Teacher Angela Lay Subject US History Timeline (Dates) October 8th-October 25th

Unit NameUnit 3: Antebellum America 1800-1860

Overview An explanation (overview) of what students will be learning and doing in this unit. Students will learn about Westward Expansion, Reform movements (religious, philosophical, and social), as well as the 1st Industrial Revolution. The will learn that the Antebellum period ultimately sets the stage for the Civil War (Unit 4)

Common Core Standard(s)

Quality Core Standards: A.1 Process Skills (continued through all units of study)B.1 Colonization and Forging a New Nation (k, l) k. Identify and evaluate the political and territorial changes resulting from westward expansion of the United States in the early 19th century l. Analyze and evaluate federal and state policies toward American Indians in the first half of the 19 th century.B.2 Antebellum America a. Describe and evaluate the impacts of the First Industrial Revolution during the 19th century (the Lowell system, immigration, changing technologies, transportation innovations) b. Identify and evaluate the major events and issues that promoted sectional conflicts and strained national cohesiveness in the antebellum period c. Identify significant religious, philosophical, and social reform movements of the 19th century and their impact on American society d. Identify the major characteristics of the abolition movement in the antebellum period, its achievements, failures, and Southern opposition to it. e. Analyze the women’s rights and the suffrage movements and the impact of women on other reform movements in the antebellum period. f. Compare and contrast the economic, social, and cultural differences of the North and South during the Antebellum Period

EssentialQuestion(s)

1. How did the geography of the US change during the Antebellum Period?2. What were the political, economic, social, and cultural issues during the Antebellum Period?3. How did the Antebellum Period set the stage for the Civil War?

Learning Targets

1 I can identify & evaluate the political & territorial changes from westward expansion

2 I can analyze/evaluate federal & state policies toward American Indians

3 I can describe & evaluate the 1st Industrial Revolution4 I can identify/evaluate sectional conflicts & strained National

cohesiveness5 I can identify religious, philosophical, & social reform movements &

their impact on society6 I can identify major characteristics of the abolition movement & its

impact on society 7 I can analyze women’s rights & suffrage movements & its impact on

other reform movements8 I can compare/contrast economic, social, & cultural differences of

the North and South

UnitVocabulary

Manifest Destiny, Texas Revolution, 1846 Mexican-American War, Dred Scott vs. Sanford,Crittenden Compromise, American Colonization Society, Utopian societies, Lowell Factory System, Romanticism, Transcendentalism, Temperance, Civil disobedience, zeitgeist, Protestant Evangelicals, Virginia and Kentucky Resolutions, South Carolina Exposition & Protest, Kansas-Nebraska Act, John Brown/Harper’s Ferry, Sectionalism, Nullification, Nationalism, Second Great Awakening, Abolition

Allen County Scottsville High SchoolLearning Experiences Organizer

Teacher: Lay Subject: The Antebellum Period: 1800-1860 Dates: 10-8-12 through 10-25-12

Vocabulary CODEC O D E

VKR (see Day 1) Organize Vocabulary by unit themes

Three Way Tie by Themes Boggle at end of unit

Hook: How will you introduce the unit to generate curiosity & excitement and connect to prior knowledge?The last time you studied US History (8th grade) you left off with the Civil War. What was life in America like just before the Civil War? Write response in Ntbk. Share.

Formative Assessments Week 1

Pre-Test Self-Check “Settlers cross the Appalachians” (p. 31 of book 6)

Ch 2, Sec 1 Quiz/Self-check Ch. 2, sec 3 Quiz/self-check

Day 1 INTRODUCTION Day 2 INTRODUCTION Day 3 Target # 2 Day 4 Target # 1 Day 5 Target # 6 & 8BR: Pre-Test (40 Quality Core Multiple Choice Questions for Unit 3)

Traveling Ntbk: Assigned

VKR (Vocabulary Knowledge Rating)—Thoughtful ED

Create Title Page for Notebook (Overview of Unit 3)

HW: Finish Title Page in Ntbk.

BR: What does Antebellum mean?

Traveling Ntbk: Report/Assign

Check Pre-Test from Day 1(Extra Credit on Unit Exam for each correct answer)

Thoughtful EDVocab: Organize Unit 3 vocab by 5 themes: “Westward Expansion,” “Slavery & Abolitionists,” “Women’s Rights/Suffrage,”“1st Industrial Revolution,”“Religious, Philosophical & Social Reforms”

HW: Read/Highlight and complete map “Settlers Cross the Appalachians”

BR: Turn in map & complete Self-check over last night’s homeworkTraveling Ntbk: Report/AssignPose Question: Which should have more power, the National/Federal Gov’t, or State Gov’t?Lesson: Ch. 2, sec 1 “Democracy, Nationalism, & Sectionalism”Preview vocabDRTA Strategy—Students interact w/text as we discuss it. Turn Headings/Subheadings into questions. Highlight answers as we go.EXIT SLIP (Th. ED): Write one review question about anything we have discussed today

BR: Ch 2 sec. 1 QuizTraveling Ntbk: Report/AssignReview: Using Exit Slips from Day 3.Lesson: ch 2, sec 5“Westward Expansion & Manifest Destiny”Preview Vocab.Rdg skill: Outlining w/skeleton outline as we read/discuss text.

HW: Lesson 58 A-E“Madison, Monroe, Adams & Jackson”

BR: Why do you think many Americans opposed the abolition of slavery?Traveling Ntbk: Report/AssignLesson: ch 2, sec 3 “Anti-Slavery Movement”Preview Vocab.Rdg Skill: Thoughtful EDGraphic Organizer will be completed as we read/discuss text.

Enrichment: (In-class or HW) Link to Lit—Narrative of the Life of Frederick Douglass (pg. 25)

Self Check: Ch 2 sec 3 quiz

Formative Assessments Week 2Ch 3 sec 1 quiz/self-check Pause Day Self-Check

Day 6 Target # 6 & 8 Day 7 Target # 6 & 8 Day 8 Target # 1,2, 6 & 8 Day 9 Target #7 Day 10 Target # 3BR: How did the issue of slavery divide the Union?Traveling Ntbk: Report/AssignLesson: Ch 3, sec 1 “Union in Crisis”Preview VocabularyRdg Skill: “Sequence of Events”. Students will complete in notebooks as we read/discuss text.

Thoughtful Ed: Memory Box as review of all lessons/connections so far.

BR: Ch 3 sec 1 quiz & checkTraveling Ntbk: Report/Assign

Lesson: Ch 3 sec 2 “Lincoln, Secession, & War”Preview VocabularyRdg Skill: “Cause and Effect”—Students will complete in Notebooks as we read/discuss text.

Self check: Ch 3, sec 2

Traveling Ntbk: Report/Assign

Quiz: Quality Core Questions covered thus far, as well as additional teacher-made questions

Check Quiz

“Quiz Recovery” for anyone who fails. Due tomorrow.

BR: What kind of things did women do to advance their rights in the mid-1800’s?Traveling Ntbk: Report/Assign

Lesson: ch 2 sec 4 “The Women’s Movement”Preview VocabularyRdg Skill: Cause & Effect. Students will complete chart in notebooks as we read/discuss text.

Enrichment:Biography: Women Reformers

BR: Ch 2 sec. 4 self-check/quiz over previous day’s contentTraveling Ntbk: Report/Assign

Lesson: “1st Industrial Revolution” (not in textbook). AP BOOK: Copy pgs 258, 264-266, 268.Rdg Skill: “Main Idea” Students will highlight copied text as we read/discuss content.

Venn Diagram: Differences in North & South

Formative Assessments Week 3

Ch 2 sec 2 self-check Correct Pre-Test Summative AssessmentDay 11 Target # 5 Day 12 Target # 5 Day 13 Target # 1-8 Day 14 Target #1-8 Day 15 Target # BR: What was the second Great Awakening?

Traveling Ntbk: Report/Assign

Lesson: Ch 2, sec 2 “Religion and Reform”Preview VocabularyRdg skill: “ Main Ideas”:Second Great Awakening, Discrimination, Other Religious Movements.

Thoughtful Ed: Memory Box (pg 35)

BR: Ch 2, sec 2 self-check

Traveling Ntbk: Report/Assign

Lesson: Romanticism & Transcendentalism (Not in Book).AP BOOK: Copy Pgs. 306, 327-329.

Rdg Skill: Thoughtful Ed Graphic Organizer. Students will complete as we read/discuss content.

Thoughtful Ed “Four Thought Organizer”Transcendentalism

BR: Students will look through their pre-test once again (which I have kept on file). Students should now be able to correct the questions they missed before they studied this time period.

Traveling Ntbk: Report

Thoughtful Ed.Vocab. Deep Process—“Three-Way Tie” by Themes discussed at beginning of unit.

Thoughtful Ed. Vocab.Exercise—Boggle Game with Vocabulary

EXAM: Quality Core Questions B1, k & l, and B2 a-f, along with teacher-made multiple-choice questions.

Exam ”RECOVERY” for anyone who fails the exam: Students analyze each question on the exam. For missed questions they will write out the question with the CORRECT answer. Due next school day. Failing grade becomes a 60%.

NOTEBOOKS DUE FOR GRADE