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U.S. HISTORY I Unit 3 U.S. HISTORY I Unit 3 1 | P a g e Course Description The United States History I course is the first half of a two-year sequence that constitutes the heart of the History/Social Science program in the high school. It is intended to satisfy the requirements of the New Jersey law in this area and to apply to all students who do not choose an alternate United States History I or II sequence. This is a general survey course in American history. This survey follows a flexible chronology that broadly covers the panorama of our nation’s development of a period of four centuries. The major divisions of the United States History I course are: the economic, political, and religious factors in European history leading to the discovery and exploration of the New World; the settlement and growth of colonial America; the American struggle for independence from England; the creation of a unique American form of government with special emphasis on the Constitution of the United States; the development of the new nation in regard to its political, economic, and cultural growth; the Civil War and Reconstruction; and the rise of industrialism and the economic changes that transformed the nation. 2 | P a g e Pacing Chart Unit Topic Duration Unit 1 Colonization, Revolution and Constitution 7 Weeks (1585-1800) Unit 2 New Nation, Expansion and Reform (1801- 7 Weeks 1861) Unit 3 Civil War and Reconstruction (1850-1877) 7 Weeks Unit 4 The Development of the Industrial United 7 Weeks States and the Emergence of Modern America (1890-1930) Unit 5 The Emergence of Modern America: World 8 Weeks War I and Roaring Twenties (1890-1930) 3 | P a g e Effective Pedagogical Routines/Instructional Strategies Collaborative problem solving Word Study Drills Writing to learn Flash Cards Making thinking visible Interviews Note-taking Role Playing Rereading & rewriting Diagrams, charts and graphs Establishing text-based norms for discussions & writing Storytelling Establishing metacognitive reflection & articulation as a regular Coaching pattern in learning Reading partners Quick writes Visuals Pair/trio Sharing Reading Aloud Turn and Talk Model (I Do), Prompt (We Do), Check (You Do) Charting Mind Mapping Gallery Walks Trackers Whole class discussions Multiple Response Strategies Modeling Choral reading Reader’s/Writer’s Notebooks Conferencing 4 | P a g e Computer Science and Design Thinking Standards 8.1.12.A.1, 8.1.12.A.3, 8.1.12.A.4 ➢ Technology Operations and Concepts Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. Example of use within the unit: Create database/interactive map, which discusses the religious and ethnic makeup of the modern nations of the empires discussed. Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. Example of use within the unit: Create database/interactive map, which discusses the religious and ethnic makeup of the modern nations of the empires discussed. Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure. Example of use within the unit: Travel Blog: Create a travel blog using Tumblr. Students will address social, political, cultural, economic, and interactions in each empire 5 | P a g e Career Readiness, Life Literacies and Key Skills Standards CRP1, CRP2, CRP4, CRP6 CRP1. Act as a responsible and contributing citizen and employee ▪ Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. Example of use within the Unit: Have students research an interest group (NRA, a labor union, Family Research Council, ACLU etc..) and present to the class about the role and function of that interest group CRP2. Apply appropriate academic and technical skills. ▪ Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. Example of use within the Unit: Video: Watch video in class, The Reconstruction Amendments: The 13th, 14th and 15th Amendments http://education-portal.com/academy/lesson/the-reconstruction-amendments-the-13th-14th-and-15th-amendments.html#lesson CRP4. Communicate clearly and effectively and with reason. ▪ Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career- ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. 6 | P a g e Example of use within the Unit: Find 2 current event articles relating to democracy in America, and write a 3 paragraph reaction explaining the status of democracy in the US. (i.e., supreme court case, campaign donations, current election, etc…) CRP6. Demonstrate creativity and innovation. ▪ Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. Example of use within the Unit: Have students look at their hometown from the perspective of transportation options and to determine what option, if any, the railroads offer. With maps readily available, ask each student to select as a travel destination a large city at least 500 miles from where he or she lives. Each student's objective is to figure out the best way of getting to that destination and back. Options they should look into include train, bus, and plane 7 | P a g e 8 | P a g e 9 | P a g e 10 | P a g e Culturally Relevant Pedagogy Examples Relationships: Curriculum: Instructional Delivery: • Learn about your students’ individual • Incorporate student- centered stories, • Establish an interactive dialogue to engage cultures. vocabulary and examples. all students. • Adapt your teaching to the way your • Incorporate relatable aspects of students’ • Continuously interact with students and students learn lives. provide frequent feedback. • Develop a connection with challenging • Create lessons that connect the content to • Use frequent questioning as a means to students your students’ culture and daily lives. keep students involved. • Communicate and work with • Incorporate instructional materials that • Intentionally address visual, tactile, and parents/guardians on a regular basis (email relate to a variety of cultural experiences. auditory learners. distribution, newsletter, phone calls, notes, • Incorporate lessons that challenge • Present relatable real world problems from meetings, etc.) dominant viewpoints. various viewpoint. • Provide student with opportunity to engage with text that highlights authors, speakers, characters or content that reflect students lived experiences (mirror) or provide a window into the lived experience of people whose identities differ from students. • Bring in guest speakers. • Use learning stations that utilize a range of materials. • Use Media that positively depicts a range of cultures. 11 | P a g e 12 | P a g e SEL Competency Examples Content Specific Activity & Approach to SEL ✔ Self-Awareness Example practices that address Self- Teachers provide and review syllabi which Self-Management Awareness: outline and review classroom rules, routines, Social-Awareness and procedures. Consequences for • Clearly state classroom rules Relationship Skills inappropriate behavior are discussed with Responsible Decision-Making • Provide students with specific feedback the students. Students are considered regarding academics and behavior stakeholders in the creation of classroom • Offer different ways to demonstrate rules, routines, and procedures. The teacher understanding and students design a framework to • Create opportunities for students to self- maximize student learning time. For advocate example, teachers provide and review • Check for student understanding / feelings rubrics for Accountable Talk and dialectical about performance journals. The students work collaboratively • Check for emotional
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