Proposed Course of Study

HOLMDEL TOWNSHIP PUBLIC SCHOOLS CURRICULUM GUIDE

SOCIAL STUDIES Grade 5

2013

Ms. Mary Beth Currie Ms. Rebecca Dorn Assistant Superintendent Mrs. Denise McIlroy Curriculum and Instruction Indian Hill School

2 Table of Contents

Course Description...... 3 Course Philosophy...... 3 Course Goals...... 3 Enduring Understandings...... 4 Scope and Sequence Unit 1: A New Nation/Washington and Adams...... 5 Unit 2: A Changing Nation/Jefferson, Madison, and Monroe...... 15 Unit 3: Jackson Era and Westward Movement...... 24 Unit 4: Industrial Revolution...... 35 Unit 5: Sectionalism--A Nation Divided ...... 42 Unit 6: The Civil War...... 51 Unit 7: Reconstruction/Rebuilding a Nation...... 60 Required Instructional Resources...... 66 Evaluation and Grading...... 67 Common Core Standards – Informational Text Gr. 5...... 67 Common Core Standards – Writing Gr. 5...... 67 Common Core Standards – Language Gr. 5...... 68 New Jersey Core Curriculum Content Standards – Social Studies...... 69 New Jersey Core Curriculum Content Standards – 21st. Century Life & Career Skills...... 70 New Jersey Core Curriculum Content Standards – Technology Literacy...... 72 Scope and Sequence Overview...... 73

3 PROPOSED COURSE OF STUDY HOLMDEL TOWNSHIP PUBLIC SCHOOLS

Course: Social Studies Grade 5

Curriculum Area: Social Science Credits: NA

Length of Course: Full Year X Half Year

New Course X Revision of Existing Course

Course Pre-Requisites: N/A

Course Description: The fifth grade social studies curriculum enables students to appreciate, demonstrate, and apply their understandings of the economic, geographic, political, historical, and social forces that shaped the American nation between the Federalist Period up through the period of Reconstruction.

Course Philosophy: By examining America’s past, beginning with the first administration under the US Constitution continuing through and including the post-Civil War period of reconstruction, students will acquire the knowledge and skills to think analytically about how our forefathers overcame personal and collective hardships in order to maintain the tenets and beliefs of a representative democracy. By examining these occurrences, students will develop both an understanding and an appreciation for the responsibilities associated with being a citizen of the United States and a citizen of the world.

Course Goals: In fifth grade, the social studies curriculum focuses on the various forces that shaped the United States. As part of that study, students will apply critical thinking skills, analyze information, build effective communication skills, and utilize the modes of inquiry that are central to the social sciences. It is also recognized that our students will require these skills in order to make rational decisions that are consistent with the democratic ideals which form the basis of American democracy.

4 Enduring Understandings:

 Unit 1: A New Nation/Washington and Adams: New endeavors are riddled with problems.  Unit 2: A Changing Nation/Jefferson, Madison, and Monroe: The authority of a new nation is challenged as it grows and develops.  Unit 3: Jackson Era and Westward Movement: Progress can have both positive and negative effects.  Unit 4: Industrial Revolution: Innovation changes how and where people live.  Unit 5: Sectionalism-A Nation Divided: A nation can be divided due to regional differences.  Unit 6: The Civil War: War causes a toll on people, places, and resources.  Unit 7: Reconstruction/Rebuilding a Nation: Reuniting a nation after a civil war presents difficulties.

5 UNIT 1: A New Nation/Washington and Adams DURATION: 6 Weeks Standards: 6.1.8.A.3.a. Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period. 6.1.8.A.3.b. Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time. 6.1.8.A.3.c. Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights. 6.1.8.A.3.d. Compare and contrast the Articles of Confederation and the UNITED STATES Constitution in terms of the decision-making powers of national government. 6.1.8.A.3.e. Determine why the Alien and Sedition Acts were enacted and whether they undermined civil liberties. 6.1.8.A.3.f. Explain how political parties were formed and continue to be shared by differing perspectives regarding the role and power of federal government. 6.1.8.B.3.b. Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia plans. 6.1.8.C.3.b. Summarize the effect of inflation and debt on the American people and the response of state and national governments during this time. 6.1.8.D.3.c. Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States. 6.1.8.D.3.f. Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America. 6.1.8.D.3.g. Evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Preamble of the Constitution. 6.1.8.A.4.a. Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and agreements. 6.1.8.B.4.b. Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans. 6.1.8.C.4.a. Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each of these economic tools met the economic challenges facing the new nation. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently W.5.10-- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. L.5.1-- 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.2-- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.3-- Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.5.6-- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal

6 contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). 8.1.8.A.5. Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. 8.1.8.E.1. Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. 9.1.8.A.1. Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem –solving skills. 9.1.8.B.2. Use multiple points of view to create alternative solutions. 9.1.8.C.1. Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.8.C.2. Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. 9.1.8.D.2. Demonstrate the ability to understand inferences.

Enduring Understanding: Essential Question(s):

New endeavors are riddled with problems. 1. Why is it important to make careful and thoughtful decisions when you are setting an example that will last a long time?

2. How united were the United States of America during Washington’s administration?

7 EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for student Other Evidence of Master (Summative): Student proficiency (for a learning of content and cognitive skills. specific unit or multiple units) is defined for the individual at 80% or better; for the class: 80% of the students attain the established minimum List of major problems, both at home and around the world, facing the standard; an exemplar or rubric should be referenced and included in first administration. the Evaluation Section

Map of the NW Territory with a caption explaining the appeal for Unit quizzes and test settling the Ohio River valley. Rubric for President Washington advice Student generated writing piece with advice to President Washington. Unit Project Rubric Create a report card evaluating Washington’s and/or John Adam’s effectiveness as the nation’s first and second presidents. (6.1.8.D.3.c)

Construct a recipe for one of the nation's early presidents.

Feature analysis chart analyzing the extent to which the early administrations (Washington to Jefferson) met the goals established in the Preamble of the Constitution. (6.1.8.D.3.g)

Student Selected Unit Project KNOWLEDGE AND SKILLS Knowledge: Students will know… Skills: Students will be able to … Reference to New Jersey Core Curriculum Content Standards, New Jersey 21st Reference to New Jersey Core Curriculum Content Standards, New Jersey 21st Century Century Life & Career Skills, New Jersey Technology Literacy, Common Core State Life & Career Skills, New Jersey Technology Literacy, Common Core State Standards Standards for Math, and Common Core State Standards for English Language Arts & for Math, and Common Core State Standards for English Language Arts & Literacy in Literacy in History/Social Studies, Science, and Technical Subjects for this unit. History/Social Studies, Science, and Technical Subjects for this unit.

1. The major domestic and foreign problems facing 1. Infer, rank and support the challenges facing the new nation in Washington’s and Adams’s presidential administrations. order of severity. (9.1.8.D.2)

2. Where western settlements were located and how the 2. Map the location of settlements in NW Territory. (6.1.8.B.4.b) government responded to the needs of settlers and Native Americans. (6.1.8.B.4.b) 3. Compare and contrast Hamilton’s view of the new nation with Jefferson’s view of the new nation and its impact on the 3. Who was involved in the XYZ Affair and how the emergence of political parties. (6.1.8.A.3.f) administration responded. (6.1.8.A.4.a) INSTRUCTIONAL PLAN Unit #1: A New Nation/Washington and Resources Suggested Options for Differentiation Adams Topic #1A: Establishing Background Post enduring understandings and essential Leveled/alternative readings Knowledge (5-8 Lessons) questions for the unit in classroom. Partner/collaborative groups Graphic organizers Create and maintain a timeline of major historic Mind map events. 8 Interest-based Inquiry Groups using text Results on formative assessment will drive sets: instruction on the founding standards and 1. Were the ideals found in the 9

UNIT 2: A Changing Nation/Jefferson, Madison, and Monroe DURATION: 5 Weeks Standards: 6.1.8.A.4.a. Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and agreements. 6.1.8.A.4.b. Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war. 6.1.8.B.4.a. Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States. 6.1.8.B.4.b. Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans. 6.1.8.D.3.g Evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Preamble of the Constitution. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently W.5.10-- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. L.5.1-- 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.2-- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.3-- Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.5.6-- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). 8.1.8.A.5. Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. 8.1.8.E.1. Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. 9.1.8.A.1. Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem –solving skills. 9.1.8.B.2. Use multiple points of view to create alternative solutions. 9.1.8.C.1. Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.8.C.2. Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. 9.1.8.D.2. Demonstrate the ability to understand inferences.

Enduring Understanding: Essential Question(s):

The authority of a new nation is challenged as it grows and develops. 1. How is bigger not always better?

2. How is change both good and bad?

3. How does a nation earn worldwide respect?

10 11 EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for student Other Evidence of Master (Summative): Student proficiency (for a learning of content and cognitive skills. specific unit or multiple units) is defined for the individual at 80% or better; for the class: 80% of the students attain the established minimum standard; Map Lewis & Clark’s expedition with captions explaining key places an exemplar or rubric should be referenced and included in the Evaluation (6.1.8.B.4.b) Section

Student generated letter or journal entry written from the point of Unit quizzes and test view of one of the pioneers settling the west and supported with a Rubric for pioneer letter and picture picture obtained from the web and properly cited. Rubric for answer to the nation changing due to westward expansion Student generated response to the question: ‘How did westward question expansion change the nation?’ Unit Project Rubric Student generated response to the question: ‘What would you have saved if you had been aware that the British were about to burn the White House?’

Student Selected Unit Project

1. The literal and figurative meaning of manifest destiny. 1. Students will be able to explain how geography affected regional (6.1.8.A.4.b) growth. (6.1.8.A.4.b)

2. The different ways the US expanded territorially. 2. Construct with maps the pattern of expansion analyzing and (6.1.8.A.4.b) explaining why settlement occurred in that manner. (6.1.8.B.4.b)

3. The impact of expansion on various sub-cultures. (6.1.8.B.4.- 3. Interpret accumulated data from a feature analysis chart establishing 6.1.8.B.4.b.) a generalization reflecting change and inferring the implications of that change. (9.1.8.D.2) 4. Major technological developments that supported territorial expansion. (6.1.8.C.4.b.) 4. Produce a bar graph using Excel analyzing the number of US inventions over time. (8.1.8.A.5.) 5. The major reasons why people settled the West. (6.1.8.D.4.a.) INSTRUCTIONAL PLAN Unit #2: A Changing Nation/Jefferson, Resources Suggested Options for Differentiation Madison, and Monroe Topic #1: Jefferson, Growth, and Expansion Post enduring understandings and essential Leveled/alternative readings questions for the unit in12 classroom. Partner/collaborative groups  The Louisiana Purchase and Graphic organizers Exploration Create and maintain a timeline of major historic Mind map events. UNIT 3: Jackson Era and Westward Movement DURATION: 5 Weeks Standards: 6.1.8.A.4.b. Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war. 6.1.8.A.4.c. Assess the extent to which voting rights were expanded during the Jacksonian period. 6.1.8.B.4.b. Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently W.5.10-- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. L.5.1-- 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.2-- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.3-- Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.5.6-- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). 8.1.8.A.5. Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. 8.1.8.E.1. Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. 9.1.8.A.1. Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem –solving skills. 9.1.8.B.2. Use multiple points of view to create alternative solutions. 9.1.8.C.1. Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.8.C.2. Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. 9.1.8.D.2. Demonstrate the ability to understand inferences.

Enduring Understanding: Essential Question(s):

Progress can have both positive and negative effects. 1. To what extent did Jacksonian democracy represent the vulnerabilities and possibilities of the common man?

2. How did geography and economic necessity establish a unique identity in each of these three regions during this period in American history?

3. How did Jackson’s policies challenge or extend the beliefs established by the founding fathers and our nation’s initial administrations?

13 EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for student Other Evidence of Master (Summative): Student proficiency (for a learning of content and cognitive skills. specific unit or multiple units) is defined for the individual at 80% or better; for the class: 80% of the students attain the established minimum standard; Map the different routes taken by the pioneers an exemplar or rubric should be referenced and included in the Evaluation Section Map of route taken by Native Americans during the Indian Removal Act Unit quizzes and test

Scrapbook narrative of a participant in one of the aspects of Product Performance Rubric Westward Expansion (i.e. Oregon or other trails, Trail of Tears, The Alamo, or Gold Rush) Unit Project Rubric

Diary entry or newspaper article from an attendee of Jackson’s Inaugural

Happy Birthday USA Project

KNOWLEDGE AND SKILLS Knowledge: Students will know… Skills: Students will be able to … Reference to New Jersey Core Curriculum Content Standards, New Jersey 21st Reference to New Jersey Core Curriculum Content Standards, New Jersey 21st Century Life Century Life & Career Skills, New Jersey Technology Literacy, Common Core State & Career Skills, New Jersey Technology Literacy, Common Core State Standards for Math, Standards for Math, and Common Core State Standards for English Language Arts and Common Core State Standards for English Language Arts & Literacy in History/Social & Literacy in History/Social Studies, Science, and Technical Subjects for this unit. Studies, Science, and Technical Subjects for this unit.

1. The literal and figurative meaning of manifest destiny. 1. Students will be able to explain how geography affected regional growth. (6.1.8.A.4.b) (6.1.8.A.4.b)

2. The different ways the US expanded territorially. (6.1.8.A.4.b) 2. Construct with maps the pattern of expansion analyzing and explaining why settlement occurred in that manner. (6.1.8.B.4.b) 3. The impact of expansion on various sub-cultures. (6.1.8.B.4.- 6.1.8.B.4.b.) 3. Compare and contrast a shift in the nation’s political leaders by completing a feature analysis chart of the nation’s first six presidents and the 4. The major reasons why people settled the West. (6.1.8.B.4.b) nation’s 7th through 12th presidents establishing a generalization reflecting change and inferring the implications of that change. (9.1.8.D.2)

14 15 INSTRUCTIONAL PLAN Unit #3: Jackson Era and Westward Resources Suggested Options for Differentiation Movement Topic #1: The Age of Jackson Post enduring understandings and essential Leveled/alternative readings questions for the unit in classroom. Partner/collaborative groups  Life of Andrew Jackson Graphic organizers Create and maintain a timeline of major Mind map  1824 laws allowing all white men 21 or historic events. older to vote http://www.gilderlehrman.org/history-by-  Inauguration era/new-nation-1783-1815

 Representative of the common man or The United States, Volume 2 (MacMillan king? McGraw Hill, 2009) Textbook: Unit 5, Lesson 6 The Age of Andrew Jackson p. 226-227 3. Man of the People Vocabulary: part of p. 51 & 52 Student Practice and Activity Workbook: part of p. 47 Foldables: Westward Expansion p. 95 Assessment: part of p. 134-137

Learn 360: Andrew Jackson (A& E Networks) (1 hr., 30 min.)

www.eyewitnesstohistory.com/jacksoninau guration.htm Topic #2: Settling the West Post enduring understandings and essential Leveled/alternative readings questions for the unit in classroom. Partner/collaborative groups Graphic organizers Physical growth from coast to coast: Create and maintain a timeline of major Mind map  Manifest Destiny historic events.  Adams-Onis Treaty Alternative to listing expansionist methods, students (acquisition of Florida) The United States, Volume 2 (MacMillan could rank the ways the US fulfilled its Manifest  Routes West: McGraw Hill, 2009) Destiny from greatest impact to least impact using Oregon Trail Textbook: Unit 5, Lesson 6 The Age of evidence to support their ranking. Donner Party Andrew Jackson p. 228-231 Mormon Trail 1. Heading West Hear Jefferson’s views on westward expansion and Santa Fe Trail 2. The Changing Population Native Americans on ClassZone.com “Research and California Trail Vocabulary: parts of p. 45 & 52 Writing”: Ch.10 The Jefferson Era Primary Sources Student Practice and Activity Workbook: part of p. 47 Foldables: Westward Expansion p. 95 Assessment: part of p.16 134-137 Approaching: Print transcript of Jefferson’s speech PIONEERS-A SIMULATION OF so students can follow along with the audio version. DECISION MAKING ON A WAGON TRAIN (Published by Interact) Map Activity: Approaching and On Level: 17 TopicUNIT 4: #4: Industrial Texas and Revolution the War with Mexico Post enduring understandingsDURATION and: essential5 Weeks Leveled/alternative readings Standards:History of Texas (Spain, Mexico, Republic, & questions for the unit in classroom. Partner/collaborative groups 6.1.8.C.3.c.USA) Evaluate the impact of the cotton gin and other innovations on the institution of slaveryGraphic and on organizers the economic and political development of the country. Create and maintain a timeline of major Mind map 6.1.8.C.4.b. The Explainissue of howslavery major technological developmentshistoric events. revolutionized land and water transportation, as well as the economy, in New Jersey and nation. Stephen Austin 6.1.8.C.4.c. Santa Analyze Anna how technological innovationsTextbook: affected theUnit status 5, Lesson and social 7 Texas class and of the different groups of people, and explain the outcomes that resulted. The Alamo War with Mexico p. 232-235 6.1.8.D.4.a. The AnalyzeBattle of the San push-pull Jacinto factors that led to increases1. Trouble in immigration, with Texas and explain why ethnic and cultural conflicts resulted. 6.1.8.D.4.b. James Explore Polk efforts to reform education, women’s2. Therights, War slavery, with Mexico and other issues during the Antebellum period. RI.5.10 TreatyBy the of end Guadalupe of the year, Hidalgo read and comprehendVocabulary: informational part of texts, p. 51 including & 52 history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independentlyStudent and Practiceproficiently and Activity Workbook: W.5.10-- Write routinely over extended time framespart (time of p. for 48 research, reflection, and revision) and shorter time frames (a single sitting or a day or two) time frames (a single sitting or a day or two) Foldables:for a range p. of 95 discipline-specific tasks, purposes, and audiences. L.5.1-- 1. Demonstrate command of the conventionsAssessment: of standard part English of p. grammar138-141 and usage when writing or speaking. L.5.2-- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.3-- Use knowledge of language and its conventionsTEXAS when AND writing, THE speaking,MEXICAN reading, WAR or listening. L.5.6-- Acquire and use accurately grade-appropriateDebate general (Published academic by and Interact) domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). 8.1.8.A.5. Select and use appropriate tools and digitalLet’s resources Remember to accomplish … When Texas a variety Belonged of tasks and to solve problems. 8.1.8.E.1. Gather and analyze findings using data collectionto Spain (Hendrick-Long technology to produce Publishing a possible Co. in solution for a content-related or real-world problem. 8.2.8.C.1. Explain the need for patents and the processDallas, of registeringTX) one. 8.2.8.C.2. Compare and contrast current and past incidences of ethical and unethical use of labor in the United States or another country and present results in a media-rich presentation. Let’s Remember … When Texas Belonged 9.1.8.A.1. Develop strategies to reinforce positive toattitudes Mexico and (Hendrick-Long productive behaviors Publishing that Co.impact critical thinking and problem –solving skills. 9.1.8.B.2. Use multiple points of view to create alternativein Dallas, solutions. TX) 9.1.8.C.1. Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.8.C.2. Demonstrate the use of compromise, consensus,Let’s Remember and community … When building Texas wasstrategies a for carrying out different tasks, assignments, and projects. Republic (Hendrick-Long Publishing Co. in 9.1.8.D.2. Demonstrate the ability to understand inferences.Dallas, TX) Enduring Understanding: Brain Pop Essential Question(s): Mexican-American War: How the South Innovation changes how and where people live.Was Won 1. Is it possible to have progress without negative byproducts Learn 360: The Mexican-American affecting people’s War lives? (1hr., 30 min.) 2. Do relationships between industrialists and their workers have to Learn 360: The Unfinished be Nation at odds – with each other? ManifestEVIDENCE Destiny OF (Intelecom) STUDENT (27 LEARNING min.) Performance Tasks: Activities to provide evidencewww.pbs.org/kera/usmexicanwar/index_fla for student Other Evidence of Master (Summative): Student proficiency (for a learning of content and cognitive skills. sh.html specific unit or multiple units) is defined for the individual at 80% or better; Prelude to war, timeline,for Manifest the class: Destiny, 80% of the students attain the established minimum standard; Diary entry or newspaper article from child laborerdiffering in a textile opinions mill on thean war,exemplar songs, or rubric should be referenced and included in the Evaluation detailed lesson and activitySection plans. MapsTopic contrasting#5: California transportation Gold Rush routes before and Postafter enduringthe Industrial understandings and essential Leveled/alternative readings Revolution (c. late 1700’s to late 1800’s) questions for the unit in18Unit classroom. quizzes and test Partner/collaborative groups  Marshall Graphic organizers Student Sutter’sgenerated Mill response to the question: ‘WouldCreate you have and maintainmoved a timelineProduct Performanceof major RubricMind map off your Goldfarm Feverand moved to the city during the Industrialhistoric Revolution? events. What wereThe the Forty-Niners benefits and drawbacks?’ 2 Minute Hook for Topic:Unit Project Rubric 19 UNIT 5: SECTIONALISM--A NATION DIVIDED DURATION: 5 Weeks STANDARDS: 6.1.8.D.4. b.—Explore efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period. 6.1.8.D.4.c.—Explain the growing resistance to slavery and New Jersey’s role in the Underground Railroad. 6.1.8.D.5.a.--Prioritize the causes and events that led to the Civil War from different perspectives. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently W.5.10-- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. L.5.1-- 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.2-- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.3-- Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.5.6-- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). 8.1.8.A.5.--Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. 8.1.8.E.1.--Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. 9.1.8.A.1.--Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem –solving skills. 9.1.8.B.2.--Use multiple points of view to create alternative solutions. 9.1.8.C.1.--Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.8.C.2.--Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. 9.1.8.D.2.--Demonstrate the ability to understand inferences. Enduring Understanding: Essential Question(s):

A nation can be divided due to regional differences. 1. How did industry and new inventions further divide the United States?

2. Could the Civil War have been avoided?

3. Are there any advantages to a nation with sectional differences?

20 EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for student Other Evidence of Master (Summative): Student proficiency (for a learning of content and cognitive skills. specific unit or multiple units) is defined for the individual at 80% or better; for the class: 80% of the students attain the established List of social reforms based on inferences associated with Harriett minimum standard; an exemplar or rubric should be referenced and Beecher Stowe’s book, Uncle Tom’s Cabin. included in the Evaluation Section

Student Selected Unit Project Unit Test (See Teacher’s Binder.)

Rubric for comparative graph of war casualties (See Teacher’s Binder.)

Rubric for essay (See Teacher’s Binder.)

Unit Project Rubric KNOWLEDGE AND SKILLS Knowledge: Students will know… Skills: Students will be able to … Reference to New Jersey Core Curriculum Content Standards, New Jersey 21st Century Reference to New Jersey Core Curriculum Content Standards, New Jersey 21st Life & Career Skills, New Jersey Technology Literacy, Common Core State Standards Century Life & Career Skills, New Jersey Technology Literacy, Common Core State for Math, and Common Core State Standards for English Language Arts & Literacy in Standards for Math, and Common Core State Standards for English Language Arts History/Social Studies, Science, and Technical Subjects for this unit. & Literacy in History/Social Studies, Science, and Technical Subjects for this unit.

1. The multiple causes of the Civil War. (6.1.8.D.5.a) 1. List the economic differences between the north and south prior to the Civil War and explain why the south felt 2. The major battles and events of the Civil War. (6.1.8.D.5.b) committed to slavery. (6.1.8.B.5.a)

3. The role of women and black soldiers in the Civil War. 2. Analyze the causes and events that led to the Civil War from (6.1.8.D.5.c) different perspectives. (6.1.8.D.5.a)

4. The author and the meaning of the Emancipation Proclamation and the Gettysburg Address. (6.1.8.A.5.a)

21 INSTRUCTIONAL PLAN

Unit #5: Sectionalism--A Nation Divided Resources Suggested Options for Differentiation

Topic #1: History of Slavery Post enduring understandings and essential Leveled/alternative readings questions for the unit in classroom. Partner/collaborative groups  triangular trade Graphic organizers  middle passage Create and maintain a timeline of major historic Mind map  slave auctions events.

Slavery Comes to America--Primary Documents (Jackdaw)

Slavery in America Album—Photo collection (Jackdaw)

“Slave Ships Cross the Atlantic” from Interactive 3-D Maps: American History Topic #2: Sectionalism, Growth of Slave Post enduring understandings and essential Leveled/alternative readings Trade, & King Cotton questions for the unit in classroom. Partner/collaborative groups Graphic organizers  State sovereignty versus federalism Create and maintain a timeline of major historic Mind map events.

The United States, Volume 2 (MacMillan McGraw Hill, 2009) Textbook: Unit 6, Lesson 1 King Cotton and the Spread of Slavery p. 244-249 1. Cotton Rules the South Vocabulary: part of p. 53-54 Student Practice and Activity Workbook: part of p. 50 Foldables: p. 97 Assessment: part of p. 143-146

22 Map and map key of Southern plantation

The United States, Volume 2 (MacMillan McGraw Hill, 2009) Textbook: Unit 6, Lesson 2 Heading Toward War p. 250-257 1. The Fight Over Slavery 2. Compromise Leads to Violence Vocabulary: p. 55-56 Student Practice and Activity Workbook: p. 52 Foldables: p. 97 & 98 Assessment: p. 147-150 Idea Factory: p. 52-53

Agriculture and Slavery Map: http://go.hrw.com/hrw.nd/gohrw_rls1/pKeywordR esults?ST9%20Agriculture%20and%20Slavery

Slaveholding Families Chart: http://go.hrw.com/hrw.nd/gohrw_rls1/pKeywordR esults?ST9%20Slaveholding Topic #3: Fight over Slavery Post enduring understandings and essential Leveled/alternative readings questions for the unit in classroom. Partner/collaborative groups  Abolitionist Movement Graphic organizers  Underground Railroad Create and maintain a timeline of major historic Mind map  NJs role in the Underground Railroad events.  The impact of the Abolitionist movement on other social reform The United States, Volume 2 (MacMillan McGraw initiatives of the Antebellum period. Hill, 2009) Tiered Interview Activity: Textbook: Unit 6, Lesson 2 Heading Toward War Interview Daniel Webster, Robert Y. p. 250-251 Hayne, John C. Calhoun, and Andrew 1. The Fight Over Slavery Jackson about the issue of state’s rights. Vocabulary: part of p. 55-56 Approaching: Student Practice and Activity Workbook: part of p. Choose one of the four men. Write at least 52 five interview questions for that person as Foldables: p. 97 & 98 well as the responses. With a partner, role

23 Assessment: part of p. 147-150 play the interview. Idea Factory: p. 52-53 On Level: Complete the Approaching activity, and Interactive Computer Simulation: Mission US write an opposing view for each question. (PBS) Students make decisions for optimal Share with the class in groups of three. outcomes for a fugitive slave’s freedom. Beyond: Complete the On Level activity as well Interactive Map: write their own point of view. Share with Read and listen to this interactive map with a map the class in groups of three, ending with of the plantation and escape routes. students sharing their own responses. http://teacher.scholastic.com/activities /bhistory/underground_railroad/map.htm

NJ’s Role in the Underground Railroad: http://slic.njstatelib.org/slic_files/digidocs/h673/h6 732002.pdf Reading about Harriett Beecher Stowe from Grade 5 Wordly Wise 3000e.

Excerpt from Uncle Tom’s Cabin

Racial equality reform initiatives influence other social reforms, such as education. Students construct inferences and draw a conclusion about reforms in education during the antebellum period based on the data below:

Events 1785: Georgia charters first state university 1795: University of North Carolina becomes the first state university to hold classes 1821: Troy’s female seminary 1823: first normal school established 1825: Free School Society established 1830: first American high school 1837: Oberlin Collegiate Institute becomes first

24 co-ed college 1839: Mell becomes principal of Oxford Classical and English School 1839: First public teacher training school established 1850: Texas has 97 academies 1850: Hotchkiss founds Mossy Creek Academy 1852: Massachusetts passes first school attendance law in America (Source: http://www.uncp.edu/home/canada/work/allam/178 41865/history/educate.htm)

Analyze the duration of the women’s rights movement using a timeline: http://antebellumperiod.wordpress.com/womens- rights/a-brief-timeline/ UNDERGROUND RAILROAD Simulation (Published by Interact)

“The Underground Railroad” from Interactive 3-D Maps: American History

Youtube: “Follow the Drinking Gourd” from Sing an American Story Learn the words to a coded slave song which instructs fugitive slaves the correct path to follow to freedom. http://www.singinwidasword.com/hidden_in_plain _view-teacher_guide.pdf Basic facts, symbols, and patterns for Slave quilts. Topic #4: Events Leading to the Civil War Post enduring understandings and essential Leveled/alternative readings questions for the unit in classroom. Partner/collaborative groups  Slavery: Graphic organizers  Missouri Compromise Create and maintain a timeline of major historic Mind map  Compromise of 1819 events.

25  Compromise of 1850 Hierarchy of Causes Activity:  Fugitive Slave Law The United States, Volume 2 (MacMillan McGraw Approaching and On Level:  Kansas Nebraska Act Hill, 2009) Students list causes of the Civil War  Dred Scott Decision Textbook: Unit 6, Lesson 1 King Cotton and the ranking them in order from most  John Brown’s Raid Spread of Slavery p. 244-249 influential to least influential. 2. Political Balance Beyond:  Tariffs 3. Tariffs Divide States A more challenging alternative would be Vocabulary: p. 53-54 to evaluate each cause using a scale from  Power of State vs. Federal Student Practice and Activity Workbook: part of p. 1 to 5 where 1 is least influential and 5 is Government 50 most influential. Foldables: p. 97  Election of Abraham Lincoln: Assessment: part of p. 143-146 Lincoln Douglas Debates The United States, Volume 2 (MacMillan McGraw Hill, 2009) Textbook: Unit 6, Lesson 2 Heading Toward War p. 250-257 2. Compromise Leads to Violence 3. A Nation Divided Vocabulary: p. 53-56 Student Practice and Activity Workbook: part of p. 52 Foldables: p. 97 & 98 Assessment: part of p. 147-150 Idea Factory: p. 52-53

Role play to present mock case of the Dred Scott decision (See Teacher’s Binder.)

Treasures Leveled Reader Library: Lincoln vs. Douglas (Part of classroom libraries)

Brain Pop Abraham Lincoln: Honest Abe Civil War Causes: Learn The Reasons Behind The War Between The States

26 Civil War: North Versus South Frederick Douglass: From Slave to Literary Celebrity! Topic #5: Unit Project and Reflection

Revisit essential questions for discussion.

Students select a Unit Project from teacher Unit Projects provide choice designed prepared choices or propose an alternative around student interests, learning styles project subject to teacher approval. and/or multiple intelligences. For Acceptable projects are those that incorporate example: (1) How did physical and Common Core Literacy Standards for Social cultural geography influence the location Studies, higher order thinking skills, and a of the safe houses throughout NJ? (Use relationship to the essential questions or the the following resource: enduring understanding for the Unit. Students http://slic.njstatelib.org/slic_files/digidocs/ may work individually, in partnerships, or in h673/h6732002.pdf); (2) Can moral issues collaborative groups based on teacher be addressed through compromise? List discretion. all of the compromises that preceded the Civil War. Offer alternative resolutions and then predict the impact it would have had by the time Lincoln was elected President. Justify your decisions. (3) What made President Lincoln such a good leader? Identify the qualities of a good leader and then rate Lincoln for each of those qualities providing an example demonstrating your rankings; or, (4) One of your own with teacher approval.

Extend knowledge of historical figures by researching, designing, and sharing an www.classtools.net/fb/home/page interactive social media platform. Create a “fakebook page” for historical figures (e.g., first two presidents or their first ladies) which allows further study and investigation. RAFT: Role/Audience/Format/Topic

27 Students choose a specific writer’s role, a target audience, and a format (letter, article, poem, etc.) to demonstrate knowledge of a unit topic. RAFT writing assignment can be on the causes and events that led to the Civil War from the following perspectives (Roles): A southern plantation owner; a northern Quaker; an urban worker; a slave; or, a white southern subsistence farmer. Topic #6: Current Events

Students learn about the world around them by examining newspapers, magazines, news website, etc. The process and format is left to the individual teacher’s discretion.

28 UNIT 6: THE CIVIL WAR DURATION: 5 Weeks STANDARDS: 6.1.8.A.5.a.--Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life. 6.1.8.B.5.a—Determine the role of geography, natural resources, demographics, transportation, and technology in the progress and outcome of the Civil War. 6.1.8.C.5.a.--Assess the human and material costs of the Civil War in the North and South. 6.1.8.D.5.b.—Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war. 6.1.8.D.5.c.--Examine the roles of women, African Americans, and native Americans in the Civil War. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently W.5.10-- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. L.5.1-- 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.2-- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.3-- Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.5.6-- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). 8.1.8.A.5.--Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. 8.1.8.E.1.--Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. 9.1.8.A.1.--Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem –solving skills. 9.1.8.B.2.--Use multiple points of view to create alternative solutions. 9.1.8.C.1.--Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.8.C.2.--Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. 9.1.8.D.2.--Demonstrate the ability to understand inferences.

Enduring Understanding: Essential Question(s):

War causes a toll on people, places, and resources. 1. 1. Can legislative compromises solve moral issues?

2. Does Abraham Lincoln deserve to be called the “Great Emancipator”?

3. Was the Civil War worth its costs?

29 EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for student Other Evidence of Master (Summative): Student proficiency (for a learning of content and cognitive skills. specific unit or multiple units) is defined for the individual at 80% or better; for the class: 80% of the students attain the established Most Important Battle opinion writing assignment. minimum standard; an exemplar or rubric should be referenced and Close reading of Emancipation Proclamation with annotations. included in the Evaluation Section (6.1.8.A.5.a) Open ended constructed response to the question, “Was Lincoln the Quizzes and Unit Test (See Teacher’s Binder.) Great Emancipator?” (6.1.8.A.5.a) T-Chart listing the immediate and enduring impact of either the Unit Project Rubric (See Teacher’s Binder.) Emancipation Proclamation or the Gettysburg Address. (6.1.8.A.5.a)

Collaborative Newspaper Project

Comparative graph of war casualties.

Essay in response to the question: Was slavery the cause of the Civil War?

Student Selected Unit Project

KNOWLEDGE AND SKILLS Knowledge: Students will know… Skills: Students will be able to … Reference to New Jersey Core Curriculum Content Standards, New Jersey 21st Century Reference to New Jersey Core Curriculum Content Standards, New Jersey 21st Life & Career Skills, New Jersey Technology Literacy, Common Core State Standards for Century Life & Career Skills, New Jersey Technology Literacy, Common Core Math, and Common Core State Standards for English Language Arts & Literacy in State Standards for Math, and Common Core State Standards for English History/Social Studies, Science, and Technical Subjects for this unit. Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects for this unit. 1. The meaning of succession. 2. Which states succeeded from the Union, which states were neutral and 1. Analyze the gains and losses of the Civil War battles. which states comprised the Confederacy during the Civil War. ( 6.1.8.C.5.a) 3. Major battles and the turning point of the Civil War conflict. (6.1.8.D.5.b.) 2. Generate and interpret a graph comparing casualties between the 4. The contributions made by women, African Americans and Native American Revolution and the Civil War. (6.1.8.C.5.a) Americans in the Civil War. (6.1.8.D.5.c)

30 INSTRUCTIONAL PLAN Unit #6: The Civil War Resources Suggested Options for Differentiation Topic #1: A Nation at War Post enduring understandings and essential Leveled/alternative readings questions for the unit in classroom. Partner/collaborative groups Graphic organizers  The Secession of the South Create and maintain a timeline of major Mind map  The Establishment of the Confederacy historic events.  Fort Sumter Beyond:  Strengths and Weaknesses of the North The United States, Volume 2 (MacMillan Civil War Newspaper Collaborative Group and South McGraw Hill, 2009) Project: Textbook: Unit 6, Lesson 2 Heading Toward http://www.uen.org/Lessonplan/preview.cgi? War p. 254-257 LPid=109 3. A Nation Divided 4. At The Edge of War Vocabulary: p. 55-56 Student Practice and Activity Workbook: part of p. 53 Foldables: p. 98 Assessment: part of p. 147-150 Idea Factory: p. 54

The United States, Volume 2 (MacMillan McGraw Hill, 2009) Textbook: Unit 6, Lesson 3 The Nation Divided by War p. 258-265 2. Strengths and Weaknesses Student Practice and Activity Workbook: p. 53 Foldables: p. 98 Assessment: part of p. 151-154

Video clip--www.discoveryeducation.com: Civil War Civil War (The North/The South)—Flip Perspectives (Book with two points of view)

31 Chart Comparing the North and South: http://go.hrw.com/hrw.nd/gohrw_rls1/pKey wordResults?ST9%20Rating Topic #2: Major Events and Battles Post enduring understandings and essential Leveled/alternative readings questions for the unit in classroom. Partner/collaborative groups  The Battle of Bull Run Graphic organizers  The Anaconda Plan Create and maintain a timeline of major Mind map  The Battle of Shiloh historic events.  Battle of Antietam Tiered Activity Reflecting on the Civil War:  Emancipation Proclamation The United States, Volume 2 (MacMillan Examine the gains and losses of both sides McGraw Hill, 2009) during the first two years of the Civil War.  Battle of Vicksburg Textbook: Unit 6, Lesson 3 The Nation Approaching:  Battle of Gettysburg Divided by War p. 258-259; 262-263 Using a chart listing the battles of the Civil  The Gettysburg Address 1. The War Begins War, analyze the gains and losses of each side. Notice how this address does not 3. The War Continues List the victories and defeats for each side. include any of the following words: Vocabulary: part of p. 55-58 On Level: Gettysburg Student Practice and Activity Workbook: p. Complete Approaching activity. Then have Confederate 54 students choose the most important battle for Union Foldables: p. 98 each side. Write a paragraph about both slavery Assessment: part of p. 151-154 battles. What was the real message in this 300 Beyond: word, 2 minute address? The United States, Volume 2 (MacMillan After an examination of the chart, divide the McGraw Hill, 2009) students into two groups. Each side (Union Textbook: Unit 6, Lesson 4 The Union and Confederacy) will prepare arguments as to Moves Toward Victory p. 266-271 their side being closer to victory. Then conduct 1. Battle of Antietam a debate. 3. The War Rages On 4. The Turning Point Vocabulary: part of p. 57-58 Student Practice and Activity Workbook: part of p. 54 Foldables: p. 98 Assessment: part of p. 155-158 Idea Factory: p. 55-58

32 “Civil War on the Sea” from Interactive 3-D Maps: American History Video clip—discoveryeducation.com: The Civil War 1861-1863. Close Reading of Emancipation Proclamation Four Corners Exercise: Pose the following http://www.ducksters.com/history/emancipat question, “Was Lincoln the great ion_proclamation.php emancipator?” Have students think and jot ClassZone Animations—Ch. 16 The Civil their thoughts to this question before moving War 1861-1862; Ch. 17 Battle of to one of the 4 corners of the room labeled: Gettysburg; and, Ch. 17 The Confederacy Absolutely Yes, Somewhat, Yes and No, or Falls. Absolutely Not. Students share their thoughts by displaying and explaining their individual Close Reading Exercise of the Gettysburg post-its on chart paper. One spokesperson Address from each group then shares the group’s The Gettysburg Address for Kids: position and arguments with the entire class. http://www.westmeade.net/Library/Gettysbu Students then are allowed to move to a rgAddress.html different corner of the room if their opinion http://www.history4kids.info/blog/2011/05/l has changed. Have students respond to the incolns-gettysburg-address.html question in writing using Rare. (Evidence Map Showing State by State Impact of already provided and posted around the room Emancipation Proclamation: to support all learners with this writing http://go.hrw.com/hrw.nd/gohrw_rls1/pKey assignment.) wordResults?ST9%20Emancipation

Possible drama or Reader’s Theater activity: Bull Run, Sid Fleischman This book contains vignettes of both Northern and Southern soldiers and camp followers. (RL: Y) www.eyewitnesstohistory.com/gtburg.htm.

Battle casualties and deaths by disease data: http://www.civilwarhome.com/casualties.ht m

33 Compare casualties between the American Revolution and the Civil War in a graph using data from: http://ptgustan.com/mar08/sacrifices.html

Map on the Three Theaters of the War: http://go.hrw.com/hrw.nd/gohrw_rls1/pKey wordResults?ST9%20War%201861

ClassZone Animations—Ch. 16 The Civil War 1861-1862; Ch. 17 Battle of Gettysburg. Topic #3: The Impact and Contributions of Post enduring understandings and essential Leveled/alternative readings Women, African Americans, Native Americans questions for the unit in classroom. Partner/collaborative groups and Technology on the Civil War Graphic organizers Create and maintain a timeline of major Mind map  Women historic events.  African Americans  Technology The United States, Volume 2 (MacMillan McGraw Hill, 2009) Textbook: Unit 6, Lesson 3 The Nation Divided by War p. 264-265 2. A New Kind of War Vocabulary: part of p. 57-58 Student Practice and Activity Workbook: part of p. 54 Foldables: p. 98 Assessment: part of p. 151-154

The United States, Volume 2 (MacMillan McGraw Hill, 2009) Textbook: Unit 6, Lesson 4 The Union Moves Toward Victory p. 272-273 4. The War Effort Student Practice and Activity Workbook: part of p. 54

34 Foldables: p. 98 Assessment: part of p. 155-158

Black regiments in the Civil War: www.archives.gov/education/lessons/blacks- civil-war/

Clara Barton: http://www.redcross.org/museum/history/cla raBarton.asp

A Separate Battle Women and The Civil War, Ina Chang (Part of classroom libraries) (RL: Not Rated)

Topic #4: The End of the War Post enduring understandings and essential Leveled/alternative readings questions for the unit in classroom. Partner/collaborative groups  Sherman’s March to the Sea Graphic organizers  The Election of 1864 Create and maintain a timeline of major Mind map  The Surrender at Appomattox historic events.  Lincoln’s Assassination The United States, Volume 2 (MacMillan McGraw Hill, 2009) Textbook: Unit 6, Lesson 5 The War Ends p. 274-279 1. The Final Battles 2. Sherman’s March 3. The South Surrenders Vocabulary: part of p. 57-58 Student Practice and Activity Workbook: p. 55 Foldables: p. 98 Assessment: p. 159-162 Idea Factory: p. 55-58

35 Unit #5: Unit Project and Reflection

Revisit essential questions for discussion.

Students select a Unit Project from teacher Unit Projects provide choice designed around prepared choices or propose an alternative learning styles and/or multiple intelligences. project subject to teacher approval. Acceptable For example: (1) Analyze the broadside for projects are those that incorporate Common runaway slaves (See Jackdaws packet: Slavery Core Literacy Standards for Social Studies, Comes to America.), and then produce a higher order thinking skills, and a relationship version that reflects posters generated today. to the essential questions or the enduring (2) What role did technology (communication, understanding for the Unit. Students may work photography, and weapons) play in the Civil individually, in partnerships, or in collaborative War, and how did it affect the outcome? (3) groups based on teacher discretion. Analyze and evaluate the effectiveness of political cartoons from the Civil War period, and then create one of your own. (4) Research how the abolitionists and conductors on the underground railroad communicated using quilts. Find other examples of visual communication that are used today and display them in a ‘quilt.’ (Media Center has several.) or (5) If you were a Civil War general, how would you have altered one of the battles so that it would have resulted in a different outcome?

Extend knowledge of historical figures by researching, designing, and sharing an interactive social media platform. www.classtools.net/fb/home/page Create a “fakebook page” for historical figures (e.g., first two presidents or their first ladies) which allows further study and RAFT: Role/Audience/Format/Topic investigation.

Students choose a specific writer’s role, a

36 target audience, and a format (letter, article, poem, etc.) to demonstrate knowledge of a unit topic. Topic #6: Current Events

Students learn about the world around them by examining newspapers, magazines, news website, etc. The process and format is left to the individual teacher’s discretion.

37 UNIT 7: RECONSTRUCTION/REBUILDING A NATION DURATION: 5 Weeks STANDARDS: 6.1.8.A.5.b.--Compare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward the reconstruction of the South. 6.1.8.C.5.b.--Analyze the economic impact of Reconstruction on the South from different perspectives. 6.1.8.D.5.d.--Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently W.5.10-- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. L.5.1-- 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.2-- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.3-- Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.5.6-- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). 8.1.8.A.5.--Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. 8.1.8.E.1.--Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. 9.1.8.A.1.--Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem –solving skills. 9.1.8.B.2.--Use multiple points of view to create alternative solutions. 9.1.8.C.1.--Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.8.C.2.--Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. 9.1.8.D.2.--Demonstrate the ability to understand inferences.

38 Enduring Understanding: Essential Question(s):

Reuniting a nation after a civil war presents difficulties. 1. Are things ‘as good as new’ when they are put back together again?

2. Should the South have been treated as a defeated nation or as rebellious states? (a comparison of the presidential and congressional reconstruction programs)

3. What lessons can we learn from the past to avoid problems in the future?

EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for student learning Other Evidence of Master (Summative): Student proficiency (for of content and cognitive skills. a specific unit or multiple units) is defined for the individual at 80% or better; for the class: 80% of the students attain the established Completed Feature Analysis Chart analyzing the effectiveness of the Civil minimum standard; an exemplar or rubric should be referenced and War amendments (13, 14, & 15) on the lives of freed African Americans. included in the Evaluation Section

Essay about African American lives after the Civil War using vocabulary Quizzes Unit Test (See Teacher’s Binder.) terms (segregation, carpet bagger, Jim Crow laws, reconstruction, black codes, & sharecropper) Rubric for feature analysis chart analyzing the effectiveness of the Civil War amendments (See Teacher’s Binder.) Student Selected Unit Project Rubric for essay about African American lives after the Civil War (See Teacher’s Binder.)

Unit Project Rubric (See Teacher’s Binder.)

39 1. The meaning of the Civil War amendments. 1. Explain the legacy of the Civil War amendments evaluating 2. The Congressional Plan for Reconstruction. (6.1.8.A.5.b) their effectiveness. (6.1.8.D.5.d) 3. Lincoln’s Plan for Reconstruction. (6.1.8.A.5.b) 2. Analyze the effectiveness of the Civil War amendments 4. The economic impact of Reconstruction on the South. from multiple perspectives (e.g., African Americans; white (6.1.8.C.5.b) southerners; women). (6.1.8.D.5.d) 3. Compare and contrast Lincoln’s Plan and Johnson’s Plan for Reconstruction. (6.1.8.A.5.b)

INSTRUCTIONAL PLAN Unit #4: Rebuilding a Nation Resources Suggested Options for Differentiation Topic #1 Reconstruction Post enduring understandings and essential Leveled/alternative readings Economic impact of the war questions for the unit in classroom. Partner/collaborative groups Reuniting North and South Graphic organizers Lincoln’s vision Create and maintain a timeline of major Mind map Johnson’s plan historic events. Write a story about a freed person leaving the Absorbing free African Americans into society The United States, Volume 2 (MacMillan plantation. McGraw Hill, 2009) Approaching: 13th Amendment Textbook: Unit 6, Lesson 6 Reconstruction The newly freed slave will simply leave the 14th Amendment and After p. 280-285 plantation because he/she can. Literary 15th Amendment 1. Rebuilding the South elements should include setting, protagonist, Carpetbaggers 2. Congress Takes Charge conflict, and resolution. 3. Reconstruction Ends On Level: Black Codes Vocabulary: p. 59-60 The newly freed slave leaves in hopes of Student Practice and Activity Workbook: p. finding family members. Literary elements 56 & 57 should include exposition, setting, protagonist, Foldables: p. 98 minor characters, conflict, climax, and Assessment: p. 163-167 resolution. Beyond: Reconstruction After the Civil War— The newly freed slave leaves in hopes of Primary Sources (Jackdaw) finding economic independence. Literary elements should include exposition, setting, Students create a chart listing the problems protagonist, antagonist, minor characters, associated with reuniting the north and the conflict, rising action, climax, falling action, south and the two plans for addressing those and resolution. problems.

40 Activity: Treasures Leveled Reader Library: Students respond to the flowchart ‘the African/Voting (Part of classroom libraries) Contract System and Sharecropping’ in American History: Beginnings through Reading (Script) for Two Voices on Reconstruction, (McDougal Littell, 2008), p. Reconstruction: 580. They can make either a t-chart or a Venn http://www.voanews.com/learningenglish/ho Diagram to compare and contrast the two me/a-23-2005-07-13-voa4-83125892.html different systems of farming. Discussion should follow as to which method gave farmers the better chance of escaping slavery. Reconstruction: http://www.digitalhistory.uh.edu/reconstruct ion/introduction.html

Video clip-discoveryeducation.com: ‘Civil Rights: The Long Road to Equality’ Segment entitled ‘The Constitution and Racial Discrimination: The Thirteenth, Fourteenth and Fifteenth Amendments’.

Treasures Leveled Reader Library: Women Vote (Part of classroom libraries)

Topic #2: Reconstructing the South’s Economy Post enduring understandings and essential Leveled/alternative readings questions for the unit in classroom. Partner/collaborative groups Sharecropping Graphic organizers Create and maintain a timeline of major Mind map Free Men’s Bureau historic events. Approaching: Analyze a Map--View the 1870 map Provide students with a graphic organizer to http://www.pbs.org/wgbh/amex/reconstructi record their information from the website. on/states/sf_states_pop_map.html, Beyond: comparing each state's agricultural and Computer lab Activity—Show students how to factory values in 1860 and 1870. Divide the use an Excel spreadsheet to do the calculations states equally among the students and have and generate the graphs.

41 each student draw a bar graph showing the change between those two years in the value of the state's farms and factory products. (Each bar graph will have two data lines: one for farms' value, the other for factory products' value.) Now post these bar graphs around the room, separating those for the Confederate states from the other states. What do they tell you about how the South's economic fortunes compared to those of the North? Topic #3: Unit Project and Reflection

Revisit essential questions for discussion Unit Projects provide choice designed around Students select a Unit Project from teacher learning styles and/or multiple intelligences. prepared choices or propose an alternative For example: (1) Speculate how the period of project subject to teacher approval. Acceptable reconstruction would have been different if projects are those that incorporate Common President Lincoln had not died. (Teacher’s Core Literacy Standards for Social Studies, Edition of American History: Beginnings higher order thinking skills, and a relationship through Reconstruction, (McDougal Littell, to the essential questions or the enduring 2008), p. 573.) (2) How free were the former understanding for the Unit. Students may work slaves after the Civil War? Compare and individually, in partnerships, or in collaborative contrast freemen in the north and the south. (3) groups based on teacher discretion. What migration patterns emerged after the Civil War, and what motivated these groups of people to relocate? (The Great Migration) (4) What were the push and pull factors that resulted in settlement of the prairie? or, (4) One of your own with teacher approval.

42 first ladies) which allows further study and RAFT: Role/Audience/Format/Topic investigation.

Students choose a specific writer’s role, a target audience, and a format (letter, article, poem, etc.) to demonstrate knowledge of a unit topic. Topic #4: Current Events

Students learn about the world around them by examining newspapers, magazines, news website, etc. The process and format is left to the individual teacher’s discretion.

43 Required Instructional Resources

The United States, Volumn 2 (McMillian – McGraw Hill, 2009) We the People The Citizen & The Constitution Level 2 (Center for Civic Education) We the People Student Text Level 2 (Center for Civic Education) The Louisiana Purchase: Would You Close the Deal? by E. Landau Bull Run by Sid Fleishman Pioneers Simulation of Decision Making on a Wagon Train by Interact Texas and the Mexican War Debate by Interact Underground Railroad Simulation by Interact Slavery Comes to America (Primary Documents) from Jackdaw Reconstruction After the Civil War (Primary Documents) from Jackdaw Indian Resistance: The Patriot Chiefs (Primary Documents) from Jackdaw Slavery in America Album (Photo Collection) from Jackdaw Child Labor (Photo Collection) from Jackdaw Interactive 3-D Maps: American History (Scholastic) Let’s Remember … When Texas Belonged to Spain (Hendrick-Long Publishing Co. in Dallas, TX) Let’s Remember … When Texas Belonged to Mexico (Hendrick-Long Publishing Co. in Dallas, TX) Let’s Remember … When Texas was a Republic (Hendrick-Long Publishing Co. in Dallas, TX) Americans and the New American Government: Treaties and Promises (Rosen Classroom Publisher) New Roads, Canals, and Railroads in the 19th Century America: The Transportation Revolution (Rosen Classroom Publisher) The Gold Rush: Chinese Immigrants Come to America (1848-1882) (Rosen Classroom Publisher) Immigration, Migration, and the Growth of the American City (Rosen Classroom Publisher) Immigration, Migration, and the Industrial Revolution (Rosen Classroom Publisher) Telegraph and Telephone Networks (Rosen Classroom Publisher) Railroads and Steamships: Important Developments in American Transportation (Rosen Classroom Publisher) How Railroads Shaped America (Rosen Classroom Publisher) Industrial Revolution Flip Perspectives (Steck Vaughn) Native Americans Flip Perspectives (Steck Vaughn) Push to the West (Steck Vaughn) Gold Rush (Steck Vaughn) Civil War (Steck Vaughn)

44 Evaluation and Grading

 Teacher made unit tests  Teacher observations  Class work  Projects  Class participation

Common Core Standards – Information Text Gr. 5 RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.5. Compare and contrast the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. RI. 5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Common Core Standard – Writing Gr. 5 W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. o Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. o Provide logically ordered reasons that are supported by facts and details. o Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). o Provide a concluding statement or section related to the opinion presented. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. o Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

45 o Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. o Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). o Use precise language and domain-specific vocabulary to inform about or explain the topic. o Provide a concluding statement or section related to the information or explanation presented. W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. o Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. o Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. o Use a variety of transitional words, phrases, and clauses to manage the sequence of events. o Use concrete words and phrases and sensory details to convey experiences and events precisely. o Provide a conclusion that follows from the narrated experiences or events. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade- specific expectations for writing types are defined in standards 1–3 above.) W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. o Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). o Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). W.5.10. Write routinely over extended time frames (time for research, 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.

Common Core Standard – Language Gr. 5 L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. o Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. o Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. o Use verb tense to convey various times, sequences, states, and conditions. o Recognize and correct inappropriate shifts in verb tense.*

46 o Use correlative conjunctions (e.g., either/or, neither/nor). L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. o Use punctuation to separate items in a series.* o Use a comma to separate an introductory element from the rest of the sentence. o Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). o Use underlining, quotation marks, or italics to indicate titles of works. o Spell grade-appropriate words correctly, consulting references as needed. L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. o Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. o Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. o Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. o Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). o Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. o Interpret figurative language, including similes and metaphors, in context. o Recognize and explain the meaning of common idioms, adages, and proverbs. o Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

New Jersey Core Curriculum Content Standards - Social Studies

Standard 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Strand A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives

47 Era Three Worlds Meet (Beginnings to 1620) Colonization and Settlement (1585-1763) Revolution and the New Nation (1754-1820s) Expansion and Reform (1801-1861) Civil War and Reconstruction (1850-1877) Colonization and Settlement (1585-1763) Revolution and the New Nation (1754-1820s) Expansion and Reform (1801-1861) Civil War and Reconstruction (1850-1877) The Development of the Industrial United States (1870-1900) The Emergence of Modern America (1890-1930) The Great Depression and World War II (1929-1945) Postwar United States (1945 to early 1970s) Contemporary United States (1970-Today) The Beginnings of Human Society Standard 6.2 World History/Global Studies: All Students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such Knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era The Beginnings of Human Society Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE) Expanding Exchanges and Encounters (500 CE-1450 CE) The Emergence of the First Global Age (1350-1770) Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700) Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

New Jersey Core Curriculum Content Standards - 21st-Century Life and Career Skills

Standard 9.1 21st-Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Strand A. Critical Thinking and Problem Solving B. Creativity and Innovation

48 C. Collaboration, Teamwork, and Leadership D. Cross-Cultural Understanding and Interpersonal Communication E. Communication and Media Fluency F. Accountability, Productivity, and Ethics Standard 9.2 Personal Financial Literacy: All students will develop skills and strategies that promote personal and financial responsibility related to financial planning, savings, investment, and charitable giving in the global economy. Strand A. Income and Careers B. Money Management C. Credit and Debt Management D. Planning, Saving, and Investing E. Becoming a Critical Consumer F. Civic Financial Responsibility G. Risk Management and Insurance Standard 9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. Strand A. Career Awareness B. Career Exploration C. Career Preparation Standard 9.4 Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career clusters, see the Career Clusters Table.) Strand A. Agriculture, Food, & Natural Resources Career Cluster Strand B. Architecture & Construction Career Cluster Strand C. Arts, A/V Technology, & Communications Career Cluster Strand D. Business, Management & Administration Career Cluster Strand E. Education & Training Career Cluster Strand F. Finance Career Cluster Strand G. Government & Public Administration Career Cluster Strand H. Health Science Career Cluster Strand I. Hospitality & Tourism Career Cluster Strand J. Human Services Career Cluster Strand K. Information Technology Career Cluster Strand L. Law, Public Safety, Corrections, & Security Career Cluster

49 Strand M. Manufacturing Career Cluster Strand N. Marketing Career Cluster Strand O. Science, Technology, Engineering, & Mathematics Career Cluster Strand P. Transportation, Distribution, & Logistics Career Cluster

New Jersey Core Curriculum Content Standards – Technology Literacy

Standard 8.1 Educational Technology: 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. Strand A. Technology Operations and Concepts B. Creativity and Innovation C. Communication and Collaboration D. Digital Citizenship E. Research and Information Literacy F. Critical Thinking, Problem Solving, and Decision-Making Standard 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand A. Nature of Technology: Creativity and Innovation B. Design: Critical Thinking, Problem Solving, and Decision-Making C. Technological Citizenship, Ethics, and Society D. Research and Information Fluency E. Communication and Collaboration F. Resources for a Technological World G. The Designed World

50 Scope and Sequence and Suggested Timeline:

1 2 3 4 5 6 7 8 9 A New Nation (Building Background Knowledge) A New Nation Unit A Changing Project Nation

10 11 12 13 14 15 16 17 18

Unit Jackson Era and Unit Industrial Revolution Project Westward Movement Project

19 20 21 22 23 24 25 26 27

Industrial Unit Sectionalism-A Nation Divided Unit The Civil Revolution Project Project War

28 29 30 31 32 33 34 35 36

The Civil War Unit Reconstruction/ Unit Project Rebuilding a Nation Project

Submitted by: Rebecca Dorn and Denise McIlroy Date: December 16, 2013

Board of Education Curriculum and Instruction Committee: Approved Date:

Board of Education: Approved Date: