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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

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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.

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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.

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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.

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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

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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.

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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.

Unit Objectives/Conceptual Understandings: (Students will understand that) Students will be able to determine if the United States has lived up to the ideals embodied in the founding documents. Students will be able to understand how various groups have found themselves outside of their seeming protections. Students will be able to analyze how economic and technological developments changed the American way of life. Students will be able to evaluate from colonies to country, how power has shifted between people and government and between levels of government itself. Essential Questions: How did the colonists transform from 13 separate colonies to one nation waging a war of Independence?

Unit Assessment: (What is the evidence (authentic) that students have achieved the targeted standards/unit objectives?) Summative assessments to include: multiple choice/open-ended tests, quizzes, essays, interpreting cartoons, multimedia, map activity. Formative assessments to include: pair and share, 1 minute essays written response, close reading primary documents, writing 5 paragraph essays.

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.2.a: Analyze the 1. The French and Indian ● Writing for ● Analyzing political ● Key Vocabulary intellectual origins of the War understanding cartoons- “Join or Die” Assessments major ideas expressed in the 2. England’s New ● Identify the results of ● Road to Revolution- ● Road to the French and Indian Students create a road Revolution Chart Declaration of Colonial Policy War and explain the to the Revolutionary ● Close Reading Independence. 3. Natural rights resulting problems War. analysis of the 4. Declaration of which led to conflicts ● Close Reading Thomas Declaration of 6.1.12.C.2.a: Analyze the Independence between the British Paine’s Common Sense Independence. problems of financing the 5. The Continental government and the ● Close Reading excerpts ● Battles Chart Congresses American Revolutionary War colonies. from The Declaration of 6. Treaty of Paris,1783 ● Analyze the British and Independence. American views of US History 1 11

and dealing with wartime Parliament’s right to tax ● Understanding inflation and profiteering. the colonies. Patriotism essay. ● Describe how the ● Battles of the American struggle for American Revolution 6.1.12.B.2.a: Analyze how rights evolved into a the United States has war for independence. attempted to account for ● Identify and interpret regional differences while the main points of the

also striving to create an Declaration of

American identity. Independence.

● Identify British and American military and 6.1.12.D.2.a: Analyze diplomatic strategies. contributions and ● Explain how the perspectives of African Americans were able to Americans, Native win the Revolutionary

Americans, and women War. during the American Revolution

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Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student The Americans difficulties, possible misunderstandings Chapter 3 Section 4 The French and Indian War- Pg. 175-181 Chapter 4 The War for Independence Pgs. 199- 246 Visual Summary-p.255 Video- “America the Story of Us” The History Channel

Websites: http://edsitement.neh.gov/subject/history-social-studies- integrating common core strategies into Social Studies Classrooms. https://www.gilderlehrman.org/

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Unit 2 - Building a Nation Topic 1 - The Constitution

Unit Objectives/Conceptual Understandings: (Students will understand that) Students will be able to understand that the Articles of Confederation served as a rough draft for the future Constitution. Students will be able to examine the debates inherent in deciding issues such as representation and federalism.

Essential Questions: What is the purpose of government?

Unit Assessment: (What is the evidence (authentic) that students have achieved the targeted standards/unit objectives?)

Core Content Objectives Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will What students will be Technology Implementation/ Points know. able to do. Interdisciplinary Connections 6.1.12.A.2.b Compare and 1. Republic ● Identify problems ● Quizzes ● Quizzes contrast state constitutions, 2. Articles of facing the nation at ● Essays ● Essays including New Jersey’s 1776 Confederation the close of the ● Secondary readings ● Secondary readings American ● Primary Source ● Map completion constitution, with the United 3. Shay’s Rebellion Revolution. Analysis- The ● Tests with multiple- States Constitution, and 4. Constitutional ● Understand why the Preamble, the Bill of choice and writing determine their impact on the Convention primary task facing Rights, The Federalist components development of American 5. Key compromises Americans was to Papers. ● Class discussions constitutional government. 6. Key Principles in the create a new system ● Map completion Constitution. of government. ● Tests with multiple- 6.1.12.A.2.c Compare and 7. Ratification ● Evaluate the choice and writing strengths and components contrast the arguments of 8. Federalist v. Anti- weaknesses of the ● Class discussions- The Federalists and Anti- Federalist debate Bill of Rights Today US History 1 14

Federalists during the 9. Bill of Rights Articles of ratification debates, and Confederation. assess their continuing ● Explain why the Constitution is a relevance. “Bundle of Compromises”. 6.1.12.D.2.b Explain why ● Analyze the strategies American ideals put forth in used by the the Constitution (i.e., due Federalists and process, rule of law, and Antifederalists in the individual rights) have been ratification process. denied to different groups of people throughout time.

6.1.12.B.2.b Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and the expansion of slavery.

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Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student The Americans- difficulties, possible misunderstandings Chapter 5 Shaping a New Nation Pgs. 265-298 The Living Constitution Pg. 307 The Constitution- Supplemental Activities- pgs.308-324. Visual Summary- p.301 Video- “America the Story of Us”- This History Channel “The Presidents”- The History Channel

Websites: http://edsitement.neh.gov/subject/history-social-studies- integrating common core strategies into Social Studies Classrooms. https://www.gilderlehrman.org/

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Unit 2- Building a Nation Topic 2 - The Federalist Period

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. Standard 6.3 All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Standard 8.1 All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

Unit Objectives/Conceptual Understandings: (Students will understand that) Students will be able to understand the origins of the two party systems in America. Students will be able to contrast the views of Hamilton and Jefferson to better understand the dynamics behind debates on federalism that exist today.

Essential Questions: What qualities make an effective leader? How did clashing ideas about government contribute to the birth of the American Party System?

Unit Assessment: (What is the evidence (authentic) that students have achieved the targeted standards/unit objectives?) Summative assessments to include: multiple choice/open-ended tests, quizzes, essays, interpreting cartoons, multimedia, map activity. Formative Assessment: Leadership Essay. The Federalists and Social Media (project)

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.C.2.a Assess the 1. Hamilton’s Financial ● Assess the ● The Alien Act was ● Quizzes effectiveness of the new Plan importance of directed at immigrants ● Essays state and national 2. Whiskey Rebellion Washington as the to harm the Republican ● Secondary readings governments attempts to 3. Washington’s key first president. Party. Use the Internet ● Map completion respond to economic precedents ● Compare and contrast ● to research recent ● Tests with multiple- US History 1 17

challenges including 4. Strict construction the ideas and policies legislation directed at choice and writing domestic (e.g., inflation, 5. Loose construction of Hamilton and immigrants, and voice components debt) and foreign trade 6. Washington’s Jefferson. your opinion of these ● Class discussions policy issues. ● Describe the actions actions by debate. Farewell Address: taken by Hamilton to ● National Security v. The Neutrality 6.1.12.A.2.e Examine the strengthen the US Constitution- examining 7. Impressment emergence of early political economy. the Alien and Sedition 8. Tribute- XYZ Affair ● Explain why political Acts. parties and their views on 9. Alien and Sedition parties formed. ● Close Reading: centralized government and Acts ● Evaluate Washington’s Farewell foreign affairs, and compare 10. Adam’s Legacy Washington’s Address. these positions with those of accomplishments. ● Political Cartoon

today’s political parties ● Explain the Analysis: XYZ Affair importance of CCSS.ELA- Washington’s Farewell Address. LITERACY.RH.9-10.1 ● Identify US and Native

American and foreign CCSS.ELA- conflicts of the period. LITERACY.RH.9-10.2 ● Describe how the Quasi-War with CCSS.ELA- France impacted LITERACY.RH.9-10.3 political parties. ● Explain the

Republican response CCSS.ELA- to the Alien and LITERACY.RH.9-10.4 Sedition Acts. ● Assess the role of CCSS.ELA- John Adams as a LITERACY.RH.9-10.5 diplomat. ● Analyze the

effectiveness of CCSS.ELA- leadership through LITERACY.RH.9-10.6 essay writing.

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CCSS.ELA- LITERACY.RH.9-10.9 Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student The Americans difficulties, possible misunderstandings Chapter 6 Launching the New Nation Sections 1 & 2 Pgs. 325-357 Visual Summary- p. 384 Video- “America the Story of Us”- This History Channel “The Presidents”- The History Channel

Websites: http://edsitement.neh.gov/subject/history-social-studies- integrating common core strategies into Social Studies Classrooms. https://www.gilderlehrman.org/

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Unit 3 - Jeffersonian America and the Growth of a Nation Topic 1 - Jefferson’s 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. Standard 8.1All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

Unit Objectives/Conceptual Understandings: (Students will understand that) SWBAT understand the impact Jefferson’s Presidency had on brining the country into the 1800’s and establishing a national identity.

Essential Questions: How did Jefferson’s vision for America and the reality of War in Europe bring the U.S. closer to establishing a unique national identity.

Unit Assessment: (What is the evidence (authentic) that students have achieved the targeted standards/unit objectives?) Summative assessments to include: multiple choice/open-ended tests, quizzes, essays, interpreting cartoons, multimedia, map activity. Formative assessments: Close reading analysis, political cartoon analysis, open ended essay writing.

Core Content Objectives Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able Technology Implementation/ Points to do. Interdisciplinary Connections 6.1.12.A.2.f: Examine the 1. Revolution of 1800 ● Evaluate the Election ● Evaluate the  Quizzes emergence of early 2. Marbury v. Madison- of 1800 in terms of it Presidency and  Essays political parties and their judicial review being a “revolution”. leadership of Thomas  Secondary readings 3. Louisiana Purchase ● Relate the purchase Jefferson. views on centralized  Map completion 4. Jefferson’s Foreign of Louisiana to the ● Map Louisiana Territory government and foreign  Tests with multiple- policy Embargo Act, decline of the & American territorial choice and writing affairs, and compare these escalating War in Federalists. growth. components positions with those of Europe- War of 1812 ● Compare British and ● Close read Jefferson’s  Class discussions today’s political parties. 5. Jefferson’s legacy French violations of Second Inaugural American neutral Address. US History 1 20

6.1.12.A.3.a: Assess the trading rights and influence of Manifest evaluate US attempts Destiny on foreign policy to protect these rights. during different time ● Explain why the

periods in American Embargo Act,1807 history. was an economic disaster. 6.1.12.A.3.b: Determine ● Analyze key the extent to which events/battles of the America’s foreign policy War of 1812 ● Understand the (i.e., Tripoli pirates, the increased nationalism

Louisiana Purchase, the and fame of General War of 1812, the Monroe Andrew Jackson Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national interest

6.1.12.A.3.c: Assess the role of geopolitics in the development of American foreign relations during this period.

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Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student The Americans Chapter 6- Launching the new Nation Sections 3 & 4 pgs. 360-376 difficulties, possible misunderstandings Historical Decisions of the Supreme Court pgs. 380-383 “’The Presidents”- History Channel “America the Story of Us”- History Channel

Websites: http://edsitement.neh.gov/subject/history-social-studies- integrating common core strategies into Social Studies Classrooms. https://www.gilderlehrman.org/

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Unit 3 - Jeffersonian America & the Growth of a Nation Topic 2 - Growth of a Nation

Unit Objectives/Conceptual Understandings: (Students will understand that) SWBAT understand how the War of 1812 led to an emergence of nationalism which was evident in the concentration of power in the federal government.

Essential Questions: How did the rise in nationalism and federal power translate into ignoring larger national issues? i.e. economy, states’ rights, slavery.

Unit Assessment: (What is the evidence (authentic) that students have achieved the targeted standards/unit objectives?) Summative assessment to include: tests with multiple-choice and essay components, quizzes, essays, projects involving research, analysis of primary sources and editorial commentary, and multimedia presentations. Formative assessments to include: pair and share, clock partners, journal entries, “One Minute” essays, and “ticket out” activities.

Core Content Objectives Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be Technology Implementation/ Points able to do. Interdisciplinary Connections 6.1.12.A.3.b: Determine 1. Era of Good Feelings  compare present  Mapping the growth of  Quizzes the extent to which A. Monroe Doctrine and past events- the U.S.  Essays America’s foreign policy B. Adams-Onis Treaty What were the most  Present the broad  Secondary (i.e., Tripoli pirates, the C. Rush-Bagot Treaty essential issue of a loss of readings improvements balance in power if a Louisiana Purchase, the D. Nationalism  Map completion necessary for state comes in as a 2. Technological  Tests with War of 1812, the Monroe economic growth in slave state. Students Advancement multiple-choice Doctrine, the War with the 1820’s & now? are to provide solutions A. Industrial Revolution and writing Mexico, and Native  produce clear and to avoid conflict before components B Internal improvements American removal) was coherent writing - the Missouri  Class discussions US History 1 23

influenced by perceived C. Turnpikes How would Compromise is national interest. D. Cotton Gin America’s growth presented. E. Morse Code have changed if the Missouri 6.1.12.D.3.c: Assess how F. Interchangeable Parts Compromise had states' rights (i.e., 3. Missouri Compromise not been reached?

Nullification) and sectional 4. National Supremacy  construct

interests influenced party A. Bank of The U.S. geographic politics and shaped B. Tariff of 1816 representations- national policies (i.e., the 5. The Supreme Court Illustrating Missouri Compromise and A. John Marshall & American growth via the Missouri the Compromise of 1850). Federal Supremacy B. McCulloch vs. Compromise.

6.1.12.A.4.a: Analyze the Maryland ways in which prevailing C. Gibbons vs. Ogden attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War.

6.1.12.A.3.d: Describe how the Supreme Court increased the power of the national government and promoted national economic growth during this era.

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Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student The Americans difficulties, possible misunderstandings Chapter 7- Balancing Nationalism and Sectionalism Sections 1 & 2 pgs. 395-416. Visual Summary- p. 441 Videos: “America the Story of Us” – The History Channel

http://edsitement.neh.gov/subject/history-social-studies- integrating common core strategies into Social Studies Classrooms. https://www.gilderlehrman.org/

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Unit 4 - The Age of Jackson, The Age of Reform Topic 1 - Age of Jackson

Unit Objectives/Conceptual Understandings: (Students will understand that) SWBAT understand the complexity of Jackson being a “common man” and a power hungry leader.

Essential Questions: In what ways can power be complicated by change and abuse? (Examine from the context of Andrew Jackson’s Presidency)

Core Content Objectives Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be Technology Implementation/ Points able to do. Interdisciplinary Connections 6.1.12.A.3.d: Describe how 1. Corrupt Bargain  integrate and  John Q. Adams vs.  Quizzes the Supreme Court Jackson reaction & evaluate multiple Andrew Jackson scenario  Essays increased the power of the support sources of & role-play seeing both  Secondary readings national government and A. Tariffs information-The sides of the Corrupt  Map completion Corrupt Bargain Bargain. promoted national B. Sectional  Tests with multiple-  construct geographic  Jackson Journal choice and writing economic growth during Viewpoints 2. Federal reaction to representations-  Draw political cartoons components this era. S.C. during the evaluating regional capturing the Jackson  Class discussions nullification crisis & maps illustrating Administration as 6.1.12.C.3.b: Relate the resolution Jackson vs sectional differences positive or negative US History 1 26

wealth of natural resources John C. Calhoun  integrate and  Class discussion-Should to the economic 3. Jacksonsonian evaluate multiple Jackson have been development of the United reforms sources of information impeached? States and to the quality of A. Nominating –The Nullification Crisis. life of individuals. Conventions  compare present and B. Spoils System past events- Compare 6.1.12.D.3.c: Assess how C.Temperance today’s Tea Party

states' rights (i.e., D. Utopia which argues for less Nullification) and sectional 4. Indian Removal Act government control & interests influenced party A. Trail of Tears stronger states’ rights politics and shaped national 5. Destroying the to the Whigs.  distinguish valid policies (i.e., the Missouri Bank/Opposition arguments from false Compromise and the A. Pet Banks arguments- Was Compromise of 1850). B. Panic of 1837 Andrew Jackson a

C. Whigs good, bad or great 6.1.12.A.4.a: Analyze the D. Martin Van Buren president? ways in which prevailing  attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War.

6.1.12.A.3.b: Determine the extent to which America’s foreign policy (i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national interest. US History 1 27

6.1.12.A.3.e: Judge the fairness of government treaties, policies, and actions that resulted in Native American migration and removal.

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Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student The Americans difficulties, possible misunderstandings Chapter 7- Balancing Nationalism and Sectionalism Sections 3 & 4- pgs. 419-438.

“The Presidents”- The History Channel

http://edsitement.neh.gov/subject/history-social-studies- integrating common core strategies into Social Studies Classrooms. https://www.gilderlehrman.org/

US History 1 29

Unit 4 - Age of Jackson, Age of Reform Topic 2 - Age of Reform

Unit Objectives/Conceptual Understandings: (Students will understand that) SWBAT analyze reform leaders’ impact on midcentury change in society.

Essential Questions: How did the seeds for change contribute to reforms and the oncoming Civil War?

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.3.h: Analyze the 1. Industry vs. Cotton ● Compare and  Class Discussion- Was  Quizzes various rationales A. Growing Industry Contrast various the north more dependent  Essays provided as a justification B. Labor & abolitionists upon the south  Secondary readings perspectives for slavery. Immigration economically or vice  Map completion ● Connect regional versa? C. Improvements in  Tests with multiple- economic interests  Analyzing primary choice and writing 6.1.12.A.4.a: Analyze the D. Transportation with growing sources- What sacrifices components ways in which prevailing 2. Peculiar Institution movement for did abolitionist have to  Class discussions attitudes, socioeconomic A. Slave/plantation change. make? factors, and government life ● Understand the roots  Begin 12 Years a Slave actions (i.e., the Fugitive 3. Abolitionists of reform and change. journals. US History 1 30

Slave Act and Dred Scott A. Douglas  Fishbowl Discussion: Decision) in the North B. Garrison Abolitionists Perspectives and South (i.e., C. Sojourner Truth Secession) led to the 4. Women’s Movement Civil War. A. Seneca Falls 5. Social Change CCSS.ELA- A. Education LITERACY.RH.9-10.1 B. Prisons and the Mentally Ill CCSS.ELA- C. The Workplace LITERACY.RH.9-10.2

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Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student difficulties, possible misunderstandings The Americans Chapter 8- Reforming American Society Sections 2-4 Pgs. 466-497 12 Years a Slave Solomon Northrup Visual Summary- p. 507 Video: “The Abolitionists”- PBS “ America the Story of Us”- The History Channel

Websites: http://edsitement.neh.gov/subject/history-social-studies- integrating common core strategies into Social Studies Classrooms. https://www.gilderlehrman.org/

US History 1 32

Unit 5 - Manifest Destiny

Unit Objectives/Conceptual Understandings: (Students will understand that) SWBAT understand and evaluate the factors and arguments that contributed to decisions made in the mid-1800’s in the context of Manifest Destiny and a desire to expand.

Essential Questions: To what extent was expansion and manifest destiny a part of the American ideal?

Core Content Objectives Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will What students will be Technology Implementation/ Points know. able to do. Interdisciplinary Connections 1. Manifest Destiny  construct geographic  Design a map of the  Quizzes 6.1.12.B.3.a: Assess the 2. The Market Revolution representations- western U.S. illustrating  Essays impact of Western 3. California Gold Rush illustrate the major all major trails used  Secondary settlement on the A. Panning western trails during (Mormon, Pony readings the era. Express, Santa Fe, expansion of United B. Growth of San  Map completion  Evaluate arguments Oregon, California, Old  Tests with multiple- States political Francisco & Denver for expansion, Spanish and Butterfield choice and writing C. Trail Blazing boundaries. annexation, and war Overland). components 4. The Texas War for in the context of  O’Sullivan’s “Manifest  Class discussions 6.1.12.D.3.a: Determine Independence Manifest Destiny. Destiny” close read how expansion created A. Texan Revolution  integrate and  Analyzing Primary opportunities for some B. Debate over evaluate multiple sources – The war for US History 1 33

and hardships for others Annexation sources of Texas Independence by considering multiple 5. Expansionist Leaders information- The War  integrate and evaluate perspectives. 6. Annexation of Oregon, for Texas multiple sources of Independence California & other information — Texas Independence Understanding 6.1.12.A.4.a: Analyze the territories. American expansion at ways in which prevailing A. Fifty-Four, Forty or Mexico’s expense. attitudes, socioeconomic Fight” factors, and government 7. Mexican American War actions (i.e., the Fugitive A. Expansion Slave Act and Dred Scott B. Migration Decision) in the North and C. Rio Grande South (i.e., Secession) 1. Zachary Taylor led to the Civil War. 2. “American Blood On American Soil” CCSS.ELA- D. Winfield Scott LITERACY.RH.9-10.1 E. Fall of Santa Fe & Mexico City. CCSS.ELA- F. Territory LITERACY.RH.9-10.2 Transitioned.

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Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student The Americans difficulties, possible misunderstandings Chapter 9- Expanding Markets and Moving West pgs. 519-564. Visual Summary- p. 567 Video: “America the Story of Us”- The History Channel

http://edsitement.neh.gov/subject/history-social-studies- integrating common core strategies into Social Studies Classrooms. https://www.gilderlehrman.org/

US History 1 35

Unit 6 - North and South Collide

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. Standard 8.1 All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

Unit Objectives/Conceptual Understandings: (Students will understand that) SWBAT determine the major factors that led to secession in 1860.

Essential Questions: Was a civil conflict over slavery and states’ rights inevitable?

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.D.3.a: Determine 1. Industry v. agriculture  produce clear and ● Cover Story- Events  Quizzes how expansion created 2. Senate debates coherent writing- Was leading to war.  Essays opportunities for some Compromise of 1850 Stephen Douglas a ● Analyzing Primary  Secondary readings 3. Resistance to sources - Dred Scott and hardships for traitor to northerners?  Map completion Slavery Builds-  integrate and decision. others by considering  Tests with multiple- Underground evaluate multiple ● Close Reading- Uncle choice and writing multiple perspectives. Railroad, Uncle sources of Tom’s Cabin components

Tom’s Cabin information- ● Close reading 12 Years a  Class discussions 6.1.12.A.4.a: analyze 4. Popular sovereignty Understanding the Slave the ways in which 5. Violence in Kansas & Dred Scott decision. ● Design a political cartoon prevailing attitudes, The Senate for the Election of 1860. US History 1 36

socioeconomic factors, 6. Growth of the  construct geographic ● Analyzing the Lincoln and government actions Republican Party representations- How Douglas Debates (i.e., the Fugitive Slave 7. Emergence of Lincoln did The KS/NE Act & 8. Dred Scott decision Act and Dred Scott Compromise of 1850 9. Lincoln Douglas change the slave/free Decision) in the North debates borders? and South (i.e., 10. John Brown intensifies  distinguish valid

Secession) led to the the fight arguments from false Civil War. 11. Election of 1860 arguments -How did Secession southerners combat 6.1.12.D.3.c Assess Uncle Tom’s Cabin? how states' rights (i.e.,  produce clear and coherent writing- Was Nullification) and John Brown a lunatic sectional interests or a patriot? influenced party politics and shaped national policies (i.e., the Missouri Compromise and the Compromise of 1850).

6.1.12.A.3.g: Determine the extent to which state and local issues, the press, the rise of interest-group politics, and the rise of party politics impacted the development of democratic institutions and practices.

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US History 1 37

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12 Years a Slave- Solomon Northrup Video: US History 1 38

“America the Story of Us”- The History Channel

Websites

http://www.pbs.org/wnet/historyofus/

http://edsitement.neh.gov/subject/history-social-studies- integrating common core strategies into Social Studies Classrooms. https://www.gilderlehrman.org/

US History 1 39

Unit 7 - The Civil War Topic 1 - Setting the Stage for War

Targeted State Standards: 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. Standard 8.1 All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

Unit Objectives/Enduring Understandings: Students will be able to identify advantages and disadvantages for both sides at the start of the war, examine major battles/events of the war, understand the significance of each, and understand the politics of wartime.

Essential Questions: What are the most important advantages to have when fighting a war? Why does the Civil War take four years to reach a conclusion? Does the Civil War represent a significant threat to the viability of the U.S. Constitution?

Unit Assessment: Summative Assessment to include: multiple choice tests, essays, projects, analysis of primary sources, and presentations. Formative Assessment to include: pair and share, journal entries, class debates/discussion, jigsaw activities, wall of questions, and daily reviews.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will What students will be able Technology Implementation/ Points know. Interdisciplinary Connections to do. 6.1.12.A.4.b: Analyze how 1. North vs. South  integrate and evaluate  create a chart of North vs.  Quizzes ideas found in key A. population multiple sources of South and fill in essential  Essays documents (i.e., the B. economy information: compare categories  Secondary Declaration of C. railroads North vs. South and  examine photographs of a readings Independence, the Seneca who has advantages n Union soldier and D. agriculture  Map completion Falls Declaration of various categories Confederate soldier and  Tests with E. leaders Sentiments and Resolution,  analyze a complex discuss resources for each multiple-choice the Emancipation 2. Reasons for Fighting primary source: side and writing Proclamation, and the -start of war Analyze Lincoln’s  Primary documents: components Gettysburg Address) -1863 stated goals at Lincoln’s writings 1861,  Class contributed to demanding 3. Resources of War start of war and Emancipation Proclamation, discussions US History 1 40 equality for all. compare to Emancipation 1865 Inaugural Address Proclamation and then to 6.1.12.A.4.c: Evaluate how 1865 Inaugural Address political and military  analyze a complex leadership affected the primary source: Debate outcome of the Civil War. who will win war based on resources of each

side 6.1.12.c.4.a: Assess the role that economics played in enabling the North and South to wage war.

8.1.12.F.1: Select and use specialized databases for advanced research to solve real-world problems.

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CCSS.ELA- LITERACY.RH.9-10.10 Resources: Instructional Adjustments: Modifications, student The Americans – difficulties, possible misunderstandings. Chapter 11 – Sections 1-5- pages:645-708 Visual Summary- page 709

Video “America-The Story of Us”- History Channel Series

US History 1 42

Unit 7 - The Civil War Topic 2 - Fighting the War

Core Content 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.4.c: Evaluate how 1. Major Events/Battles  integrate and evaluate  Civil War trapezoid  Quizzes political and military of Civil War multiple sources of  View film clips from Glory  Essays leadership affected the 2. Role of African information: Understand  Analyze statistics from Civil  Secondary outcome of the Civil War. Americans and significance of major War readings battles/events of Civil Women in the War  Examine photographs of  Map completion War by creating a war with emphasis on work  Tests with 6.1.12.B.4.a: Use maps and 3. The Brutal Costs of trapezoid and framing by Matthew Brady multiple-choice primary sources to assess War war with 4 key events and writing the impact that geography,  analyze how change components improved military strategies, occurs through time due  Class to shifting values and discussions US History 1 43 and new modes of beliefs: Examine major transportation had on the contributions to war outcome of the Civil War. from African Americans and Women

 analyze how change 6.1.12.C.4.b: Compare and occurs through time due contrast the immediate and to shifting values and long-term effects of the Civil beliefs: Analyze the cost War on the economies of of Civil War in terms of the North and South. lives, money, etc.

6.1.12.D.4.a: Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War.

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Unit 7 - The Civil War Topic 3 - The Politics of War

Unit Objectives/Enduring Understandings: Students will be able to identify advantages and disadvantages for both sides at the start of the war, examine major battles/events of the war, understand significance of each, and understand the politics of wartime.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indictors What students will What students will be able Technology Implementation/ Points know. to do. Interdisciplinary Connections 6.1.12.B.4.a: Use maps and 1. Election of 1864  distinguish valid  analyze chart from 1864  Quizzes primary sources to assess 2. Possibility of Foreign arguments from false election  Essays the impact that geography, Intervention for the arguments: Analyze  decode and discuss  Secondary improved military South opposition to Lincoln political cartoons from readings from within his own election of 1864 strategies, and new modes 3. Foreign Flare-Ups for  Map completion party  Tests with of transportation had on the the Union  construct various forms multiple-choice outcome of the Civil War. of geographic and writing representations to show components 8.1.12.F.1: Select and use spatial patterns of  Class specialized databases for physical and human discussions phenomenon Debate US History 1 46 advanced research to solve why Great Britain or real-world problems. France would or would not help the South  compare present and past events—Examine problems the Union has with foreign nations during the war

Resources: Instructional Adjustments: Modifications, student The Americans – difficulties, possible misunderstandings. Chapter 11 – Sections 1-5- pages:645-708 Visual Summary- page 709

Video “America-The Story of Us”- History Channel Series

US History 1 47

Unit 8 - Reconstruction Topic 1 - Plans for Reconstruction of the South

Unit Objectives/Enduring Understandings: Students will be able to identify the 4 Plans of Reconstruction, understand the realities of Reconstruction, and identify the failures of Reconstruction.

Essential Questions: How did Reconstruction efforts by the Government fail African Americans? Why does the North fight so hard during the Civil War only to give up so easily in 1877? How did Lincoln’s death affect Reconstruction?

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will What students will be Technology Implementation/ Points know. able to do. Interdisciplinary Connections 6.1.12.A.4.d: Judge the 1. What needs to be done  compare present and past  recreate events of the  Quizzes effectiveness of the 13th, after the Civil War ends? events: List what needs to night of April 14, 1865 at  Essays 14th, and 15th 2. Lincoln’s Plan be done after the war Ford’s Theater,  Secondary Amendments in obtaining 3. The Assassination ends to rebuild the  create a chart of the 4 readings country plans of Reconstructions citizenship and equality for 4. Johnson’s Plan  Map completion  analyze a complex with major information  Tests with African Americans. 5. Congress’ Plan primary source: Analyze 4  debate/class discussion multiple-choice 6. Military Reconstruction plans of Reconstruction on the What If: Lincoln and writing 6.1.12.C.4.b: Compare and and examine flaws of was not killed? components contrast the immediate and each  reading primary sources:  Class long-term effects of the Civil  compare present and Manhunt by James discussions War on the economies of past events: examine the Swanson change in history that the North and South. occurs with the death US History 1 48

6.1.12.D.4.c: Analyze the of Lincoln debate about how to reunite the country, and determine the extent to which enacted

Reconstruction policies achieved their goals.

6.1.12.D.4.d: Relate conflicting political, economic, social, and sectional perspectives on

Reconstruction to the resistance of some Southern individuals and states.

6.1.12.D.4.e: Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship between the national and state governments.

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CCSS.ELA- LITERACY.RH.9-10.10 Resources: Instructional Adjustments: Modifications, student The Americans – difficulties, possible misunderstandings. Chapter 12 – Sections 1-5: pages 716-763 Visual Summary: 763

Video “America-The Story of Us”- History Channel Series -Manhunt by James Swanson

Unit 8 - Reconstruction Topic 2 - Realities of Reconstruction US History 1 50

Unit Objectives/Enduring Understandings: Students will be able to identify the 4 Plans of Reconstruction, understand the realities of Reconstruction, and identify the failures of Reconstruction.

Core Content 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.4.d: Judge the 1. Radical Groups  analyze a complex  political cartoons of Rec.  Quizzes effectiveness of the 13th, 2. Corruption primary source: Era--Compare corruption  Essays 14th, and 15th 3. Reconstruction Understand and analyze then to corruption in  Secondary Amendments in obtaining Amendments the three Reconstruction politics now readings Era Amendments: 13th,  Primary sources: excerpts  Map completion citizenship and equality for 4. Reforms th th 14 , and 15 from Johnson’s  Tests with African Americans. 5. Impeachment of Andrew  compare present and impeachment trial multiple-choice Johnson past events: Discuss and writing 6.1.12.C.4.b: Compare and impeachment trial of components contrast the immediate and Andrew Johnson  Class long-term effects of the Civil discussions War on the economies of the North and South. 6.1.12.D.4.c: Analyze the debate about how to reunite the country, and determine US History 1 51 the extent to which enacted Reconstruction policies achieved their goals.

6.1.12.D.4.d: Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals and states.

6.1.12.D.4.e: Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship between the national and state governments.

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Video “America-The Story of Us”- History Channel Series

Unit 8 - Reconstruction Topic 3 - U.S. Grant: The President

US History 1 53

Unit Objectives/Enduring Understandings: Students will be able to identify the 4 Plans of Reconstruction, understand the realities of Reconstruction, and identify the failures of Reconstruction.

Core Content 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.4.d: Judge the 1. Continuation of  produce clear and  Primary sources: excerpts  Quizzes effectiveness of the 13th, Reconstruction under coherent writing: Analyze from eyewitness accounts  Essays 14th, and 15th Grant why Grant makes a better of terror caused by KKK  Secondary Amendments in obtaining 2. Scandals General than a President  Political cartoons of Grants readings  compare present and past scandals citizenship and equality for A. credit  Map completion events: Discuss corruption  Tests with African Americans. B. salary grab of Grant Administration multiple-choice C. whiskey ring and examine why politics and writing 6.1.12.C.4.b: Compare and D. W.W. Belknap are prone to corruption. components contrast the immediate and  Compare to major  Class long-term effects of the Civil corruption events today. discussions War on the economies of the North and South.

US History 1 54

6.1.12.D.4.c: Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction policies achieved their goals.

6.1.12.D.4.d: Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals and states.

6.1.12.D.4.e: Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship between the national and state governments.

8.1.12.F.1: Select and use specialized databases for advanced research to solve real-world problems.

Resources: Instructional Adjustments: Modifications, student The Americans – difficulties, possible misunderstandings. US History 1 55

Chapter 12 – Sections 1-5: pages 716-763 Visual Summary: 763

Video “America-The Story of Us”- History Channel Series

Unit 8 - Reconstruction Topic 4 - The End of Reconstruction US History 1 56

Unit Objectives/Enduring Understandings: Students will be able to identify the 4 Plans of Reconstruction, understand the realities of Reconstruction, and identify the failures of Reconstruction.

Core Content 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.4.d: Judge the 1. Election of 1876  analyze how change  reading of primary  Quizzes effectiveness of the 13th, 2. Compromise of 1877 occurs through time due sources from “Plessey v.  Essays 14th, and 15th 3. Jim Crow Laws to shifting values and Ferguson” ruling  Secondary Amendments in obtaining 4. Plessy v. Ferguson beliefs: Discuss why  analysis of photographs readings Republicans “sell out” the of lynching in the South citizenship and equality for  Map completion African American cause in  Tests with African Americans. 1877 multiple-choice

 analyze a complex and writing 6.1.12.C.4.b: Compare and primary source: Analyze components contrast the immediate and the 1896 Supreme Court  Class long-term effects of the Civil case of Plessey v. discussions

War on the economies of Ferguson and its implications for African the North and South. Americans in the U.S.

6.1.12.D.4.c: Analyze the debate about how to reunite US History 1 57 the country, and determine the extent to which enacted Reconstruction policies achieved their goals.

6.1.12.D.4.d: Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals and states.

6.1.12.D.4.e: Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship between the national and state governments.

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CCSS.ELA- LITERACY.RH.9-10.10 Resources: Instructional Adjustments: Modifications, student The Americans - Chapter 12 – Section 3- 748 difficulties, possible misunderstandings. Visual Summary: 763

Video “America-The Story of Us”- History Channel Series

Unit 9 - The Gilded Age Topic 1 - Politics in the Gilded Age US History 1 59

Unit Objectives/Enduring Understandings: Students will be able to identify the rapid changes that are taking place in an industrialized America from 1865-1900, understand the changing face of America due to immigration, and understand the subjugation of Native Americans by the U.S. Government.

Essential Questions: Who’s most responsible for the industrializing of America: The Robber Baron or the American worker? How does immigration change America in this time period? How does the closing of the Frontier end one era in American History and mark the beginning of another?

Core Content 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.5.a: Relate 1. Politics in the Gilded Age  distinguish valid  political cartoon  Quizzes industrial growth to the A. The Grant Years arguments from false analysis—depicting some  Essays need for social and B. From Hayes to arguments: Understand of the Forgettable  Secondary governmental reforms. Cleveland why the Presidents of this Presidents readings time period are  primary source reading: C. Issues  Map completion forgettable and not the Cross of Gold speech by  Tests with 6.1.12.A.5.c: Analyze the 1. tariffs “best men” of society William Jennings Bryan multiple-choice effectiveness of 2. Civil Service reform  integrate and evaluate and writing governmental policies and 3. Economic legislation multiple sources of components of actions by groups and 2. The Populist Movement information: Examine the  Class plight of U.S. farmers and individuals to address 3. Crises of the 1890s discussions discrimination against new A. Depression of 1893 discuss the creation of the Populist Movement immigrants, Native B. The silver question US History 1 60

Americans, and African C. The Election of 1896 Americans. 1.Candidates/ issues 2. Outcome 6.1.12.D.5.a: Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New Jersey and the United States during this period. 8.1.12.F.1: Select and use specialized databases for advanced research to solve real-world problems.

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CCSS.ELA- LITERACY.RH.9-10.10 Resources: Instructional Adjustments: Modifications, student The Americans – difficulties, possible misunderstandings. Chapter 14 – Sections 1-3 p. 829-873 Visual Summary- 874 Chapter 15 – Sections 1-3 p. 883-922 Visual Summary- 922

Video “America-The Story of Us”- History Channel Series

Unit 9 - The Gilded Age Topic 2 - Industrialization

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Core Content 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.C.5.a: Analyze the 1. The Big Industries  produce clear and  graphic organizer that  Quizzes economic practices of A. Steel coherent writing: identify lists major industries with  Essays various business B. Railroads major industries and the the leader of that industry.  Secondary organizations (i.e., C. Oil leaders of those  primary sources: photos readings industries of Robber Barons corporations and D. Banking  Map completion  compare present and past  examine sketches of  Tests with monopolies) regarding the 2. The Robber Barons events: compare actions major inventions to see multiple-choice production and marketing of 3. Inventions of major business leaders how they work. and writing goods, and explain the 4. Unions of the Gilded Age to major  Compare the goals, components positive or negative impact A. Knights of Labor business leaders of today organization, and  Class of these practices on the B. American Federation of  analyze how change leadership of the Knights discussions nation and on individuals. Labor occurs through time due of Labor and the to shifting values and 6.1.12.D.5.a: Analyze C. Strikes and Labor American Federation of beliefs as well as Labor government policies and Violence technological advances:  Identify labor conflicts in other factors that promoted identify major inventions the late 19th century, and innovation, explain their significance. US History 1 63 entrepreneurship, and and examine their  Debate the need for industrialization in New significance to society Unions today. Jersey and the United  analyze a complex  Discuss the rise, issues, States during this period. primary source list and demise of the reasons for creation of Populist movement.

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Resources: Instructional Adjustments: Modifications, student The Americans – difficulties, possible misunderstandings. Chapter 14 – Sections 1-3 p. 829-873 Visual Summary- 874 Chapter 15 – Sections 1-3 p. 883-922 US History 1 64

Visual Summary- 922

Video “America-The Story of Us”- History Channel Series Video “The Men who made America” – History Channel

Unit 9 - The Gilded Age Topic 3 - The Cities

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Core Content 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.D.5.d: Relate varying 1. New Look of the Cities  compare present and past  maps of immigration  Quizzes immigrants’ experiences to 2. Problems in the Cities events: analyze problems patterns  Essays gender, race, ethnicity, or 3. Immigration in cities and why they  photographs of cities from  Secondary occupation. 4. Life during this time occur this era readings  construct various forms of A. women  in class field trip through  Map completion geographic representations pictures and primary  Tests with 6.1.12.D.5.c: Assess the B. African Americans to show spatial patterns of sources multiple-choice effectiveness of public C. colleges physical and human  primary sources: first hand and writing education in fostering D. entertainment phenomenon: examine accounts of immigrants components national unity and American immigration patterns from  Class discussions values and in helping 1880-1920 and identify people meet their economic major changes in the cities because of this needs and expectations.

6.1.12.B.5.b: Assess the impact of rapid urbanization US History 1 66 on the environment and on the quality of life in cities.

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Resources: Instructional Adjustments: Modifications, student The Americans – difficulties, possible misunderstandings. US History 1 67

Chapter 14 – Sections 1-3 p. 829-873 Visual Summary- 874 Chapter 15 – Sections 1-3 p. 883-922 Visual Summary- 922

Video “America-The Story of Us”- History Channel Series Video – “The Men who made America” – History Channel

Unit 9 - The Gilded Age Topic 4 - The Closing of the Frontier

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Unit Objectives/Enduring Understandings: Students will be able to appreciate and understand how technological innovations made during and after the Civil War in the railroad sector led to the development of new technologies in the cattle and mining sectors, in the process following many of the previously established trails out West and establishing mining towns. Students will be able to understand the subjugation of Native Americans by the U.S. Government.

Essential Questions: How did the development of one technology, in this case the railroads alter the development of the farming and cattle industries? How is the popular romantic conception of the American cowboy a symbol of American individualism? To what extent has the West been romanticized? How does the closing of the Frontier end one era in American History and mark the beginning of another?

Core Content 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.D.5.d: Relate varying 1. Federal Indian Policy  analyze a complex  Primary Source: excerpt  Quizzes immigrants’ experiences to A. dispersal of tribes primary source: from Fredrick Jackson  Essays gender, race, ethnicity, or B. the Dawes Act Understand the plight of Turner’s thesis  Secondary occupation. C. impact of federal policy Native Americans from 1865-  Create a timeline of readings 1890 Native American clashes 2. Native Americans Fight  Map completion 6.1.12.D.5.c: Assess the  construct various forms of with U.S. Government  Tests with Back effectiveness of public geographic from 1865-1890 multiple-choice education in fostering 3. The Buffalo representations to show  Diagram of the Buffalo to and writing national unity and American 4. Moving West spatial patterns of examine what each part components values and in helping 5. The Closing of the Frontier physical and human was used for.  Class people meet their economic phenomenon: Examine discussions needs and expectations. reasons why people move US History 1 69

West 6.1.12.B.5.b: Assess the  analyze a complex primary impact of rapid urbanization source: Study the Buffalo on the environment and on and its importance to the quality of life in cities. Native Americans

 integrate and evaluate 6.1.12.B.5.a: Explain how multiple sources of the Homestead Act, the information: Examine the availability of land and closing of frontier natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations.

6.1.12.A.5.c: Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native

Americans, and African Americans.

8.1.12.F.1: Select and use specialized databases for advanced research to solve real-world problems.

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CCSS.ELA- LITERACY.RH.9-10.10 Resources: Instructional Adjustments: Modifications, student The Americans – Chapter 13 – Sections 1-3 difficulties, possible misunderstandings.

Unit 10 - The Progressive Era Topic 1 - Muckrakers and Reform

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Unit Objectives/Enduring Understandings: Students will be able to appreciate and understand how the sundry reforms and enigmatic individuals of the Progressive movement emerged from the urban problems created by industrialization.

Essential Questions: How did muckrakers procure governmental reforms in the regulation of big business? How did muckrakers live up to the ideals embodied in America’s founding documents? In what ways were the actions of muckrakers a response to the economic and technological developments that were transforming the American way of life? “Knowledge is power”-- how did the disclosure of information to the public at large put more in the hands of the people after regulatory laws were established? How has the need to regulate big business changed the political atmosphere of the U.S.?

Unit Assessment: Summative assessment to include: tests with multiple-choice and essay components, quizzes, essays, projects involving research, analysis of primary sources and editorial commentary, and multimedia presentations. Formative assessments to include pair and share, clock partners, journal entries, creation of political cartoons.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will What students will be able Technology Implementation/ Points to do. know. Interdisciplinary Connections 6.1.12.A.6.a: Evaluate the 1. Origins of Progressivism  analyze how change  Students will explain the  Quizzes effectiveness of A. Progressive Attitudes occurs through time due reasons underlying the rise  Essays Progressive reforms in and Goals to shifting values and of Progressivism as a  Secondary preventing unfair business B. Muckrakers beliefs as well as response to readings practices and political technological advances Industrialization. 2. Municipal and State  Map completion corruption and in promoting that led Americans to  Discuss how Progressives  Tests with Reforms social justice. adopt Progressive sought to improve social, multiple-choice A. The Striving for Greater reforms. economic, and political and writing 6.1.12.A.6.b: Evaluate the Democracy  take a position on a conditions in American components ways in which women B. Reform of City current public policy and society.  Class discussions organized to promote Government support it with historical government policies (i.e., 3. Social and Economic evidence in oral format abolition, women’s suffrage,  integrate and evaluate Legislation US History 1 72 and the temperance multiple sources of movement) designed to information address injustice, inequality, workplace safety, and immorality.

6.1.12.A.6.c: Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessey v. Ferguson) and state and local governmental policies.

6.1.12.B.6.a: Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.

6.1.12.B.6.b: Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during the period of industrial expansion.

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6.1.12.D.6a: Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.

6.1.12.D.6c: Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th Amendment.

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Resources: Instructional Adjustments: Modifications, student The Americans - difficulties, possible misunderstandings. Chapter 16 – Sections 1-4 p. 929-995 Visual Summary :987

Chapter 17 – Sections 1-5 995-1063 Visual Summary: 1058

Unit 10 - The Progressive Era Topic 2 - A Progressive White House

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Unit Objectives/Enduring Understandings: Students will be able to appreciate and understand how a progressive leaning White House embraced the ideals of the Progressive movement through leadership and legislation.

Essential Questions: How have the Progressive presidents created “a more perfect union?” Can there be political freedom without a solid economic foundation? How was business regulation, championed by Progressive presidents, considered an example of shifting the political power back to the people? At what point do the negative effects of a business monopoly outweigh its societal utility—is this the role of the government to make this determination? Does the government lack the technological capability to competence to successfully regulate high tech business endeavors? What case do the policies of these Progressive presidents make in favor of stronger presidential leadership? Does concentration of more political and military power into the executive branch of the U.S. government actually contradict the stated goals of Progressivism?

Core Content 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.6.a: Evaluate the 1. Theodore Roosevelt and  Construct concept maps  Discuss how the  Quizzes effectiveness of Progressivism depicting how the Progressive Presidents  Essays Progressive reforms in A. Roosevelt as President different Progressive sought to improve  Secondary preventing unfair business B. Roosevelt and the presidents sought to social, economic, and readings practices and political Trusts make reform possible political conditions in  Map corruption and in promoting Completion C. Regulation of Business American society. social justice.  Analyze how change  Tests with D. The Conservation occurs through time due  Account for the differences multiple-choice 6.1.12.A.6.b: Evaluate the Movement to shifting values and between Theodore and writing ways in which women 2. Taft and Wilson components US History 1 76 organized to promote A. Taft’s Progressivism beliefs as well as Roosevelt, Taft, and  Class government policies (i.e., B. The Election of 1912 technological advances Wilson. discussions abolition, women’s suffrage, C. Wilson and the Trusts  Integrate and evaluate  Students will identify some and the temperance multiple sources of of the highlights, and 3. Accomplishments of the movement) designed to information lowlights, for both women Progressive Era address injustice, and blacks during the inequality, workplace A. Women and Blacks Progressive Era. safety, and immorality. B. The Limits of  Identify the Progressivism accomplishments and 6.1.12.A.6.c: Relate the failures of the Progressive creation of African Movement.

American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies.

6.1.12.B.6.a: Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.

6.1.12.B.6.b: Compare and contrast issues involved in the struggle between the US History 1 77 unregulated development of natural resources and efforts to conserve and protect natural resources during the period of industrial expansion.

6.1.12.C.6.c: Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the nation and the lives of individuals.

6.1.12.D.6.a: Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk

Strike 1913) and the United States.

6.1.12.D.6.c: Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and US History 1 78 the eventual ratification of the 19th Amendment.

8.1.12.F.1: Select and use specialized databases for advanced research to solve real-world problems.

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Resources: Instructional Adjustments: Modifications, student The Americans – difficulties, possible misunderstandings. Chapter 17 – Sections 1-5 Pages: 1047-1059 Visual Summary:1058

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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

Targeted State Standards: 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. Standard 6.3 All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

Unit Objectives/Enduring Understandings: Students will be able to appreciate and understand how the Spanish-American War at the end of the nineteenth century catapulted America as a major military and economic power world power, as well as the various domestic and international factors that influenced the decision and crafting of American foreign policy to actively compete with European powers to procure overseas colonies and establish prosperous global trade networks.

Essential Questions: When does liberation of an oppressed people begin and colonialism begin? How were the acquiring of Hawaii and Alaska examples of the continuation of Manifest Destiny? Is imperialism a proficient means and method of spreading American style democracy? If American democracy is really special and distinct to America itself, is it even possible to spread it to other countries (i.e.: Cuba, Philippines)? How is the notion of imperialism itself a contradiction to the ideas found in America’s founding documents? How did advancements in military technology since the American Civil War provide the U.S. with a decisive edge over Spain? How did global competition and trade between European nations and America, and particularly the fighting during the Spanish-American War, demonstrate the need to create a traversable waterway through the isthmus of Latin America? How does America’s economic power manifest itself politically in Latin America and other countries, such as China? Was Wilson’s Moral Diplomacy quixotic?

Core Content 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.D.6.a: Assess the 1. Stirrings of Imperialism  Construct geographic  Discuss the factors involved in  Quizzes impact of technological A. Motivations for expansion representations that depict America’s post Civil-War  Essays innovation and immigration on B. Alaska and Hawaii the post-war expansion of expansion.  Secondary readings the development of C. Latin America the U.S. westward and then  Explain the causes and  Map completion US History 1 81 agriculture, industry, and out into the Pacific Ocean consequences of the Spanish-  Tests with multiple- urban culture during the late 2. The Spanish-American War and beyond. American War. choice and writing 19th century in New Jersey A. The Cuban Problem  Relate events to the  Discuss the nature of the components (i.e., Paterson Silk Strike B. Events Leading to War geography and people Open Door policy and  Class discussions involved—students will America’s Far Eastern foreign 1913) and the United States. C. The Defeat of Spain examine the effects of the policy. D. Consequences of the War Spanish-American War,  Explain the accomplishments 6.1.12.D.6.b: Compare and 3. The United States and the Far showing how the U.S. and consequences of contrast the foreign policies of East becomes responsible for America’s Latin American American presidents during A. The Philippines Spanish colonial foreign policy under T. this time period, and analyze B. China and the Open Door possessions after the war. Roosevelt, Taft, and Wilson how these presidents C. The Rise of Japan  Analyze how change occurs through time due to shifting contributed to the United values and beliefs States becoming a world 4. The United States and Latin  Analyze the arguments / power. America foreign policies regarding A. The U.S. and the Latin America by a produce 6.3.12.A.1: Develop a plan for Caribbean clear paragraph summarizing public accountability and B. The Panama Canal the major positions of the transparency in government C. The Roosevelt Corollary Federal Government related to a particular issue(s) D. Taft and Dollar Diplomacy and share the plan with E. Wilson and Moral appropriate government Diplomacy officials.

6.3.12.A.2: Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal.

6.3.12.B.1: Collaborate with students from other countries to develop possible solutions

US History 1 82 to an issue of environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations.

6.3.12.C.1: Participate in a real or simulated hearing about a social issue with a related economic impact (e.g., growing health care costs, immigration), and justify conclusions after weighing evidence from multiple experts and stakeholders. CCSS.ELA-LITERACY.RH.9-10.6

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CCSS.ELA-LITERACY.RH.9-10.10 Resources: Instructional Adjustments: Modifications, student The Americans - difficulties, possible misunderstandings. Chapter 18 Section 1-4 Pages: 1063-1120 Visual Summary:1115