FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
BUSINESS ADMINISTRATION MAGNET PROGRAM
HONORS AMERICAN ECONOMIC HISTORY 1
Grade Level: 10
Credits: 5
BOARD OF EDUCATION ADOPTION DATE:
AUGUST 22, 2011
SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS APPENDIX B: ASSESSMENT EVIDENCE APPENDIX C: INTERDISCIPLINARY CONNECTIONS FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
Board of Education
Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President
Mr. Carl Accettola Mr. William Bruno Mrs. Elizabeth Canario Mrs. Kathie Lavin Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic
Mr. Charles Sampson, Superintendent Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction
Curriculum Writing Committee
Mr. Kevin Morgan
Supervisors
Ms. Shanna Howell
Honors American Economic History I - Introduction
Introduction
Course Philosophy
The Honors American Economic History I course will expose students to the broad sweeps of historical and contemporary ideas that have shaped our nation and learn to recognize the interrelationship between our political and economic system. The needs of the students enrolled in the Specialized Learning Center for Business Administration are taken into account by modifying the emphasis in knowledge base and instructional focus of the United States History I ‐ Honors course. The major historical issues are similar, however there is an expressed emphasis placed on the economic impact of all major events. A first step in educating students with an expressed interest in business is knowledge of the global implications of trade, commerce, and global interdependence. It is therefore intended that students will receive an instructional emphasis that will provide them with a geographic, cultural, political, and economic perspective of the United Stats as it pertains to global economics. It is also necessary for students to understand the importance that economics and history have in conjunction with the decisions that man makes in governing himself and in resource distribution and allocation. In this knowledge connection it is imperative that students be exposed to the interdisciplinary relationship between the areas of geography, politics, world history, and economics, including the role that these areas have on the behavior of society. The historical economic perspectives are essential components of the Social Studies curriculum. They enable students to develop the delving and inquisitive habit of mind which fosters critical examination of, and rational adherence to, a set of values necessary for inter‐disciplinary study. A variety of effective and cognitive experiences will facilitate this intention. This is best done by providing a classroom setting whereby current local, national, and international issues and problems are used to provide continuity and relevance to the students’ experiences.
Course Description
Students enrolled in the Honors American Economic History I class will be required to engage in a critical analysis of American economic history. This will require the preparation of class notes, graphic organizers, and content‐specific visual timelines. Independent homework assignments and course readings will reinforce the student's knowledge of essential questions and enduring understandings. Appropriate attention will be paid with respect to independent and cooperative learning research, in addition to student‐initiated panel discussions and class debates.
Historical inquiry facilitated by the use of primary and secondary sources and economic analysis will assist in providing a holistic understanding of America's economic history and growth to the status of a global economic power. Application of internet and technology‐based resources will allow students to access information and produce a myriad of assignments in a multimedia format.
Formative and summative assessments will be applied to gauge student understanding and comprehension of essential questions and individual units of study. Course Map and Proficiencies/Pacing
Course Map
Enduring Assessments Relevant Standards Essential Questions Understandings Diagnostic Formative Summative SOC.9‐12.6.1.12.B.1.a, Nations seek to How do political and Pre‐assessment of Student participation in class Production of visual SOC.9‐12.6.2.12.1 expand their economic factors student's prior knowledge discussions timeline regarding SOC.912.6.2.12.B.1.a, sphere of contribute to a nation of the unit European maritime SOC.9‐12.6.2.12.C.1.e, influence for seeking to expand its Completion of graphic expansion SOC.9‐12.6.2.12.D.1.a‐c political and sphere of influence? World Geography Map organizers LA.9‐10.RH.9‐ economic gain. Assessment Unit examination 10.2,3,4,9,10 How might a nation Exit pass questions in LA. 9‐10 WHST.9‐10.2.a‐b benefit from investing in Pre‐quiz assessing accordance with lesson LA.9‐10.WHST.9‐ overseas expansion? previous knowledge of objectives 10.4,6,7,8 European exploration of TEC.9‐12.8.1.12 How did advancements the New World Individual homework TEC. 9‐12.8.1.12.F.1 in science and assignments technology promote the age of exploration and Independent and group research discovery? Concept mapping of vocabulary and key terms
What are the causes of Student participation in class human migration? discussions and activities
What are the economic Pre‐assessment of Socratic questioning techniques SOC. 9‐12.6.1.12, SOC.9‐ forces that contribute to student's prior knowledge Production of visual 12.6.1.12.1, The American population of the unit Completion of graphic timeline regarding the SOC.9‐12.6.1.12.A.1.a, colonies were redistribution? organizers aligned with growth of the SOC.9‐12.6.1.12.C.1.b, established by Geography assessment of the study of the growth of American colonies those seeking What are the factors that American colonial colonial America SOC.9‐12.6.1.12.D.1.a, political, determine where a settlements Unit examination L.A. 9‐10.RH.9‐10.1‐4, religious, and specific population Exit pass questions in LA.9‐10.WHST.9‐ economic settles? Class discussion accordance with lesson 10.2.a,4,7,8, TEC.9‐12. advancement. addressing reasons objectives Why did different European emigration to geographic regions the New World Individual homework develop separate social, assignments political, economic, and religious identities? Concept mapping of vocabulary and key terms
Independent and group research
SOC.9‐12.6.1.12, SOC.9‐ Civilian What is the purpose of Pre‐assessment of Student participation in class Creation of visual timeline 12.6.1.12.2 a,d SOC.9‐ populations find government? student's prior knowledge discussions and activities of the events of the 12.6.1.12.B.2.a,b, LA.9‐ reasons to rebel of the unit American Revolution and 10.RH.9‐10.1,2,3,4,5,7, when At what point does Socratic questioning techniques War for Independence. TEC.9‐12.8.1.12 A.5, government government policy Diagnostic quiz on the in accordance with essential TEC.9‐12.8.1.12 B.5 policy infringes violate the rights of the causes of the American questions Unit examination on social, governed? War for Independence political, and Completion of graphic economic rights How does one justify the organizers aligned with the analysis of the American overthrow of established Revolution and War for government? Independence
How can a revolution be Exit pass questions in motivated by unpopular accordance with lesson economic policy? objectives
How do we determine Individual homework the success of a assignments revolution? Concept mapping
Independent and group research
Concept mapping of vocabulary and key terms
Comprehension of primary source documents (i.e. Declaration of Independence, Articles of Confederation, U.S. Constitution)
Panel discussions
SOC.9‐12.6.1.12.2, SOC.9‐ Compromise is Why is government Pre‐assessment of Student participation in class Role play the debates 12.6.1.12.A.2.a,b,d , often a necessary necessary? student's prior knowledge discussions and activities surrounding the events of SOC.9‐12.6.1.12.B.2.a,b , component in of the unit the Constitutional SOC.9‐12.6.1.12.C.1.a, the creation of a At what point does Socratic questioning techniques Convention SOC.9‐12.6.1.12.C.2.a, b, government government policy Pre‐assessment regarding LA. 9‐10.RH.9‐10.1‐4, violate the rights of the basic knowledge of the Completion of graphic Unit examination TEC.9‐12.8.1.12 A.5 governed? U.S. Constitution organizers aligned with the study of the Constitutional How does one justify the "Who's Who" of the Convention overthrow of Founding Father government? generation Exit pass questions in How should the people's accordance with lesson interests be represented objectives in government? Individual homework How can a revolution be assignments motivated by unpopular government policy? Independent and group research
What factors determine Concept mapping of vocabulary the success of a and key terms revolution?
SOC.9‐12.6.1.12, SOC.9‐ Governments How do governments Pre‐assessment of Student participation in class Class regarding Alexander 12.6.1.12.A.2.e‐f, SOC.9‐ perform a variety evolve? student's prior knowledge discussions and activities Hamilton's interpretation 12.6.1.12.B.2.a‐c, LA.9‐ of functions to of the unit of the U.S. Constitution 10.RH.9‐10.2,4‐5,7,10, ensure the How does the shape and Socratic questioning techniques LA.9‐10.WHST.9‐10.4, continuity of size of the national Socratic discussion of the Unit examination TEC.9‐12., TEC.9‐12.8.1.12 national identity government establish problems the U.S. Completion of graphic A.5 the identity of a nation? government faced after organizers aligned with ratification of the the study of the Federalist Era What factors determine Constitution. how much power a Comprehension of Primary government should source documents (i.e. Jay's possess? Treaty, Washington's Declaration of Neutrality) What role should the government play in Exit pass questions in influencing economic accordance with lesson policy? objectives
How does the national Individual homework government balance the assignments economic interests of the nation, with those of the Independent and group research individual states? Concept mapping of vocabulary At what point is it and key terms necessary for the government to involve itself in international affairs?
SOC. 9‐12.6.1.12, SOC.9‐ Established How is democracy Pre‐assessment of Student participation in class Unit examination 12.6.1.12.A.2.e‐f , SOC.9‐ governments can defined and described? student's prior knowledge discussions and activities 12.6.1.12.B.2.a,c , SOC.9‐ maintain of the unit 12.6.1.12.A.3.b, LA.9‐ peaceful Who determines the Socratic questioning techniques 10.RH.9‐10.1‐2, 4, 10 , transitions of constitutionality of LA.9‐10.WHST.9‐10.4, 7, 8, power while laws? Socratic discussion Completion of graphic TEC.9‐12. , TEC.9‐ strengthening organizers aligned with 12.8.1.12 A.6 their political and What type of political Use textbook as a resource the study of the Jefferson economic and economic decisions to summarize the events presidency identity do political executives associated with the face? Jefferson Exit pass questions in presidency accordance with lesson How can a change in objectives economic policy stunt economic growth? Individual homework assignments In what ways are global economies dependent on Map analysis of the Louisiana one another? Territory
How does war Independent and group research strengthen the political regarding events associated with and economic identity of the Jefferson presidency a nation? Concept mapping of vocabulary and key terms SOC. 9‐12.6.1.12.A.2.f, Increased How does post‐war Pre‐assessment of Student participation in class Production of visual SOC.9‐12.6.1.12.B.2.a, nationalism nationalism influence the student's prior discussions and activities timeline from the era SOC.9‐12.6.1.12.A.3.c‐ strengthens the political and economic knowledge of the unit d, SOC.9‐12.6.1.12.C.3.a, central policy? Socratic questioning techniques Unit examination LA.9‐10.RH.9‐10.2‐4 , government and LA.9‐10.W.CCR.4 , LA.9‐ helps shape How can unpopular Socratic discussion Completion of graphic 10.WHST.9‐ political and political decisions lead to regarding the aftermath of organizers aligned with 10.4,7,8, 10, TEC.9‐12., economic policy the demise of political war and it influence on the the study of the growth of the TEC.9‐12.8.1.12 A.5 parties? economy American economy
How do nations protect Critical analysis of Supreme their industries and Court cases of the Marshall interests from foreign Court competition and intervention? Exit pass questions in accordance with lesson What institutions and objectives behaviors effectively govern a growing Individual homework economy? assignments
What are the causes of Independent and group research financial panics? Concept mapping of vocabulary What economic factors and key terms contribute to sectional divisions within a nation?
SOC.9‐12.6.1.12.3, SOC.9‐ The democratic How does political and Pre‐assessment of Student participation in class 12.6.1.12.A.3.b, c, d,e,g, experiment economic turmoil student's prior knowledge discussions and activities SOC.9‐12.6.1.12.D.3.a, evolves due to influence national of the unit SOC.9‐12.6.1.12.D.3.c , the convergence elections? Socratic questioning techniques LA.9‐10.RH.9‐10.1‐ of social, Socratic discussion 2,4,7,9,10, LA.9‐ political, and What influence does regarding the role of Completion of graphic 10.WHST.9‐10.2.a,d, LA.9‐ economic forces time have on the political democracy in American organizers aligned with 10.WHST.9‐10.4,7,10, landscape of a nation? society the study of the Jackson TEC.9‐12. presidency How does unpopular economic policy promote Exit pass questions in sectional differences? accordance with lesson objectives What social, political, and economic questions Individual homework are governments forced assignments to answer? Independent and group research What variables contribute to the Concept mapping of vocabulary emergence of opposing and key terms political parties?
How do nations respond to financial panic?
SOC.9‐12.6.1.12, SOC.9‐ All nations, even How is economic Pre‐assessment of Student participation in class Unit examination 12.6.1.12B.3a, SOC.9‐ wealthy nations, strength measured? student's prior knowledge discussions and activities 12.6.1.12.C.3.a, SOC.9‐ struggle with of the unit 12.6.1.12.C.3.b, SOC.9‐ issues arising How does technology Socratic questioning techniques 12.6.1.12.D.3.a, SOC.9‐ from the unequal and industrialization Socratic discussion the 12.6.1.12.D.3.b, LA.9‐ distribution of promote economic factors that contribute to Completion of graphic 10.RH.9‐10.2‐4, LA.9‐ wealth growth, development economic development organizers aligned with 10.WHST.9‐10.2.a, LA.9‐ and migration? and expansion the study of the growth of 10.WHST.9‐10.4‐5,7,10, American economy TEC.9‐12. What are the advantages of a diversified Exit pass questions in economy? accordance with lesson objectives In what ways does capitalism broaden the Individual homework gap between rich and assignments poor? Independent and group research What effect does regarding significant immigration have on the achievements of the industrial American economy? era
What are the economic Concept mapping of vocabulary causes and and key terms consequences of territorial acquisition?
SOC.9‐12.6.1.12, SOC.9‐ Individuals seek What role does religion Pre‐assessment of Student participation in class Unit examination 12.6.1.12.D.2.d, SOC.9‐ to reform society serve in American student's prior knowledge discussions and activities 12.6.1.12.A.3.f,h , SOC.9‐ when social, society? of the unit 12.6.1.12.B.3.a,b , SOC.9‐ political, and Socratic questioning techniques 12.6.1.12.D.3.a, SOC.9‐ economic How does reform play an Definition of key terms 12.6.1.12.D.3.d‐e, SOC.9‐ circumstances integral part in changing and vocabulary from the Completion of graphic 12.6.1.12.A.6.b , LA.9‐ conflict with a American society? era organizers aligned with 10.RH.9‐10.2‐4, 9, LA.9‐ nation's ideals. the study of the growth of 10.WHST.9‐10.4‐5,7‐8,10, How do reform revivalism and reform TEC.9‐12 movements shape the movements social, political, and Exit pass questions in economic landscape of a accordance with lesson nation? objectives
How does capitalism Individual homework determine social and assignments class structure of society? Independent and group research
Concept mapping of vocabulary and key terms SOC.9‐12.6.1.12, SOC.9‐ Political and How does geography Pre‐assessment of Student participation in class Unit examination 12.6.1.12.3, SOC.9‐ economic shape political and student's prior knowledge discussions and activities 12.6.1.12.A.3.a,h,SOC.9‐ indifference economic systems? of the unit 12.6.1.12.B.3.a, SOC.9‐ divides nations Socratic questioning techniques 12.6.1.12.D.3.a, SOC.9‐ along geographic What potential does 12.6.1.12.D.3.c, SOC.9‐ boundaries compromise have in Completion of graphic 12.6.1.12.A.4.a, LA.9‐ uniting a divided nation? organizers aligned with 10.RH.9‐10.1‐2,4,9, LA.9‐ the study of the geopolitics of 10.WHST.9‐10.7,9‐10, What factors contribute the antebellum era TEC.9‐12. to the rise of political parties? Exit pass questions in accordance with lesson What role do elections objectives play in reshaping political and economic policy? Individual homework assignments What is the result when conflicting theories Independent and group research regarding government converge? Concept mapping of vocabulary When are rebellions and key terms against the legal establishment considered morally just?
SOC.9‐12.6.1.12, SOC.9‐ Nations attempt What social, political, Pre‐assessment of Student participation in class Unit examination 12.6.1.12.4, SOC.9‐ to restore order and economic ideas student's prior knowledge discussions and activities 12.6.1.12.A.4.a‐c, SOC.9‐ after episodes of contribute to sectional of the unit 12.6.1.12.A.4.d, LA.9‐ civil unrest imbalance? Socratic questioning techniques 10.RH.9‐10.1,3‐4, LA.9‐ 10.WHST.9‐10.4,5,7,9‐10, How do elections alter Completion of graphic TEC.9‐12. the political and organizers aligned with economic landscape of a the study of the causes and nation? consequences of the U.S. Civil
What determines the Exit pass questions in success or failure of accordance with lesson compromise? objectives
What are the social, Individual homework political, and economic assignments consequences of war? Independent and group research How does a nation rebuild after years of civil Concept mapping of vocabulary unrest? and key terms
How do laws change the political and economic identity of a nation?
How does civil rights legislation not guarantee personal freedom?
Proficiencies and Pacing
Recommended Unit Title Unit Understanding(s) and Goal(s) Duration Unit Understanding: Nations seek to expand their sphere of influence for political and economic gain. Unit 1: Discovery and Settlement of the New At the conclusion of this unit, students will be able to: 2 weeks World 1. Identify the European nations that established the foundation for exploration and colonization 2. Explain how Europe's investment in technology and navigation made oceanic exploration and colonization possible Unit Understanding: The American colonies were established by those seeking political, religious, and economic advancement. Unit 2: European
Colonization of the New 2‐3 weeks At the conclusion of this unit, students will be able to: World 1. Understand that the European migration to the New World was motivated by the opportunities for religious, political, and economic advancement. Unit Understanding: Civilian populations find reasons to rebel when government policy infringes on social, political, and economic freedoms.
Unit 3: The Road to At the conclusion of this unit, students will be able to: Revolution and War for 3‐4 weeks 1. Understand how the change in the relationship between England and its American colonies, and Independence the failure of reconciliation, established the grounds for revolution, and ultimately American independence.
Unit Understanding: Compromise is often a necessary component in the creation of government. Unit 4: Forming a New Government ‐ From At the conclusion of this unit, students will be able to: Articles of Confederation 1. Understand the foundations American government and the process by which it was created. 2‐3 weeks to United States Constitution
Unit Understanding: Government performs a variety of functions to ensure the continuity of national identity.
Unit 5: The Federalist Era 2‐3weeks At the conclusion of this unit, students will be able to: 1. Understand that established governments perform a variety of social, political, and economic functions. Unit Understanding: Established governments can maintain peaceful transitions of power while strengthening their political and economic identity. Unit 6: The Age of 2 weeks Jeffersonian Democracy At the conclusion of this unit, students will be able to: 1. Understand that event the youngest of governments can maintain peaceful transitions of power. Unit Understanding: Increased nationalism strengthens the central government's ability to shape political and economic policy. Unit 7: Increased Nationalism and the Era At the conclusion of this unit, students will be able to: 2‐3 weeks of Good Feelings 1. Explain how an increase in nationalism can spur economic development and expansion. 2. Describe how the Supreme Court capitalized on American nationalism by expanding the powers of the federal government. Unit Understanding: The democratic experiment evolves due to the convergence of social, political, and economic forces.
Unit 8: The Era of At the conclusion of this unit, students will be able to: 2‐3 weeks Jacksonian Democracy 1. Understand how the American electorate has the ability to reshape the political and economic landscape of the United States. 2. Explain the political and economic reforms instituted by the Jackson administration Unit Understanding: All nations, even wealthy nations, struggle with issues arising from the unequal distribution of wealth.
Unit 9: Development of At the conclusion of this unit, students will be able to: 2 weeks the National Economy 1. Understand that America's economic strength lays within the ambitions of its people 2. Explain the social, political, and economic results of the early development of the factory system and industrial expansion. Unit Understanding: Individuals seek to reform society when social, political, and economic circumstances conflict with a nation's ideals. Unit 10: The Era of
Reform and the 2‐3 weeks At the conclusion of this unit, students will be able to: Southern Slavery System 1. Understand that reform movements occur to place society in tune with political ideals. 2. Describe the influence of religion and its effect on social reform Unit Understanding: Political and economic indifference divides nations along geographic boundaries. Unit 11: Manifest 3 weeks Destiny and Sectionalism At the conclusion of this unit, students will be able to: 1. Understand that America's westward expansion further divided northern and southern states. Unit Understanding: Nations attempt to restore order after outbreaks of civil unrest.
Unit 12: The U.S. Civil At the conclusion of this unit, students will be able to: 3‐4 weeks War and the New South 1. Understand that the slavery question shaped the social, political, and economic landscape of the United States and culminated in civil war.
Unit 01 - Honors American Economic History I
Unit 1 - Discovery and Settlement of the New World
Enduring Understandings: Nations seek to expand their sphere of influence for political and economic gain.
Essential Questions: How do political and economic factors contribute to a nation seeking to expand its sphere of influence?
How might a nation benefit from investing in expanding its territory?
What risks and rewards are associated with expansion beyond current boundaries?
What characteristics must a nation possess before it embarks on expansion?
How might the expansion of influence lead to conflict between rival nations?
Unit Goals: Students will be able to identify the European nations that established the foundation for exploration and colonization
Students will be able to explain how returns on Europe’s investment in technology and navigation made oceanic exploration and colonization possible
Recommended Duration: 2 weeks
Guiding/Topical Suggested Content/Themes/Skills Resources and Materials Suggested Strategies Questions Assessments What nations Identification of those Textbook Socratic instruction: Homework established European nations that Teacher guided questioning assignments early contested for The American Pageant: Guidebook Exercises which necessitates a predominance predominance in student response. In‐class in oceanic oceanic exploration Maps of European land claims, settlements, and questions and exploration? exploration routes Class notes: Provided discussion through direct teacher Interpretation Timeline of significant events relative to European instruction or independent and analysis of Portugal exploration student preparation assigned Spain Analysis of primary & secondary source documents Interactive white board reading applications and exercises software preparation of multimedia presentation Individual and that traces the routes of group projects Internet research discovery for all relevant nations. Student participation in Timeline sequence of daily activities events: Students will create th a timeline highlighting Map Skills: 15 ‐ th significant events regarding 16 century European exploration and European colonization. exploration geography Graphic Organizer: Students assessment will create a chart highlighting cause and Lesson, effect relationships Chapter, and regarding European Unit quizzes discovery of the New World Chapter and Unit exam What role did Identify those scientific Textbook Socratic instruction: Homework science and achievements which Teacher guided questioning Assignments technology play made oceanic The American Pageant: Guidebook Exercises which necessitates a in Europe’s exploration possible student response. In‐class attempt at European demographic data from the Age of Discovery questions and exploration and Explain how Class notes: Provided discussion colonization? advancement in through direct teacher technology leads to instruction or independent Interpretation fundamental changes in Internet research student preparation and analysis of society and influences assigned the course of human Interactive white board reading history applications and software exercises
Students assume the role of Individual and an explorer during the Age group of Discovery. Students will assignments create a character sketch and research the specific Use of rubric advancements made in assessing technology and the effect it student had on the European understanding continent and abroad. and skills
Analyze the cause of effect Lesson, chapter, of European exploration on and unit quizzes Europe and abroad Chapter and unit exam
What role did Analyze how European Textbook Socratic instruction: Homework geography play maritime navigation Teacher guided questioning assignments in Europe’s encompassed North which necessitates a desires for and South America, student response. In‐class questions and oceanic Africa, and Asia The American Pageant: Guidebook Exercises discussion exploration? Class notes: Provided
Illustrate a map of through direct teacher Interpretation Europe’s colonial instruction or independent and analysis of World map depicting the locations of European colonial empires student preparation assigned empires Physical maps reading exercises Political maps Interactive white board applications and software Individual and group Internet research Illustration: Students will assignments create a map of the world as it appeared during the Use of rubric Age of Discovery. Students assessing will research where each student European nation planted understanding their empire and properly and skills have it labeled on the map. Map Skills: 15th‐ 16th century European exploration geography assessment
Lesson, Chapter, and unit quizzes
Chapter and unit exam
How did the Compare the rewards Textbook Socratic instruction: Homework colonization of and liabilities Teacher guided questioning assignments territory and associated with which necessitates a acquisition of exploration and student response. In‐class natural colonization. The American Pageant: Guidebook Exercises questions and resources enrich Class notes: Provided discussion the economies through direct teacher Interpretation of Europe? Mercantilism instruction or independent Primary and secondary sources student preparation and analysis of Triangle Trade assigned Economic data regarding the success or failure of Interactive white board reading colonization applications and software exercises
Historical examples of economic success and failure of Panel Discussion: Assign Individual and expansion and colonization small groups of students group projects one of the European nations involved in the Age of Student Discovery. Each group will participation in research and represent that daily activities nation in a panel discussion regarding their role and Use of rubric specifics surrounding their assessing success or failure. student understanding Business Proposal: Assign and writing / students the role of presentation European entrepreneurs skills Students will research investment opportunities Lesson, chapter, abroad. Students will and unit quizzes prepare an investment proposal to be submitted to Chapter and the monarch who is unit exam considering the venture.
How did the Explanations of how Textbook Socratic instruction: Homework slave trade slavery had its origins in Teacher guided questioning assignments promote the Europe’s efforts to The American Pageant: Guidebook Exercises which necessitates a origins of the explore and student response. In‐class system of colonize the New Analysis of map of Africa and the Americas depicting slave questions and plantation World trade routes Class notes: Provided discussion labor? through direct teacher instruction or independent Interpretation student preparation and analysis of Internet research Middle Passage assigned Plantation economy Interactive white board reading applications and software exercises
Research Assignment: Individual and Students will research the group projects European commercialization of the African slave trade Student and how it provided the participation in organization of the daily activities plantation labor system in the New World Use of rubric assessing student understanding and writing / presentation skills
Lesson, chapter, and unit quizzes
How did the Describe how Textbook Teacher guided questioning Homework Columbian Columbus’ discovery assignments exchange united the New and Old The American Pageant: Guidebook Exercises Class notes: Provided revolutionize worlds through direct teacher In‐class the global Columbian Exchange graphic organizer instruction or independent questions and economy? student preparation discussion Internet research Interactive white board Interpretation applications and software and analysis of assigned Synthesis: Students will reading create a multimedia exercises presentation addressing the components of the Individual and group projects Columbian exchange and complete a socioeconomic Student cost/benefit analysis of the participation in exchange. daily activities
Use of rubric assessing student understanding and writing / presentation skills
Lesson, chapter, and unit quizzes
Chapter and unit exam
SOC.9‐12.6.1.12.B.1.a Relate regional geographic variations (e.g., climate, soil conditions, and other natural resources) to economic development in the New World. SOC.9‐12.6.2.12.1 The methods of and motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations. Colonization was inspired by the desire to have access to resources and markets, often at the expense of the indigenous culture, population, and environment. SOC.9‐12.6.2.12.B.1.a Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of European political and military control in Africa, Asia, and the Americas by the mid‐18th century. SOC.9‐12.6.2.12.B.1.b Determine the role of natural resources, climate, and topography in European exploration, colonization, and settlement patterns. SOC.9‐12.6.2.12.C.1.e Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europe's interactions with Islam and Asia provided the necessary tools for European exploration and conquest. SOC.9‐12.6.2.12.D.1.a Assess the political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, and pathogens on Europeans and Native Americans. SOC.9‐12.6.2.12.D.1.b Compare slavery practices and other forms of coerced labor or social bondage common in East Africa, West Africa, Southwest Asia, Europe, and the Americas. SOC.9‐12.6.2.12.D.1.c Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans, and Americans. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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 studies. LA.9‐10.RH.9‐10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. LA.9‐10.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. LA.9‐10.WHST.9‐10.2.a 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. LA.9‐10.WHST.9‐10.2.b 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. LA.9‐10.WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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. TEC.9‐12.8.1.12 All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. TEC.9‐12. Effective use of digital tools assists in gathering and managing information. TEC.9‐12. Information accessed through the use of digital tools assists in generating solutions and making decisions. TEC.9‐12.8.1.12.F.1 Select and use specialized databases for advanced research to solve real world problems.
Differentiation
This unit can be adjusted to accommodate cooperative learning assignments and projects in relation to topics associated with Europe's discovery and settlement of the New World. The teacher may provide additional reading material of varying reading ability on select topics including, but not limited to European explorers and nautical technological advancements. Teacher lessons may reflect activities that appeal to a wide range of academic abilities and intelligences, which will enable them to fulfill their understanding of Europe's claims in the New World. Teachers may modify lessons in accordance with student ability.
Technology
Students will be able to gain a broad understanding and deep appreciation for the unit by accessing the abundance of information available on the Internet. Digital databases store more information than the standard print resources made available to the students. Students will be able to access information regarding Europe's discovery and settlement of the New World for the purposes of producing unit timelines and critically analyzing primary and secondary sources published online.
College and Workplace Readiness
Students will apply the life‐long skills of critical reading, comprehension and analysis throughout the coursework assigned in this unit. Writing skills will be reinforced using proper grammar and application of an increased vocabulary. Producing a timeline of events with regards to Europe's expansion throughout the New World will reinforce their recognition of cause and effect relationships. Application of technology‐based resources for research purposes will prepare them to search the Internet efficiently as more content‐specific databases are established.
Unit 02 - Honors American Economic History I
Unit 2 - The Development of the American Colonies Enduring Understandings: The American colonies were established by those seeking political, religious, and economic advancement
Essential Questions: What are the causes of human migration?
What are the economic factors that influence population shifts?
What are the factors that determine where a specific population settles?
Why do different geographic regions develop separate social, political, economic, and religious identities?
Unit Goals: Students will understand that European migration to the New World was motivated by the opportunity for religious, political, and economic advancement.
Recommended Duration: 2‐3 weeks
Guiding/Topical Suggested Content/Themes/Skills Resources and Materials Suggested Strategies Questions Assessments What were the Identify and describe Textbook Socratic instruction: Teacher Homework social, political, motivations for guided questioning which assignments and economic emigration. The American Pageant: Guidebook Exercises necessitates a student factors the response. In‐class questions and contributed to Timeline of events relative to European migration discussion European Economic to the New World Class notes: Provided through migration to the Advancement direct teacher instruction or Interpretation and North America? Religious Persecution Maps of European land claims, settlements, trade independent student analysis of assigned routes preparation reading exercises
Puritans Primary & Secondary source documents Interactive white board Individual and group Separatists applications and software projects Internet research Pilgrims Project: Students will assume Student participation Mayflower Compact Of Plymouth Plantation 1620‐1647 by William the role of a travel agent and in daily activities Bradford, edited by Samuel Eliot Morison. must encourage migration to Copyright © 1952 by Samuel Eliot Morison and the new world. Travel Use of rubric renewed 1980 by Emily Beck. brochure must include social, assessing student political, economic, and understanding and religious motivations to writing / presentation emigrate. skills
Create a visual timeline, Lesson, chapter, and accompanied by a map of the unit quizzes New World, summarizing Chapter and unit European migration to the examination New World.
What role did Recognize that the Textbook Socratic instruction: Teacher Homework the joint‐stock joint‐stock company guided questioning which Assignments company play was responsible for the The American Pageant: Guidebook Exercises necessitates a student in the financial support of response. In‐class questions and colonization many of the early Internet research discussion efforts of colonies Class notes: Provided through
Europeans? direct teacher instruction or Interpretation and
independent student analysis of assigned Joint stock company preparation reading exercises Virginia Company of London Interactive white board Individual and group Jamestown applications and software projects Investment Business Proposal: Assign Student participation students the role of European in daily activities joint‐stock company executive. Students will create Use of rubric proposals to encourage assessing student investors to finance understanding and explorations and settlements writing / presentation abroad. skills
Lesson, chapter, and unit quizzes
Chapter and unit examination
How did the Describe the economic Textbook Socratic instruction: Teacher Homework differences in identities of the guided questioning which assignments regional regional economies of The American Pageant: Guidebook Exercises necessitates a student economies the American colonies response. In‐class questions and influence Maps of colonial America discussion settlement? Trade depicting economic strength and influence Class notes: Provided through Agricultural South direct teacher instruction or Interpretation and Plantation economy 1993 Advanced Placement United States History independent student analysis of assigned Exam Document Based Question preparation reading exercises
Internet research Interactive white board Individual and group projects
Student participation in daily activities
Completion of 1993 Advanced Placement United States History exam document based question
Use of rubric assessing student understanding and writing / presentation skills
Lesson, chapter, and unit quizzes
Chapter and unit examination How did the Explanation of the Textbook Socratic instruction: Teacher Homework causes and change in the guided questioning which assignments results of the relationship between The American Pageant: Guidebook Exercises necessitates a student French and England and its response. In‐class questions and Indian War colonies and how acts 2004 Advanced Placement United States History discussion promote ideas of Parliament spurred Exam Document Based Question Class notes: Provided through of ideas of independence. direct teacher instruction or Interpretation and independence Graphic organizer addressing the history of independent student analysis of assigned amongst the Revenue‐raising acts of conflict between England and France (emphasis preparation reading exercises American Parliament placed on the French and Indian War) colonists? Proclamation of 1763 Interactive white board Individual and group Identification, definition, and analysis of the post‐ French and Indian War acts of Parliament (i.e. applications and software projects Proclamation Act of 1763, Sugar Act, Stamp Act, Quartering Act, Townshend Act, Tea Act, Coercive Assignment: Students will Student participation Acts) research the attempts England in daily activities made to reevaluate its Analysis of primary sources (i.e. “Letters from a relationship with the colonies. Completion of 2004 Pennsylvania Farmer” by John Dickinson, Students will research acts of Advanced Placement Benjamin Franklin testifies against the Stamp Act, Parliament and the colonial United States History excerpts from “An Inquiry into the Nature and response. exam document Causes of the Wealth of Nations” by Adam Smith) based question Emphasis should be placed on how the colonial micro and Use of rubric macro economy was affected assessing student by Parliamentary procedures. understanding and writing / presentation skills
Lesson, chapter, and unit quizzes
Chapter and unit examination
SOC.9‐12.6.1.12 All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. SOC.9‐12.6.1.12.1 North American Colonial societies adapted European governmental, economic, and cultural institutions and ideologies to meet their needs in the New World. SOC.9‐12.6.1.12.A.1.a Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government. SOC.9‐12.6.1.12.C.1.b 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. SOC.9‐12.6.1.12.D.1.a Explain the consequences to Native American groups of the loss of their land and people. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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 studies. LA.9‐10.WHST.9‐10.2.a 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. LA.9‐10.WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.9‐10.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. LA.9‐10.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. TEC.9‐12. Information accessed through the use of digital tools assists in generating solutions and making decisions.
Differentiation
This unit can be adjusted to accommodate cooperative learning assignments and projects in relation to topics associated with the establishment of the American colonies. The teacher may provide additional reading material of varying reading ability on select topics including, but not limited to the purpose for each colony and the reasons behind its founding. Teacher lessons may reflect activities that appeal to a wide range of academic abilities and intelligences, which will enable them to fulfill their understanding of how the American colonies came to be. Teachers may modify lessons in accordance with student ability.
Technology
Students will be able to gain a broad understanding and deep appreciation for the unit by accessing the abundance of information available on the Internet. Digital databases store more information than the standard print resources made available to the students. This particular unit identifies websites produced by respected organizations. Students will be able to access information regarding the establishment of the American colonies for the purposes of producing unit timelines, multimedia presentations, and critically analyzing primary and secondary sources published online.
Students will be encouraged to engage in Web 2.0 tools, such as Quizlet, Prezi, and Glogster, in order to collaborate with peers and share unit‐ specific data online.
College and Workplace Readiness
Students will apply the life‐long skills of critical reading, comprehension and analysis throughout the coursework assigned in this unit. Writing skills will be reinforced using proper grammar and application of an increased vocabulary. Producing a timeline of events with regards to the establishment of the thirteen original colonies will reinforce their recognition of cause and effect relationships. Application of technology‐based resources for research purposes will prepare them to search the Internet efficiently as more content‐specific databases are established.
Unit 03 - Honors American Economic History I
Unit 3 - The Road to Revolution and War for Independence
Enduring Understandings: Populations find reasons to rebel when government policy infringes on social, political, and economic rights.
Essential Questions: What is the purpose of government?
At what point does government policy violate the rights of the governed?
How does one justify the overthrow of established government?
How can a revolution be motivated by unpopular economic policy?
What factors determine the success of a revolution?
Unit Goals: Students will understand the economic and philosophical causes of the American Revolution.
Recommended Duration: 3‐4 weeks
Guiding/Topical Suggested Content/Themes/Skills Resources and Materials Suggested Strategies Questions Assessments How did the Describe how Britain Textbook Socratic instruction: Homework actions of British attempted to tighten their Teacher guided assignments Parliament control over the colonies The American Pageant: Guidebook Exercises questioning which promote and how these attempts necessitates a student In‐class questions unification promoted unity amongst American Revolution timeline of events response. and discussion amongst the the American colonies. American colonies 1999 Advanced Placement United States History exam Class notes: Provided Reading exercises and provoke Compare and Contrast document based question through direct teacher resistance towards multiple perspectives instruction or independent Individual and group Great Britain? about the causes of the Identification, definition, and analysis of Acts of student preparation projects American Revolution Parliament Interactive white board Student participation Townshend Acts, Coercive Examination of the colonial acts of resistance (i.e. Stamp applications and software in daily class activities Acts, Intolerable Acts, Act Congress, Sons of Liberty, Daughters of Liberty, Quebec Act Committees of Correspondence, Convening of the Assignment: Use a graphic 1999 Advanced Continental Congress) organizer whereby Placement United students will research the States History exam Act of Parliament, describe document based it, and explain how the question American colonists responded. Scoring rubrics for Class debate: Resolved: class writings and Nations act out of debate economic and political self‐interest, not sentiment.
In what ways did Examination of the ways in Textbook Socratic instruction: Homework the Continental which the Continental Teacher guided assignments Congress attempt Congress attempted to The American Pageant: Guidebook Exercises questioning which to make peace with address the actions of necessitates a student In‐class questions Great Britain? Parliament without taking Timeline of events response. and discussion militant action. Identification and analysis of the colonists attempts at Class notes: Provided Research and analysis Declaration of Colonial reconciliation through direct teacher of key terms and Rights and instruction or independent events Grievances, Olive Branch Internet research student preparation Petition, Common Sense Individual and group Interactive white board projects applications and software Student participation Panel Discussion: Prior to in daily class activities discussion, students will research each attempt the Scoring rubrics for Continental Congress class writings and made to avoid war. After projects research, students will rank on a scale of 1‐10 (1 being least sincere, 10 being most sincere) each document according to its intent, tone, and outcome.
Role Play: Students will assume the role of a member of the Continental Congress and create a petition of grievances to Parliament citing the political and economic consequences of their acts of legislation.
How did the ideas Application of the Textbook Socratic instruction: Homework expressed in the philosophical foundations Teacher guided assignments Declaration of of various social and The American Pageant: Guidebook Exercises questioning which Independence political theories leading necessitates a student In‐class questions justify colonial up to the American war for Timeline of events response. and discussion rebellion? independence. Richard Henry Lee’s Resolution Class notes: Provided Writings of John Locke and Thomas Jefferson through direct teacher instruction or independent Research and analysis Explanation of the specific The Declaration of Independence student preparation of key terms and reasons and guiding events principles of the Video: Interactive white board Declaration of applications and software Individual and group Independence John Adams (HBO Miniseries DVD) (2008) projects Primary Source Analysis: Student groups will divide Student participation Jean Jacques Rousseau the Declaration of in daily class activities John Locke Independence into four Scoring rubrics for Thomas Jefferson parts: Preamble, Theory of group research, Social Contract Government, Grievances, presentation of Unalienable Rights and Declaration. Each interpretations, and group will interpret a specific section of the debate. document and present that interpretation to the class.
Debate: Resolved. The colonies were justified in separating from the crown.
What political, Describe in detail the Textbook Socratic instruction: Homework economic, and strengths and weaknesses Teacher guided assignments military obstacles of both the Continental The American Pageant: Guidebook Exercises questioning which did the Continental Army and British at the necessitates a student In‐class questions Army overcome to onset of war response. and discussion claim victory in the Maps of Revolutionary War battles war for American Class notes: Provided independence? Research and analysis Timeline of key battles during the American War for through direct teacher of key terms and Independence instruction or independent events student preparation Book Excerpts: 1776 by David McCullough Individual and group Interactive white board projects Applications and software
Student participation Presentation: Prepare a in daily class activities Video: The Crossing (2000) multimedia presentation comparing and contrasting the strengths and Scoring rubrics for weaknesses of the group research and Continental Army and presentation British. Highlighting major victories and losses for both sides during the war What were the The Treaty of Paris (1783) Textbook Socratic instruction: Homework social, political, acknowledged Great Teacher guided assignments geographic, and Britain’s recognition of The American Pageant: Guidebook Exercises questioning which economic results of United States necessitates a student In‐class questions the American war independence Timeline of events response. and discussion for independence? Treaty of Paris (1783) Class notes: Provided Reading exercises through direct teacher instruction or independent Map of North American Pre‐Revolution and Post‐ student preparation Individual and group Revolution projects Student led Discussion: Articles of Confederation Student participation in daily class activities Colonial Perspective vs. Historian interpretations of the American War for British Perspective: Could Independence the American Revolution Scoring rubrics for and War for Independence student led have been avoided? Was discussions American independence inevitable?
SOC.9‐12.6.1.12 All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. SOC.9‐12.6.1.12.2 The war for independence was the result of growing ideological, political, geographic, economic, and religious tensions resulting from Britain's centralization policies and practices. The United States Constitution and Bill of Rights were designed to provide a framework for the American system of government, while also protecting individual rights. Debates about individual rights, states' rights, and federal power shaped the development of the political institutions and practices of the new Republic. SOC.9‐12.6.1.12.A.2.a Analyze the intellectual origins of the major ideas expressed in the Declaration of Independence. SOC.9‐12.6.1.12.A.2.d Compare and contrast the arguments of Federalists and Anti‐Federalists during the ratification debates, and assess their continuing relevance. SOC.9‐12.6.1.12.B.2.a Analyze how the United States has attempted to account for regional differences while also striving to create an American identity. SOC.9‐12.6.1.12.B.2.b Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and the expansion of slavery. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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 studies. LA.9‐10.RH.9‐10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. LA.9‐10.RH.9‐10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. LA.9‐10.WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. TEC.9‐12.8.1.12 A.5 Produce a multimedia project using text, graphics, moving images, and sound. TEC.9‐12.8.1.12 B.5 Select and use specialized databases for advanced research to solve real world problems.
Differentiation
This unit can be adjusted to accommodate cooperative learning assignments and projects in relation to topics associated with American Revolution and War for Independence. The teacher may provide additional reading material of varying reading ability on select topics including, but not limited to the colonial response to British taxation and the Declaration of Independence. Teacher lessons may reflect activities that appeal to a wide range of academic abilities and intelligences, which will enable them to fulfill their understanding of America's overthrow of monarch‐rule. Teachers may modify lessons in accordance with student ability.
Technology
Students will be able to gain a broad understanding and deep appreciation for the unit by accessing the abundance of information available on the Internet. Digital databases store more information than the standard print resources made available to the students. Students will be able to access information regarding the American Revolution and War for Independence for the purposes of producing unit timelines and critically analyzing primary and secondary sources published online. Both the National Archives and Records Administration, in addition to the Library of Congress have established websites with numerous activities appropriate for any grade level of student.
Students will be encouraged to engage in Web 2.0 tools, such as Quizlet, Prezi, and Glogster, in order to collaborate with peers and share unit‐specific data online.
College and Workplace Readiness
Students will apply the life‐long skills of critical reading, comprehension and analysis throughout the coursework assigned in this unit. Writing skills will be reinforced using proper grammar and application of an increased vocabulary. Producing a timeline of events with regards to America's war for independence will reinforce their recognition of cause and effect relationships. Application of technology‐based resources for research purposes will prepare them to search the Internet efficiently as more content‐specific databases are established. This particular unit recommends the application of many government affiliated websites to ensure student retention of essential questions.
Unit 04 - Honors American Economic History I
Unit 4 - Forming a New Government – From Articles of Confederation to United States Constitution
Enduring Understandings: Compromise is often a necessary component in the creation of a government.
Essential Questions: Why is government necessary?
What are the different types of government?
What makes a government strong? Weak?
How should the people's interests be represented in government?
What is the relationship between government and economy?
Unit Goals: Students will understand the foundations of American government and the process by which it was created.
Recommended Duration: 2‐3 weeks
Suggested Guiding/Topical Content/Themes/Skills Resources and Materials Suggested Strategies Assessments Questions How was the Understand why Textbook Socratic instruction: Homework federal America’s early political Teacher guided questioning assignments government of leaders established a The American Pageant: Guidebook Exercises which necessitates a the United States provisional government student response. In‐class questions structured under where more power was Timeline of events leading to the ratification of the Articles of Confederation and discussion that Articles of placed within the Class notes: Provided Confederation? individual states Multimedia presentation comparing and contrasting the Articles of through direct teacher Reading exercises
Confederation and United States Constitution. instruction or independent The Critical Period student preparation Individual and Confederation Primary source analysis group projects Strengths and Interactive white board Weaknesses of the applications and software Student Articles of Confederation Articles of Confederation participation in Land Ordinance 1785 Provide students a copy of daily class activities Shays' Rebellion 1985 Advanced Placement United States History Exam Document Based the Articles of Northwest Ordinance Question Confederation. Students will 1787 Open ended identify the powers of the History Channel: American Gets a Constitution writing assessment government under the regarding the Articles of Confederation. purpose of a Suggested educational excursion: National Constitution Center–Philadelphia, Instruct students to locate confederation and Pennsylvania the inherent weaknesses of the weaknesses the structure of government found in the Articles of Analysis of specific events Confederation that exposed flaws of the Articles of Confederation.
Prepare a visual timeline of all major social, political, and economic events from this era. A particular emphasis on the events that prompted the Constitutional Convention. How role did Describe how Textbook Socratic instruction: Homework compromise compromise played an Teacher guided assignments important role in the questioning which play in the The American Pageant: Guidebook Exercises creation of the United necessitates a student In‐class questions establishment States Constitution Timeline of events leading to the Constitutional Convention response. and discussion of the new framework of Primary source analysis Class notes: Provided Reading exercises government? Constitutional through direct teacher Convention Virginia Plan instruction or Individual and Virginia Plan independent student group projects New Jersey Plan New Jersey Plan preparation Great Compromise Student Three‐fifths Connecticut Plan Interactive white board participation in Compromise applications and software daily class Debate over ratification Three‐fifths Compromise activities Bill of Rights Constitutional Federalists Convention: Rubric to assess Anti‐Federalists Bill of Rights preparation, Students will simulate the The Federalist Papers debate and, Constitutional student Convention of 1787. participation The United States Constitution Assign students delegate roles. Students are Online text and video sources expected to research their role and be National Archives and Records Administration prepared to simulate that role during the National Constitution Center convention. Issues will be debated and votes will be History Channel: America Gets a Constitution tallied according to the rules established in 1787. Suggested educational excursion: National Constitution Center – Philadelphia, Pennsylvania
What Explain how the Textbook Socratic instruction: Homework fundamental Constitution of the Teacher guided assignments principles of United States of The American Pageant: Guidebook Exercises questioning which government America established a necessitates a student In‐class questions were federal system of Timeline of events leading the Ratification of the United States response. and discussion incorporated government based on Constitution into the United power shard between Class notes: Provided Reading exercises States the national and state Online text and video sources through direct teacher Constitution? governments. instruction or Individual and Video independent student group projects Three branches of preparation Key Constitutional Concepts Student government participation in Federalism Interactive white board American History: Birth of a Nation: The Making of a Constitution daily class Federalist Papers applications and software activities Delegated Powers Suggested educational excursion: National Constitution Center – Reserved Powers Current Event Analysis Philadelphia, Pennsylvania Rubric to assess Concurrent Powers Portfolio: preparation, Separation of Powers Students will find current research, and Elastic Clause event articles that reflect contents of topics or content current events regarding the federalist portfolio system of government. Articles will be assembled into a portfolio where students will submit a summary of the article in addition to formulating questions that each article raises.
SOC.9‐12.6.1.12.C.1.a Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period. SOC.9‐12.6.1.12.2 The war for independence was the result of growing ideological, political, geographic, economic, and religious tensions resulting from Britain's centralization policies and practices. The United States Constitution and Bill of Rights were designed to provide a framework for the American system of government, while also protecting individual rights. Debates about individual rights, states' rights, and federal power shaped the development of the political institutions and practices of the new Republic. SOC.9‐12.6.1.12.A.2.a Analyze the intellectual origins of the major ideas expressed in the Declaration of Independence. SOC.9‐12.6.1.12.A.2.b Evaluate the importance of the Declaration of Independence, the Constitution, and the Bill of Rights to the spread of democracy around the world. SOC.9‐12.6.1.12.A.2.d Compare and contrast the arguments of Federalists and Anti‐Federalists during the ratification debates, and assess their continuing relevance. SOC.9‐12.6.1.12.B.2.a Analyze how the United States has attempted to account for regional differences while also striving to create an American identity. SOC.9‐12.6.1.12.B.2.b Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and the expansion of slavery. SOC.9‐12.6.1.12.C.2.a Analyze the problems of financing the American Revolutionary War and dealing with wartime inflation and profiteering. SOC.9‐12.6.1.12.C.2.b Explain the effects of inflation, debt, and attempts by new state and national governments to rebuild the economy by addressing issues of foreign and internal trade, banking, and taxation. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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 studies. LA.9‐10.RH.9‐10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. TEC.9‐12.8.1.12 A.5 Produce a multimedia project using text, graphics, moving images, and sound.
Differentiation
This unit can be adjusted to accommodate cooperative learning assignments and projects in relation to topics associated with the establishment of the United States Constitution. The teacher may provide additional reading material of varying reading ability on select topics including, but not limited to the Bill of Rights, Amendments to the Constitution, and biographies of the Founding Fathers. Teacher lessons may reflect activities that appeal to a wide range of academic abilities and intelligences, which will enable them to fulfill their understanding of how the United States Constitution was formed. Teachers may modify lessons in accordance with student ability.
Technology
Students will be able to gain a broad understanding and deep appreciation for the unit by accessing the abundance of information available on the internet. Digital databases store more information than the standard print resources made available to the students. Students will be able to access information regarding America's establishment of its constitution for the purposes of producing unit timelines and critically analyzing primary and secondary sources published online. Several reliable websites, many with government affiliation, house information pertinent to the unit of study.
Students will be encouraged to engage in Web 2.0 tools, such as Quizlet, Prezi, and Glogster, in order to collaborate with peers and share unit‐specific data online.
College and Workplace Readiness
Students will apply the life‐long skills of critical reading, comprehension and analysis throughout the coursework assigned in this unit. Writing skills will be reinforced using proper grammar and application of an increased vocabulary. Producing a timeline of events with regards to the United States Constitution will reinforce their recognition of cause and effect relationships. Critical analysis of the Constitution will contribute to the overall civic education of the student. Application of technology‐based resources for research purposes will prepare them to search the Internet efficiently as more content‐specific databases are established.
Unit 05 - Honors American Economic History I
Unit 5 - The Federalist Era
Enduring Understandings: Governments perform a variety of functions to ensure the continuity of national identity
Essential Questions: How do governments evolve?
How does the shape and size of the national government establish the identity of a nation?
What factors determine how much power a government should possess?
What role should the government play in influencing economic policy?
How does the national government balance the economic interests of the nation, with those of the individual states?
At what point is it necessary for the government to involve itself in international affairs?
Unit Goals: Students will understand that established governments perform a variety of social, political, and economic functions.
Recommended Duration: 2‐3 weeks
Guiding/Topical Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments Questions What Explain how the Textbook Socratic instruction: Teacher Homework assignments institutions of growth of the federal guided questioning which government did government during the The American Pageant: Guidebook Exercises necessitates a student In‐class questions and the United Federalist Era was response. discussion States necessary to carry Timeline of major social, political, and Constitution out political and economic events from the era Class notes: Provided through Reading exercises find necessary economic policy in direct teacher instruction or to sustain the order to sustain the National Archives and Records Administration independent student Individual and group republic? republic preparation projects HBO John Adams miniseries Judiciary Act of 1789 Interactive white board Student participation in President's Cabinet applications and software daily class activities
Students will create a graphic Completion of graphic organizer displaying the organizer political institutions established during the administration of G. Washington. Students must understand the purpose of the institution and its primary responsibility.
How did the Understand how Textbook Socratic instruction: Teacher Homework assignments economic policies opposing views of guided questioning which of Alexander government led to the The American Pageant: Guidebook Exercises necessitates a student response. In‐class questions and Hamilton polarize development of the discussion America’s Federalist and Timeline of major social, political, and economic Class notes: Provided through political Democratic‐Republic events from the era direct teacher instruction or Reading exercises landscape into a factions and birthed our independent student two‐party modern two‐party Alexander Hamilton’s Financial Plan preparation Individual and group projects system? system
Hamilton's Opinion as to the Constitutionality of the Interactive white board Student participation in daily National Bank Bank of the United States: 1791 applications and software class activities Protective Tariff Excise Tax Multimedia presentation National Debt Jefferson’s Opinion as to the Constitutionality of the Rubric to assess preparation, Funding at Par Bank of the United States: 1791 research, and contents Student groups will prepare a Assumption presentation multimedia presentation from HBO John Adams miniseries the perspective of A. Hamilton or Debate rubric T. Jefferson to President Educational Excursion: Federal Reserve Bank, NYC Washington regarding the United States economy. The presentation should identify all elements of A. Hamilton’s financial program and T. Jefferson’s belief in an agricultural society.
Class Debate:
Resolved: A loose interpretation of the Constitution is a more effective interpretation
How did foreign Explain how Jay’s Textbook: The American Pageant Kennedy, Socratic instruction: Teacher Homework assignments policy decisions Treaty and the Cohen, & Bailey guided questioning which of the Neutrality necessitates a student In‐class questions and Washington Proclamation were two The American Pageant Guidebook Exercises response. discussion administration foreign affairs affect the decisions influenced by Timeline of events Class notes: Provided through Reading exercises presidency of economic factors direct teacher instruction or John Adams? 1977 Advanced Placement United States independent student Individual and group History Exam Document‐Based Question preparation projects
French Revolution Jay’s Treaty Interactive white board Student participation in Proclamation of applications and software daily class activities Neutrality Declaration of Neutrality XYZ Affair Students will analyze primary Completion of 1977 Alien and Sedition Acts XYZ Affair documents and determine Advanced Placement United prepare a case supporting or States History exam HBO John Adams miniseries opposing Washington’s document based question decision. Rubric to assess preparation, research, and contents written assignment How did the The Alien and Sedition Textbook Socratic instruction: Teacher Homework assignments Alien and Acts were passed by guided questioning which Sedition Acts the Federalist Congress necessitates a student prompt the and signed into law by The American Pageant: Guidebook Exercises response. In‐class questions and analysis of the J. Adams. Opponents discussion constitutionality questioned the Timeline of events of federal laws? constitutionality of the Class notes: Provided through Reading exercises new law; believing it direct teacher instruction or infringed upon the Bill National Archives and Records Administration independent student of Rights preparation Individual and group Ourdocuments.gov projects Interactive white board Alien and Sedition Acts The Avalon Project: Documents in Law, History, applications and software Student participation in 1st Amendment and Diplomacy daily class activities Nullification Data based question (DBQ) PBS American Experience: John and Abigail Rubric to assess Adams “The Alien and Sedition Acts preparation, research, and were necessary to the safety contents written HBO John Adams miniseries of the United States” assignment
SOC.9‐12.6.1.12 All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. SOC.9‐12.6.1.12.A.2.e Explain how judicial review made the Supreme Court an influential branch of government, and assess the continuing impact of the Supreme Court today. SOC.9‐12.6.1.12.A.2.f Examine the emergence of early political parties and their views on centralized government and foreign affairs, and compare these positions with those of today's political parties. SOC.9‐12.6.1.12.B.2.a Analyze how the United States has attempted to account for regional differences while also striving to create an American identity. SOC.9‐12.6.1.12.C.2.b Explain the effects of inflation, debt, and attempts by new state and national governments to rebuild the economy by addressing issues of foreign and internal trade, banking, and taxation. SOC.9‐12.6.1.12.D.2.c Relate events in Europe to the development of American trade and American foreign and domestic policies. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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 studies. LA.9‐10.RH.9‐10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. LA.9‐10.RH.9‐10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. LA.9‐10.RH.9‐10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. LA.9‐10.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. LA.9‐10.WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. TEC.9‐12. Effective use of digital tools assists in gathering and managing information. TEC.9‐12.8.1.12 A.5 Produce a multimedia project using text, graphics, moving images, and sound.
Differentiation This unit can be adjusted to accommodate cooperative learning assignments and projects in relation to topics associated with the Federalist Era. The teacher may provide additional reading material of varying reading ability on select topics including, but not limited to the Washington administration and foreign and domestic affairs. Teacher lessons may reflect activities that appeal to a wide range of academic abilities and intelligences, which will enable them to fulfill their understanding of the Federalist agenda during the 1790s. Teachers may modify lessons in accordance with student ability.
Technology Students will be able to gain a broad understanding and deep appreciation for the unit by accessing the abundance of information available on the Internet. Digital databases store more information than the standard print resources made available to the students. Students will be able to access information regarding the Federalist Era for the purposes of producing unit timelines and critically analyzing primary and secondary sources published online. This unit calls for numerous websites affiliated with the federal government, but also streaming videos.
Students will be encouraged to engage in Web 2.0 tools, such as Quizlet, Prezi, and Glogster, in order to collaborate with peers and share unit‐specific data online. College and Workplace Readiness
Students will apply the life‐long skills of critical reading, comprehension and analysis throughout the coursework assigned in this unit. Writing skills will be reinforced using proper grammar and application of an increased vocabulary. Producing a timeline of events with regards to the Federalist Era will reinforce their recognition of cause and effect relationships. Application of technology‐based resources for research purposes will prepare them to search the Internet efficiently as more content‐ specific databases are established. Class debates regarding Alexander Hamilton's financial plan will permit students to express their opinions in structured and respectful dialogue.
Unit 06 - Honors American Economic History I
Unit 6 - The Age of Jeffersonian Democracy
Enduring Understandings: Established governments can maintain peaceful transitions of power while strengthening their political and economic identity.
Essential Questions: How is democracy defined and described?
Who determines the constitutionality of laws?
What type of political and economic decisions do political executives face?
How can a change in economic policy stunt economic growth?
In what ways are global economies dependent on one another?
How does war strengthen the political and economic identity of a nation?
Unit Goals: Students will understand that even the youngest of governments can maintain peaceful transitions of power.
Recommended Duration: 2 weeks
Guiding/Topical Suggested Suggested Content/Themes/Skills Resources and Materials Questions Strategies Assessments In what areas of Summarize the Textbook Socratic Homework political and political and economic instruction: assignments economic policy positions of the The American Pageant: Guidebook Exercises Teacher guided did the Federalist and questioning which In‐class questions Federalist and Democratic‐Republican Timeline of events which led to the establishment of the two‐party necessitates a and discussion Democratic‐ parties system student response. Republican Reading exercises parties Differences between Multimedia presentation tools Class notes: disagree? Federalist and Provided through Republican ideology Individual and direct teacher group projects instruction or independent Student student participation in preparation daily class activities Interactive white board applications Scoring rubrics and software for class writings and projects Students will create campaign Student literature presentation of promoting the campaign political and literature economic positions of the Political cartoon Federalist and analysis Democratic Republican parties?
Students will create political cartoons depicting the positions of the Federalist and Democratic
What political Research and analysis Textbook Socratic Homework and economic of the political and instruction: assignments events economic legacy of The American Pageant: Guidebook Exercises Teacher guided characterize the Thomas Jefferson questioning which In‐class questions Thomas Timeline of events examining the political and economic necessitates a and discussion Jefferson Revolution of 1800 accomplishments of the Jefferson presidency student response. presidency? Jefferson's imprint Reading exercises Jefferson Class notes: Provided through Individual and direct teacher group projects instruction or independent Student student participation in preparation daily class activities Interactive white board applications Scoring rubrics and software Cause and effect Students will matching game create a character using Thomas sketch of Thomas Jefferson’s Jefferson decisions and the highlighting his outcomes of political and each economic legacy. From this, students will create a report card on the Jefferson presidency; assigning a letter grade for political and economic decisions made during his two terms in office
What was the Analyze how the Textbook Socratic Homework historical Supreme Court instruction: assignments significance of expanded its power The American Pageant: Guidebook Exercises Teacher guided the Supreme and interpreted the questioning which In‐class questions Court’s Constitutionality of Timeline of events leading up to the Marbury decision necessitates a and discussion Marbury v. federal and state laws student response. Madison Reading exercises decision? Judiciary Act of 1801 Class notes: Midnight Judges Provided through Individual and Judicial Review direct teacher group projects Marshall Court instruction or independent Student student participation in preparation daily class activities Interactive white board applications Student and software preparation and contribution to Panel discussion panel discussion of Marbury v. Madison case. Students will compare the Marbury ruling to other court cases of the Supreme Court under John Marshall’s tenure. Additionally, students will research recent Supreme Court rulings regarding the constitutionality of federal and state laws. What social, Analyze the causes and Textbook Socratic Homework political, and effects of the Louisiana instruction: assignments economic Purchase The American Pageant: Guidebook Exercises Teacher guided effects of the Strict v. Loose questioning which In‐class questions Louisiana Interpretation of U.S. Timeline of events leading up to the acquisition of the Louisiana Territory necessitates a and discussion Purchase? Constitution student response demonstrating Map depicting territorial growth of the United States to 1803 understanding of Class notes: the effects of the Provided through Louisiana direct teacher Purchase instruction or independent Reading exercises student preparation Individual and group projects Interactive white board applications Student and software participation in daily class Student activities completion of classwork Students will assignment which present research requires students in a multimedia to research causes format and political and economic consequences of
the Louisiana Purchase, its implications for future expansion, and the Lewis & Clark and the Corps of Discovery expedition
What were the Describe Jefferson’s Textbook Socratic Student political and intentions with the instruction: participation in economic embargo and compare The American Pageant: Guidebook Exercises Teacher guided daily class consequences it with its actual questioning which activities of Thomas outcome Timeline of events leading to the Embargo Act of 1807 necessitates a Jefferson’s 1807 student response Test/quiz Embargo Act? Embargo demonstrating Non‐Intercourse Act Class notes: the causes of the
Macon's Bill No. 2 Provided through Embargo Act of direct teacher 1807 and its
instruction or political and independent economic student implications
preparation Teacher will Divide students assess student into groups of research in New Englanders, quality of debate Southerners, and using research Westerners. and debate Instruct students rubric to research the positions each group had on Jefferson’s embargo in 1807
Students will present research to the class and debate Jefferson’s decision
How was war Describe the causes of Textbook Socratic Homework with Britain in the War of 1812 instruction: assignments 1812 essential explain its political and The American Pageant: Guidebook Exercises Teacher guided to America’s economic questioning which In‐class questions economic consequences Timeline of events leading to the Embargo Act of 1807 necessitates a and discussion growth and student response development? The demise of the Reading exercises Federalist Party Class notes: Beginnings of the Provided through Individual and Industrial Revolution direct teacher group projects instruction or independent Student student participation in preparation daily class activities Students will create a Teacher will multimedia assess student presentation of research in the causes of the quality of debate War of 1812. using research Students will and debate research the rubric political and economic consequences of the war
SOC.9‐12.6.1.12.A.2.e Explain how judicial review made the Supreme Court an influential branch of government, and assess the continuing impact of the Supreme Court today. SOC.9‐12.6.1.12.A.2.f Examine the emergence of early political parties and their views on centralized government and foreign affairs, and compare these positions with those of today's political parties. SOC.9‐12.6.1.12.B.2.a Analyze how the United States has attempted to account for regional differences while also striving to create an American identity. SOC.9‐12.6.1.12.D.2.c Relate events in Europe to the development of American trade and American foreign and domestic policies. SOC.9‐12.6.1.12.A.3.b Determine the extent to which America's foreign policy (i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national interest. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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 studies. LA.9‐10.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. LA.9‐10.WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.9‐10.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. LA.9‐10.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. TEC.9‐12. Effective use of digital tools assists in gathering and managing information. TEC.9‐12.8.1.12 A.6 Produce and edit page layouts in different formats using desktop publishing and graphics software.
Differentiation This unit can be adjusted to accommodate cooperative learning assignments and projects in relation to topics associated with the Thomas Jefferson presidency. The teacher may provide additional reading material of varying reading ability on select topics including, but not limited to the Louisiana Purchase and the Embargo Act of 1807. Teacher lessons may reflect activities that appeal to a wide range of academic abilities and intelligences, which will enable them to fulfill their understanding of the Jefferson presidency. Teachers may modify lessons in accordance with student ability.
Technology Students will be able to gain a broad understanding and deep appreciation for the unit by accessing the abundance of information available on the internet. Digital databases store more information than the standard print resources made available to the students. Students will be able to access information regarding Thomas Jefferson's presidency for the purposes of producing unit timelines, creating a character sketch, and critically analyzing primary and secondary sources published online. Numerous Internet resources, including those affiliated with the White House and the Monticello organization provide detailed analysis and resources associated with Thomas Jefferson.
Students will be encouraged to engage in Web 2.0 tools, such as Quizlet, Prezi, and Glogster, in order to collaborate with peers and share unit‐specific data.
College and Workplace Readiness Students will apply the life‐long skills of critical reading, comprehension and analysis throughout the coursework assigned in this unit. Writing skills will be reinforced using proper grammar and application of an increased vocabulary. Producing a timeline of events with regards to the presidency of Thomas Jefferson will reinforce their recognition of cause and effect relationships. Application of technology‐based resources for research purposes will prepare them to search the internet efficiently as more content‐specific databases are established. Participation in panel discussions will train students to conduct dialogue in a structured and concise manner.
Unit 07- Honors American Economic History I
Unit 7 - Increased Nationalism and the Era of Good Feelings
Enduring Understandings: Increased nationalism strengthens the central government and helps shape political and economic policy.
Essential Questions: How does post‐war nationalism influence political and economic policy?
How can unpopular political decisions lead to the demise of political parties?
How do nations protect their industries and interests from foreign competition and intervention?
What institutions and behaviors effectively govern a growing economy?
What are the causes of financial panics?
What economic factors contribute to sectional divisions within a nation?
Unit Goals: Students will understand how an increase in nationalism can spur economic development and expansion.
Recommended Duration: 2‐3 weeks
Guiding/Topical Suggested Content/Themes/Skills Resources and Materials Suggested Strategies Questions Assessments How did the Explain how the United Textbook Socratic instruction: Teacher guided Homework results of the States government questioning which necessitates a assignments War of 1812 promoted American The American Pageant: Guidebook Exercises student response. promote political nationalism when In‐class questions and economic formulating foreign and Timeline of events concluding the War of 1812 Class notes: Provided through direct and discussion development? domestic policy. teacher instruction or independent
student preparation Reading exercises
Monroe Doctrine Vocabulary: Identification and Adams‐Onis Treaty Individual and definition of key terms and people from group projects The Missouri the era Compromise (1820) Interactive white board applications and software Student participation in daily class activities Students will create a research timeline of political and economic events from the post‐war 1812 period (e.g. Election Student of 1816, American System, Missouri participation in Compromise, and Monroe Doctrine). class discussion Each event placed on the timeline must be accompanied by a written or Teacher will assess recorded response stating the historical student timeline significance of the event. using research/ timeline rubric Map Skills: Create a map of the United States circa 1821. Include Free/Slave states and territories, Missouri Compromise boundaries, and Adams‐ Onis terms
Analyze the terms of the Monroe Doctrine from the perspective of foreign nations. Cite the symbolic significance in regards to foreign policy.
How did John Explain how the Textbook Socratic instruction: Teacher guided Homework Marshall’s Marshall Court questioning which necessitates a assignments Supreme Court supported the values The American Pageant: Guidebook Exercises student response. expand the of national supremacy, In‐class questions powers of the economic power, and Timeline of Marshall Court rulings Class notes: Provided through direct and discussion federal judicial authority. teacher instruction or independent government? student preparation Reading exercises Marshall Court rulings Vocabulary: Identification and Individual and definition of key terms and people group projects from the era Student Interactive white board applications participation in and software daily class activities Outline the significant growth in the strength of the federal government Scoring rubrics during John Marshall's tenure for student research and Student presentations of select presentation Marshall Court rulings. Students will research the origins of the case, key Completion of arguments, and the majority Marshall Court opinion. graphic organizer
What economic Students will describe the Textbook Socratic instruction: Teacher guided Socratic impact did effects of increased questioning which necessitates a instruction: improvements in mechanization and The American Pageant: Guidebook Exercises student response. Teacher guided mass production transportation questioning which and improvements on the Timeline of Industrial growth and transportation Class notes: Provided through direct necessitates a transportation economic growth of the improvements. teacher instruction or independent student response. systems have on United States student preparation America’s market Class notes: economy? Cotton Gin Vocabulary: Identification and Provided through Canals definition of key terms and people from direct teacher National Road the era instruction or Factory System Erie Canal independent
Interactive white board applications student Railroad preparation and software
Vocabulary: Identification and definition of key terms and people from the era
Interactive white board applications and software
Create of map of the United States illustrating railroad lines and canal networks.
Research how improvements in mechanization and transportation shaped the economic growth of the United States
Panel Discussion: How did the cotton gin expand the economic growth of the northern and southern states?
Differentiation This unit can be adjusted to accommodate cooperative learning assignments and projects in relation to topics associated with the post‐war 1812 United States. The teacher may provide additional reading material of varying reading ability on select topics including, but not limited to Henry Clay's American System, the Missouri Compromise, and the Monroe Doctrine. Teacher lessons may reflect activities that appeal to a wide range of academic abilities and intelligences, which will enable them to fulfill their understanding of Era of Good Feelings. Teachers may modify lessons in accordance with student ability. Technology Students will be able to gain a broad understanding and deep appreciation for the unit by accessing the abundance of information available on the Internet. Digital databases store more information than the standard print resources made available to the students. Students will be able to access information regarding the time of increased nationalism for the purposes of producing unit timelines, participating in class debates, and critically analyzing primary and secondary sources published online.
Students will be encouraged to engage in Web 2.0 tools, such as Quizlet, Prezi, and Glogster, in order to collaborate with peers and share unit‐ specific data online. College and Workplace Readiness Students will apply the life‐long skills of critical reading, comprehension and analysis throughout the coursework assigned in this unit. Writing skills will be reinforced using proper grammar and application of an increased vocabulary. Producing a timeline of events with regards to the post‐war 1812 period and the Era of Good Feelings will reinforce their recognition of cause and effect relationships. Application of technology‐based resources for research purposes will prepare them to search the internet efficiently as more content‐specific databases are established. Research, accompanied by select presentations will reinforce the student's public speaking skills and response to criticism.
Unit 08 - Honors American Economic History I
Unit 8 - The Era of Jacksonian Democracy
Enduring Understandings: The democratic experiment evolves due to the convergence of social, political, and economic forces.
Essential Questions: How does political and economic turmoil influence national elections?
What influence does change on the political landscape of a nation?
How does unpopular economic policy promote sectional differences?
What social, political, and economic questions are governments forced to answer?
Can a nation be truly democratic if certain groups are excluded from the democratic process?
What variables contribute to the emergence of opposing political parties?
Unit Goals: Students will understand that the American electorate has the ability to shape the political and economic landscape of the United States.
Recommended Duration: 2‐3 weeks
Guiding/Topical Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments Questions What How did the failure Textbook Socratic instruction: Teacher Homework challenges of the Adams’ guided questioning which assignments did John presidency The American Pageant: Guidebook Exercises necessitates a student Quincy establish Andrew response. In‐class questions Adams face Jackson as a Timeline of events leading up to the elections of 1824 and and discussion as contender in the 1828 Class notes: Provided through president? election of 1828? direct teacher instruction or Reading exercises independent student Corrupt Bargain preparation Individual and group projects Vocabulary: Identification and definition of key terms and Student people from the era participation in daily class activities Interactive white board applications and software Open‐notes quiz on the Adams’ legacy Students will compare and contrast John Adams’ success and failure as president. Particular emphasis to be placed on the “corrupt bargain” and Adams’ nationalistic agenda.
How was Explain how Textbook: The American Pageant Kennedy, Cohen, & Bailey Socratic instruction: Teacher Homework Andrew political reforms in guided questioning which assignments Jackson’s the 1820s The American Pageant Guidebook Exercises necessitates a student victory in the expanded response. In‐class questions election of participation in Timeline of events leading up to the elections of 1828 and and discussion 1828 national politics 1832 Class notes: Provided through perceived as and shaped public direct teacher instruction or Reading exercises a transition policy, yet 1980 Advanced Placement United States History Exam independent student towards New excluded Native Document Based Question preparation Individual and Democracy? American tribes group projects Voting Interactive white board requirements applications and software Student 1820s ‐ 1830s Indian Removal Act participation in Mass Democracy Vocabulary: Identification and daily class activities Rise of the working definition of key terms and class people from the era Completion of 1980 Advanced Students will create a list of Placement United voter qualifications and States History Exam electoral procedures prior to Document Based the elections of 1824 and Question 1828. Compare and contrast the similarities and differences Summative in qualifications. assessment addressing changes Discuss how Americans today in the political would respond to Jackson’s landscape during “equal protection and equal the 1830s benefits” policies
Class Debate: Indian Removal Act ‐1830
How did the Explain how the Textbook Socratic instruction: Teacher Homework tariff dispute tariff dispute guided questioning which assignments and promoted the The American Pageant: Guidebook Exercises necessitates a student nullification doctrine of response. In‐class questions crisis nullification Timeline of events leading up to the nullification crisis and discussion promote Class notes: Provided through Bar graph depicting rate of increase of protective tariff division direct teacher instruction or Reading exercises along John C. Calhoun independent student Force Bill geographic South Carolina preparation Individual and group projects lines? Exposition & Protest Vocabulary: Identification and Nullification definition of key terms and Student Tariff of people from the era participation in Abominations daily class activities Interactive white board applications and software Student participation in Instruct students to interpret interpretation the use of the protective from activity the perspectives of Northerners and Southerners. Class debate rubric
Create a bar graph depicting the increase of the protective tariff
Class Debate: Resolved: Andrew Jackson’s passage of the Force Bill was necessary
What were the Explain how Andrew Textbook Socratic instruction: Teacher guided Homework assignments causes and Jackson viewed the questioning which necessitates a consequences Bank of the United The American Pageant: Guidebook Exercises student response. In‐class questions and of Andrew States as an element of discussion Jackson’s war of aristocratic power Timeline of events leading up to the veto of the Second Bank’s re‐ Class notes: Provided through direct the Bank of the wealth chartering bill teacher instruction or independent Reading exercises United States? student preparation Andrew Jackson’s Bank War Statement Individual and group Bank War Vocabulary: Identification and projects definition of key terms and people from the era Student participation in daily class activities Interactive white board applications and software Student participation in interpretation activity Research and prepare arguments for a debate between Andrew Jackson Essay response and Nicholas Biddle. Students should assessment also assume roles of members of summarizing the Congress and prepare a list of positions of Jackson and questions to be asked of Jackson and Biddle regarding the Biddle. Second National Bank. Emphasis to be placed on the financial panic of 1837.
SOC.9‐12.6.1.12.3 Multiple political, social, and economic factors caused American territorial expansion. The rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political compromises, and an expansion of democratic practices. SOC.9‐12.6.1.12.A.3.b Determine the extent to which America's foreign policy (i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national interest. SOC.9‐12.6.1.12.A.3.c Assess the role of geopolitics in the development of American foreign relations during this period. SOC.9‐12.6.1.12.A.3.d Describe how the Supreme Court increased the power of the national government and promoted national economic growth during this era. SOC.9‐12.6.1.12.A.3.e Judge the fairness of government treaties, policies, and actions that resulted in Native American migration and removal. SOC.9‐12.6.1.12.A.3.g Determine the extent to which state and local issues, the press, the rise of interest‐group politics, and the rise of party politics impacted the development of democratic institutions and practices. SOC.9‐12.6.1.12.D.3.a Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives. SOC.9‐12.6.1.12.D.3.c Assess how states' rights (i.e., Nullification) and sectional interests influenced party politics and shaped national policies (i.e., the Missouri Compromise and the Compromise of 1850). LA.9‐10.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. LA.9‐10.R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. LA.9‐10.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 studies. LA.9‐10.RH.9‐10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. LA.9‐10.RH.9‐10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. LA.9‐10.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. LA.9‐10.WHST.9‐10.2.a 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. LA.9‐10.WHST.9‐10.2.d Use precise language and domain‐specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. LA.9‐10.WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.9‐10.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. LA.9‐10.WHST.9‐10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. TEC.9‐12. Effective use of digital tools assists in gathering and managing information.
Differentiation This unit can be adjusted to accommodate cooperative learning assignments and projects in relation to topics associated with the Jackson presidency. The teacher may provide additional reading material of varying reading ability on select topics including, but not limited to, the expansion of the democracy, Indian removal, and the economic challenges Jackson faced. Teacher lessons may reflect activities that appeal to a wide range of academic abilities and intelligences, which will enable them to fulfill their understanding of Andrew Jackson's presidency. Teachers may modify lessons in accordance with student ability. Technology Students will be able to gain a broad understanding and deep appreciation for the unit by accessing the abundance of information available on the Internet. Digital databases store more information than the standard print resources made available to the students. Students will be able to access information regarding Andrew Jackson's presidency for the purposes of producing unit timelines, organizing arguments for class debates, and critically analyzing primary and secondary sources published online. Students will be encouraged to engage in Web 2.0 tools, such as Quizlet, Prezi, and Glogster, in order to collaborate with peers and share unit‐ specific data online.
College and Workplace Readiness
Students will apply the life‐long skills of critical reading, comprehension and analysis throughout the coursework assigned in this unit. Writing skills will be reinforced using proper grammar and application of an increased vocabulary. Producing a timeline of events with regards to the Andrew Jackson presidency and will reinforce their recognition of cause and effect relationships. Application of technology‐based resources for research purposes will prepare them to search the Internet efficiently as more content‐specific databases are established. Research, accompanied by select presentations and class debates will reinforce the student's public speaking skills and response to criticism.
Unit 09 - Honors American Economic History I
Unit 9 - Development of the National Economy
Enduring Understandings: All nations, even wealthy nations, struggle with issues arising from the unequal distribution of wealth.
Essential Questions: How is economic strength measured?
How does technology and industrialization promote economic development and migration?
What are the advantages of a diversified economy?
What factors contribute to the population increase of a nation?
What effect does immigration have on the American economy?
How does capitalism determine social and class structure of society?
Unit Goals: Students will understand that America’s economic strength lies within the ambitions of its people
Recommended Duration: 2 weeks
Guiding/Topical Suggested Content/Themes/Skills Resources and Materials Suggested Strategies Questions Assessments How did Students will be able Textbook Socratic instruction: Teacher guided Homework increased to describe how questioning which necessitates a assignments immigration American’s The American Pageant: Guidebook Exercises student response. and westward movement westward In‐class questions expansion of epitomized the Timeline of events and technological development of the Class notes: Provided through direct and discussion the United economic and Industrial Revolution teacher instruction or independent States industrial ambitions of student preparation Reading exercises contribute to the nation. its economic Vocabulary: Identification and Individual and group growth? definition of key terms and people projects from the era Student Interactive white board applications participation in daily and software class activities
Students will create an advertisement Presentation rubric to promote immigration to the United to assess research‐ States. Emphasis should be placed on based assignment advantages of emigrating to the United States and moving west. Unit exam Students will research the major industrial achievements of the era and rank them in order of historical significance. Research should reflect the role immigrants played in America’s economic progress.
Identification of major immigrant centers within the United States
How did Explain how Textbook Socratic instruction: Teacher guided Homework America’s socioeconomic status questioning which necessitates a student assignments industrialization was determined in The American Pageant: Guidebook Exercises response. promote reinforced in the era of In‐class questions and disparities industrialization. Primary Source materials and excerpts Class notes: Provided through direct discussion between the rich teacher instruction or independent student and poor? preparation Reading exercises Factory owners and workers? Vocabulary: Identification and definition of Individual and group key terms and people from the era projects
Interactive white board applications and Student participation software in research and panel discussion. Assign students the separate roles of factory owner, male factory worker, female Summative assessment factory worker, child worker, and regarding the effect immigrant. Students will research the roles industrialization had that each assumed during the on socioeconomic industrialization era. Emphasis to be placed status. on acquiring and interpreting primary source documents. Unit exam Students will be instructed to create a social class pyramid of mid‐19th century America
SOC.9‐12.6.1.12 All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. SOC.9‐12.6.1.12.3 Multiple political, social, and economic factors caused American territorial expansion. The rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political compromises, and an expansion of democratic practices. SOC.9‐12.6.1.12.B.3.a Assess the impact of Western settlement on the expansion of United States political boundaries. SOC.9‐12.6.1.12.C.3.a Analyze how technological developments transformed the economy, created international markets, and affected the environment in New Jersey and the nation. SOC.9‐12.6.1.12.C.3.b Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals. SOC.9‐12.6.1.12.D.3.a Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives. SOC.9‐12.6.1.12.D.3.b Explain how immigration intensified ethnic and cultural conflicts and complicated the forging of a national identity. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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 studies. LA.9‐10.WHST.9‐10.2.a 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. LA.9‐10.WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.9‐10.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. LA.9‐10.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. LA.9‐10.WHST.9‐10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. TEC.9‐12. Effective use of digital tools assists in gathering and managing information.
Differentiation This unit can be adjusted to accommodate cooperative learning assignments and projects in relation to topics associated with America's economic growth and development. The teacher may provide additional reading material of varying reading ability on select topics including, but not limited to differences between northern and southern economies, inventions, and the social, political, and economic results of the factory system. Teacher lessons may reflect activities that appeal to a wide range of academic abilities and intelligences, which will enable them to fulfill their understanding of America's economic evolution. Teachers may modify lessons in accordance with student ability. Technology Students will be able to gain a broad understanding and deep appreciation for the unit by accessing the abundance of information available on the Internet. Digital databases store more information than the standard print resources made available to the students. Students will be able to access information regarding America's economic growth and development for the purposes of producing unit timelines and critically analyzing primary and secondary sources published online. Students will be encouraged to engage in Web 2.0 tools, such as Quizlet, Prezi, and Glogster, in order to collaborate with peers and share unit‐specific data. College and Workplace Readiness Students will apply the life‐long skills of critical reading, comprehension and analysis throughout the coursework assigned in this unit. Writing skills will be reinforced using proper grammar and application of an increased vocabulary. Producing a timeline of events with regards to the growth and development of the American economy will reinforce their recognition of cause and effect relationships. Application of technology‐based resources for research purposes will prepare them to search the Internet efficiently as more content‐specific databases are established. Research, accompanied by select presentations will reinforce the student's public speaking skills and response to criticism.
Unit 10 - Honors American Economic History I
Unit 10 - The Era of Reform and Southern Slavery System
Enduring Understandings Individuals seek to reform society when social, political, and economic circumstances conflict with a nation’s ideals.
Essential Questions: What role does religion serve in American society?
How does reform play an integral part in changing American society?
How do reform movements shape the social, political, and economic landscape of a nation?
How does capitalism determine social and class structure of society?
Unit Goals: Students will understand that reform movements occur to place society in tune with political ideals.
Recommended Duration: 2‐3 weeks
Guiding/Topical Suggested Content/Themes/Skills Resources and Materials Suggested Strategies Questions Assessments How did the Describe the influence Textbook Socratic instruction: Teacher Homework Second Great organized religion had guided questioning which assignments Awakening on fueling social The American Pageant: Guidebook Exercises necessitates a student response. promote reform and In‐class questions significant and democratizing the Class notes: Provided through and discussion long lasting national institutions of Timeline of events that led to the establishment of new religious denominations direct teacher instruction or reform education, slavery, independent student movements of and women’s rights Reading exercises th preparation the 19 Horace Mann Timeline of significant achievements of individual reform movements century? Seneca Falls Individual and Convention Primary and secondary source materials (images, political cartoons, Vocabulary: Identification and group projects Declaration of quotes) definition of key terms and Sentiments people from the era Abolition Completion of 1981 1981 Advanced Placement United States History Exam Document Based or 2002 Advanced Question Interactive white board Placement United applications and software States History Exam 2002 Advanced Placement United States History Exam Document Based (Document Based Question Prepare a visual timeline of Question) major events and figures from the era Women’s Rights Movement Student participation in Instruct students to create a research Abolitionist Movement graphic organizer describing the fundamental beliefs of the major Matching the religious denominations reform movement established during the Second with the individual Great Awakening. and group reformers Students may research the contributions of specific social Unit summative reformers. (i.e. Horace Mann, assessment Dorothea Dix, Elizabeth Cady Stanton, Frederick Douglass)
Compare and Contrast the Declaration of Independence with the Declaration of Sentiments.
Research how successful the 19th century reformers were in achieving their goals.
How were the Explain how southern Textbook Socratic instruction: Teacher Homework economic cotton came to be guided questioning which assignments benefits of known as “King The American Pageant: Guidebook Exercises necessitates a student response. slavery shared Cotton” and become In‐class questions between the the South’s dominant Timeline of events that exhibit the South’s growth and reliance on cash Class notes: Provided through and discussion North and cash crop crops (i.e. tobacco, rice, sugar, cotton) direct teacher instruction or South? independent student Reading exercises Primary and Secondary source materials preparation Individual and Statistics regarding southern cotton exports and slave population Vocabulary: Identification and group projects definition of key terms and Maps of southern cotton production/distribution of slave populations people from the era Student participation and Interactive white board completion of applications and software topical research
Students will research how the Unit summative northern and southern assessment economies benefited from increased cotton production.
Students will create graphs showing correlations between cotton production and the southern slave population.
How did the Analyze the lengths to Textbook Socratic instruction: Teacher Homework abolitionist which abolitionists guided questioning which assignments movement in went to promote their The American Pageant: Guidebook Exercises necessitates a student response. the North cause. In‐class questions divide the Timeline of events which represent significant progress within the Class notes: Provided through and discussion United States abolitionist crusade direct teacher instruction or along economic Frederick Douglass Primary and secondary source materials (images, political cartoons, independent student Reading exercises and geographic William Lloyd Garrison quotes) preparation boundaries and Harriet Beecher Stowe Individual and contribute to Uncle Tom's Cabin Narrative of the Life of Frederick Douglass Vocabulary: Identification and group projects the proslavery Slavery as a "positive definition of key terms and backlash in the good." people from the era Student South? participation in Interactive white board daily class activities applications and software Scoring rubrics for Students may create a character class writings and sketch of famed abolitionists and projects the contributions and arguments they made to the cause. Preparation of class debate arguments Compare and contrast the moral arguments against slavery with Unit summative those economic arguments in assessment support of slavery.
Complete photograph analysis of images of the plantation South.
Class debate: Would the attempted abolition of slavery threaten the foundations of the Union? (Kennedy, Cohen, & Bailey)
Class Debate: Is slavery incompatible with the most fundamental American principles?
SOC.9‐12.6.1.12 All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. SOC.9‐ Analyze arguments for new women's roles and rights, and explain why 18th‐century society limited women's aspirations. 12.6.1.12.D.2.d SOC.9‐ 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 12.6.1.12.A.3.f Jersey and the nation during the Antebellum period. SOC.9‐ Analyze the various rationales provided as a justification for slavery. 12.6.1.12.A.3.h SOC.9‐ Assess the impact of Western settlement on the expansion of United States political boundaries. 12.6.1.12.B.3.a SOC.9‐ Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals. 12.6.1.12.C.3.b SOC.9‐ Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives. 12.6.1.12.D.3.a SOC.9‐ Analyze the role education played in improving economic opportunities and in the development of responsible citizens. 12.6.1.12.D.3.d SOC.9‐ Determine the impact of religious and social movements on the development of American culture, literature, and art. 12.6.1.12.D.3.e SOC.9‐ Evaluate the ways in which women organized to promote government policies (i.e., abolition, women's suffrage, and the temperance movement) designed to address injustice, inequality, 12.6.1.12.A.6.b workplace safety, and immorality. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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 studies. LA.9‐10.RH.9‐10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. LA.9‐10.WHST.9‐ Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 10.4 LA.9‐10.WHST.9‐ 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 10.5 audience. LA.9‐10.WHST.9‐ 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; 10.7 synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. LA.9‐10.WHST.9‐ Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research 10.8 question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. LA.9‐10.WHST.9‐ Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and 10.10 audiences. TEC.9‐12. Effective use of digital tools assists in gathering and managing information.
Differentiation This unit can be adjusted to accommodate cooperative learning assignments and projects in relation to topics associated with American's reform era. The teacher may provide additional reading material of varying reading ability on select topics including, but not limited to women's rights, abolition, and educational reform. Teacher lessons may reflect activities that appeal to a wide range of academic abilities and intelligences, which will enable them to fulfill their understanding of the Era of Reform. Teachers may modify lessons in accordance with student ability. The unit allows for independent student work and activities where students can display comprehension of unit content.
Technology Students will be able to gain a broad understanding and deep appreciation for the unit by accessing the abundance of information available on the Internet. Digital databases store more information than the standard print resources made available to the students. Students will be able to access information regarding America's reform movements for the purposes of producing unit timelines and critically analyzing primary and secondary sources published online. Students will be encouraged to engage in Web 2.0 tools, such as Quizlet, Prezi, and Glogster, in order to collaborate with peers and share unit‐specific data.
College and Workplace Readiness
Students will apply the life‐long skills of critical reading, comprehension and analysis throughout the coursework assigned in this unit. Writing skills will be reinforced using proper grammar and application of an increased vocabulary. Producing a timeline of events with regards to the Era of Reform will reinforce their recognition of cause and effect relationships. Application of technology‐based resources for research purposes will prepare them to search the Internet efficiently as more content‐specific databases are established. Analysis of economic data will promote a deeper understanding of economic fundamentals. Research, accompanied by select presentations will reinforce the student's public speaking skills and response to criticism.
Unit 11 - Honors American Economic History I
Unit 11 - Manifest Destiny and Sectionalism
Enduring Understandings: Political and economic indifference divides nations along geographic lines.
Essential Questions: How does geography shape political and economic systems?
What potential does compromise have in uniting a divided nation?
How can political compromise further divide a nation?
What factors contribute to the rise of political parties?
What role do elections play in reshaping political and economic policy?
What is the result when conflicting theories regarding government converge?
When are rebellions against the “legal” establishment considered morally “just?”
Unit Goals: Understand the causes and effects of Manifest Destiny. Identify the political, social, and economic impact of Manifest Destiny.
Recommended Duration: 3 weeks
Guiding/Topical Suggested Content/Themes/Skills Resources and Materials Suggested Strategies Questions Assessments How did Explain how territorial Textbook Socratic instruction: Homework “Manifest acquisitions with Teacher guided questioning assignments which necessitates a Destiny” Texas, California, and The American Pageant: Guidebook Exercises influence Oregon defined early student response. In‐class questions and American attempts of U.S. discussion expansion imperialism. Timeline of events illustrating America’s land acquisitions Class notes: Provided during the mid‐ th through direct teacher Reading exercises 19 century? Map of the United States illustrating America’s westward expansion instruction or independent Mexican‐American student preparation War Individual and group Treaty of Guadalupe Primary and secondary source materials (images, political cartoons, quotes) Vocabulary: Identification projects Hidalgo and definition of key terms Mexican Cession 1994 Advanced Placement United States History Exam Document Based and people from the era Student participation Question in daily class activities Interactive white board applications and software Complete 1994 Advanced Placement Election of 1844 campaign & results United States History Create a visual timeline of exam document based U.S. land acquisitions circa question Annexation of Texas 1783 ‐ 1853 Scoring rubrics for Mexican‐American War Students may research the social, political, and class writings and economic significance of projects John O’Sullivan on Manifest Destiny territorial expansion. Emphasis should be placed Preparation of panel John Gist’s American Progress on political and economic discussion pieces risks and rewards. Unit summative Analysis of the long‐term assessment results of the Mexican‐ American War.
Panel discussion: Discuss America’s movement westward in relation to the theory of Manifest Destiny. (Oregon, Texas, Mexican Cession)
Interpretation of John Gast’s American Progress portrayal
How did the Describe how the Textbook Socratic instruction: Homework results of the sectional conflict and Teacher guided questioning assignments Mexican‐ over slavery intensified The American Pageant: Guidebook Exercises which necessitates a American War during the 1850s student response. In‐class questions and further divide Timeline of events illustrating America’s land acquisitions discussion the northern Class notes: Provided and southern Wilmot Proviso through direct teacher states? Compromise of 1850 Map of the United States depicting free states, slaveholding states, and instruction or independent Reading exercises Fugitive Slave Law ‐ territories open to popular sovereignty student preparation 1850 Individual and group Kansas‐Nebraska Act Primary and secondary source materials (images, political cartoons, quotes) Vocabulary: Identification projects and definition of key terms and people from the era Provisions of the Compromise of 1850 Student participation in daily class activities Interactive white board
applications and software Scoring rubrics for class research, Create character sketches of writings, and projects significant personalities of the era (i.e. David Wilmot, Preparation of panel Zachary Taylor, Henry Clay, discussion pieces Stephen Douglas) Unit summative Create a graphic organizer assessment describing the provisions of the compromise of 1850.
Compare and contrast the Compromise of 1850 with other previous attempts at compromise.
Create at map of the United States labeling free states, slave states, and those territories open to popular sovereignty
Panel Discussion: Examine how expanding slavery into the territories was of economic benefit to the South.
How did Explain how the Textbook Socratic instruction: Homework political and contribution of the Teacher guided questioning assignments cultural abolitionist movement The American Pageant: Guidebook Exercises which necessitates a developments and political and student response. In‐class questions and further judicial decisions discussion entrench promoted divisions Timeline of events signifying cultural, political, and judicial developments of the 1850s Class notes: Provided sectional between northern and through direct teacher division during southern states Reading exercises 1982 Advanced Placement United States History Exam Document Based instruction or independent the 1850s? student preparation Underground Railroad Question Individual and group Uncle Tom's Cabin projects Bleeding Kansas Primary and secondary source analysis Vocabulary: Identification Lincoln‐Douglas and definition of key terms and people from the era Completion of 1982 Debates The Underground Railroad Advanced Placement United States History Interactive white board Uncle Tom’s Cabin excerpts Exam Document applications and software Based Question
Based on research on the Student participation Underground Railroad, in daily class activities students assume the identity of a fugitive slave and create journal entries Scoring rubrics for regarding his escape to class writings and Canada. projects
Create a character sketch of Harriet Beecher Stowe and explain the northern and southern responses to Uncle Tom’s Cabin.
Create a timeline of events with accompanying research regarding explanation and results of political and cultural developments of the 1850s.
SOC.9‐12.6.1.12 All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. SOC.9‐12.6.1.12.3 Multiple political, social, and economic factors caused American territorial expansion. The rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political compromises, and an expansion of democratic practices. SOC.9‐12.6.1.12.A.3.a Assess the influence of Manifest Destiny on foreign policy during different time periods in American history. SOC.9‐12.6.1.12.A.3.h Analyze the various rationales provided as a justification for slavery. SOC.9‐12.6.1.12.B.3.a Assess the impact of Western settlement on the expansion of United States political boundaries. SOC.9‐12.6.1.12.D.3.a Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives. SOC.9‐12.6.1.12.D.3.c Assess how states' rights (i.e., Nullification) and sectional interests influenced party politics and shaped national policies (i.e., the Missouri Compromise and the Compromise of 1850). SOC.9‐12.6.1.12.A.4.a Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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 studies. LA.9‐10.RH.9‐10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. LA.9‐10.WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.9‐10.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. LA.9‐10.WHST.9‐10.9 Draw evidence from informational texts to support analysis, reflection, and research. LA.9‐10.WHST.9‐10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. TEC.9‐12. Effective use of digital tools assists in gathering and managing information.
Differentiation This unit can be adjusted to accommodate cooperative learning assignments and projects in relation to topics associated with America's westward expansion and the geopolitical response. The teacher may provide additional reading material of varying reading ability on select topics including, but not limited to the Mexican American War, the growth of the abolitionist movement, and political events of antebellum America. Teacher lessons may reflect activities that appeal to a wide range of academic abilities and intelligences, which will enable them to fulfill their understanding of the causes and consequences of America's westward expansion. Teachers may modify lessons in accordance with student ability. Technology Students will be able to gain a broad understanding and deep appreciation for the unit by accessing the abundance of information available on the internet. Digital databases store more information than the standard print resources made available to the students. Students will be able to access information regarding America's westward expansion and geopolitical response for the purposes of producing unit timelines and critically analyzing primary and secondary sources published online. Access to websites will further enhance the student's ability to comprehend the goals of the unit. Students will be encouraged to engage in Web 2.0 tools, such as Quizlet, Prezi, and Glogster, in order to collaborate with peers and share unit‐specific data. College and Workplace Readiness Students will apply the life‐long skills of critical reading, comprehension and analysis throughout the coursework assigned in this unit. Writing skills will be reinforced using proper grammar and application of an increased vocabulary. Producing a timeline of events with regards to America's westward expansion will reinforce their recognition of cause and effect relationships. Application of technology‐based resources for research purposes will prepare them to search the internet efficiently as more content‐specific databases are established. Research, accompanied by select presentations and panel discussions will reinforce the student's public speaking skills and response to criticism.
Unit 12 - Honors American Economic History I
Unit - 12 The U.S. Civil War and the New South
Enduring Understandings: Nations attempt to restore order after outbreaks of civil unrest.
Essential Questions: What social, political, and economic ideas contribute to sectional imbalance?
How do elections alter the political and ideological landscape of a nation?
What determines the success or failure of compromise?
What are the social, political, and economic consequences of war?
How does a nation rebuild after years of civil unrest?
How do laws change the political and economic identity of a nation?
How does civil rights legislation not guarantee personal freedom?
Unit Goals: Students will understand that the slavery question shaped the social, political, and economic landscape of the United States and culminated in civil war.
Recommended Duration: 3‐4 weeks
Guiding/Topical Suggested Content/Themes/Skills Resources and Materials Suggested Strategies Questions Assessments Why did the Explain the movement Textbook Socratic instruction: Teacher Homework results of the towards southern guided questioning which assignments election of 1860 secession and the The American Pageant: Guidebook Exercises necessitates a student prompt the formation of the response. In‐class southern states Confederate States of Content specific graphic organizers questions and towards America after the Class notes: Provided through discussion secession and election of Abraham Timeline of events leading up to the election of 1860 direct teacher instruction or all out civil war? Lincoln Timeline of the formation of the Confederate States of America independent student Reading preparation. exercises Primary and secondary sources from the era Election of 1860 Vocabulary: Identification and Individual and Secession Confederate States of America – Declaration of Secession definition of key terms and group projects Beginnings of the U.S. people from the era. Civil War Student Students may research the participation in political platforms of the daily class presidential nominees in the activities election of 1860. Emphasis should be placed on their Scoring rubrics position regarding slavery. for class writings and projects Students will publish a critical analysis of the Confederate declaration of secession. Students will identify the strongest arguments made by the seceding southern states.
Students will create a visual timeline of the events leading up to the attack on Ft. Sumter.
Panel Discussion: What were the economic consequences of southern secession?
Class Debate: Resolved: The U.S. Civil War was inevitable.
How did the Evaluate the strengths Textbook Socratic instruction: Teacher Homework Union and and weaknesses of guided questioning which assignments Confederate both the Union and The American Pageant: Guidebook Exercises necessitates a student economies Confederacy before response. In‐class differ and and during the war? Content specific graphic organizers questions and contribute to Class notes: Provided through discussion the outcome of Primary and secondary sources from the era direct teacher instruction or the war? Military technology independent student Reading Economic advantages Statistics regarding Union and Confederate economies preparation. exercises Transportation Telegraph Vocabulary: Identification and Individual and
definition of key terms and group projects people from the era. Student Interactive white board participation in applications and software daily class activities Students will compare and contrast the economies of the Scoring rubrics Union and Confederate states for class writings before, during, and after the and projects Civil War. Unit summative Panel Discussion: Discuss the assessment advantages and disadvantages of the Southern dependence on cotton and Lincoln’s application of northern industry as a weapon of war.
How did Explain how the Textbook Socratic instruction: Teacher Homework political and coordinated efforts of guided questioning which assignments military turning Abraham Lincoln and necessitates a student points the Union army The American Pageant: Guidebook Exercises response. determine the resulted in the In‐class questions and outcome of the preservation of the Content specific graphic organizers war? Union. Class notes: Provided through discussion direct teacher instruction or Timeline of major engagements between the Union and Confederate armies independent student preparation Reading Abraham Lincoln's first Timeline of significant political and economic decisions of the Lincoln administration exercises and second Inaugural Addresses Vocabulary: Identification and Significant battles Maps of Civil War battle sites definition of key terms and Individual and Emancipation people from the era group projects Proclamation Primary and secondary sources from the era Gettysburg Address Interactive white board Student Emancipation Proclamation applications and software participation in daily class activities Create a multimedia Gettysburg Address presentation of the major turning points of the U.S. Civil Scoring rubrics War. for class writings and projects
Create a political cartoon regarding Abraham Lincoln’s Unit summative Emancipation Proclamation. assessment
Students may write a reflection piece comparing and contrasting Lincoln’s First and Second Inaugural Addresses, the Emancipation Proclamation, and Gettysburg Address
Students may research and prepare a speech explaining why the North won and the South lost the Civil War. Emphasis to be placed on political and military leadership in addition to the application of economic resources.
Class Debate: Resolved: Abraham Lincoln’s Emancipation Proclamation was necessary to preserve the Union.
How did the Explain how Textbook Socratic instruction: Teacher Homework results of the Reconstruction policies guided questioning which assignments Civil War alter influenced the The American Pageant: Guidebook Exercises necessitates a student the social, evolution of the New response. In‐class political, and South. Content specific graphic organizers questions and economic Class notes: Provided through discussion landscape of the Timeline of events during Reconstruction leading up to the Compromise of 1877 direct teacher instruction or United States Reconstruction independent student Reading and the Reconstruction Acts Primary and secondary source materials (images, political cartoons, quotes) preparation exercises livelihoods of Reconstruction African Amendments to the Reconstruction: Vocabulary: Identification and Individual and Americans? U.S. Constitution definition of key terms and group projects Economic development people from the era of the New South Student Election of 1876 Suggested educational excursion: Federal Reserve New York City, New York, New York Interactive white board participation in Compromise of 1877 Stock Exchange, New York, New York applications and software daily class activities Completion of photo analysis worksheet of Reconstruction Scoring rubrics era photography for class writings and projects Compare and contrast the Reconstruction policies of Unit summative Abraham Lincoln, Thaddeus assessment Stevens, and Andrew Johnson
Students may research the new circumstances and experiences of African Americans (i.e. Tenant farming,
sharecropping)
Panel Discussion: Based on the interpretations of modern historians, in what ways were the political freedoms extended to African American overshadowed by Reconstruction politics?
SOC.9‐12.6.1.12 All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. SOC.9‐12.6.1.12.4 The Civil War was caused by ideological, economic, and political differences about the future course of the nation. Efforts to reunite the country through Reconstruction were contested, resisted, and had long‐term consequences. SOC.9‐12.6.1.12.A.4.a Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War. SOC.9‐12.6.1.12.A.4.b Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all. SOC.9‐12.6.1.12.A.4.c Evaluate how political and military leadership affected the outcome of the Civil War. SOC.9‐12.6.1.12.A.4.d Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans. LA.9‐10.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. LA.9‐10.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. LA.9‐10.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 studies. LA.9‐10.WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.9‐10.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. LA.9‐10.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. LA.9‐10.WHST.9‐10.9 Draw evidence from informational texts to support analysis, reflection, and research. LA.9‐10.WHST.9‐10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. TEC.9‐12. Effective use of digital tools assists in gathering and managing information.
Differentiation
This unit can be adjusted to accommodate cooperative learning assignments and projects in relation to topics associated with U.S. Civil War and era of Reconstruction. The teacher may provide additional reading material of varying reading ability on select topics including, but not limited to political and military decisions, key battles of the Civil War, and the plight of African Americans during the 1870s. Teacher lessons may reflect activities that appeal to a wide range of academic abilities and intelligences, which will enable them to fulfill their understanding of the U.S. Civil War and evolution of the New South. Teachers may modify lessons in accordance with student ability.
Technology
Students will be able to gain a broad understanding and deep appreciation for the unit by accessing the abundance of information available on the Internet. Digital databases store more information than the standard print resources made available to the students. Students will be able to access information and photographs regarding the U.S. Civil War and Reconstruction for the purposes of producing unit timelines and critically analyzing primary and secondary sources published online. Access to websites will further enhance the student's ability to comprehend the goals of the unit. Students will be encouraged to engage in Web 2.0 tools, such as Quizlet, Prezi, and Glogster, in order to collaborate with peers and share unit‐specific data.
College and Workplace Readiness
Students will apply the life‐long skills of critical reading, comprehension and analysis throughout the coursework assigned in this unit. Writing skills will be reinforced using proper grammar and application of an increased vocabulary. Producing a timeline of events with regards to the U.S. Civil War and era of Reconstruction will reinforce their recognition of cause and effect relationships. Application of technology‐based resources for research purposes will prepare them to search the Internet efficiently as more content‐specific databases are established. Research, accompanied by select presentations will reinforce the student's public speaking skills and response to criticism. The opportunity to work independently and in small groups will expand the student's ability to complete tasks in contrasting environments.