U.S. HISTORY I Unit 3

U.S. HISTORY I

Unit 3

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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.

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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)

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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

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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

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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.

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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

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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.

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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 wellbeing to develop a classroom environment which • Facilitate understanding of student supports self-regulation and a responsibility strengths and challenges for staying on task.

Self-Awareness Example practices that address Self- Where Have You Gone Charming Billy is a ✔ Self-Management Management: short story focusing on the horrors of war as Social-Awareness internal/external conflicts including, person Relationship Skills • Encourage students to take vs. self, person vs. society, etc. In Where Responsible Decision-Making pride/ownership in work and behavior Have You Gone Charming Billy, the main • Encourage students to reflect and adapt to character is Private First Class Paul Berlin. classroom situations The story takes place during the Vietnam • Assist students with being ready in the War. It is Paul’s first day, and he is having classroom an extremely hard time fighting anxiety and 13 | P a g e

SEL Competency Examples Content Specific Activity & Approach to SEL • Assist students with managing their own fear. One soldier in his platoon has already emotional states died from a heart attack. The teacher can ask students how they would handle a situation with overwhelmed anxiety and fear. Additionally, the students can be asked to put themselves into the character of any one of the soldiers in the story and reflect on the emotional state of the character. Teachers can encourage students to be cognizant of their own feelings when faced with difficult situations and develop strategies for self-management. Self-Awareness Example practices that address Social- Everyday Use can be used to teach Self-Management Awareness: students about the importance of ✔ Social-Awareness traditions, history, and culture. Relationship Skills • Encourage students to reflect on the Responsible Decision-Making perspective of others In Everyday Use by Alice Walker, the • Assign appropriate groups tradition/custom is mostly represented through practically objects that have been • Help students to think about social passed down in the narrator’s family for strengths generations. The conflict concerns • Provide specific feedback on social skills competing ideas about what tradition or • Model positive social awareness through heritage even means. Students can examine metacognition activities their own traditions, history, and culture.

Self-Awareness Example practices that address When discussing the required texts, students Self-Management Relationship Skills: will participate in Accountable Talk

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SEL Competency Examples Content Specific Activity & Approach to SEL Social-Awareness • Engage families and community members discussion that will help develop their ✔ Relationship Skills • Model effective questioning and communication skills. Within their Responsible Decision-Making responding to students discussion’s students will model and promote respecting differing opinions and • Plan for project-based learning viewpoints from their classmates. • Assist students with discovering individual Additionally, using IFL routines and strengths procedures, students will model effective • Model and promote respecting differences questioning techniques and respond • Model and promote active listening appropriately to their peers. • Help students develop communication skills Teachers can refer to Everyday Use, by • Demonstrate value for a diversity of Alice Walker, when teaching students how opinions to build relationships with others. Self-Awareness Example practices that address Teachers will foster student leadership Self-Management Responsible Decision-Making: within classrooms and or the school Social-Awareness community by providing opportunities for Relationship Skills • Support collaborative decision making for student independence. Students will be Responsible Decision-Making academics and behavior responsible for their behavior as well as their • Foster student-centered discipline peers. For example, IFL best practices requires teachers and students to establish • Assist students in step-by-step conflict classroom norms and values when a resolution process participation in classroom activities such • Foster student independence gallery walks, turn and talks, etc. • Model fair and appropriate decision making • Teach good citizenship

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies Time/General Processing Comprehension Recall • Extra time for assigned tasks • Extra Response time • Precise step-by-step • Teacher-made checklist directions • Adjust length of assignment • Have students verbalize steps • Use visual graphic • Short manageable tasks organizers • Timeline with due dates for • Repeat, clarify or reword reports and projects directions • Brief and concrete directions • Reference resources to • Communication system promote independence between home and school • Mini-breaks between tasks • Provide immediate feedback • Visual and verbal reminders • Provide lecture notes/outline • Provide a warning for • Small group instruction transitions • Graphic organizers • Emphasize multi-sensory • Reading partners learning

Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization • Computer/whiteboard • Extended time • Consistent daily structured • Individual daily planner routine • Tape recorder • Study guides • Display a written agenda • Simple and clear classroom • Spell-checker • Focused/chunked tests rules • Note-taking assistance

• Audio-taped books • Read directions aloud • Frequent feedback • Color code materials

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

• Leveled Text • Chunking text • Choice Board • Socratic Seminar • Tiered Instruction • Small group instruction • Sentence starters/frames • Writing scaffolds • Tangible items/pictures (i.e., to facilitate vocabulary acquisition) • Tiered learning stations • Tiered questions • Data driven student partnerships

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Enrichment

Accommodate Based on Students Individual Needs: Strategies

● Adaption of Material and Requirements ● Evaluate Vocabulary ● Elevated Text Complexity ● Additional Projects ● Independent Student Options ● Projects completed individual or with Partners ● Self Selection of Research ● Tiered/Multilevel Activities ● Learning Centers ● Individual Response Board ● Independent Book Studies ● Open-ended activities ● Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

● Timelines, Maps, Charts, Graphic Organizers

● Unit Assessments, Chapter Assessments, Quizzes

● DBQ, Essays, Short Answer

● Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

● Projects, Portfolio, Presentations, Prezi, Gallery Walks

● Homework

● Concept Mapping

● Primary and Secondary Source analysis

● Photo, Video, Political Cartoon, Radio, Song Analysis

● Create an Original Song, Film, or Poem

● Glogster to make Electronic Posters

● Tumblr to create a Blog

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New Jersey Student Learning Standards 9-12

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.

A. Civics, Government, and Human Rights

▪ 6.2.12.A.3.a: Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.

▪ 6.2.12.A.3.b: Determine the extent to which the American, French, and Haitian revolutions influenced independence movements in Latin America.

▪ 6.2.12.A.3.c: Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution.

▪ 6.2.12.A.3.d: Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities.

▪ 6.2.12.A.3.e: Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary government.

▪ 6.2.12.A.3.f: Compare and contrast the struggles for women’s suffrage and workers’ rights in Europe and North America, and evaluate the degree to which each movement achieved its goals.

▪ 6.2.12.A.3.g: Analyze the motives for and methods by which European nations, Japan, and the United States expanded their imperialistic practices in Africa and Asia during this era, and evaluate the impact of these actions on their relations.

B. Geography, People, and the Environment

 6.2.12.B.3.a: Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1914.

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 6.2.12.B.3.b: Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.

 6.2.12.B.3.c: Relate the role of geography to the spread of independence movements in Latin America.

C. Economics, Innovation, and Technology

 6.2.12.C.3.a: Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns of land holding.

 6.2.12.C.3.b: Analyze interrelationships among the Industrial Revolution, nationalism, and competition for global markets, imperialism, and natural resources.

 6.2.12.C.3.c: Compare the characteristics of capitalism, communism, and socialism to determine why each system emerged in different world regions.

 6.2.12.C.3.d: Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about massive social, economic, and cultural changes.

 6.2.12.C.3.e: Assess the impact of imperialism on economic development in Africa and Asia.

 6.2.12.C.3.f: Determine the extent to which Latin American political independence also brought about economic independence in the region.

D. History, Culture, and Perspectives

 6.2.12.D.3.a: Explain how individuals and groups promoted revolutionary actions and brought about change during this time period.

 6.2.12.D.3.b: Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children.

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 6.2.12.D.3.c: Compare and contrast China’s and Japan’s views of and responses to imperialism, and determine the effects of imperialism on the development and prosperity of each country in the 20th century.

 6.2.12.D.3.d: Analyze the extent to which racism was both a cause and consequence of imperialism, and evaluate the impact of imperialism from multiple perspectives.

 6.2.12.D.3.e: Analyze the impact of the policies of different European colonizers on indigenous societies, and explain the responses of these societies to imperialistic rule.

English Language Arts & History/Social Studies Grades 9-10 Companion Standards

Key Ideas and Details:

 RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

 RH.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

English Language Arts Standards » Writing » Grade 9-10

Text Types and Purposes:

 WHST.9-10.2 a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Production and Distribution of Writing:

 WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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 WHST.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge:

 WHST.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject demonstrating understanding of the subject under investigation.

 WHST.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

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Grade: 10th Unit: 3 Topic: Civil War and Reconstruction (1850-1877)

NJSLS 6.1.12.A.4.a, 6.1.12.A.4.a, 6.1.12.A.4.c, 6.1.12.B.4.a , 6.1.12.C.4.a, 6.1.12.D.4.a, 6.1.12.D.4.b, 6.1.12.C.4.c, 6.1.12.A.4.b, 6.1.12.B.4.b, 6.1.12.C.4.b, 6.1.12.D.4.c, 6.1.12.A.4.d

ELA Companion Standards WHST.9-10.2, RH.9-10.7, WHST.9-10.6, WHST.9-10.7, RH.9-10.4, RH.9-10.6, WHST.9-10.1

NJSLS Essential Question Sample Activities Resources Interdisciplinary Connections

Analyze the differing Northern How did the economic DBQ:What Caused Anti-Slavery Society ELA: Teaching Uncle Tom’s Cabin and Southern views about development of the North the Civil War? Manifesto: http://xroads.virginia.edu/~MA02/h slavery (e.g., Uncle Tom’s and South contribute to the http://hackettlatinaca http://teachingamericanhis arris/utc/ Cabin), economic development, Civil War? demy.weebly.com/up tory.org/library/document/ states’ rights, and other issues loads/2/2/5/1/225101 manifesto/ ABC-CLIO, Adventures of that led to secession and the How did literature such as 82/what_caused_the_ Huckleberry Finn: Civil War. Uncle Tom’s Cabin civil_war_dbq.pdf History of Slavery and http://americanhistory.abc- influence public opinion Racism: clio.com/Analyze/Display/1769938 Standard: on slavery? Chart: Economies in http://innercity.org/holt/ch WHST.9-10.2 the North and South ron_1830_end.html Standard: WHST.9-10.2 a 6.1.12.A.4.a Who were some of the leading proponents of The Underground secession? Railroad: http://teacher.scholastic.co m/activities/bhistory/under ground_railroad/map.htm

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NJSLS Essential Question Sample Activities Resources Interdisciplinary Connections

Analyze the impact of What extent did the Dred Scott Docsteach, Oh ELA: Dred Scott: government actions (i.e., the westward expansion of the Discussion: ABC- Freedom! Sought http://www.teachushistory.org/dred-scott- Fugitive Slave Act, Dred Scott United States influenced CLIO, Under the Fugitive decision/lesson-plans Decision, and Kansas-Nebraska the spread of slavery? http://americanhistory Slave Act: Act) on the growing conflict .abc- http://docsteach.org/ Lesson 1 could be assessed as a writing between the North and South. How did the Dred Scott clio.com/Analyze/Dis activities/17459/deta exercise. Students could write a compare decision further drive the play/1549896?cid=9 il?mode=browse&m and contrast essay. They could also write Standard: nation towards Civil War? &terms=dred%20scot enu=closed&type%5 their own opinion to the Dred Scott case. 6.1.12.A.4.a t B%5D=show- Lesson 2 could be assessed as a writing How did Americans all&sortBy=title&pa exercise. Students could write their own receive the Dred Scott Political Cartoon: ge=3 editorials to the Dred Scott decision. They decision? ABC-CLIO, review could also create a chart identifying pro- political cartoon on Digital collection of slavery and anti-slavery voices in Dred Scott, advertisements for America. http://americanhistory runaway and Standard: WHST.9-10.2 a .abc- captured slaves clio.com/Search/Disp and servants in lay/1645945?terms=d 18th- and 19th- red+scott century Virginia newspapers: http://www2.vcdh.vi rginia.edu/gos/index .html

Lesson Plan: http://www.sascurric ulumpathways.com/ portal/Launch?id=13 37

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NJSLS Essential Question Sample Activities Resources Interdisciplinary Connections

Evaluate how political and Was Lincoln a racist? Reading Like a ABC_CLIO, A ELA: Read current event articles relating military leadership (i.e., Historian, Abraham Soldier's Life, to Presidential leadership and write a 2 Lincoln, Davis, Grant, Lee, and Why does Lincoln Lincoln: 1861-1865: page reaction paper. Sherman) affected the outcome consistently rank as one of http://sheg.stanford.e http://americanhist of the Civil War. the top Presidents du/upload/Lessons/U ory.abc- http://www.washingtontimes.com/news/2 according to historians? nit%205_Civil%20W clio.com/Topics/Dis 009/feb/16/lincoln-ranked-best-president- Standard: ar%20and%20Recons play/1187674 in-c-span-poll-of-hi/ 6.1.12.A.4.c truction/Lincoln%20 Standard: WHST.9-10.2 a SAC%20Lesson%20 Virginia Historical Plan.pdf Society, Grant and Lee: Read and discuss http://www.vahisto with class: ABC- rical.org/collections CLIO, Abraham -and- Lincoln: The Great resources/virginia- Emancipator history- http://americanhistory explorer/lee-and- .abc- grant?legacy=true clio.com/Search/Disp lay/1187664?terms= Abraham+lincoln

Use quantitative and qualitative What impact did the Union Grand Railroad Geography: analysis to assess the impact development of the Strategy Generalship: U.S. Civil War Sites, that geography, military railroad system have on Presentation: Foundations of http://travel.nationalgeographic.com/trave strategies, and new modes of the Civil War? http://www.pbs.org/ci Civil War l/top-10/civil-war-sites/ transportation (i.e., railroads) vilwar/classroom/less Strategy: had on the outcome of the Civil What was the Union’s on_grand_strategy.ht http://usacac.army.m War and assess the role that Grand Strategy to defeat ml il/cac2/cgsc/carl/do economics (i.e., industrial the Confederacy? wnload/csipubs/gabe production, financial capability, l4.pdf and transportation network)

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NJSLS Essential Question Sample Activities Resources Interdisciplinary Connections played in enabling the North Article: A New Railroads in the and South to wage war. Economy of War, Civil War: http://www.nps.gov/r http://www.gateway Standard: esources/story.htm?id nmra.org/2004/railro RH.9-10.7 =221 ads-in-the-civil-war/ 6.1.12.B.4.a 6.1.12.C.4.a Army of the Potomac: http://americanhistor y.abc- clio.com/Search/Dis play/290051

Causes of the Civil War a North Georgia perspective: http://www.aboutnor thgeorgia.com/ang/ Causes_of_the_Civil _War

Article, A New Look at the Economics Behind the Civil War: http://www.forbes.c om/sites/briandomitr ovic/2012/02/14/a- new-look-at-the- economics-behind- the-civil-war/

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NJSLS Essential Question Sample Activities Resources Interdisciplinary Connections

Compare and contrast the roles What role did African- Article: Read and Voices from the Technology/Art: Create a computer of African Americans who Americans play in the Discuss, ABC-CLIO, Days of Slavery: graphic on Black Union soldiers. lived in Union and Confederate Union Army? U.S. Colored Troops http://lcweb2.loc.go states during the Civil War. http://americanhistory v/ammem/collection http://www.loc.gov/teachers/classroomma .abc- s/voices/ terials/presentationsandactivities/presentat Standard: clio.com/Search/Disp ions/timeline/civilwar/aasoldrs/index.html 6.1.12.D.4.a lay/290052 http://www.archives. gov/exhibits/america Photographs of African Americans Slideshow: African n_originals/54thmas During the Civil War, Americans s.html http://www.loc.gov/rr/print/list/081_cwaf. perspectives on the html Civil War, BrainPop Quiz on http://www.onenterfr Civil War: Standard:1.1.12.D.1 ame.com/portfolio/m http://www.brainpop otiongraphics/acwc/3 .com/socialstudies/fr _Sides59.swf eemovies/civilwar/?

John Boston - An Escape from Slavery, 1862: http://www.archives. gov/exhibits/eyewitn ess/html.php?section =9

Lesson Plan, The Fight for Equal

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NJSLS Essential Question Sample Activities Resources Interdisciplinary Connections

Rights: Black Soldiers in the Civil War: http://www.archives. gov/education/lesso ns/blacks-civil-war/

Examine (textual and visual How did the Civil War Several activities: Lesson Plan, ELA: The Red Badge of Courage: A New evidence) the impact of the divide families in the US? Lesson plans on Growing-Up before Kind of Courage, American Civil War and Sudan Civil War, they had to: http://edsitement.neh.gov/lesson-plan/red- another civil war on people’s How did other nations deal http://pulitzercenter.o Children of the badge-courage-new-kind-courage lives and work. with slavery and its rg/education/lesson- Civil War: Standard: abolition? plan/lesson-plan- http://web.wm.edu/h Life Skills: Civil War Recipes, WHST.9-10.6 rebuilding-hope- si/cases/civil/civil_p http://www.educationworld.com/a_lesson/ 6.1.12.D.4.b sudan-classroom- review.html?&=&sv 00-2/lp2001.shtml activities r=www Standard: WHST.9-10.2 a

Podcast, Sudan Faces Difficult Road to Democracy: http://www.npr.org/t emplates/story/story. php?storyId=995559 8

BBC news, continually updated in-depth reports and news on the troubled nation of Sudan: http://news.bbc.co.u 29 | P a g e

NJSLS Essential Question Sample Activities Resources Interdisciplinary Connections

k/2/hi/in_depth/afric a/2004/sudan/default .stm

Conduct short research Do you think that the Several activities: Casualties and Fine Arts: Lesson plan, Songs of the synthesizing multiple sources to differences in troop Civil War: A Costs of the Civil Civil War explain why the costs (e.g., strength were responsible "Terrible Swift War: http://www.educationworld.com/a_lesson/ human, economic, environment, for the war's outcome? Sword" http://www.gilderleh 00-2/lp2011.shtml social) of the American Civil http://edsitement.neh. rman.org/history-by- Standard:1.1.12.D.1 War were greater than previous Which side possessed the gov/curriculum- era/american-civil- conflicts. overall advantage at the unit/american-civilwar/resources/casual start of the Civil War? war-terrible-swift- ties-and-costs-civil- Standard: sword war WHST.9-10.7 What was the human cost 6.1.12.C.4.c of the war? Create a Graph: Article, The High What was the primary Compare the loss of Cost of War: reason for the Confederate life in the Civil War http://online.barrons. defeat in the Civil War? with other American com/news/articles/S conflicts. Create a B500014240529702 graph illustrating the 0399010457619106 differences. 1207786514?tesla=y

Primary resources: http://library.mtsu.e du/tps/civilwar.php

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NJSLS Essential Question Sample Activities Resources Interdisciplinary Connections

Compare and contrast the How did the experience of Lesson plan: Slave State-by-State Math/Economics: Create a graph immediate and long-term social and political to Sharecropper, archival resources: comparing North and South economies. effects of the Civil War on the upheaval from the Civil http://www.pbs.org/w http://www.pbs.org/ hhttp://www.pbs.org/wgbh/amex/reconstr economies of the North and War influence people to gbh/amex/reconstruct civilwar/classroom/a uction/tguide/ South (e.g., agricultural think about the process of ion/sharecrop/ rchival_resources.ht Standard: S-ID sharecropping, industrial Reconstruction? ml manufacturing). Handout: How did the results of Reconstruction Era A Photo Dossier on Standard: Reconstruction policy Sharecropping, Sharecropping: 6.1.12.C.4.b shape the politics of the http://www.sascurric http://www.english.i reconstructed states and ulumpathways.com/p llinois.edu/maps/poe the nation at large? ortal/Launch?id=151 ts/a_f/brown/photos. 4 htm

The Battle Over Reconstruction Questions: http://edsitement.neh. gov/curriculum- unit/battle-over- reconstruction#sect- questions

Analyze the impact of Were African Americans Primary Source The Effect of the Math: Create a statistical analysis of population shifts and migration free during Analysis: Civil War on demographics of the United States in patterns (e.g., African Reconstruction? Emancipation and Southern Marriage 1870 Americans moving north and Reconstruction Patterns: 1870 Census Overview, west) during the Reconstruction Was Reconstruction is http://www.loc.gov/te http://www.ncbi.nlm https://www.census.gov/history/www/thro period. success or a failure? achers/classroommate .nih.gov/pmc/article ugh_the_decades/overview/1870.html rials/presentationsand s/PMC3002115/ Standard: activities/presentation Standard: S-ID 6.1.12.B.4.b

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NJSLS Essential Question Sample Activities Resources Interdisciplinary Connections

s/immigration/african Exodusters: 6.html http://www.nps.gov/ home/historyculture/ Lecture Notes and exodusters.htm Materials: Reconstruction and Academic Journal, Its Aftermath Black Networks http://memory.loc.go After v/ammem/aaohtml/ex Emancipation: hibit/aopart5.html Evidence from Reconstruction and the Great Migration: http://web.stanford.e du/group/SITE/archi ve/SITE_2012/2012 _segment_1/2012_S ITE_Segment_1_pa pers/munshi.pdf

Reading Like a Historian, Radical Reconstruction: http://sheg.stanford. edu/radical- reconstruction

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NJSLS Essential Question Sample Activities Resources Interdisciplinary Connections

Determine of the meaning of How did women of the Several Actvities: Reading Like an ELA: Declarations of Independence: liberty and equality as nineteenth century use a Emancipation Historian Lesson Women's rights and the Seneca Falls described in key documents national document of Proclamation: Plan: Declaration of Sentiments and (i.e., the Declaration of independence dating from http://sheg.stanford.e http://sheg.stanford. Resolutions, Independence, the Seneca Falls the eighteenth century to du/emancipation- edu/declaration- http://www.gilderlehrman.org/history-by- Declaration of Sentiments and make their argument for proclamation independence era/first-age- Resolution, the Emancipation equal rights? reform/resources/declarations- Proclamation, and the Review Seneca Falls Library of independence-womens-rights-and-seneca- Gettysburg Address). How did Lincoln see the Declaration with Congress, falls-d Civil War as an students: Gettysburg Standard: WHST.9-10.2 a Standard: opportunity for the nation http://www.fordham. Address: RH.9-10.4 to bring forth a "new birth edu/halsall/mod/sene http://www.loc.gov/ 6.1.12.A.4.b of freedom" (or liberty for cafalls.asp exhibits/gettysburg- all), and why was this address/ necessary for the survival Class Discussion: of American self- Abraham Lincoln on Video Clip, government? the American Union, Gettysburg: http://edsitement.neh. http://www.havefun gov/curriculum- withhistory.com/mo unit/abraham-lincoln- vies/lincoln3.html american-union- word-fitly-spoken Evaluate the effectiveness of How did the Southern Video: Watch video Reconstructing a ELA: Current events reading, the 13th, 14th, and 15th states respond to the in class, The Nation: Amendments in obtaining societal alterations brought Reconstruction http://www.learner.o More Black Men Are In Prison Today citizenship and equality for about by emancipation and Amendments: The rg/courses/amerhisto Than Were Enslaved In 1850, African Americans during the the 13th Amendment? 13th, 14th and 15th ry/units/10/video/ www.huffingtonpost.com/2011/10/12/mic late 19th century. Amendments helle-alexander-more-black-men-in- How did the 14th http://education- National prison-slaves-1850_n_1007368.html Standard: Amendment address the portal.com/academy/l Constitution 6.1.12.A.4.d Black Codes? esson/the- Center, 13th Equal Protection Clause, WHST.9-10.1 reconstruction- Amendment: http://www.nwlc.org/tags/equal- amendments-the- http://constitutionce protection-clause 33 | P a g e

NJSLS Essential Question Sample Activities Resources Interdisciplinary Connections

Why was the 15th 13th-14th-and-15th- nter.org/constitution Amendment necessary? amendments.html#les /the- Standard: WHST.9-10.2 a son amendments/amend ment-13-slavery- abolished

Lesson Plan, SC Black Codes: A Lesson on Reconstruction Legislation and Amendments: http://www.teaching ushistory.org/lesson s/reconlegislation.ht ml Compare and contrast the point Why was Andrew Johnson Video clip: Fredrick Douglass ELA: Write a position paper on whether of view of two or more impeached? Reconstruction, and or not Reconstruction was a success or a historians to determine the https://www.youtube. Reconstruction: failure extent to which enacted com/watch?v=RjGNq http://xtf.lib.virginia http://www.digitalhistory.uh.edu/exhibits/ Reconstruction policies 2qDU-0 .edu/xtf/view?docId reconstruction/section4/section4_intro.ht achieved their goals. Was Reconstruction a =modern_english/uv ml success or failure? Docteach: To What aGenText/tei/DouRe Standard: Extent was co.xml&chunk.id=d How to write a position paper, RH.9-10.6 Did African-Americans Reconstruction a 3&toc.id=&brand=d http://www.sfu.ca/cmns/130d1/WritingaP 6.1.12.D.4.c achieve political gains Revolution? efault ositionPaper.htm during Reconstruction? http://docsteach.org/a Standard: WHST.9-10.2 a ctivities/3131/detail? mode=browse&menu =closed&type%5B% BLACK 5D=show- LEADERS all&sortBy=title&pag DURING e=5 34 | P a g e

NJSLS Essential Question Sample Activities Resources Interdisciplinary Connections

RECONSTRUCTI ON: Article: http://www.history.c Reconstruction and om/topics/american- Beyond: The 8 civil-war/black- African-American leaders-during- Senators, reconstruction http://abcnews.go.co m/Politics/OTUS/rec ABC-CLIO, onstruction-african- Lesson plan, american- Andrew Jackson: senators/story?id=18 http://americanhistor 368916 y.abc- clio.com/Analyze/Di splay/1525087

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Unit Vocabulary: ▪ Slavery ▪ Emancipation Proclamation ▪ Compromise of 1850 ▪ Appomattox Courthouse ▪ Popular Sovereignty ▪ John Wilkes Booth ▪ Fugitive Slave Act ▪ Freedman’s Bureau ▪ Uncle Tom’s Cabin ▪ Radical Reconstruction ▪ Bleeding Kansas ▪ Compromise of 1877 ▪ Republican Party ▪ Johnson’s Impeachment ▪ Dred Scott v. Sanford (1857) ▪ Carpetbaggers ▪ Lincoln-Douglas Debates ▪ Black Codes ▪ John Brown and Harpers Ferry ▪ Ku Klux Klan ▪ Election of 1860 ▪ Sharecroppers ▪ Fort Sumter, S.C. ▪ Jim Crow Laws ▪ Confederacy ▪ 13th amendment ▪ Anaconda Plan ▪ 14th amendment ▪ Vicksburg ▪ 15th amendment ▪ Gettysburg ▪ Gettysburg Address ▪ Sherman’s March ▪ Copperheads

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Amistad Curriculum The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of additional instructional activities and resources that will engage the learners within your classroom. Topics/People to Study Suggested Activity Resource Malcolm X Students will research the policies and life of https://www.channelone.com/blog_post/black- Malcolm X. Students will create a slides history-month-lesson-plan-malcolm-x/ presentation based on the life of Malcolm X. Students will write a short opinion paper on the leadership of Malcolm X during the Civil Rights Movement. South Carolina Rice Plantations Students will examine the life of slaves on rice http://www.ricediversity.org/outreach/ plantations in South Carolina. Students will educatorscorner/documents/LESSON-PLAN-Carlonia- discuss the brutality of rice farming and the lives Gold.pdf of slaves. Students will write a journal entry as a rice plantation slave in South Carolina in the 1700s. African-Americans in the Civil War Students will analyze the challenges and https://www.battlefields.org/learn/educators/ accomplishments of African-American soldiers in curriculum/african-american-civil-war-soldiers-lesson- the Civil War. Students will watch clips from the plan movie “Glory” and discuss the experiences of these soldiers. Students will create an order of battle for African-American soldiers and research pivotal Civil War battles in which African- Americans took part. Music of Miles Davis Students will listen and analyze the music and life https://study.com/academy/lesson/miles-davis-lesson- of Miles Davis. Students will consider Miles for-kids-biography-facts.html Davis’s contributions to American music, specifically Jazz. Students will compare contemporary music with the work of Miles

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Davis. Students will then create a musical quiz based on the work of Davis and play it with their peers.

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Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12. http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found on the homepage of the NJ Amistad Curriculum. All Paterson Public School Social Studies teachers should create a login and password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive Curriculum units contain the following topics: 1. Social Studies Skills 8. The Civil War and Reconstruction (1861-1877) 2. Indigenous Civilization (1000-1600) 9. Post Reconstruction and the origins of the Progressive Era 3. Ancient Africa (3000-1492) 10. America Confronts the 20th Century and the emergent of Modern America (1901-1920) 4. The emerging Atlantic World (1200-1700) 11. America in the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization and Global Conflict (1921-1945) 5. Establishment of a New Nation and Independence to Republic 12. America in the Aftermath of Global Conflict, Domestic and (1600-1800) Foreign Challenges, Implications and Consequences in an ERA of reform. (1946-1970) 6. The Constitution and Continental Congress (1775-1800) 13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st Century (1970-Present) 7. The Evolution of a New Nation State (1801-1860)

The Amistad Commission Interactive Curriculum contains the following resources for a teacher’s use that aligns with the topics covered: 1. Intro 6. Griot 2. Activities 7. Library 3. Assessments 8. Links 4. Essentials 9. Rubrics 5. Gallery 10. Tools All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

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Social Contributions of Persons with Disabilities and the LGBTQ Community

In 2019 the legislature signed into law the requirement that curricula shall include instruction on the political, economic, and social contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of middle school and high school students as part of the district’s implementation of the New Jersey Student Learning Standards. Throughout this course, the below will be covered.

Topics/People to Study Suggested Activity Resource

• What rights are guaranteed to all Venn Diagram/Time line of key LGBTQ events Milestones in the LGBTQ struggle Americans and how have they been limited in the past? Research paper on an influential member of the https://www.pbs.org/wgbh/americanexperience/featur LGBTQ community and their impact. es/stonewall-milestones-american-gay-rights- • What protections are promised to all movement/LGBTQ Timeline Americans and why is this important? Create a protest poster with a key issue in the LGBTQ lesson.https://www.glsen.org/activity/lgbtq-history- struggle for equality and fair treatment. timeline-lesson • How is the American legal system able to adapt to changing cultural norms and Primary Documents of important events in the Brain Pop: Harvey Milk evolve to protect the rights of all LGBTQ community. https://vimeo.com/366559109 citizens? Cause and effect chart showing key events in LGBTQ Personal reflection https://www.glsen.org/blog/im- community and how it changed society. • Why is it important to learn about trans-student-color-supporting-me-means-fighting- LGBTQ white-supremacy Primary Documents of important events in the

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LGBTQ community. • How Does the evolution of LGBTQ A student’s research into a Trans Civil War soldier rights mirror other social groups? Analyze a picture : protest pictures, StoneWall and how it impacted them. riots,Pride Parade pictures, Mathew Shepard, ect. • How can disenfranchised Americans https://www.glsen.org/blog/what-happened-when-i- change unjust laws? Create a club with the goal of building acceptance in studied-trans-civil-war-soldier-history-class the school and community. Does our government need to continually work at • What are the negative results of not overseeing justice? Or can it create a precedent where treating all humans with dignity and Evaluate the extent to which women, minorities, it can move on and focus on other matters? respect? individuals with gender preferences, and individuals with disabilities have met their goals of equality in the Is the United States done “ensuring equality” for • How and why LGBTQ rights became workplace, politics, and society. specific groups of Americans? a flashpoint for H.I.B. legislation in the state of New Jersey? What does a “perfect America” look like to you? Describe. • Today, is American a place that has “liberty and justice for all”?

• To what extent has our founding documents been successful with regarding to ensuring equality and justice? To what extent what they failed?

• Should our Constitution be amended to specifically include legal protections for women? Sexual minorities? Why or why not?

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Students will research marginalized groups Students will create a display describing the Examples of marginalized groups in society include in history or made invisible in some way. person/group by way of a poster, poem, display but are not limited to women, native Americans, People with Disabilities, Laborers, Immigrants, Equality Puzzle:On a large piece of paper or poster LGBT community, Minority religious groups. board, cut out the shape of a puzzle, but ensure that it fits with two other “pieces” on each side. On each puzzle piece, have students write what they believe needs to be present in a society that promotes and ensures equality for all people.

Goal-Setting: On a poster board, create a “thermometer” or a scale that can demonstrate varying levels of progress toward a goal. Assign students a minority group and have them fill out benchmarks that would track progress toward equality with real, historical data and goals for the future.

Current Events: Assign students a particular minority group. Have them research in current news

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DBQs American History DBQ Volume 1

North or South, Who Killed Reconstruction?

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Decades Project (Optional) Decades Project Objective: For students to research various aspects of American culture and politics during their assigned decade. This is also an opportunity for students to work on research, communication and presentation skills.

This phase the student must present outline for paper and material and research must be finalized.

Project Description: 1. Students will have deadlines at the conclusion of each semester. 2. Each student will select aspects of the decade to research. Decades will be from the 1910s to the 1990s. 3. Each project should include information on the following: A) Fashion/Clothing/Hairstyles (men and women) B) Music C) Entertainment/Recreation/Leisure D) Values (Culture, what was important, slang, etc.) E) Politics F) Economy G) Inventions, technology H) Celebrities I) At least one local example of one of the trends you detected for your decade. 4. This project should provide the audience with an overall idea of what happened during that decade and what it would be like to live during that time period. 5. After researching the topic, you will 500 word Paper and corresponding (8) box Museum Box visual presentation. You will have one cube for each of the areas you research. 6. The presentation should give the impression of what it is like to have lived in the period. 7. If time period permits, students should consider interviewing a living person to gain a perspective on the period. 8. Students should use this project to help narrow down the information to help create their DBQ questions and documents.

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Decades Project (Optional)

Project requirements: 1.Thorough information provided about the assigned decade 2. Use at least 8 different sources 3. MLA formatted bibliography for paper 4. The presentation must be in Museum Box format. 5. Each presentation must have a local example of one of the trends detected. 6. Need to include an MLA formatted bibliography on each cube.

http://www.washingtonpost.com/world/national-security/the-hard-lives--and-high-suicide-rate--of-native-american-children/2014/03/09/6e0ad9b2-9f03- 11e3-b8d8-94577ff66b28_story.html

Suggested Field Trips Schomburg Center for Research in Black Culture, Harlem, NYC The National Civil War Museum, Harrisburg, PA

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