Rigorous Curriculum Design s2

WS/FCS Unit Planning Organizer

Subject(s) Social Studies Conceptual Lenses Grade/Course 11th Grade  technology Unit of Study Expansion (1803-1848)  expansion Unit Title “Manifest Destiny”  conflict Pacing 12 days  “The American Dream”

Unit Overview

Between 1803 and 1848 the United States expanded west beyond the Mississippi River providing opportunities for the pursuit of the American Dream; however, it also revealed growing sectional differences sparked by the potential westward extension of slavery. Although people had begun to move west even from the early years of European settlement in America and during the early years of the Republic, the era of westward expansion began in earnest in the early to mid- 19th century. In 1803, the Louisiana Purchase doubled the size of the United States and opened a vast new territory for settlement. Explorers (i.e., Lewis and Clark) explored this territory and continued to gather information about the West during the first half of the century. Beginning in the 1840s, pioneers set out on the Oregon Trail hoping to build new lives on the Great Plains, in the mountains, or in Oregon Territory. Over the next few decades, thousands of settlers headed West in search of farmland and gold and other minerals. In the process, the new arrivals interrupted the lifestyles and livelihoods of Native Americans and changed the Western landscape forever. The Westward Expansion of the United States allowed new economic and political opportunities for poorer Americans. However, it also invited a debate about the extension of the peculiar institution of slavery into Western territories. One of the primary causes of the eventual American Civil War will be the debate over the extension of slavery into the West.

Unit Enduring Understanding(s) Unit Essential Question(s) UEU 1: The pursuit of the American Dream can cause UEQ 1: What are the results of the pursuit of the American expansion, conflict, and redistribution of resources. Dream? UEU 2: Technology can encourage expansion. UEQ 2: How can technology help expansion? UEU 3: A nation’s expansion is often at the expense of UEQ 3: How and in what ways can a nation’s expansion at others and may lead to conflict. the expense of others lead to conflict?

Essential State Standards

Priority Objectives Supporting Objectives

 AH1.H.3.3 Explain the roles of various racial and  AH1.H.3.2 Explain how environmental factors ethnic groups in settlement and expansion through influenced the patterns of migration and Reconstruction an d the consequences for those settlement wit hin the U.S. before the Civil War. groups  AH1.H.4.1 Analyze the political issues and  AH1.H.3.4 Analyze voluntary and involuntary conflicts that impacted the United States through immigration trends through Reconstruction in terms Reconstruction and the compromises that resulted. of causes, regions of origin and destination, cultural  AH1.H.4.2 Analyze the economic issues and contributions, and public and governmental conflicts that impacted the United States through response. Reconstruction and the compromises that resulted.  AH1.H.4.4 Analyze the cultural conflicts that  AH1.H.6.1 Explain how economic and political impacted the United States through Reconstruction interests helped set the direction of United States and the compromises that resulted. foreign policy from independence through  AH1.H.8.1 Analyze the relationship between Reconstruction. innovation, economic development, progress, and  AH1.H.6.2 Explain the reasons for involvement various perceptions of the “American Dream” in wars prior to Reconstruction and the influence through Reconstruction. each involvement had on int ernational affairs  AH1.H.8.2 Explain how opportunity and mobility  AH1.H.7.1 Explain the impact of war on impacted various groups within American society American politics through Reconstruction through Reconstruction.  AH1.H.7.2 Explain the impact of wars on the American economy through Reconstruction.  AH1.H.7.3 Explain the impact of wars on American society and culture through Reconstruction.  AH1.H.8.3 Evaluate the extent to which a variety of groups and individuals have had opportunity to attain their perception of the “American Dream”  AH1.H.8.4 Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis through Reconstruction.

“Unpacked” Concepts “Unpacked” Skills COGNITION (students need to know) (students need to be able to do) (RBT Level) AH1.H.3.3 AH1.H.3.3 AH1.H.3.3 □ settlement □ Analyze □ Analyze □ expansion AH1.H.3.4 AH1.H.3.4 AH1.H.3.4 □ Analyze □ Analyze □ immigration AH1.H.4.4 AH1.H.4.4 AH1.H.4.4 □ Analyze □ Analyze □ conflicts □ compromises AH1.H.8.1 AH1.H.8.1 □ Analyze □ Analyze AH1.H.8.1 □ innovation AH1.H.8.2 AH1.H.8.2 □ economic development □ Explain □ Understand □ progress □ the “American Dream”

AH1.H.8.2 □ opportunity □ mobility

H G C E C Unit “Chunking” Essential Factual Suggested Lesson Essential & & Enduring Content Questions G Understandings The Foundations of Colonial westward How and to what extent was 3.4 American Westward migration westward expansion during Expansion (to 1830s) Trans-Appalachian the early republic influenced Migration by government policies and People often migrate Native American actions? in order to pursue a resistance to better life and new westward What push and pull factors 3.4, 8.1 opportunities. expansion (i.e. encouraged westward Tecumseh) expansion? Government policy Cotton Kingdom can reflect people’s spreads west How did Native Americans 8.2 desire to expand. Louisiana Purchase resist westward expansion? Lewis and Clark Migration can often be (and Sacajawea) How did technology facilitate 8.1 at the expense of roads, turnpikes, westward expansion? others and lead to canals, railroads conflict. inventions (i.e. steamboat, steel Technology can plow, encourage expansion. mechanical reaper, telegraph) British-American Convention of 1818 Adams-Onis Treaty Missouri Compromise Jackson’s Indian Policy (i.e. Indian Removal Act, Cherokee Nation v. Georgia; Worcester v. Georgia, Trail of Tears) Completion of Manifest Destiny During Manifest Destiny, why 8.1, 8.2 Continental Manifest John L. O’Sullivan and to what extent did various Destiny (1820s-1848) Oregon Trail groups take the opportunity to “54° 40’ or fight” move west? Migration often Texan Revolution affords the “common (i.e. Stephen F. How and in what ways did 6.2, 7.1 man” new Austin, Sam Manifest Destiny and opportunities in the Houston, Lone expansionism lead to the pursuit of the Star Republic, Mexican-American War? “American Dream”. Alamo) James K. Polk How and to what extent did 7.2, 7.3 Nations might pursue “American blood Manifest Destiny increase what it considers to be on American sectional tension? its natural boundaries. soil” Spot Resolutions How did Manifest Destiny 8.3 Expansion can often Mexican-American facilitate the American Dream highlight and intensify War (Zachary for some people, but not existing sectional and Taylor, Winfield others? political tensions. Scott, Treaty of Guadalupe What were the diverse ways 4.1 Hidalgo) in which politicians and Henry David activists defended or protested Thoreau’s Civil expansion and Manifest Disobedience Destiny? Wilmot Proviso Mormons/Brigham Young California Gold Rush/49ers Chinese immigration Gadsden Purchase

Language Objective EXAMPLES Historical Thinking and Geography Skill Resources ○ “Straight Ahead” □“Uphill” ∆“Mountainous” Historical Thinking Geography Skills

General Unit Resources

○ “Straight Ahead” □“Uphill” ∆ “Mountainous” ○ Gadsden Purchase: http://vimeo.com/10734221

Additional resources will be listed here as unit development continues.

American Progress (art) Ken Burns’ The West O, Californ-i-a Fire on the Mountain (Marshall Tucker Band) Maps showing territorial expansion Lincoln’s Spot Resolutions The Alamo (movie) Civil Disobedience Compromise of 1850 and other legal documents docsteach.org The Story of US (Donner Party clip)

Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight Ahead (less challenging for struggling readers), Uphill (having some challenging words and more complex sentence structure that is appropriate for on-grade level readers), or Mountainous (containing challenging vocabulary, complex sentences, and more abstract ideas).