Early America (Level 3) Unit 1: Geography
Suggested Duration: 13 Days Textbook: United States History, AGS Publishing, 2005
Standards, Big Ideas, Competencies and Instructional Suggested and Concepts Social Studies Vocabulary/Content Materials Activities Essential Questions Core Skills
Big Idea: The Students should know RTM Core Social Studies Define: compass rose, cardinal Text – Appendix G, Have students Geography of the that: Skills: directions, scale of distance, Appendix F demonstrate their United States is the Map skills latitude, parallels, degrees, Prime abilities to follow science of space and The United States’ Interpretation of Meridian, meridians, region, Unlocking Social directions through place in the Western geography is varied charts and graphs environment Studies Skills both written and oral Hemisphere. It and impacts Analysis and Workbook/ instructions. includes a study of the regional climate, interpretation of Types of Maps: Political: national, worksheets – Unit 1 environments and resources, and political cartoons regional, state, local; Physical; & 2 Have students places of the diverse lifestyles. Analysis and Historic; Special: population, practice their use of regions within the The compass rose interpretation climate, transportation, resources, AGS Geography of Latitude and United States. shows the based on the United States Longitude skills and orientation of synthesis of facts Locations: US states, Continents, Workbook/ explain how GPS maps. Notetaking and Oceans, equator, Prime Meridian, worksheets – Unit 1, operates using Standards: The locations of organizational Unit 4 latitude and important places to skills longitude. Geography: 7.1.9; United States Reading Map – World 7.1.U; 7.2.9; 7.2.U; History. comprehension Continents & Have students plan a 7.3.9; 7.3.U; 7.4.9; Geographers and Research skills Oceans, Outline map vacation/ trip to one 7.4.U GPS devices use Written and oral of the United States, of the regions of the latitude and expression of town of “Post”, United States. Include in the History: 8.3.9.B, C; longitude to define facts and itinerary the modes 8.3.UB, C locations of places. concepts Various types of of travel, directions, and highlights of Essential Questions: maps are created to Students will be able to: be used for both what they would visit current and historic and tour. 1. What are the Demonstrate the demonstrations. locations of the usage of the The United States is political Compass rose. made up of many boundaries of the Follow and produce different regions United States? directions. with unique 2. What are the Use a scale of environmental locations of key distance and apply it characteristics. on various maps. physical features? Demonstrate the use 3. What are unique of latitude and characteristics of longitude the various regions Identify the various of the United types of maps and be States: New able to apply them to England, Middle their studies: Atlantic, Southeast, political, physical, Great Lakes, South historic, and a variety Central, North of special maps Central, Four Compare and Corners, Pacific contrast the different Southwest, Pacific regions of the United Northwest, Alaska, States and explain Hawaii? the features that 4. What are the tools make each region used by distinct. Geographers to organize and interpret information? 5. What are the natural resources of the United States?
Early America (Level 3) Unit 2: The President as Commander in Chief
Suggested Duration: 10 Days
Standards, Big Ideas, and Competencies and Social Instructional Suggested Essential Questions Concepts Studies Vocabulary/Content Materials Activities Core Skills
Big Idea: The United Students should know RTM Core Social Studies Define: executive, legislative, Text – Ch 6 Lessons Diagram the three States government is that: Skills: judicial branches of 2, 4, 5; Ch 9 Lessons branches of the United divided into three Map skills government, President, 2, 3 and States government. branches: executive, The French and Interpretation of commander in chief, civilian, corresponding legislative, judicial. The Indian War was charts and graphs Secretary of Defense, worksheets Develop a presentation President is the head of started by the Analysis and Pentagon, George about the importance of the executive branch of English and their interpretation of Washington, French & Note taking Packet the Pentagon and the US government. One American allies in political cartoons Indian War, Second and study guide diagram the branches of of the main the Ohio Valley and Analysis and Continental Congress, the military. responsibilities of the gave George interpretation Continental Army, Diagram – the President is to be the Washington military based on synthesis Revolutionary War, Battles Branches of the US Do a picture analysis of Commander in Chief of experience. of facts of Trenton & Princeton, government Emanuel Leutze’s the US military. This role The Revolutionary Notetaking and Washington’s Crossing the painting of Washington was created and defined War was fought organizational Delaware, Hessians, Charles Timeline – Wars in Crossing the Delaware. through many events in against the British skills Cornwallis, military Early American US history. for independence, Reading campaign, William Howe, History Use the video guide and George comprehension Battle of Brandywine, while viewing “Valley Standards: Washington was Research skills Marquis de Lafayette, DVD – “Valley Forge…to Remember” ultimately the Written and oral Quakers/ Society of Friends, Forge…to History: 8.1.9.A; 8.1.UA; successful expression of facts meetinghouses, Valley Remember”; “The Diagram the various 8.2.9.B; 8.2.UB; 8.2.9.D; commanding and concepts Forge, Baron von Steuben, Battle of the wars of Early American 8.2.UD; 8.3.9.A,B,C,D; general. smallpox, vaccine, Battle of Brandywine; A Battle history to highlight who 8.3.UA, B,C, D Surrender is a Students will be able to: Yorktown, Jean Lost – A Revolution were the key generals, formal process with Rochambeau, James Sustained” presidents, and events. Civics: 5.1.9.C, D; both military and Define each branch of Madison, War of 1812, 5.1.UC,D; 5.2.9.B,C; diplomatic government, civilian, naval warfare, Battle of Lake Art – Emanuel Compare and contrast 5.2.UB,C; 5.3.9.C outcomes. military campaign, Erie, Flagship Niagara, Battle Leutze’s Washington the results of the various The War of 1812 vaccine, naval of Bladensburg, Dolley Crossing the wars of Early American Madison, Battle of Fort Delaware; Mort History. Essential Questions: was fought against warfare, annexation, the British over Manifest Destiny, McHenry, Francis Scott Key, Küntsler’s Andrew Jackson, William Washington’s Locate on the US map 1. What are the three naval issues and unconditional Henry Harrison, James K. Crossing (2011); where key battles in branches of the conflicts with the surrender. Polk, “Fifty-four, forty or Gilbert Stuart’s Early American history United States Native Americans in Explain the roles of government? the Northwest Commander in Chief Fight!”, Manifest Destiny, portrait of took place. 2. What is the role of Territories while and Secretary of annexation, Mexican War, Washington Commander in Chief? James Madison was Defense. Zachary Taylor, Winfield 3. What events of President. Explain the Scott, Abraham Lincoln, Civil Music – Francis Scott history determined The Mexican War importance of George War, slavery, states’ rights, Key’s “Star Spangled that the President was fought with Washington to the George B. McClellan, Banner” would be the Mexico to annex the creation of the Ulysses S. Grant, Commander in Chief? lands of Texas while President as unconditional surrender Photos – 4. How did various James K. Polk was Commander in Chief Pennsylvania’s Presidents lead the President. based on his Flagship USS Niagara United States through General Zachary leadership during the times of war? Taylor and Winfield Revolutionary War Web sites: 5. What commanding Scott proved to be Differentiate Pentagon, Fort generals went on to highly skilled between the Wars of McHenry become Presidents? military leaders Early American during the Mexican History and explain Primary Source – US War. each war’s causes Constitution The Civil War and results. divided the nation Point out events from over many issues America’s early wars including states’ that have become rights and national significant unity while components of Abraham Lincoln American culture. was President. Assess the strengths During the Civil and weaknesses of War, the North the Presidents and experienced many commanding generals changes in from America’s early commanding wars. general before settling on Ulysses S. Grant who ultimately defeated the South’s Robert E. Lee. Several successful generals have gone on to be elected President: Andrew Jackson, William Henry Harrison, Zachary Taylor, Ulysses S. Grant, Dwight D. Eisenhower.
Early America (Level 3) Unit 3: The President and Foreign Policy
Suggested Duration: 10 Days
Standards, Big Ideas, Competencies and Social Instructional Suggested and Concepts Studies Vocabulary/Content Materials Activities Essential Questions Core Skills
Big Idea: One of the Students should know RTM Core Social Studies Define: foreign relations, Text – Ch 6 Lesson 6, Examine the impact of main functions of the that: Skills: alliance, Secretary of State, Ch 8 Lesson 4,5, Ch the Monroe Doctrine on President is to manage Map skills ambassadors, embassy, 10 Lesson 3, Ch 13 United States foreign the United States’ The Secretary of Interpretation of treaty, ratification, Treaty of Lesson 2 and policy today. relations with foreign State is the advisor charts and graphs Paris, 1783, Ben Franklin, corresponding countries. to the President on Analysis and John Adams, Louisiana worksheets Discuss the similarities foreign relations and interpretation of Purchase, Thomas and differences of the Standards: often plays a key political cartoons Jefferson, Lewis & Clark Time Line – Treaties various treaties entered role in negotiations Analysis and Expedition, Sacagawea, & Land purchases into by the United States History: 8.1.9.A; 8.1.UA; with other interpretation Rocky Mountains, Fort in our early history. 8.2.9.B; 8.2.UB; 8.2.9.D; countries. based on synthesis Clatsop, Clark’s Map, Treaty Note taking packet 8.2.UD; 8.3.9.A,B,C,D; The Treaty of Paris, of facts of Ghent, status quo, and study guide Research the resources 8.3.UA, B,C, D 1783 ended the Notetaking and Western Hemisphere, and discoveries that Revolutionary War, organizational Christopher Columbus, Map – Manifest happened in the Civics: 5.1.9.C, D; established our skills “New World,” Monroe Destiny – Expansion territories added to the 5.1.UC,D; 5.2.9.B,C; official Reading Doctrine, James Monroe, of the US United States. 5.2.UB,C; 5.3.9.A,C; independence, and comprehension Manifest Destiny, Treaty of 5.4.9.A,B,E; 5.4.UA,B defined our Research skills 1846, compromise, Treaty DVD – “Lewis & Share excerpts from boundaries. Written and oral of Guadalupe–Hidalgo, Rio Clark: The Great Abraham Lincoln’s “Spot Grande, Mexican Cession, Journey West” Resolutions.” Have a Essential Questions: The Louisiana expression of facts Gadsden Purchase, discussion about the Purchase was an and concepts transcontinental railroad, complications regarding 1. What specifically is interpretive struggle Alaska, Andrew Johnson, slavery also expanding involved in for President Students will be able to: William Seward hand in hand with the conducting foreign Jefferson but United States. relations? ultimately doubled Define foreign
2. What were the terms the size of the relations, alliance, Present the students of the treaties signed United States and ambassador, with the following: by the United States allowed access to embassy, treaty, “Much of today’s during the early the Pacific Ocean. ratification, status resentment on the part years of history? The Lewis & Clark quo, compromise, of Latin and South 3. How did the United Expedition, better transcontinental American nations toward States achieve the known as the Corps railroad. their ‘Big Brother to the goal of “Manifest of Discovery, not Explain the process of Destiny”? only traced the first ratifying a treaty. North’ is due to the routes across the Recall and explain the Monroe Doctrine.” continent but also treaties ratified by Encourage them to discovered new the United States formulate an explanation plants and animals with other nations. for the statement. and resulted in the Analyze the first map of the significance to the interior parts of the United States of the US. acquisition of lands The Treaty of Ghent during the territorial ended the War of expansion. 1812 and ever since Britain has been our strongest ally. The Monroe Doctrine that closed the Western Hemisphere to colonization is still the keystone of our foreign policy today. The Treaty of Guadalupe –Hidalgo ended the Mexican War and granted the US the Mexican Cession.
Early America (Level 3) Unit 4: Election of a President & Other Presidential Duties
Suggested Duration: 6 Days
Standards, Big Ideas, Competencies and Social Instructional Suggested and Concepts Studies Vocabulary/Content Materials Activities Essential Questions Core Skills
Big Idea: The Students should know RTM Core Social Studies Define: natural born citizen, Text –Ch 8 Lesson 3, Have the students Constitution clearly that: Skills: term of office, 22nd Ch 13 Lesson 1, Ch discuss why the states specific Map skills Amendment, Electoral 17 Lesson 2, and Founding Fathers th requirements in order to The Constitution Interpretation of College, Vice President, 25 corresponding determined that the be President and certain indicates certain charts and graphs Amendment, Presidential worksheets President should be a duties assigned to the requirements for a Analysis and Succession Act, primary natural born citizen, the th President, while the 12 person to run for interpretation of election, caucus, national Elections Workbook only position in the Amendment defines the President. political cartoons convention, political – worksheets on government defined as Electoral College The role of the Vice Analysis and campaign, general election, Article 2 of the such. Also discuss the process. President changes interpretation registered voter, Constitution, flow controversial accusations over time and is based on synthesis inauguration, oath of office, chart diagram of the by some that question th Standards: different with of facts 20 Amendment, popular election process, Barack Obama’s th various presidents. Notetaking and vote, electoral vote, 12 popular vote, citizenship status. History: 8.1.9.A,B; The President is organizational Amendment, John Adams, electoral votes 8.1.UA,B; 8.3.9.A,B,C,D; elected through a skills Thomas Jefferson, Election Discuss the medical and 8.3.UA,B,C,D long process to Reading of 1796, Cabinet, pardon, DVD – “White House technological ensure that he/she comprehension reprieve, State of the Union, Revealed”; advancements in society Civics: 5.1.9.C,D; is truly representing Research skills impeachment, indictment, Presidential that required all of the people of 5.2.9.C,D; 5.3.9.D,E; Written and oral Chief Justice, Andrew Inauguration Amendments to added the United States. 5.1.UC,D; 5.2.UC,D; expression of facts Johnson, Bill Clinton, excerpts to the Constitution 5.3.UD Any President is and concepts Richard Nixon advised by his/her Primary Source – US Have students recreate Geography: 7.3.9.A; Cabinet. Students will be able to: Constitution various elections in 7.3.UA Presidents have the history or predict a
ability to grant Define term of office, future election’s results Essential Questions: pardons and natural born citizen, using the Electoral
reprieves and chain of succession, College and various 1. What are the appoint people to primary election, candidates’ vote tallies. requirements to run various positions in caucus, political for the office of the United States campaign, Electoral Compare and contrast President? government. College, pardon, the impeachments of 2. How does the The State of the reprieve, Andrew Johnson and Bill Presidential election Union address is a impeachment, Clinton with the process work? requirement for the indictment. resignation of Richard 3. Why is the Electoral President to deliver Explain how the 12th, Nixon College still used annually. 20th, 22nd, and 25th today? Two Presidents in Amendments to the 4. What are the other United States Constitution have duties of the history have been altered or clarified President as required impeached and the election process by the Constitution? found not guilty. of the President and 5. In what other ways the role of the Vice does the President President. lead the United Trace the process of States that is not electing a President defined by the from the primaries Constitution but has through the evolved through Inauguration. time? Assess the importance of the official and unofficial duties of the President to the functioning of the United States’ government. Understand the process of Impeachment and the history of this process in the United States.
Early America (Level 3) Unit 5: How the Legislative Branch Began
Suggested Duration: 10 Days
Standards, Big Ideas, Competencies and Social Instructional Suggested and Concepts Studies Vocabulary/Content Materials Activities Essential Questions Core Skills
Big Idea: The US Students should know RTM Core Social Studies Define: legislative branch, Text – Ch 3 Lessons Analyze the significance Congress developed over that: Skills: Congress, Senate, House of 1, 3; Ch 4 Lesson 3; of Jamestown and time during the Colonial Map skills Representatives, English Ch 5 Lesson 4; Ch 6 discuss this statement: period through a series The United States Interpretation of colonies, King of England, Lesson 3 and “Jamestown should of steps taken at various began as English charts and graphs Parliament, Prime Minister, corresponding have failed.” meetings of the colonies. colonies. Analysis and colony, parent country, worksheets Mercantilism was the interpretation of mercantilism, Jamestown, Analyze Dr. Franklin’s Standards: guiding economic political cartoons John Smith, Pocahontas, Note taking packet use of the “severed policy of the British Analysis and John Rolfe, House of and Review Sheet snake” cartoon to History: 8.1.9; 8.1.U; Empire. interpretation Burgesses, slavery, Albany dramatize the need for 8.2.9.A,B,D; 8.2.UA,B,D; Jamestown was the based on synthesis Conference, French & Primary Sources: colonial unity during the 8.3.9; 8.3.U first permanent of facts Indian War, Iroquois Patrick Henry’s “Give French and Indian War. English colony in Notetaking and Confederation, Huron, Me Liberty or Give Could Franklin have Civics: 5.1.9.C,D,F; America. organizational Algonquin, Albany Plan of Me Death,” Lee’s improved the cartoon – 5.1.UC,D,F; 5.2.9.B,D; The House of skills Union, Ben Franklin, “Join Resolution, or is it sufficiently 5.2.UB,D; 5.3.9.G,I,J Burgesses was the Reading or Die,” Stamp Act Declaration of effective as is? Why or first legislative body comprehension Congress, Stamp Act, direct Independence why not? Geography: 7.1.9.B; in America. Research skills vs. indirect tax, “no 7.3.9.A; 7.3.UA The Albany Plan of Written and oral taxation without Political Cartoon – Share the poetry of Union was the first expression of facts representation,” boycott, Ben Franklin’s “Join Longfellow and/ or Economics: 6.3.9.B,C,D; proposal made to and concepts First Continental Congress, or Die” Emerson to tell the story 6.3.UB,C,D unite the 13 English Boston Tea Party, of the first day of the colonies in America. Students will be able to: Intolerable Acts/ Coercive DVD – Disney’s Revolutionary War; have Essential Questions: The Stamp Act Acts, Patrick Henry, Paul “Pocahontas II,” students highlight or Congress brought the Define legislative Revere, William Dawes, School House Rock, mark copies of the
1. How is the Congress colonies together to branch, colony, Samuel Prescott, Henry America Rock poem that they “like,” divided into the protest the Stamp mercantilism, Wadsworth Longfellow, segments: and then as a class, Senate and House of tax; a tax without burgess, boycott, Battles of Lexington & “Fireworks,” & “The “perform” the poem Representatives? representation. foreshadowing, Concord, “shot heard Shot Heard ‘Round having students join in
2. What was the history The First Continental resolution, ‘round the world,” the World’” the recitation during the behind the creation Congress allowed the unalienable rights. minutemen, Second segments that they of the US Congress? Continental Congress, Olive Worksheet – A highlighted. Discuss colonies to come Trace the 3. What colonial Branch Petition, George III, Cartoon With a patterns when together to support development of the assemblies Boston after the English colonies in Richard Henry Lee, Lee’s Caption from complete. contributed to the Boston Tea Party and America. Resolution, Thomas American eventual ensuing Coercive Assess the Jefferson, Declaration of Adventures Ask the students to development of the Acts. importance of each Independence, John Adams, Historical Cartoons consider how much the United States’ The Battles of meeting held in the unalienable rights, John creed “that all men are legislative branch? Lexington and colonies prior to Hancock Literature – created equal” has Concord marked the declaring. “Midnight Ride of continued relevance to beginning of the Independence Paul Revere” by the America in which Revolutionary War, Discuss the concept Henry Wadsworth they live. Encourage the the war for of taxation without Longfellow, students to point out Independence. representation. “Concord Hymn” by historical injustices The Second Analyze the Ralph Waldo beyond slavery. Ask the Continental Congress Declaration of Emerson students to hypothesize was the first meeting Independence. about this statement: of all 13 English Map – 13 Colonies “The United States, in all Colonies in America. its aspects, is not Lee’s Resolution led perfect, but always a to the writing and work in progress toward acceptance of the its ideals. And all kinds Declaration of of people have died for Independence. that belief.”
Early America (Level 3)
Unit 6: Congress: How it works
Suggested Duration: 10 Days
Standards, Big Ideas, and Competencies and Social Instructional Suggested Essential Questions Concepts Studies Vocabulary/Content Materials Activities Core Skills
Big Idea: The United Students should know RTM Core Social Studies Define: Constitutional Text – Ch 7 Lesson 5, Have students discuss States Constitution that: Skills: Convention, Great Ch 8 Lessons 1-2 and the fact that the created the US Congress, Map skills Compromise, compromise, corresponding Constitutional defined the The United States Interpretation of Virginia Plan, New Jersey worksheets Convention was held in requirements to run for Constitution created charts and graphs Plan, Roger Sherman, secrecy and what Congress, and specified the US Congress by Analysis and ratification, Federalists, Note taking Packet potentially would what the Congress could the Great interpretation of George Washington, James and Study Guide happen if the US and could not do. Compromise which political cartoons Madison, Anti-Federalists, government tried to determined the Analysis and Patrick Henry, George DVD – School House hold meetings in secrecy Standards: makeup of the interpretation Mason, Bill of Rights, Rock, America Rock today. Senate and the based on synthesis amendments, taxation, segment: “I’m Just a History: 8.1.9; 8.1.U; House of of facts Secretary of the Treasury, Bill” Have students 8.2.9; 8.2.U; 8.3.9; 8.3.U Representatives. Notetaking and Alexander Hamilton, income “translate” the words of th The Constitution had organizational tax, 16 Amendment, Chart – How a Bill the Bill of Rights into Civics: 5.1.9; 5.1.U; to be ratified by skills property tax, sales tax, becomes a Law usable language to 5.2.9; 5.3.9.A,B,C,E,I nine states but that Reading capitalism, Adam Smith, US better understand the further comprehension Mint, First National Bank of Web sites – US rights protected in the Geography: 7.1.9.B; compromises Research skills the United States, Federal Treasury, US Mint first ten amendments. 7.3.9.A; 7.3.UA allowed for Virginia Written and oral Reserve System, imports, and New York’s expression of facts exports, slave trade, Biography – Adam Have students do Economics: 6.1.9.C; ratifications prior to and concepts interstate trade, elastic Smith with excerpt research to compare 6.1.UC; 6.2.9.G; 6.2.UG; the first elections clause, Daniel Webster, from “The Wealth of and contrast the various 6.3.9.B,C,D; 6.3.UB,C,D being held in the Students will be able to: lobbyist, Alien & Sedition Nations” economic systems used United States. Define compromise, Acts, sedition, Homestead around the world. Essential Questions: The Bill of Rights is ratification, Act, How a bill becomes a Primary Source – US made up of the first amendment, types of Law, committee, “die in Constitution Discuss the
1. What compromises 10 Amendments to taxes, capitalism, committee,” conference compromises Alexander led to the the Constitution. imports, exports, committee, veto, override Hamilton made to development of the Congress controls lobbyist, sedition, veto ensure passage of the US Congress and the the money of the US veto. First National Bank of ratification of the the United States and government – Explain how the US document during taxation, printing, how that impacted the and after the and spending Constitution created location of the nation’s Constitutional Alexander Hamilton the Congress and was capital. Convention? determined that the ratified by the states. 2. What powers are United States would Compare and granted to the US follow capitalism as contrast the Congress by the the economic arguments of the Constitution? system. Federalists and Anti- 3. How are the powers The process to Federalists. of Congress create laws involves Describe capitalism.
expanded through many steps. Contrast different the use of the elastic types of taxes.
clause? Assess the 4. What roles do importance of the Senators and elastic clause in the Representatives fill? Constitution. Trace the process of how a bill becomes a law and what could happen after a Presidential veto.
Early America (Level 3) Unit 7: The Judicial Branch
Suggested Duration: 5 Days
Standards, Big Ideas, and Competencies and Social Instructional Suggested Essential Questions Concepts Studies Vocabulary/Content Materials Activities Core Skills
Big Idea: The judicial Students should know RTM Core Social Studies Define: judicial branch, federal Text – Ch 7 Lesson 4, Have students research branch in the United that: Skills: court, state court, federal Ch 11 Lesson 3 and landmark Supreme States is headed by the Map skills law, state/ local law, corresponding Court cases and report Supreme Court and the The judicial branch Interpretation of Miranda Rights, public worksheets; and on how those decisions duties of the judicial is made up of all the charts and graphs defender, writ of habeas Appendix H impacted the United branch are defined by courts in the United Analysis and corpus, arraignment, States the US Constitution and States, and cases interpretation of defendant, prosecutor, Note taking Packet federal law. from any court political cartoons defense attorney, verdict, and Study Guide Have students follow the could be appealed Analysis and appeal, appeals courts, state developments of a high Standards: to the US Supreme interpretation supreme court, US Supreme Elections Workbook profile case in the news; Court. based on synthesis Court, Justices, Chief Justice, – worksheet on either in the past or History: 8.1.9; 8.1.U; The type of case (or of facts judicial review, Andrew Article 3 of the from current events 8.3.9; 8.3.U laws violated) Notetaking and Jackson, John Marshall, Constitution determines if a case organizational Cherokee, Trail of Tears, Set up a Mock Trial Civics: 5.1.9.A,C,D; is tried in federal skills criminal law, “beyond a Chart – US Court activity 5.1.UA,C,D; 5.2.9.B; courts or state Reading reasonable doubt,” civil law, System 5.2.UB; 5.3.9.A,F; 5.3.UF courts. comprehension “preponderance of the Create a project Any person arrested Research skills evidence” DVD – School House centered on the theme Essential Questions: must be informed of Written and oral Rock, America Rock of the Trail of Tears his or her Miranda expression of facts segment: “Three 1. What does the US Rights and that the and concepts Ring Government” Supreme Court do to writ of habeas interpret laws? corpus cannot be Students will be able to: Supreme Court 2. What is the Cases – Cherokee suspended unless difference between during a time of Define judicial Nation v. Georgia, federal and state crisis. Worcester v. branch, arraignment, courts and between Both criminal and prosecutor, defense Georgia; Miranda v. criminal and civil civil cases begin at Arizona; Bush v. attorney, verdict, cases? the lowest level of judicial review Gore 3. What are the rights of courts and could Compare and an accused person in Web sites – then proceed on contrast federal cases the United States? Landmark Supreme appeal up through with state cases; and 4. What are landmark Court cases; US the various levels of criminal law from civil cases of the US the US court system. law. Supreme Court Supreme Court? Supreme Court Explain the Miranda decisions impact all Rights and the writ of of the United States habeas corpus. and may only be Describe the changed either by functions of the Amendment to the courts. Constitution or by Trace the appeals the Supreme Court process. ruling differently in Understand the another case. concepts of judicial review, beyond a reasonable doubt, preponderance of the evidence. Explain the significance of Andrew Jackson’s defiance of the Supreme Court and the resulting Trail of Tears for the Cherokee Indians.
Early America (Level 3)
Unit 8: Causes of the Civil War
Suggested Duration: 8 Days
Standards, Big Ideas, and Competencies and Social Instructional Suggested Essential Questions Concepts Studies Vocabulary/Content Materials Activities Core Skills
Big Idea: Sectionalism Students should know RTM Core Social Studies Define Missouri Compromise, Text – Chapter s 14 Have the students and, ultimately, the Civil that: Skills: abolitionist, Underground & 15 and participate in a War, were caused by the Map skills Railroad, Harriet Tubman, corresponding simulated activity tied to issue of the spread of The Missouri Interpretation of Mason – Dixon Line, Election worksheets for each the Underground slavery to the territories. Compromise charts and graphs of 1848, Zachary Taylor, Free lesson Railroad and/ or the established a Analysis and Soil Party, Henry Clay, Lincoln – Douglas Standards: dangerous interpretation of secession, Compromise of Note taking packet Debates. precedent of political cartoons 1850, popular sovereignty, and Study Guide History: 8.1.9; 8.1.U; insisting that the Analysis and Fugitive Slave Law, Daniel Create a timeline of 8.3.9; 8.3.U number of slave interpretation Webster, John C. Calhoun, Worksheets from events leading towards states remain in based on synthesis Millard Fillmore, Franklin History of the the Civil War to illustrate Civics: 5.1.9; 5.1.U; balance with the of facts Pierce, “Uncle Tom’s Cabin,” United States, the building tensions 5.2.9; 5.2.U; 5.3.9 number of free Notetaking and Harriet Beecher Stowe, Volume 1 - #67 -1 & states. organizational stereotyping, Kansas – 3; # 68 -7 Research the newspaper Economics: 6.1.9.B; The abolitionist skills Nebraska Act, Stephen accounts of the Lincoln – 6.1.UB; 6.3.9.B; 6.3.UB,D movement spread Reading Douglas, transcontinental Map: The States Douglas Debates to through the comprehension railroad, “Bleeding Kansas,” Choose Sides appreciate how these Geography: 7.1.9.B; Northern parts of Research skills Emigrant Aid Society, debates both cost 7.3.9.A; 7.3.UA; 7.4.9.B; the United States. Written and oral “Beecher’s Bibles,” John Chart – Events Douglas the presidency 7.4.UB A series of elections expression of facts Brown, Brooks – Sumner Leading to the Civil in 1860 and introduced produced relatively and concepts Affair, Republican Party, War the nation to Lincoln at Essential Questions: weak presidents James Buchanan, John C. the same time. unable to prevent or Fremont, Dred Scott Case, Reading: Excerpts Students will be able to: th 1. How did the opinions alter the course of Roger B. Taney, 5 from Uncle Tom’s Discuss the significance of the various the country towards Define abolition, Amendment, Congressional Cabin of the Dred Scott Case sections of the division. fugitive, secession, elections, Abraham Lincoln, and future need for country contribute to Several laws and popular sovereignty, Lincoln – Douglas Debates, Primary Source – either amendments to the causes of the events (Compromise stereotype, arsenal. Freeport Doctrine, John Lincoln’s First the Constitution to coming Civil War? Brown’s Raid, Harper’s Inaugural Address change the decision or of 1850, “Uncle Explain how Manifest 2. What issues Ferry, arsenal, Robert E. Lee, new justices to the Tom’s Cabin,” Destiny and its by- contributed to the Kansas – Nebraska martyr, Election of 1860, Supreme Court to be tensions between the Act, Dred Scott Case, product (the John Breckinridge, John Bell, able to reverse the sections? John Brown’s Raid) acquisition of Constitutional Union Party, rulings. 3. How did each branch contributed to the territory by the Confederate States of of the US government growing United States) America, Jefferson Davis, add to the factors sectionalism in the contributed mightily Fort Sumter that ended up country during the to the Civil War by splitting the country? 1850s. creating the crucial 4. Could the Civil War Secession as an and far-reaching issue have been averted? action went from of the spread of being considered a slavery to the territories. radical concept to an expected Evaluate the impact outcome and of the creation of the
inevitability. Free Soil Party, the The election of Republican Party, the Abraham Lincoln, a Compromise of 1850, Republican the Dred Scott President in 1860, Decision, the Kansas- who won on a Nebraska Act, platform of “Bleeding Kansas,” “Stopping the the Lincoln-Douglas Spread of Slavery to Debates, Popular the Territories,” led Sovereignty, directly to the Abolition, the creation of the Underground Confederacy. Railroad, Uncle Tom’s The outbreak of the Cabin, John Brown’s Civil War can be Raid at Harpers Ferry, viewed as a failure and the Election of of the American 1860. political system. Dismiss the argument that slavery was not the major cause of the Civil War.
Early America (Level 3)
Unit 9: The Civil War
Suggested Duration: 7 Days
Standards, Big Ideas, and Competencies and Social Instructional Suggested Essential Questions Concepts Studies Vocabulary/Content Materials Activities Core Skills
Big Idea: The Civil War Students should know RTM Core Social Studies Define Fort Sumter, 1st & 2nd Bull Text – Chapter 16 Have the students redefined America. The that: Skills: Run (Manassas), Monitor v. and corresponding research the biography Civil War was a Map skills Merrimack (Virginia), Shiloh, worksheets of George B. McClellan revolutionary conflict, The Civil War Interpretation of Antietam, Emancipation to make his family th essentially the first changed military charts and graphs Proclamation, 54 Note taking Timeline connection to local “modern war.” strategies and Analysis and Massachusetts Volunteers, and Study Guide history – George weaponry, interpretation of Chancellorsville, Vicksburg, “Brinton” McClellan, Standards: beginning the era of political cartoons Gettysburg, Gettysburg Map – Battlefields of recognizing that the modern warfare. Analysis and Address, March to the Sea, the Civil War local family being 8.1.9 The Confederate interpretation total war, war of attrition, predominately Quakers leadership and will based on synthesis Atlanta, Election of 1864, DVD – “Glory,” does not include him in Essential Questions: to fight was far of facts precedent, “with malice “Gettysburg” the local histories. better / stronger Notetaking and toward none,” Five Forks, 1. In what ways can the than that of the organizational Petersburg, Richmond, Primary Sources – Have students select a Civil War be Union skills Appomattox Courthouse, Gettysburg Address, battle of the Civil War to considered a Despite being willing Reading surrender, reconciliation, Emancipation research and produce a revolutionary to fight a war to comprehension Lincoln’s assassination, John Proclamation, project that highlights conflict/the first preserve the Union, Research skills Wilkes Booth Lincoln’s Second the events during the “modern/total war”? not all Northerners Written and oral Inaugural Address battle and the 2. What factors explain were ready to fight a expression of facts Union Leadership: Robert significance of the the Union’s victory war to free the and concepts Anderson, Winfield Scott, outcome. over the Confederacy slaves. George B. McClellan, Ulysses in the Civil War? How The Union victory Students will be able to: S. Grant, Abraham Lincoln, Create “playing cards” of was victory achieved? over the George Meade, Joshua the leadership of both
3. In what ways did the Confederacy in the Define secession, Lawrence Chamberlain, the Union and Civil War affect the Civil War was a emancipation, total William T. Sherman Confederates that home front in consequence of war, war of attrition, includes key America and numerical, precedent, malice, Confederate Leadership: P.T. biographical information American foreign agricultural, surrender, Beauregard, Robert E. Lee, about each leader. policy? industrial, reconciliation. Stonewall Jackson, Jefferson 4. How did Abraham technological, and Davis, James Longstreet Lincoln alter the eventual leadership Compare the purpose of the Civil superiority enjoyed advantages the Union War from being by the USA. and the Confederacy predominately to The Civil War was had entering the Civil preserve the Union to the first American War. include the war that Analyze the emancipation of dramatically significances of the African Americans? affected and major battles of the
impacted the home Civil War (Bull Run, front. Shiloh, Antietam, The Civil War was Chancellorsville, the bloodiest Gettysburg, conflict in all of US Vicksburg, Atlanta, History. Petersburg). The assassination of Discuss the Lincoln dramatically importance of such altered the events / documents aftermath and as the Emancipation hopes for a forgiving Proclamation, peace Gettysburg Address, the March to the Sea, Lincoln’s Second Inaugural Address, the surrender terms at Appomattox, and Lincoln’s assassination.
Early America (Level 3)
Unit 10: Reconstruction
Suggested Duration: 5 Days
Standards, Big Ideas, and Competencies and Social Instructional Suggested Essential Questions Concepts Studies Vocabulary/Content Materials Activities Core Skills
Big Idea: Reconstruction Students should know RTM Core Social Studies Define Reconstruction, amnesty, Text – Chapter 17 Have students created a larger federal that: Skills: Ten Percent Plan, oath of and corresponding participate in a panel government. Map skills allegiance, 13th worksheets discussion focusing on Reconstruction changed The Civil War and Interpretation of Amendment, freemen, the question, “How did the status of African Reconstruction charts and graphs Civil Rights Act of 1866, Note taking Packet the Civil War change th th Americans in America redefined the Analysis and 14 Amendment, 15 and Study Guide America forever?” forever and helped republic, doing more interpretation of Amendment, Radical redefine the republic. than any other political cartoons Republicans, Freedmen’s Primary Source: Have students speculate th th th single historical Analysis and Bureau, Reconstruction 13 , 14 , 15 on the topic of their Standards: event to transform interpretation Acts, Tenure of Office Act, Amendments choice, “Reconstruction the ideals of the based on synthesis Andrew Johnson, Black If Lincoln Had Lived” or History: 8.1.9.A,B; Declaration of of facts Codes, Ku Klux Klan, Video: “Gone with “What If the South had 8.1.UA, B; 8.3.9; 8.3.U Independence into Notetaking and Enforcement Acts, Election the Wind” segments Won the Civil War?” reality. organizational of 1868, Ulysses S. Grant, Civics: 5.1.9C; 5.1.UC; The status of skills Election of 1876, Have students recreate 5.2.9.B,C; 5.2.UB,C; African-Americans Reading Rutherford B. Hayes, the impeachment trial of 5.3.9.C,F,G; 5.3.UF was changed forever comprehension Samuel J. Tilden, Andrew Johnson to by the Civil War and Research skills Compromise of 1877, reinforce how the Economics: 6.1.9.A,B; Reconstruction; Written and oral carpetbaggers, scalawags process takes place. 6.1.UA, B; 6.2.9.D; three million people expression of facts 6.2.UD; 6.3.9.A; were released from and concepts 6.3.UB,D; 6.4.UC servitude and became free men Students will be able to: Geography: 7.1.9; 7.1.U and women. The President and Define amnesty, oath Essential Questions: the Radical of allegiance, Republican Congress freemen, black codes,
1. What factors shaped argued over who carpetbaggers, and defined the controlled the scalawags. process of process but Determine the Reconstruction? ultimately Congress importance of the 2. How was the status ran Reconstruction. of African-Americans The United States, 13th, 14th and 15th changed forever by especially the South, Amendments for the the Civil War and had to rebuild United States. Reconstruction? emotionally, Analyze the 3. While Reconstruction socially, impeachment of is historically viewed economically, and Andrew Johnson and as a failure, what politically during the view it as a product of were its enduring Reconstruction Era. political successes? maneuvering. Discuss the Elections of the Reconstruction Era (1868, 1872, 1876) and the culminating Compromise of 1877 that ended official Reconstruction. Identify the growth of domestic terrorist organizations during the Reconstruction Era like the Ku Klux Klan.