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American History Curriculum Document (Revised August 2011) Quarter 1 Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Assessment Strategies Strand: Early United States Content Standard 1: Students shall examine the causes and effects of migration patterns in the early history of North America. Essential Question: EUS.1.AH.1 List motivations Evaluate the motivations for the exploration of the New World EUS.1.AH.2 Identify political motive Migration Venn diagram Compare and contrast the political, Identify social motive social, economic, and geographic Identify economic motive motives for migration to the three Identify geographic motive colonial regions (e.g., New England, Middle, Southern) EUS.1.AH.3 Map activity Trace the routes of early exploration in what was to become the United States EUS.1.AH.4 Identify relevant primary sources Primary source Source material Research economic development in Identify relevant secondary Secondary source the three colonial regions using sources primary and secondary sources EUS.1.AH.5 Similarity Map activity Map the geographic similarities and Difference differences among the three colonial regions 1 Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Assessment Strategies EUS.1.AH.6 Venn diagram Compare and contrast economic development in the three colonial regions EUS.1.AH.7 Identify points of view by region Analyze different points of view regarding society, customs, and traditions in the three colonial regions EUS.1.AH.8 Timeline Compare changes which occurred over time in the three colonial regions EUS.1.AH.9 Manifest Destiny Explain how the concept of Manifest Destiny led to westward Westward expansion: expansion Louisiana Purchase War of 1812 territorial expansion annexation of Texas impact on American Indians 2 Strand: Early United States Content Standard 2: Students shall investigate the historical foundations of the United States government. Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Assessment Strategies EUS.2.AH.1 Articles of Discuss the creation of the new Confederation national government: Articles of Confederation Constitutional Constitutional Convention Convention Bill of Rights Bill of Rights EUS.2.AH.2 Identify the major ideas Primary & secondary documents Investigate the major governmental ideas established in the colonial and early national periods using primary and secondary source documents: Declaration of Independence Northwest Ordinances Federalist Papers United States Constitution Washington’s Farewell Address Strand: Early United States Content Standard 3: Students shall investigate the causes and effects of war in the early history of the United States. EUS.3.AH.1 American Fishbone organizer Analyze the causes and effects of Revolution the American Revolution: political social economic geographic EUS.3.AH.2 Mexican- Fishbone organizer Discuss the causes and effects of American War the Mexican-American War: political social economic geographic 3 Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Assessment Strategies EUS.3.AH.3 Civil War Fishbone organizer Analyze the causes and effects of the Civil War: political social economic geographic Strand: Reconstruction Content Standard 4: Students shall analyze westward expansion in the United States since Reconstruction. R.4.AH.1 Homestead Act Examine the effect of the Homestead Act and the Morrill Morrill Land Land Grant Act on westward Grant Act expansion 4 Quarter 2 Strand: Reconstruction Content Standard 4: Students shall analyze westward expansion in the United States since Reconstruction. Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/ Assessment Instructional Strategies R.4.AH.2 Transcontinental Discuss the impact of the railroad transcontinental railroad on the development of the West R.4.AH.3 Farmer Venn diagram Compare and contrast competition Cattle rancher between the farmers of the Great Cow town Plains and cattle ranchers: Railhead technology (e.g., John Deere, Range war Cyrus McCormick, Joseph Glidden, dry farming) cow towns railheads cowboys range wars R.4.AH.4 Identify advantages of mining boom Mining boom Chart advantages/disadvantages Identify disadvantages of mining Helen Hunt Analyze the advantages and boom Jackson disadvantages of the mining boom: impact on American Indians Dowes Act (e.g., work of Helen Hunt Jackson, Dawes Act, Indian Indian Wars Wars) environmental impact economic impact Strand: Reconstruction Content Standard 5: Students shall evaluate the impact of social movements and reforms during Reconstruction. R.5AH.1 Identify strengths of each plan Reconstruction chart Chart the strengths and weaknesses Identify weaknesses of each plan Ten-percent plan of the various plans for Freedman’s Reconstruction (e.g., Ten-percent Bureau plan, Freedman’s Bureau, Wade- Wade-Davis Bill Davis Bill) 5 Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Assessment Strategies R.5AH.2Identify the significance of List the significance of each 13th Amendment Semantic Feature Analysis the Civil War Amendments: amendment 14th Amendment Thirteenth Amendment 15th Amendment Fourteenth Amendment Fifteenth Amendment R.5AH.3 Primary source document Research project Research the effects of the Civil War Amendments during Reconstruction using primary source documents R.5AH.4 Impeachment Examine the reasons for the impeachment of President Andrew Johnson R.5AH.5 Civil rights Semantic feature analysis Examine the reaction of United Sharecropping States citizens to civil rights in the Black codes late 1800s Jim Crow (e.g., sharecropping, the black De facto codes, Jim Crow, de facto versus de segregation jure segregation, Plessy v. Ferguson De jure -1896, New South - Henry Grady) segregation R.5AH.6 Compromise of 1877 Explain how the election of 1876 Reconstruction and the Compromise of 1877 led to the end of Reconstruction R.5AH.7 Identify success Reconstruction Outline Identify failures Outline the successes and failures of Reconstruction 6 Strand: Industrialization Content Standard 6: Students shall investigate the impact of changing technology on economic development. Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Strategies Assessment IN.6.AH.1 Identify emerging technology Technology Primary & secondary documents Investigate the impact of emerging communication technology on Create timeline economic development using primary and secondary source documents (e.g., telegraph, typewriter, telephone, photographic film) IN.6.AH.2 Identify emerging transportation Transportation Primary & secondary documents Investigate the impact of emerging technology Create timeline transportation technology on Mass production economic development using primary and secondary source documents (e.g., airplane, Pullman cars, mass production of the automobile) Strand: Populism Content Standard 11: Students shall examine the political ideas of the Gilded Age. Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Strategies Assessment PO.11.AH.2 Civil Service Discuss the merits of civil service Gilded Age reforms that resulted from the Spoils System political corruption of the Gilded Pendleton Act Age reform (e.g., spoils system, Pendleton Act, assassination of James Garfield) 7 Quarter 3 Strand: Industrialization Content Standard 6: Students shall investigate the impact of changing technology on economic development. Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Strategies Assessment IN.6.AH.3 Urban Primary & secondary documents Investigate the impact of emerging development technology on urban development using primary and secondary source Mass transit documents (e.g., steel, elevator, skyscraper, suspension bridges, mass transit) IN.6.AH.4 Industrial growth Primary & secondary documents Investigate the impact of emerging technology on industrial growth using primary and secondary source documents (e.g., electrification, refrigeration, hydraulic brakes, steel and oil industries) Strand: Industrialization Content Standard 7: Students shall evaluate the impact of immigration on society in the United States. IN.7AH.1 Angel Island Describe the purpose of Angel Island Ellis Island and Ellis Island IN.7AH.2 Immigration Map activity Map the changing immigration pattern patterns of the late 19th and early 20th centuries 8 Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Assessment Strategies IN.7AH.3 Natisism Categorize the rise of nativism as a Assimilation reaction to the changing Public education immigration patterns of the late Chinese Exclusion 19th and early 20th centuries: Act assimilation Gentlemen’s public education Agreement Chinese Exclusion Act Immigration Gentlemen’s Agreement Restriction Immigration Restriction League League IN.7AH.4 Rural Illustrate the changing immigration Urban patterns from rural areas to urban areas in the late 19th and early 20th centuries IN.7AH.5 Urban migration Research activity Research solutions to the problems that resulted from urban migration (e.g., housing, transportation, water, sanitation, crime, fire, poor working conditions) IN.7AH.6 Immigrant Examine the role that immigrants Political
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