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Course Title: U.S. History I Subject: Social Studies Grade Level: 10 Duration: 10 months Prerequisite: World History Elective or Required: Required Department Mission Statement: The mission of Social Studies in the Glen Ridge schools is to ignite students’ passion to become responsible, productive, and active citizens within a democratic society. The Social Studies curriculum will develop the students’ understanding of themselves and their environment, encompassing an awareness of the United States as part of a global society. The curriculum stresses an educational environment which teaches respect for cultural, political, gender, racial and ethnic diversity. Authentic learning opportunities will empower students with critical thinking, problem-solving, thoughtful decision-making, communication, and leadership skills. Students will study historical, geographical, social, political and economic issues that shape the world. The Social Studies program will provide students with the knowledge and understanding of the past which is essential for successfully navigating the present and future.
Course Description: This course begins with the Columbian Exchange and the European colonization of the New World and ends at the New Industrial Age. This course will examine the political, economic, social, and religious issues that led to the establishment and development of the United States. The students will be engaged by topics that will challenge them to be critical thinkers, problem solvers, and effective collaborators. Also, the students will gain the necessary skills such as reading and analysis, research and writing, interpreting data, as well as becoming adept on the latest technology to prepare them for college and the work force. Author: Keith Izsa Date Submitted: Summer 2013
U.S. History I Approximate # Of Weeks: (34-36 Weeks Total) Approximate # Of Weeks For Each Unit: (2 – 3 weeks) Unit 1: The American Colonies Emerge Approximate # Of Week: 2 weeks Essential Questions: Did geography greatly affect the development of colonial America? How did the Columbian Exchange affect Europe? What were the causes and the effects of conflicts between the Native Americans and the Spanish and the English settlers? Has Puritanism shaped American values? Does a close relationship between church and state lead to a more moral society? What were the obstacles facing the first English settlers at Jamestown? What were the economic and social inequalities that triggered Bacon’s Rebellion?
Upon completion of this unit students will be able to: Determine the role of natural resources, climate, and topography in European exploration, colonization, and settlement patterns. 6.2.12.B.1.b Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization. 6.2.12.C.1.c Assess the political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, and pathogens on Europeans and Native Americans. 6.2.12.D.1.a 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.b Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans, and Americans. 6.2.12.D.1.c Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict. 6.2.12.D.1.d Assess the impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and Europeans in the Spanish and Portuguese colonies. 6.2.12.D.1.e Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies. 6.2.12.D.1.f • Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. 8.1.12.B.1 • Predict the impact on society of unethical use of digital tools, based on research and
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working with peers and experts in the field. 8.1.12.E.2 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12.A.1 Participate in online strategy and planning sessions for course-based, schoolbased, or outside projects. 9.1.12.A.2 Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal. 6.3.12.A.2 Select and use specialized databases for advanced research to solve real-world problems. 8.1.12.F.1 Predict the impact on society of unethical use of digital tools, based on research and working with peers and experts in the field. 8.1.12.E.2 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. 8.1.12.B.1
Interdisciplinary Standards Literacy Key Ideas and Details 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. Craft and Structure 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. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims. Writing Text Types and Purposes CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c 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.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
Production and Distribution of Writing 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.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question;
Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Activities – include 21st Century Technologies: Create a map of Columbian Exchange Analyze primary source documents Write an essay Venn diagram that compares and contrasts the economies of the North and the South. Film analysis with written reflection Complete section review questions Annotate reading comprehension packets Determine if the treatment of Native Americans by the Spanish and the English was ethical or unethical Complete map and geography exercises Web Quests Enrichment Activities: Read excerpts real life journals composed during the Columbian exchange Read Everyday Life in Early America Create a diorama of the Jamestown Fort Analyze Travels and Works of Captain John Smith Read excerpts from the Mayflower Compact Read excerpts from John Winthrop’s Journal Read poetry by Anne Bradstreet Methods of Assessments/Evaluation: Chapter/Unit Test and Quiz Research Essay Reflective Essay PowerPoint Presentation Poster Pamphlet Discussion Board/Blog Multimedia Presentation Resources/Including Online Resources Online Textbook Information: Teacher Webpage Primary Source Documents Journal excerpts www.gilderlehrman.org
Topic/Unit: Unit 2: The Colonies Come of Age Approximate # Of Weeks: (2 weeks) Essential Questions: How were the British colonies in North America organized? What were the economic activities of the 13 colonies? How did the colonists and the British grow apart? What were the causes and the effects of the French and Indian War? Did Great Britain lose more than it gained from its victory in the French and Indian War? Were the colonists justified in resisting British policies after the French and Indian War? Upon completion of this unit students will be able to: Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government. 6.1.12.A.1.a Analyze how gender, property ownership, religion, and legal status affected political rights. 6.1.12.A.1.b Relate regional geographic variations (e.g., climate, soil conditions, and other natural resources) to economic development in the New World. 6.1.12.B.1.a Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period. 6.1.12.C.1.a Determine the extent to which natural resources, labor systems (i.e., the use of indentured servants, African slaves, and immigrant labor), and entrepreneurship contributed to economic development in the American colonies. 6.1.12.C.1.b Explain the consequences to Native American groups of the loss of their land and people. 6.1.12.D.1.a Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. 8.1.12.B.1 Predict the impact on society of unethical use of digital tools, based on research and working with peers and experts in the field. 8.1.12.E.2 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12.A.1 Participate in online strategy and planning sessions for course-based, school-based, or outside projects. 9.1.12.A.2 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. 9.1.12.B.1 Analyze the common traits of effective state, national, or international leaders. 9.1.12.C.2 Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their countries of origin. 9.1.12.C.3 Interpret spoken and written communication within the appropriate cultural context. 9.1.12.D.1
Determine the immediate and long-term effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events. 9.1.12.D.2
Interdisciplinary Standards Literacy Key Ideas and Details 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 Craft and Structure 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.9-10.6 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.
Integration of Knowledge and Ideas 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.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources
Writing Text Types and Purposes CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c 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.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
Production and Distribution of Writing 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.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; Activities – include 21st Century Technologies: Create a chart of the economic activities of the New England, Middle, and Southern colonies Create a travel brochure to entice immigrants to settle in a North American colony Analyze primary source documents Write an essay
Venn diagram that compares and contrasts the economies of the North and the South. Film analysis with written reflection Complete section review questions Annotate reading comprehension packets Determine if the treatment of Native Americans by the Spanish and the English was ethical or unethical Complete map and geography exercises Web Quests
Enrichment Activities: Create a timeline of English rulers and their colonial policies Create a diorama of plantation house Conduct research on the establishment and origins of New Jersey, Essex County, and the community of Glen Ridge. Read The Country Housewife, published in 1770. Read the graphic novel, The Salem Witch Trails Create a battlefield diorama from a battle that occurred in the French and Indian War.
Methods of Assessments/Evaluation: Chapter/Unit Tests and Quizzes Research Essays Reflective Journal Writing PowerPoint Presentations Create a Poster Multimedia Presentations Discussion Board/Blog
Resources/Including Online Resources Online Textbook Information: Teacher Webpage www.Whitehouse.gov www.History.com Topic/Unit 3: The War for Independence Approximate # Of Weeks: 2 weeks Essential Questions: Was the American War for Independence inevitable? What were the causes and the effects of each new British taxation policy? Who were the Patriots and the Loyalists? Would you have been a revolutionary in 1776? Did the Declaration of Independence establish the foundation of American government? Was the American Revolution a “radical” revolution? What were the major battles that affected the outcome of the American Revolution?
How can the lessons learned from the American Revolution be applied to contemporary global revolutions?
Upon completion of this unit students will be able to: Analyze the intellectual origins of the major ideas expressed in the Declaration of Independence. 6.1.12.A.2.a 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.b 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.c Analyze the problems of financing the American Revolutionary War and dealing with wartime inflation and profiteering. 6.1.12.C.2.a Analyze contributions and perspectives of African Americans, Native Americans, and women during the American Revolution. 6.1.12.D.2.a 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.b Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. 8.1.12.B.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community. 8.1.12.C.1 Select and use specialized databases for advanced research to solve real-world problems. 8.1.12.F.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12.A.1 Justify problem-solving strategies used in the development of a particular innovative product or practice in the United States and in another country. 9.1.12.A.4 Interdisciplinary Standards Literacy Key Ideas and Details 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 earlier events caused later ones or simply preceded them
Craft and Structure 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 Integration of Knowledge and Ideas 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 Writing Text Types and Purposes CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c 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.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. Production and Distribution of Writing 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.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question Activities – include 21st Century Technologies: Analyze primary source documents Write an essay Film analysis with written reflection Complete section review questions Annotate reading comprehension packets Complete map and geography exercises Web Quests Create a battle field diorama Create a multimedia presentation on a battle Determine if the actions of the colonists and the British were ethical during the lead up to the American Revolution Analyze the Declaration of Independence Create a social media page that describes the day to day activities of soldiers fighting for both sides. Create a timeline of important battles Create a multimedia presentation of a significant battle of the war. Enrichment Activities: Read Milton Meltzer’s The American Revolutionaries: A History in Their Own Words. Read The Autobiography of Ben Franklin. Methods of Assessments/Evaluation: Chapter/Unit Tests and Quizzes Research Essays Reflective Essays
PowerPoint Presentations Propaganda Poster Multimedia Presentations Discussion Board/Blog
Resources/Including Online Resources Online Textbook Information: Teacher Webpage The Declaration of Independence Letters from soldiers to their families Battlefield maps Topic/Unit 4: Shaping a New Nation Approximate # Of Weeks: 2 weeks Essential Questions: Did the Articles of Confederation provide the United States with an effective government? Could the Constitution be written without compromise? Does state or federal government have a greater impact on our lives? Does the system of checks and balances provide us with an effective and efficient government? Which level of government, federal or state, can best solve our nation’s problems? To what extent can the Constitution help nations in turmoil fully implement democracy? Upon completion of this unit students will be able to: Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification debates, and assess their continuing relevance. 6.1.12.A.2.d 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.e 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.A.2.f 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.a Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and the expansion of slavery. 6.1.12.B.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.C.2.b Relate events in Europe to the development of American trade and American foreign and domestic policies. 6.1.12.D.2.c
Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal. 6.3.12.A.2 Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights. 6.3.12.D.1 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. 8.1.12.B.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community. 8.1.12.C.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12.A.1 Justify problem-solving strategies used in the development of a particular innovative product or practice in the United States and in another country. 9.1.12.A.4
Interdisciplinary Standards Literacy Key Ideas and Details 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. Craft and Structure 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.9-10.6 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. Integration of Knowledge and Ideas 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. Range of Reading and Level of Text Complexity 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.
Writing Text Types and Purposes CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c 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.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. Production and Distribution of Writing 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.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; Activities – include 21st Century Technologies: Analyze primary source documents Write an essay Film analysis with written reflection Complete section review questions Annotate reading comprehension packets Complete map and geography exercises Web Quests Create a battle field diorama Create a multimedia presentation on a battle Determine if the actions of the colonists and the British were ethical during the lead up to the American Revolution Analyze the Declaration of Independence Create a social media page that describes the day to day activities of soldiers fighting for both sides. Create a timeline of important battles Create a multimedia presentation of a significant battle of the war. Enrichment Activities: Analyze Patrick Henry’s Antifederalist Speech Analyze The Federalist No. 2 Read The Life of Benjamin Banneker: The First African American Man of Science Methods of Assessments/Evaluation: Create a constitution for a foreign nation in the midst of a revolution Unit Test/Quiz Reflective Essay PowerPoint Resources/Including Online Resources Online Textbook Information: Teacher Webpage The U.S. Constitution www.cia.gov
Topic/Unit 5: Launching the New Nation Approximate # Of Weeks: 2 weeks Essential Questions: Was George Washington’s leadership indispensable in successfully launching the new federal government? Should the United States fear a national debt? Whose ideas were best for the new nation, Hamilton’s or Jefferson’s? What were the differing views and opinions of the powers of the federal government? Should the United States seek alliances with other nations? Should the political opposition have the right to criticize a president’s foreign policy? Should we expect elections to bring about revolutionary changes? (election of 1800) Is economic coercion an effective method of achieving our national interest in world affairs? Does war cause national prosperity? What were the causes and the effects of the War of 1812? Upon completion of this unit students will be able to: 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.e 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.A.2.f Relate events in Europe to the development of American trade and American foreign and domestic policies. 6.1.12.D.2.c 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.b Assess the role of geopolitics in the development of American foreign relations during this period. 6.1.12.A.3.c Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights. 6.3.12.D.1 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. 8.1.12.B.1 Compare and contrast international government policies on filters for censorship. 8.1.12.D.3
Interdisciplinary Standards Literacy Key Ideas and Details 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. Craft and Structure 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.9-10.6 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. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. Writing Text Types and Purposes CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c 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.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
Production and Distribution of Writing 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.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; Activities – include 21st Century Technologies: Analyze primary source documents Compose a reflective essay Film analysis with written reflection Complete section review questions Annotate reading comprehension packets Complete map and geography exercises Web Quests Compare and contrast the views of Thomas Jefferson and Alexander Hamilton Link past to present by determining to what extent do Thomas Jefferson and Alexander Hamilton influence how government functions today. Create a battle field diorama from a battle that occurred during the War of 1812 Create a multimedia presentation on a battle
Create a social media page that describes the day to day activities of soldiers fighting for both sides. Create a timeline of important battles Conduct a case study on Marbury vs. Madison Create a list a highlights from the presidencies of George Washington, John Adams, and Thomas Jefferson Compare and contrast the presidencies of George Washington, John Adams, and Thomas Jefferson
Enrichment Activities: Compare the Alien and Sedition Acts to the Patriot Act Conduct further research on Tecumseh Read The Journals of Lewis and Clarke Examine the origins of the Star Spangled Banner Methods of Assessments/Evaluation: Unit Test/Quiz Reflective Writing Research Essay Resources/Including Online Resources Online Textbook Information: Teacher Webpage PBS Documentary The War of 1812 Washington’s Farewell Address The Patriot Act Topic/Unit 6: Balancing Nationalism and Sectionalism Approximate # Of Weeks: 2 weeks Essential Questions: How did the American System attempt to unify the nation? Why did regional economies create differences between the North and the South? Was the Monroe Doctrine a policy of expansion or self-defense? Or: Was the Monroe Doctrine a “disguise” for American imperialism? Should presidents’ appointees to the Supreme Court reflect their policies? Did the Supreme Court under John Marshall give too much power to the federal government (at the expense of the states)? Does an increase in the number of voters make a country more democratic? Should the United States have allowed American Indians to retain their tribal identities? Does a geographic minority have the right to ignore the laws of a national majority? Did Andrew Jackson advance or retard the cause of democracy? (autocrat v. democrat)
Was the age of Jackson an age of democracy? Should the states have the right to ignore the laws of the national government? How did the policies of Andrew Jackson create sectional and national differences?
Upon completion of this unit students will be able to: 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.d Judge the fairness of government treaties, policies, and actions that resulted in Native American migration and removal. 6.1.12.A.3.e 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.a Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights. 6.3.12.D.1 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.D.3.c Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. 8.1.12.B.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community. 8.1.12.C.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12.A.1 Analyze the common traits of effective state, national, or international leaders. 9.1.12.C.2 Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their countries of origin. 9.1.12.C.3 Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project. 9.1.12.C.5 Interdisciplinary Standards (njcccs.org) Key Ideas and Details 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. Craft and Structure 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.9-10.6 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. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity 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. Writing Text Types and Purposes CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c 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.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
Production and Distribution of Writing 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.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; Activities – include 21st Century Technologies: Analyze primary source documents Compose a reflective essay Film analysis with written reflection Complete section review questions Annotate reading comprehension packets Complete map and geography exercises Web Quests Critique the American System Analyze the election of 1824 and the corrupt bargain Case Studies involving The Indian Removal Act and he Nullification Theory Compare the presidencies of Madison, Monroe, Adams, Jackson, and Van Buren Determine if the actions of President Adams and President Jackson were ethical Compare and contrast the views of Democratic Republicans and Federalists Determine if the nation should adopt nationalist and sectionalist policies Enrichment Activities: Read American Lives: Henry Clay Read American Lives: Jim Beckworth Analyze the Haynes-Webster Debates Read excerpts from The Cherokee Nations Appeal to the American People Read The Devil and Daniel Webster
Methods of Assessments/Evaluation: Unit Test/Quiz Reflective Essay Midterm Exam Discussion Board/Blog Resources/Including Online Resources Online Textbook Information: Teacher Webpage The Cherokee Removal: A Brief History With Documents American Presidents DVD series Topic/Unit 7: Reforming American Society Approximate # Of Weeks: 2 weeks Essential Questions: Have reformers had a significant impact on the problems of American society? Does militancy advance or hinder the goals of a protest movement? Were the abolitionists responsible reformers or irresponsible agitators? Was slavery a benign or evil institution? Can legislative compromises solve moral issues? Do the issues of slavery, religion, women’s rights, and worker’s rights affect the contemporary global society? Upon completion of this unit students will be able to: Analyze arguments for new women’s roles and rights, and explain why 18th-century society limited women’s aspirations. 6.1.12.D.2.d Determine the impact of African American leaders and institutions in shaping free Black communities in the North. 6.1.12.D.2.e 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.f Analyze the various rationales provided as a justification for slavery. 6.1.12.A.3.h Relate the impact of the Supreme Court decision regarding the Amistad to the antislavery movement. 6.1.12.A.3.i Determine the impact of religious and social movements on the development of American culture, literature, and art. 6.1.12.D.3.e
Interdisciplinary Standards Literacy Key Ideas and Details 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. Craft and Structure 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. Integration of Knowledge and Ideas 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. Range of Reading and Level of Text Complexity 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. Writing Text Types and Purposes CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c 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.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
Production and Distribution of Writing 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.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; Activities – include 21st Century Technologies: Analyze primary source documents Compose a reflective essay Film analysis with written reflection Complete section review questions
Annotate reading comprehension packets Complete map and geography exercises Web Quests Complete a Case Study on the Amistad Multimedia Presentation Link Past to Present by conducting research on a contemporary religious issue, the effects of human trafficking, the roles of women in society, and the unethical treatment of workers worldwide
Enrichment Activities:
Read Appeal to Christian Women of the South Read The Seneca Falls “Declaration of Sentiments” Read The Confessions of Nat Turner Read American Lives: Frederick Douglass Read American Lives: Elizabeth Cady Stanton
Methods of Assessments/Evaluation: Research Essay Annotated Bibliography Discussion Board/Blog Multimedia Presentation Digital Storyboard Resources/Including Online Resources Online Textbook Information: Teacher Webpage Topic/Unit: 8 Expanding Markets and Moving West Approximate # Of Weeks: 2 weeks Essential Questions: How did Market Revolution lead to westward expansion and conflict with Mexico? What is manifest destiny? How did the economy benefit from the market revolution? How did Texas gain its independence from Mexico? What were the causes and the effects of the war with Mexico? Upon completion of this unit students will be able to: Assess the influence of Manifest Destiny on foreign policy during different time periods in American history. 6.1.12.A.3.a 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.b Assess the impact of Western settlement on the expansion of United States political boundaries. 6.1.12.B.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.a 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.C.3.b Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives. 6.1.12.D.3.a Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning. 8.1.12.A.3 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. 8.1.12.B.1 Select and use specialized databases for advanced research to solve real-world problems. 8.1.12.F.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12.A.1 9.1.12.A.4 Justify problem-solving strategies used in the development of a particular innovative product or practice in the United States and in another country.
Interdisciplinary Standards Literacy Key Ideas and Details 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 earlier events caused later ones or simply preceded them. Craft and Structure 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.9-10.6 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. Integration of Knowledge and Ideas 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.
Writing Text Types and Purposes CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c 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.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. Production and Distribution of Writing 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.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; Activities – include 21st Century Technologies: Entrepreneurial Project Analyze primary source documents Compose a research essay Film analysis with written reflection (The Alamo) Complete section review questions Annotate reading comprehension packets Complete map and geography exercises Web Quests Complete a Case Study on the Amistad Multimedia Presentation Cause and effects chart Enrichment Activities: Read Women’s Voices from the Oregon Trail: The Times That Tried Women’s Souls • Read The Santa Fe Trail: Its History, Legends, and Lore Conduct further research on the capitalists and entrepreneurs of the 1800’s Analyze the Black Hawk War and the Treaty of Fort Laramie Methods of Assessments/Evaluation: Entrepreneurial Project Multimedia Presentation Reflective Essay Unit Test Discussion Board/Blog Resources/Including Online Resources Online Textbook Information: Teacher Webpage 2004 version of The Alamo Presidential Series DVD
Topic/Unit 9: The Union in Peril Approximate # Of Weeks: 3 weeks Essential Questions: Was slavery a benign or evil institution? Can legislative compromises solve moral issues? Can the Supreme Court settle moral issues? (Dred Scott decision) Was slavery the primary cause of the Civil War? What events led to the split of the Union? Who were the people involved in split of the Union? Upon completion of this unit students will be able to: Analyze the various rationales provided as a justification for slavery. 6.1.12.A.3.h 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.D.3.c 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.a 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.A.4.b Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights. 6.3.12.D.1 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. 8.1.12.B.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community. 8.1.12.C.1 Select and use specialized databases for advanced research to solve real-world problems. 8.1.12.F.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12.A.1 Participate in online strategy and planning sessions for course-based, school-based, or outside projects. 9.1.12.A.2 Justify problem-solving strategies used in the development of a particular innovative product or practice in the United States and in another country. 9.1.12.A.4 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. 9.1.12.B.1 Analyze the common traits of effective state, national, or international leaders. 9.1.12.C.2
Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their countries of origin. 9.1.12.C.3 Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences. 9.1.12.C.4 Defend the need for intellectual property rights, workers’ rights, and workplace safety regulations in the United States and abroad. 9.1.12.F.3
Interdisciplinary Standards Literacy Key Ideas and Details 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 earlier events caused later ones or simply preceded them. Craft and Structure 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. Integration of Knowledge and Ideas 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.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. Writing Text Types and Purposes CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c 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.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
Production and Distribution of Writing 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.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; Activities – include 21st Century Technologies: Explain the political, social, and economic differences between the North and the South List and explain the Compromise of 1850 Analyze primary source documents Analyze the Calhoun – Webster debate
Explain the causes and effects of violence in Kansas Create a chart the explains the platform of each political party Analyze the Lincoln – Douglas debates Complete section review questions Annotate reading comprehension packets Complete map and geography exercises Web Quests Complete a Case Study on the Dred Scott decision Create an Electoral College Map of the Election of 1860 Multimedia Presentation Cause and effects chart of the succession of the South Evaluate the effectiveness of Presidents Millard Fillmore, Franklin Pierce, and James Buchanan efforts to end slavery
Enrichment Activities: Read John Brown’s Last Speech Read Uncle Tom’s Cabin American Lives: John C. Calhoun American Lives: Harriet Tubman Methods of Assessments/Evaluation: Unit Test/Quiz Document Based Question (Causes of the Civil War) Podcast Discussion Board/Blog Resources/Including Online Resources Online Textbook Information: Teacher Webpage Presidential Series DVD Transcript of the Lincoln – Douglas debates Political Cartoons Topic/Unit 10: The Civil War Approximate # Of Weeks: 3 weeks Essential Questions: What were the causes and the effects of the Civil War? Was the Civil War inevitable? Does Abraham Lincoln deserve to be called the “Great Emancipator”? Was the Civil War worth its costs? What were the significant battles of the Civil War? How did the Civil War affect the economy?
To what extent did African Americans and freed slaves play a role in the Civil War? Were the generals from the North or the South more effective?
Upon completion of this unit students will be able to: Evaluate how political and military leadership affected the outcome of the Civil War. 6.1.12.A.4.c Use maps and primary sources to assess the impact that geography, improved military strategies, and new modes of transportation had on the outcome of the Civil War. 6.1.12.B.4.a Assess the role that economics played in enabling the North and South to wage war. 6.1.12.C.4.a 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.b Explain why the Civil War was more costly to America than previous conflicts were. 6.1.12.C.4.c Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War. 6.1.12.D.4.a 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. 6.1.12.D.4.b Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning. 8.1.12.A.3 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. 8.1.12.B.1 Select and use specialized databases for advanced research to solve real-world problems. 8.1.12.F.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12.A.1 Analyze the common traits of effective state, national, or international leaders. 9.1.12.C.2 Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their countries of origin. 9.1.12.C.3 Defend the need for intellectual property rights, workers’ rights, and workplace safety regulations in the United States and abroad. 9.1.12.F.3 Interdisciplinary Standards Literacy Key Ideas and Details 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.
Craft and Structure 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.
Integration of Knowledge and Ideas 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.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research
Activities – include 21st Century Technologies: List the causes of the Civil War Create a map that distinguishes northern states, southern states, and border states List and explain each side’s plan of attack Determine the effectiveness of the generals from the North and the South Annotate reading comprehension packets Complete the section review questions Create a timeline of battles of the Civil War Complete a cause and effects chart to understand the effects of each battle of the Civil War. Analyze the Emancipation Proclamation Compare and contrast how the North and the South recruited soldiers Determine the effectiveness of African American soldiers Analyze the Gettysburg Address Create a chart that explains the political, economic, technological, and social consequences of the Civil War Enrichment Activities: Examine Mary Chestnut’s Civil War American Lives: Clara Barton American Lives: David Farragut Read The Red Badge of Courage Read Trial by Fire: Science, Technology and the Civil War Methods of Assessments/Evaluation: Formative Assessments (Quiz) Unit Test Multimedia Presentation on a Civil War battle Discussion Board/Blog Reflective Writing Resources/Including Online Resources Online Textbook Information: Teacher Webpage www.history.com Transcript of the Emancipation Proclamation Transcript of the Gettysburg Address Pie charts and graphs Civil War artifacts
Topic/Unit 11: Reconstruction Approximate # Of Weeks: 2 weeks Essential Questions: What were the causes and the effects of Reconstruction? Was it possible to have a peace of reconciliation after the Civil War? Should the South have been treated as a defeated nation or as rebellious states? (a comparison of the presidential and congressional reconstruction programs) Did the Reconstruction governments rule the South well? Can political freedom exist without an economic foundation? When should a president be impeached and removed from office? Does racial equality depend upon government action? Upon completion of this unit students will be able to: Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans. 6.1.12.A.4.d 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.c Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals and states. 6.1.12.D.4.d 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. 6.1.12.D.4.e Relate industrial growth to the need for social and governmental reforms. 6.1.12.A.5.a Compare and contrast economic development of the North, South, and West in the post-Civil War period. 6.1.12.C.5.b Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights. 6.3.12.D.1 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. 8.1.12.B.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community. 8.1.12.C.1 Select and use specialized databases for advanced research to solve real-world problems. 8.1.12.F.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12.A.1 Justify problem-solving strategies used in the development of a particular innovative product or practice in the United States and in another country. 9.1.12.A.4 Analyze the common traits of effective state, national, or international leaders. 9.1.12.C.2 Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their countries of origin. 9.1.12.C.3
Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project. 9.1.12.C.5
Interdisciplinary Standards Literacy Key Ideas and Details 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. Craft and Structure 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. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. Writing CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c 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.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.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation
Activities – include 21st Century Technologies: Compare and contrast the Reconstruction plans of Abraham Lincoln, Andrew Johnson, and Congress Create a flow chart that sequences and explains the events of Reconstruction Create an alternate Reconstruction plan Assess the effectiveness of the 13th, 14th, and 15th Amendments Create a chart that lists the problems facing the South after the Civil War and list the attempted solutions List and explain the social, political, economic, and physical conditions of the South after the Civil War Enrichment Activities: Read or watch Gone with the Wind Read The Fire of Liberty in their Hearts: the Diary of Jacob E. Yoder of the Freedman’s Bureau Read Debating Slavery: Economy and Society in the Antebellum American South Read Thaddeus Stevens: Nineteenth-Century Egalitarian Read Reconstruction: America’s Unfinished Revolution, 1863-1877 Methods of Assessments/Evaluation: Unit Test Formative Assessment (Quiz) Discussion Board/Blog Essay – Alternate Reconstruction Plan Resources/Including Online Resources Online Textbook Information: Teacher Webpage American Presidents Series DVD Copy of the U.S. Constitution Political Cartoons
Topic/Unit 12: Changes on the Western Frontier Approximate # Of Weeks: 2 weeks Essential Questions: Has the expansion into the western territories been romanticized? Can the conquest of the Native Americans be justified? Have Native Americans been treated fairly by the United States government? Who was to blame for the problems of American farmers after the Civil War? Was the farmers’ revolt of the 1890s justified? Did populism provide an effective solution to the nation’s problems? Is muckraking an effective tool to reform American politics and society? Can reform movements improve American society and politics? Upon completion of this unit students will be able to: 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.5.c 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.a Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers. 6.1.12.D.5.b Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights. 6.3.12.D.1 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. 8.1.12.B.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community. 8.1.12.C.1 Select and use specialized databases for advanced research to solve real-world problems. 8.1.12.F.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12.A.1 Justify problem-solving strategies used in the development of a particular innovative product or practice in the United States and in another country. 9.1.12.A.4 Analyze the common traits of effective state, national, or international leaders. 9.1.12.C.2 Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their countries of origin. 9.1.12.C.3 Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project. 9.1.12.C.5
Interdisciplinary Standards Literacy Key Ideas and Details 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. Craft and Structure 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.9-10.6 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. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. Writing CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c 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.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.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation Activities – include 21st Century Technologies: Compare and contrast the cultures of the Native Americans and western settlers Evaluate the government’s policies towards the Native Americans Summarize the battles between the U.S. Army and the Native Americans Illustrate a map of the Midwest territories Trace the development of the cattle industry Sequence the rise and fall of the Populist movement
Enrichment Activities: Read Buffalo Bill’s Wild West: An American Legend Read Bury My Heart at Wounded Knee: An Indian History of the American West Read an excerpt from the American Lives Series: Chief Joseph Read an excerpt from the American Lives Series: Mary Elizabeth Lease Methods of Assessments/Evaluation: Unit Test Reflective Journal Writing Discussion Board/Blog Resources/Including Online Resources Online Textbook Information: Teacher Webpage Primary Source Documents Maps and charts Topic/Unit 13: The New Industrial Age Approximate # Of Weeks: 2 weeks Essential Questions: What is the New Industrial Age? To what extent is the theory of Social Darwinism evident in capitalism and in business? Has rapid industrial development been a blessing or a curse for Americans? Were big business leaders “captains of industry” or “robber barons?” Should business be regulated closely by the government? Should business be allowed to combine and reduce competition? Upon completion of this unit students will be able to: Assess the impact of rapid urbanization on the environment and on the quality of life in cities. 6.1.12.B.5.b Analyze the economic practices of various business organizations (i.e., corporations and monopolies) regarding the production and marketing of goods, and explain the positive or negative impact of these practices on the nation and on individuals. 6.1.12.C.5.a Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses and individuals. 6.1.12.C.5.c 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.a Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers. 6.1.12.D.5.b Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade. 6.1.12.B.6.a
Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. 8.1.12.B.1 Select and use specialized databases for advanced research to solve real-world problems. 8.1.12.F.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12.A.1 Justify problem-solving strategies used in the development of a particular innovative product or practice in the United States and in another country. 9.1.12.A.4 Analyze the common traits of effective state, national, or international leaders. 9.1.12.C.2 Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their countries of origin. 9.1.12.C.3 Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project. 9.1.12.C.5
Interdisciplinary Standards Literacy Key Ideas and Details 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. Craft and Structure 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.9-10.6 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. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. Writing CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c 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.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.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation
Activities – include 21st Century Technologies: Create a list of inventors and explain how their inventions helped improve society List and explain the positive and negative effects of railroads on the nation’s economy Compare and contrast vertical integration and horizontal integration Create a list of business tycoons and explain how they made profits Sequence the timeline of events of the technological advances from 1826 – 1903 Create a labor union poster Enrichment Activities: Read The History of the Standard Oil Company Read an excerpt from the American Lives Series: Andrew Carnegie Read an excerpt from the American Lives Series: Mary Harris, “Mother” Jones Methods of Assessments/Evaluation: Unit Test Choice of Assessment o Multimedia Presentation o PowerPoint o Digital Storyboard Resources/Including Online Resources Online Textbook Information: Teacher Webpage Charts and maps American Presidents Series DVD
