolution 6.1.12.B.5.b, 6.1.12.C.5.a, 6.1.12.C.5.b, 6.1.12.C.5.c, 6.1.12.D.5.a

https://www.youtube.com/watch?v=tkdF8pOFUfI&index=17&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

https://www.youtube.com/watch?v=tkdF8pOFUfI&index=17&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

https://www.youtube.com/watch?v=t62fUZJvjOs&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=15

https://www.youtube.com/watch?v=t62fUZJvjOs&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=15

https://www.youtube.com/watch?v=fM1czS_VYDI&index=16&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

https://www.youtube.com/watch?v=fM1czS_VYDI&index=16&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

37

79 Second Industrial Revolution 6.1.12.B.5.b, 6.1.12.C.5.a, 6.1.12.C.5.b, 6.1.12.C.5.c, 6.1.12.D.5.a

80

Impact of Industrialization

6.1.12.A.5.a, 6.1.12.B.5.b, 6.1.12.C.5.a, 6.1.12.C.5.b, 6.1.12.C.5.c,

6.1.12.D.5.a

81

Growth of Unions 6.1.12.A.5.a, 6.1.12.C.5.a, 6.1.12.C.5.b, 6.1.12.C.5.c, 6.1.12.D.5.a,

6.1.12.D.5.b

82

Immigration 6.1.12.B.5.b, 6.1.12.C.5.a, 6.1.12.C.5.b, 6.1.12.C.5.c, 6.1.12.D.5.a,

6.1.12.D.5.c, 6.1.12.D.5.d

83

Urbanization 6.1.12.B.5.b, 6.1.12.C.5.b, 6.1.12.C.5.c, 6.1.12.D.5.a, 6.1.12.D.5.c,

6.1.12.D.5.d

84 Populists 6.1.12.A.5.a, 6.1.12.C.5.a, 6.1.12.D.5.b

85 Populists 6.1.12.A.5.a, 6.1.12.C.5.a, 6.1.12.D.5.b

86 Flex Day

87 Flex Day

88 Exam Day

89 Exam Day

90 Final

91 Final


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