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Instructional Guide 2 Volume 2 . United States History 2020 EDITION INSTRUCTIONAL GUIDE Teaching History and Social Science in Massachusetts Department of Youth Services Classrooms Collaborative for Educational Services Volume 1 . Introduction and Resources Acknlowledgments | Contents Chapter 1 High Standards Chapter 2 Curriculum Planning Chapter 3 Pedagogy Appendix Resources | Image Credits Volume 2 . United States History Chapter 4 United States History I Chapter 5 United States History II Volume 3 . World History Chapter 6 World History I Chapter 7 World History II INSTRUCTIONAL GUIDE Teaching History and Social Science in Massachusetts Department of Youth Services Classrooms 2020 Edition Aligned with the 2018 Massachusetts History and Social Science Curriculum Framework Massachusetts DYS Education Initiative—History & Social Science—2020 Edition VOLUME 2 . United States History HISTORY 4 U.S. History I CHAPTER 4 | TABLE OF CONTENTS Introduction to U.S. History I ................................................................................................................... 4.1.1 U.S. History I Course Content ............................................................................................................. 4.1.3 Teaching U.S. History I in DYS Schools ........................................................................................... 4.1.5 Civic Engagement Project Recommendations for U.S. History I .......................................... 4.1.7 U.S. History I: Scope and Sequence ..................................................................................................... 4.2.1 Exemplar Units ....................................................................................................................................... 4.3.1 T1. Introduction— Origins of the Revolution and the Constitution ........................................... 4.3.1 UNIT PLAN | American Revolution and the Declaration of Independence ............. 4.4.1 Supplement ....................................................................................................................................... 4.5.1 T2. Introduction— Democratization and Expansion ........................................................................ 4.6.1 UNIT PLAN | The Impact of Westward Expansion on Native People .......................... 4.7.1 Supplement ....................................................................................................................................... 4.8.1 T3. Introduction—Economic Growth in the North, South, and West ........................................ 4.9.1 UNIT PLAN | Economic Growth and Slavery ......................................................................... 4.10.1 Supplement ....................................................................................................................................... 4.11.1 T4. Introduction— Social, Political, and Religious Change ............................................................ 4.12.1 UNIT PLAN | Reform Movements in the Early to Mid-Nineteenth Century ............. 4.13.1 Supplement ....................................................................................................................................... 4.14.1 T5. Introduction— The Civil War and Reconstruction: Causes and Consequences............... 4.15.1 UNIT PLAN | The Legacy of Reconstruction .......................................................................... 4.16.1 Supplement ....................................................................................................................................... 4.17.1 T6. Introduction— Rebuilding the United States: Industry and Immigration .......................... 4.18.1 UNIT PLAN | The Industrial Revolution and the New Immigration ............................ 4.19.1 Supplement ....................................................................................................................................... 4.20.1 T7. Introduction— Progressivism and World War I ............................................................................ 4.21.1 UNIT PLAN | Progressivism ........................................................................................................... 4.22.1 Supplement ....................................................................................................................................... 4.23.1 Massachusetts DYS Education Initiative—History & Social Science—2020 Edition Massachusetts DYS Education Initiative—History & Social Science—2020 Edition U.S. History I—Chapter 4 History and Social Science Instructional Guide COURSE INTRODUCTION HISTORY 4 Introduction to U.S. History I hen beginning their study of U.S. History begin the school year and should be an idea that teachers I, students might wonder what value there return to throughout the units in this year’s study. is in studying events that happened two Another benefit for students’ studying U.S. History I is or more centuries ago. Why does it matter their gaining an understanding of the past so that they how the Declaration of Independence was written? How W can understand the events that are occurring in the do these events affect our lives today? The answer is quite modern era. For example, when students are exploring simple. If one of our goals in studying U.S. history is to topics this year, teachers can ask students questions such show our students how to become active, engaged citizens, as the following: there may be no better time for students to learn about their role in our democracy than when they are studying • What can we learn from protest movements in our how our country’s democracy was negotiated and formed. country’s history that will help us understand 21st- Once students understand how others were able to century movements such as protests to remove the participate in a democracy to effect change in our nation, statues of Confederate leaders? they will see themselves as change agents, too. • How can analysis of 19th-century reforms inform our The American Historical Association tells us that “History assessment of similar reform initiatives today? that lays the foundation for genuine citizenship returns, • How do 19th-century immigration trends and laws in one sense, to the essential uses of the study of the past. illuminate current immigration conflicts and policies? History provides data about the emergence of national • How does learning about the treatment of native institutions, problems, and values” (Stearns). Framing the peoples during westward expansion help us interpret study of U.S. History I as a way to understand our role in contemporary treatment of native peoples in regard our democracy might be the way that teachers choose to to issues such as the Dakota Access Pipeline? Library of Congress Spinners in a cotton mill. Lewis Wickes Hine, 1874-1940, photogapher. National Child Labor Committee Collection, Prints and Photographs Division, Library of Congress, Washington, D.C. https://www.loc.gov/item/2018676463/ [LC-DIG-nclc-02119] Massachusetts DYS Education Initiative—History & Social Science—2020 Edition | Chapter 4, Section 1 4.1.1 Chapter 4—U.S. History I History and Social Science Instructional Guide COURSE INTRODUCTION HISTORY These questions will allow students to see history not only as events that happened in the past but also as a legacy that informs the way that we act now and respond to current events. Without an understanding of how things Library of Congress came to be, we can’t make informed decisions about the way things should be. While studying U.S. History I, students will be exposed to primary source documents from multiple sources that display a variety of perspectives on an issue, giving students a full picture of each moment in history. For example, when students study the Civil War, they will read primary source documents from those who lived in both the North and the South. When students study westward expansion, they will do so from the perspective of settlers and from the perspective of the native peoples who were resisting the settlers’ encroachment on their lands. Analyzing primary source documents from diverse perspectives widens our students’ worldview and provides them with viewpoints that they might otherwise not be aware of. Women’s suffrage. Lucy Branham with posters. 1919. Harris & Ewing Collection, While not all of our students will leave high school with Prints and Photographs Division, Library of Congress, Washington, D.C. aspirations to be historians, through the study of history https://www.loc.gov/item/2016869829/ [LC-DIG-hec-11942] they will acquire critical thinking skills that will serve them well in a multitude of careers. They will learn to see problems from multiple perspectives, analyze the credibility of sources, and see bias in firsthand accounts. They will be able to trace cause-and-effect relationships, see trends through the centuries, and analyze the impact of events. These critical thinking skills can be applied to many situations and are habits of mind that future employers will want their employees to possess. U.S. History I * Topic 1. Origins of the Revolution and the Constitution * Topic 2. Democratization and Expansion * Topic 3. Economic Growth in the North, South, and West * Topic 4. Social, Political, and Religious Change * Topic 5. The Civil War and Reconstruction: Causes and Consequences * Topic 6. Rebuilding the United States: Industry and Immigration * Topic 7. Progressivism and World War I * Exemplar unit 4.1.2 Chapter 4,
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