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Public Schools of Edison Township Office Of PUBLIC SCHOOLS OF EDISON TOWNSHIP OFFICE OF CURRICULUM AND INSTRUCTION US History 1 Length of Course: Year Elective/Required: Required Schools: High Schools Eligibility: Grade 9 Credit Value: 5 Credits Date Approved: August 24, 2015 Updated: August 2020 US History 1 2 TABLE OF CONTENTS Statement of Purpose 3 Course Objectives 4 Timeline 5 Unit 1: Review of Colonial America the American Revolution Topic 1: Colonial America 6 Topic 2: American Revolution 10 Unit 2: Building a Nation Topic 1: The Constitution 13 Topic 2: The Federalist Period 16 Unit 3: Jeffersonian America and the Growth of a Nation Topic 1: Jefferson’s America 19 Topic 2: Growth of a Nation 22 Unit 4: Age of Jackson & The Age of Reform Topic 1: Age of Jackson 25 Topic 2: Age of Reform 29 Unit 5: Manifest Destiny 32 Unit 6: North and South Collide 35 Unit 7: The Civil War Topic 1: Setting the Stage 39 Topic 2: Fighting the War 42 Topic 3: The Politics of War 45 Unit 8: Reconstruction Topic 1: Plans for Reconstitution of the South 47 Topic 2: Realities of Reconstitution 50 Topic 3: U.S. Grant: The President 53 Topic 4: The End of Reconstitution 56 Unit 9: The Gilded Age Topic 1: Politics in the Gilded Age 59 Topic 2: Industrialization 62 Topic 3: The Cities 65 Topic 4: The Closing of the Frontier 68 Unit 10: The Progressive Era Topic 1: Muckrakers & Reform 71 Topic 2: A Progressive White House 75 Unit 11: The U.S. as Imperial World Power--WWI and the Defeat of U.S. Isolationism Topic 1: U.S. On the World Stage 80 Modifications will be made to accommodate IEP mandates for classified students. US History 1 3 Statement of Purpose The United States History 1 course moves chronologically from a review of the Colonial Era to an examination of the country on the eve of World War I. As students move through centuries of history, four recurring themes will steer the coverage of the developments and events that appear throughout the curriculum content. Students will seek to find patterns in the nature of America‘s role in war, the forces continually altering patterns of daily life, the ability of the government to change the course of events, and the struggles of various groups that find themselves outside expected protections. The course will also hone the essential skills that reside at the heart of the social studies discipline. Referenced throughout the guide are the skills prescribed by the New Jersey Student Learning Standards. At regular intervals, for example, students will be asked to compare present and past events, using history as a guide for evaluating the consequences of past decisions and to apply lessons learned. Similarly, students will write cohesive and coherent essays, read complex primary sources, and conduct research using modern technologies. Finally, this guide includes a link to a separate document which specifically focuses on the mission of the New Jersey Amistad Commission. The Edison Township school district recognizes the unique history, experiences, and struggles of its students that fall under the African diaspora. This document provides for teachers the resources to acknowledge and include individuals, groups, ideas, developments, and events that are both important to the history of African-Americans in the country, and important to provide context to present-day experiences. As with all the Social Studies courses in the required high school sequence, students in United States History 2 will sit for Quarterly exams that assess their ability to merge the essentials of the course: understanding the “content”, analyzing complex sources, and writing cohesive and coherent responses that spring from the recurring themes. This guide has been aligned to the most recent state Social Studies standards (adopted July, 2014) and focuses on strands 6.1 (U.S. History: America in the World), and 6.3 (Active Citizenship in the 21st Century). Companion standards for ELA are also included. US History 1 4 Course Objectives The student will be able to: 1. Recognize the contributions of significant individuals and groups in the history of the United States, as well as understand and analyze significant ideas, developments, and events that undergird the narrative of U.S. history from the country’s founding until World War 1. 2. Leverage the course themes to apply historical reasoning and interpret data to develop evidence- based arguments that assess cause and effect, continuity and change over time, comparison, and contextualization. 3. Develop the skills in reading, writing, speaking, and listening that are the foundation for creative and purposeful expression in language. US History 1 5 Timeline United States History 1 The Americans MP Unit # Unit Chapters Colonial America & 1 1 - 4 American Revolution 1 Building a Nation & 2 5 the Federalist Era Jeffersonian America 3 & Growth of the 6.3 - 7.2 Nation 2 Age of Jackson & 4 7.3 - 8 Reform 5 Manifest Destiny 9 6 North & South Collide 10 3 7 The Civil War 11 8 Reconstruction 12 9 The Gilded Age 13 - 16 10 The Progressive Era 17 4 U.S. as a World 11 18 Power US History 1 6 Unit 1 - Review of Colonial America and the American Revolution Topic 1 - Colonial America Unit Title: Unit 1 Review of Colonial America and the American Revolution Topic 1- Review of Colonial America Targeted Standards: (local, district, state or national) Standard 6.1 All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national and global communities Unit Objectives/Conceptual Understandings: (Students will understand that) Students will be able to understand how European colonization and interconnectedness of the Atlantic World led to the development of very distinct English colonies on the verge of independence. Essential Questions: How were the roots of independence planted in early colonial America? Unit Assessment: (What is the evidence (authentic) that students have achieved the targeted standards/unit objectives?) Summative assessments to include: multiple choice/open-ended test, quizzes, essays, interpreting cartoons, map activity. Formative assessments to include: pair and share, 1 minute essays, say something, mapping. Core Content Objectives Instructional Actions Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will What students will be able Technology Implementation/ Points know. to do. Interdisciplinary Connections 6.1.12.A.1.a Explain how ● Personal Artifact British North American analysis-continue colonies adapted the to check British governance Review of Colonial structure to fit their ideas of America individual rights, economic - Three worlds meet US History 1 7 growth, and participatory - Development government. of the English 6.1.12.A.1.b Analyze how colonies gender, property - Distinctiveness of North & ownership, religion, and South legal status affected - African Slavery political rights. - Atlantic Trade - Mercantilism 6.1.12.B.1.a Explain how geographic variations (e.g., ● Student’s primary source reading climate, soil conditions, and analysis and other natural skills. resources) impacted ● Map Quiz- economic development in Colonial North the New World. America ● Map Quiz- 13 6.1.12.C.1.a Explain how English Colonies ● Key Vocabulary- economic ideas and the Review Colonia practices of mercantilism America and capitalism conflicted ● Colonial during this time period. Regions- creative project 6.1.12.C.1.b Determine the extent to which natural resources, labor systems (i.e., the use of indentured servants, African slaves, and immigrant labor), and entrepreneurship contributed to economic development in the American colonies. 6.1.12.D.1.a Assess the impact of the interactions US History 1 8 and conflicts between native groups and north American settlers RH.9-10.1 Accurately cite strong and thorough textual evidence, to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.2 Determine the theme, central ideas, key information and/or perspective(s) presented in a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.9-10.3 Analyze in detail a series of events described in a text; draw connections between the events, to determine whether earlier events caused later ones or simply preceded them. US History 1 9 RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history and the social sciences; analyze the cumulative impact of specific word choices on meaning and tone. RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently. Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student difficulties, possible misunderstandings. The Americans ● Guided Readings from text sources Chapter 1 Section 5 Transatlantic Encounters pg. 53-66 Chapter 2 The American Colonies Emerge- Sections 2, 3, 4 pgs. 90-121 Chapter 3 The Colonies Come of Age- Sections 2 & 3- pgs. 152-172 Visual Summaries-p.130 and p. 193 Video- “America the Story of Us”- The History Channel Unit 1 - Review of Colonial America and the American Revolution US History 1 10 Topic 2 - American Revolution Targeted Standards: (local, district, state or national) All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national and global communities.
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