Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) Textbook - American Anthem published by Holt, Rinehart and Winston in 2009. CONTENT STANDARD - Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860 USI.22 Summarize the major Students will KNOW:
Have students work in small
Primary source analysis worksheets. policies and political
major policies and political developments groups to complete a chart showing
Simulation performance. (Washington developments that took place that took place during the presidencies of the issues dividing the Federalist Cabinet meeting). during the presidencies of Washington, Adams, and Jefferson. and Democratic-Republican parties.
Political cartoons George Washington (1789-
reasons why the Federalist and Democratic-
Conduct on-line research on the
Washington briefing 1797), John Adams (1797- Republican parties emerged in the 1790s. different political views of Jefferson
Debate. 1801), and Thomas Jefferson
main warning Washington gives the nation and Hamilton.
Chart on the first party system (1801-1809). (H, C) in his Farewell Address.
Read primary sources showing the
Whiskey Proclamation summary and
conflicting ideas of Thomas Jefferson and differences of opinion on issues response A. the origins of the Alexander Hamilton. such as the National Bank, the
Jay’s Treaty and Pinckney’s Treaty Federalist and Democratic-
motivations behind the Alien and Sedition protective tariff, whiskey excise, and multimedia presentation Republican parties in the Acts. assumption of state debt.
Essay evaluating Washington’s 1790s
major provisions of the Alien and Sedition
Simulate a Washington Cabinet presidency B. the conflicting ideas of Acts. meeting with students playing the
Comparative first ladies’ biographies Thomas Jefferson and
ways in which the Alien and Sedition Acts roles of Hamiltonians and
Cabinet research report Alexander Hamilton violated the Bill of Rights.
Alien and Sedition Acts position poster Jeffersonians. September C. the Alien and Sedition
main arguments of the Virginia and
Alien and Sedition Acts essay
Organize students into pairs. -November Acts Kentucky Resolutions. Have each pair create two political
Election of 1800 newspaper editorial D. the Louisiana Purchase
reasons for the Louisiana Purchase. cartoons—one supporting
Document-based essay on the first party
How the Alien and Sedition Acts and Hamilton’s proposal to consolidate system Seminal Primary Documents Louisiana Purchase expand the powers of the states’ debts and the other opposing
Louisiana Purchase chart to Consider : Washington’s presidency. his proposal. Have students display
Illustrated journal entries and storyboard Farewell Address (1796) and and present their cartoons to the
Exam Jefferson’s First Inaugural class. Address (1801) Students will be able to DO:
Have students write a
Research the reasons for the rise of political memorandum briefing Washington parties. on the public reaction to Hamilton’s
Analyze primary sources, such as financial plan. Washington’s Farewell Address, the Alien
Have students analyze and Sedition Acts, Virginia and Kentucky Washington’s Whiskey Rebellion Resolutions, and Jefferson’s First Inaugural Proclamation. Organize students in Address. small groups to summarize the
Create political cartoons. document in their own words. Have

Page 1 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Conduct research. the students write a response to the
Analyze primary sources. proclamation by a farmer from
Synthesize information. Western Pennsylvania.
Evaluate evidence.
Organize students into small
valuate Washington’s presidency. groups. Assign half the students
Write essays. Jay’s Treaty. Assign the other half
Create a chart Pinckney’s Treaty. Have them
Create illustrated journal entries and conduct research in order to create a storyboard three- to five-minute oral or
Describe Hamilton’s financial plan. multimedia presentation on the
Describe the opposing views on how to assigned treaty, explaining its interpret the Constitution. provisions, its coverage, and its
Explain how Washington influenced the national and international effects. role of future presidents.
Have students conduct research on Asses Washington’s presidency. Washington’s presidency. Students
Explain the XYZ Affair and the ways in should address the question: Was which it influenced public opinion. Washington a good president or a
Evaluate the Alien and Sedition Acts. great one? Divide the class into
Summarize the reasons for the Louisiana small groups. Have the groups Purchase. discuss the question: What makes
Analyze the election of 1800. the difference between a good
Assess the presidencies of Adams and president and a great president, and Jefferson. how does the historical evaluation of a president change over time? Next have students compose an essay in which they assess and evaluate the presidency of George Washington.
Read Washington’s Sixth Annual Address to Congress and Farewell Address and answer discussion questions.
Write a document-based essay on the first party system.
Debate the question: Did Jefferson abandon his political ideals in purchasing the Louisiana

Page 2 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) Purchase?
Moderate a Socratic seminar discussion revolving around open- ended questions dealing with the Alien and Sedition Acts.
Read the Virginia and Kentucky Resolutions. Have students identify the main arguments put forth by Jefferson and Madison.
Learn about two first ladies and write a comparative biography.
Research the evolution of the cabinet and write a report explaining how it has changed.
Create a poster for or against the Alien and Sedition Acts.
Have students conduct research on the XYZ Affair as well as the Alien and Sedition Acts. Make sure they read primary sources. Then have them write an essay in which they summarize the acts and present their own views about the constitutionality of the acts.
View and critique the film John Adams .
Imagine you are a newspaper editor and write an article about the election of 1800.
Have students create a political attack ad either against Adams or against Jefferson.
Interactive virtual tour on the Lewis and Clark expedition.
Organize students into small groups. Have them conduct

Page 3 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) research on the Louisiana Purchase. Then have them make a chart outlining the pros and cons of the purchase. Then have the class discuss why France sold the territory and whether or not Jefferson acted appropriately in making the purchase.
Have students conduct research about the Lewis and Clark expedition. Make sure they analyze excerpts of the journal. Have students create a series of five to seven illustrated journal entries that might reflect the travels of the Corps of Discovery for a week. Combine students into groups to create a storyboard.

USI.23 Analyze the rising Students will KNOW:
Read Democracy in America and
Teacher-generated quiz or test with levels of political participation
rising levels of political participation and complete primary source analysis matching, multiple choice, and essay and the expansion of suffrage the expansion of suffrage in antebellum sheet. questions. in antebellum America. (C, H) America.
Research the leaders that attended
Primary source analyses
main arguments of Tocqueville’s and the actions they took at the
Seneca Falls Convention newspaper Seminal Primary Documents Democracy in America . convention. Describe the convention article November to Consider : Alexis de in a newspaper article that might Tocqueville, Democracy in have appeared in a newspaper of the America, Volume I (1835) and Students will be able to DO: time. Include brief accounts of who Volume II (1839)
Analyze excerpts of Democracy in America attended and what they did. Find or and evaluate Tocqueville’s arguments. describe an image to accompany the article. USI.24 Describe the election Students will KNOW:
Present a document to the rest of
Teacher-generated quiz or test with of 1828, the importance of
results of the election of 1828 and the the class. matching, multiple choice, and essay November Jacksonian democracy, and reasons for Jackson’s victory.
Complete an outline map of the questions. Jackson’s actions as President.
importance of Jacksonian democracy. American System and Indian
Primary source analyses and

Page 4 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) (H) Jackson’s policies. Removal. presentations.
spoils system.
Imagine yourself as an early
Outline map of the American System and A. the spoils system
Why Jackson vetoed the National Bank and member of Congress and write a Indian Removal. B. Jackson’s veto of the the ramifications of his policies. journal entry on your opinions of the
Indian Removal journal entry National Bank
causes and effects of Indian Removal. Indian Removal Act.
Editorial Jackson’s policy of Indian
events and issues leading to the
Have the students conduct
Document-based essay on Jacksonian Removal nullification crisis. research on Jackson’s policies democracy
How the Compromise of 1833 led to the regarding the Second Bank of the resolution of the nullification controversy. United States. Have students write an editorial from the perspective of an American citizen in 1832. Students will be able to DO: Students should support or oppose
Analyze primary sources dealing with Jackson’s policies. Jackson’s war on the National Bank, the
Document-based essay on nullification crisis, and Indian Removal. Jacksonian democracy
Conduct research and complete an outline map of the American System and Indian Removal.
Write an editorial.
Write a document-based essay.

USI.25 Trace the influence Students will KNOW:
Have students make an annotated
Annotated timeline or chronology of and ideas of Supreme Court
Influence and ideas of Supreme Court Chief timeline or chronology of major major cases of the Marshall Court. Chief Justice John Marshall Justice John Marshall and the importance of cases of the Marshall Court.
Oral presentations. and the importance of the the doctrine of judicial review.
Primary source analysis
Simulation performance for the doctrine of judicial review as
issues and rulings of cases such as Marbury worksheets. impeachment trial Samuel Chase. manifested in Marbury v. v. Madison , Gibbons v. Ogden , and
Oral presentations on a landmark Madison (1803). (H, C) McCulloch v. Maryland . case.
Simulate the impeachment trial of November Students will be able to DO: Samuel Chase.
Trace the influence and ideas of Supreme Court Chief Justice John Marshall and the importance of the doctrine of judicial review and federal supremacy.
Analyze primary sources dealing with landmark cases of the Marshall Court.

Page 5 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) USI.26 Describe the causes, Students will KNOW:
Complete an outline map of
Teacher-generated quiz or test with course, and consequences of
causes, course, and consequences of westward expansion, 1803-1861. matching, multiple choice, and essay America’s westward America’s westward expansion and its
After analyzing primary sources, questions. expansion and its growing growing diplomatic assertiveness. students work in groups as a
Primary source analyses and diplomatic assertiveness. Use
causes, course, and consequences of the committee reporting on the reasons presentations. a map of North America to War of 1812. for conflict with Britain and
Outline map of the American System and trace America’s expansion to
main arguments and policies of the Monroe recommending a course of action for Indian Removal. the Civil War, including the Doctrine. President Madison. Each group will
Outline map of westward expansion location of the Santa Fe and
way the U.S. acquired Florida. write a position paper
Document-based essay on the causes of Oregon trails. (H, E, G)
causes and effects of the Trail of Tears. recommending a course of action. the War of 1812
concept of Manifest Destiny and the way in
Socratic seminar discussion—
Document-based essay on slavery and A. the War of 1812 which it was used to inspire and expansion. Monroe Doctrine. expansion B. the purchase of Florida in The causes and effects of the Texas
Simulate a Congressional debate
Newspaper 1819 Revolution. on the crisis with Mexico.
Skits C. the 1823 Monroe
causes, course, and consequences of the
Read primary sources dealing with
Illustrated journal entries Doctrine Mexican War. life during the gold rush.
Supply lists D. the Cherokees’ Trail of
causes, course, and consequences of the
After analyzing primary sources,
Reports Tears gold rush. students work in groups as a November E. the annexation of Texas
reasons for the Gadsden Purchase and its committee reporting on the reasons - January in 1845 results. for conflict with Mexico and F. the concept of Manifest recommending a course of action for Destiny and its relationship to Students will be able to DO: President Polk. Each group will westward expansion
Describe the causes, course, and write a position paper G. the acquisition of the consequences of America’s westward recommending a course of action. Oregon Territory in 1846 expansion and its growing diplomatic
Complete an outline map or use an H. the territorial acquisitions assertiveness. interactive map showing westward resulting from the Mexican
Use a map of North America to trace expansion. War America’s expansion to the Civil War,
Write document-based essay on I. the search for gold in including the location of the Santa Fe and slavery and expansion. California Oregon trails.
In small groups, create a J. the Gadsden Purchase of
Analyze primary sources such as the newspaper with editorials, cartoons, 1854 Monroe Doctrine, Lincoln’s Spot Resolution news reports, and photos dealing and Polk’s War Message to Congress. with an issue, such as Indian
Write document-based essays. Removal, the California gold rush,
Engage in a role-play simulation. westward migration, the Texas Revolution, and the Mexican War.

Page 6 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Divide the class into small groups. Assign one of the trails to each group—the Santa Fe Trail, the Oregon Trail, and the Mormon Trail. Have each group conduct research on its assigned trail. Groups should use both primary and secondary sources. Have each group use the information they collected to write a skit about life on the trail. Have each group present its skit to the class.
Organize the class into small groups. Guide the class in a discussion of the California gold rush. Have students use primary and secondary sources to gather information about life in California during the gold rush. Next have the students write a series of illustrated journal entries describing life in California during the gold rush.
Research some trips along the Oregon Trail taken by settlers and learn what was needed to survive the long trip. Make a list of provisions that you think you would need to make the trip safely. Include as much detail as you can about the food and supplies that you will need. How much money will you need to make the trip?
Research the Texas Declaration of Independence and the signers of the document. Write a report explaining why some Texans wanted

Page 7 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) independence. Include specific benefits that different signers thought independence would bring Texans.

CONTENT STANDARD - Economic Growth in the North and South, 1800-1860 USI.27 Explain the Students will KNOW:
Complete an outline map of the
Teacher-generated quiz or test with importance of the
Transportation Revolution linked much of American System, including major matching, multiple choice, and essay Transportation Revolution of the nation and stimulated the growth of a roads, canals, railroads, and trails of questions. the 19 th century (the building market economy. Indian Removal.
Primary source analyses and of canals, roads, bridges,
Use cooperative learning to have presentations. turnpikes, steamboats, and students develop a thesis explaining
Outline map of the American System and railroads), including the Students will be able to DO: how the American System aimed at Indian Removal stimulus it provided to the
Explain the importance of the creating economic interdependence
Erie Canal report growth of a market economy. Transportation Revolution of the 19 th century and reducing sectionalism.
Multimedia presentation (H, E) and the way it contributed to the growth of
Investigate the effects of the Erie November the market economy . Canal and write a report.
Analyze and interpret a map.
Organize the class into groups.
Conduct research. Have each group prepare a
Prepare a multimedia presentation. multimedia presentation or collage showing how new trains, roads, and canals changed the speed and costs of getting goods to market. Have each group present its work to the class. USI.28 Explain the emergence Students will KNOW:
Make a chart of technological
Chart and impact of the textile
impact of the textile industry in New improvements and inventions and
Teacher-generated quiz or test with industry in New England and England and industrial growth throughout their impact on industrial growth matching, multiple choice, and essay industrial growth generally antebellum America. and living standards. questions. throughout antebellum
technological improvements and inventions
Analyze primary sources dealing December America. (H, E) that contributed to industrial growth with Irish immigration to America.
causes and impact of the wave of
Have students write a document- A. the technological immigration from Northern Europe to based essay dealing with the effects improvements and America in the 1840s and 1850s of industrialization. inventions that
rise of a business class of merchants and

Page 8 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) contributed to industrial manufacturers growth
roles of women in New England textile B. the causes and impact of factories the wave of immigration from Northern Europe to Students will be able to DO: America in the 1840s and Explain the following: 1850s C. the rise of a business
impact of the textile industry in New class of merchants and England and industrial growth throughout manufacturers antebellum America. D. the roles of women in
technological improvements and inventions New England textile that contributed to industrial growth factories
causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s
rise of a business class of merchants and manufacturers
roles of women in New England textile factories
Make a chart or diagram of major innovations and developments of the Industrial Revolution. USI.29 Describe the rapid Students will KNOW:
Interactive lecture
Teacher-generated quiz or test with growth of slavery in the South
Slavery is dehumanizing for master and
Read Douglass’s Narrative of the matching, multiple choice, and essay after 1800 and analyze slave slave alike. Life of Frederick Douglass, An questions. MCAS-style open-response life and resistance on
Slave life and conditions varied throughout American Slave, Written by Himself question using Douglass’s Independence plantations and farms across the South. and maintain a double-entry Day speech. the South, as well as the
Furtive forms of slave resistance were more reflective journal.
Double-entry journal impact of the cotton gin on the common than outright rebellion.
In small groups, create a
Newspaper project December - economics of slavery and
Nat Turner’s rebellion hastened the conflict newspaper covering Nat Turner’s
Chart January Southern agriculture. (H) over slavery. rebellion and antebellum slavery
Primary source analysis sheets
Slaves developed their own distinct cultures from various perspectives.
King Cotton poster Seminal Primary Documents and nuclear family units.
Analyze slave literature and create
Slave life museum exhibit to Read : Frederick Douglass’s a chart including the piece of Independence Day speech at Students will be able to DO: evidence, description of evidence, Rochester, New York (1852)
Describe the rapid growth of slavery in the message, and answer to the

Page 9 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) South after 1800. question: How did the slaves feel
Analyze slave life and resistance on about ______? plantations and farms across the South.
Analyze Douglass’s Independence
Analyze the impact of the cotton gin on the Day speech and have students economics of slavery and Southern complete a primary source analysis agriculture. worksheet designed by the National
Analyze, evaluate, and discuss evidence in Archives. primary documents, such as slave folklore
Research the importance of cotton and stories, slave narratives, speeches, in the southern economy and create abolitionist literature and recollections. a poster.
Put together a museum exhibit about life under slavery. CONTENT STANDARD - Social, Political, and Religious Change, 1800-1860 USI.30 Summarize the growth Students will KNOW:
Have students read a primary
Teacher-generated quiz or test with of the American education
Mann campaigned for free compulsory source such as a McGuffey Reader matching, multiple choice, and essay system and Horace Mann’s public education. or another antebellum reader. questions. campaign for free compulsory
Take a field trip to a normal
Oral report. public education. (H) school.
Play Students will be able to DO:
Conduct research on Mann and
Summarize the growth of the American other reformers of the period and education system and Horace Mann’s have students deliver oral reports on campaign for free compulsory public the reformer’s contributions. education.
Divide the class into small groups.
Conduct research. Have each group write a one-act December
Create play. play depicting a meeting between either Horace Mann or William McGuffey and one of their contemporaries who does not support education reform. Have each group present its play for the class. Guide the class in a discussion of education reform.

Page 10 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) USI.31 Describe the formation Students will KNOW:
Have students research the life of
Oral report of the abolitionist movement,
role abolitionists played in the coming of a prominent abolitionist and deliver
Illustrated time line the roles of various the Civil War and their contributions to an oral report on the person’s
Teacher-generated quiz or test with abolitionists, and the response antebellum reform movements. contributions to the abolitionist matching, multiple choice, and essay of southerners and northerners movement. questions. to abolitionism. (H) Students will be able to DO:
Create an illustrated time line of
Abolitionist convention
Describe the formation of the abolitionist an abolitionist’s life. A. Frederick Douglass movement, the roles of various abolitionists,
Have students conduct research on December -

B. William Lloyd Garrison and the response of southerners and prominent abolitionists and analyze January C. Sojourner Truth northerners to abolitionism. abolitionist literature. Simulate an D. Harriet Tubman
Deliver an oral report on an abolitionist and abolitionist convention by having E. Theodore Weld his or her contributions to antebellum reform students deliver speeches, design movements. props, make slogans and posters,
Create an illustrated time line. and so forth.
Conduct research.
Simulate an abolitionist convention. USI.32 Describe important Students will KNOW:
Research the Second Great
Teacher-generated quiz or test with religious trends that shaped
Important religious trends that shaped Awakening and create a chart of the matching, multiple choice, and essay antebellum America. (H) antebellum America. religious groups, concepts of God, questions.
Second Great Awakening sparked concepts of the individual, and roles
Chart and thesis statement A. the increase in the individualism and reform. of the individual. number of Protestant
Second Great Awakening led to the
Write a thesis statement answering denominations increase in the number of Protestant the following question: In what B. the Second Great denominations. ways did changing attitudes toward Awakening God, the individual, and the the influence of these trends Students will be able to DO: individual’s role in society lay the December on the reaction of Protestants
Research the Second Great Awakening and foundation for infusing religious to the growth of Catholic create a chart of the religious groups, values into all aspects of society. immigration concepts of God, concepts of the individual, and roles of the individual.
Write a thesis statement answering the following question: In what ways did changing attitudes toward God, the individual, and the individual’s role in society lay the foundation for infusing religious values into all aspects of society.

Page 11 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) USI.33 Analyze the goals and Students will KNOW:
Document-based essay on the
Teacher-generated quiz or test with effect of the antebellum
goals and effect of the antebellum women’s goals and motivations behind matching, multiple choice, and essay women’s suffrage movement. suffrage movement. antebellum reform movements. questions. (H)
Seneca Falls Convention initiated the
Have students conduct research on
Document-based essay on the reform women’s rights movement. the cult of domesticity and analyze movements A. the 1848 Seneca Falls
Seneca Falls Declaration of Sentiments and primary sources from popular
Cult of domesticity collage convention Resolutions (1848) and its main arguments. women’s magazines of the 1830s
Teacher-generated quiz or test with B. Susan B. Anthony
ways in which men and women reacted to and 1840s. Have students identify matching, multiple choice, and essay C. Margaret Fuller the Seneca Falls Convention. the four cardinal virtues of true questions. D. Lucretia Mott
Declaration of Sentiments was modeled womanhood. Have each group
Editorials E. Elizabeth Cady Stanton after the Declaration of Independence. create a collage that represents
Cartoons
meaning and importance of the cult of women’s roles in the early to mid- Seminal Primary Documents domesticity. 1800s. Have students place the to Read: the Seneca Falls images pertaining to family and Declaration of Sentiments and Students will be able to DO : home life at the center of their Resolutions (1848)
Analyze and discuss the Declaration of collages, with images of roles Sentiments and related documents such as beyond the domestic sphere newspaper editorials. expanding outward, toward the December -
Name the main demands of early women’s edges. Guide students in a March rights activists. discussion of whether the cult of
Write a newspaper editorial in reaction to domesticity still exists. Volunteers the Seneca Falls Convention. present their collages to the class.
Write a document-based essay on the
Organize the class into small reform movements. groups to analyze the Declaration of
Create political cartoons. Sentiments. Have each group list the demands of the activists. Make a class list for students to see. Have students write a newspaper editorial that could have been published in a July 1848 newspaper. In their articles students should summarize and comment upon the proceedings of the Seneca Falls Convention. Tell students to include the names of leaders and main demands of the Declaration of Sentiments.

Page 12 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Organize the class into pairs. Have each pair create two political cartoons, one that supports the 1848 Declaration of Sentiments and one that supports the cult of domesticity and criticizes Mott and Stanton. USI.34 Analyze the Students will KNOW:
Have students analyze excerpts of
Teacher-generated quiz or test with emergence of the
Transcendentalist movement supported Emerson’s “Self-Reliance” and matching, multiple choice, and essay Transcendentalist movement reform. Thoreau’s Walden . Divide the class questions. through the writings of Ralph into small groups. Have each group
Document-based essay on the reform Waldo Emerson and Henry Students will be able to DO: discuss Emerson’s idea of self- movements. David Thoreau. (H)
Analyze the emergence of the reliance and how Thoreau took it to
Group work. Transcendentalist movement through the heart living at Walden Pond. Have writings of Ralph Waldo Emerson and Henry each group discuss and list ways in David Thoreau. which Thoreau’s experience at
Write a document-based essay on the Walden Pond might differ from reform movements. someone’s experience living apart from other people today. Then have groups explain why it would have been easier for Thoreau to make the adjustment than for someone living December today.
Have students analyze an excerpt of Thoreau’s “Civil Disobedience.” Divide the class into groups to explain why Thoreau resisted the Mexican War and how the tactic influenced other episodes in American history, such as the Civil Rights Movement.
Write a document-based essay on the reform movements.
Take a field trip to the Thoreau museum, Walden Pond, and other sites related to the Transcendentalist movement.

Page 13 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) CONTENT STANDARD - The Civil War and Reconstruction, 1860-1877 USI.35 Describe how the Students will KNOW:
Organize students into small
Teacher-generated quiz or test with different economies and
different economies of the North and South groups. Have the students conduct matching, multiple choice, and essay cultures of the North and contributed to the rise of sectionalism. research on the economies. Have questions. South contributed to the each group design a concept map or
Concept map or graphic organizer growing importance of graphic organizer showing the December- sectional politics in the early Students will be able to DO: differences and how this led to a rise January 19 th century. (H)
Describe how the different economies and of sectionalism. cultures of the North and South contributed
Make a Venn diagram comparing to the growing importance of sectional the similarities and differences of politics in the early 19 th century. the North and South.
Make a concept map or graphic organizer. USI.36 Summarize the critical Students will KNOW:
Assign students a congressman or
Missouri Compromise simulation developments leading to the
critical developments leading to the Civil senator involved with the Missouri
Informal debate on nullification Civil War. (H) War. Compromise to research. Have
Nullification chart
causes of the Civil War. students analyze primary sources
Wilmot Proviso chart A. the Missouri The varying interpretations of the causes of related to the Missouri Compromise.
Compromise of 1850 simulation Compromise (1820) the Civil War. Students should write a position
Slavery and expansion maps B. the South Carolina paper from the point of view of their
Fugitive Slave Act editorial Nullification Crisis (1832- Students will be able to DO: assigned figure. Then simulate a
Uncle Tom’s Cabin posters 1833)
Summarize the critical developments congressional debate over the issues
Annotated and illustrated time line of C. the Wilmot Proviso leading to the Civil War. related to the Missouri statehood slavery (1846)
Identify the main causes of the Civil War. controversy and the subsequent
Cartoon analysis and presentation December- D. the Compromise of 1850 Evaluate interpretations of the causes of the
“Bleeding Kansas” cartoon Missouri Compromise. January E. the publication of Harriet Civil War.
Have students conduct research on
Mock trial of Dred Scott v. Sanford . Beecher Stowe’s Uncle Tom’s
Analyze primary sources. the nullification crisis using primary
Lincoln and Douglas campaign posters Cabin (1851-1852)
Evaluate evidence. and secondary sources. Divide the
Mock trial of John Brown F. the Kansas-Nebraska Act
Engage in role-play simulations and mock class into two groups, one
Concept map or graphic organizer (1854) trials. supporting nullification and one
Causes of the Civil War movie poster G. the Dred Scott Supreme
Engage in an informal debate. opposing it. Have each group
Election of 1860 chart Court case (1857)
Synthesize information. nominate five spokespeople. Have
Written review of Uncle Tom’s Cabin H. the Lincoln-Douglas
Create a chart. the spokespeople face each other in
TV news report on “Bleeding Kansas” debates (1858)
Write a position paper. a debate. Have one person address
Lincoln time line I. John Brown’s raid on
Interpret a historical map. the person opposite him or her for
Document-based essay on the causes of Harper’s Ferry (1859)
Write an editorial. one minute. Then have the opposite the Civil War

Page 14 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) J. the election of Abraham
Create posters. person respond. Repeat the process
Teacher-generated quiz or test with Lincoln (1860)
Make an annotated and illustrated time line until all have a chance to speak. matching, multiple choice, and essay of slavery in the North and South.
Organize the class into small questions.
Analyze political cartoons. groups to create a two-column chart.
Letter on secession
Create campaign posters. Label one column pro-nullification
Make a concept map or graphic organizer and the other anti-nullification. Tell depicting the causes of the Civil War. the students to use their notes to
Design a movie poster. complete the chart.
Make an election of 1860 chart.
Have students analyze primary
Make a time line of Lincoln’s life. sources dealing with the debate over the Wilmot Proviso. Then have them synthesize the main arguments for each source into a chart.
Have students conduct research on the Compromise of 1850 and the debate over the expansion of slavery into the territories. Assign students a congressman or senator. Students should write a position paper from the viewpoint of their assigned figure. Conduct a simulated congressional debate over the expansion of slavery that culminates in the passage of the Compromise of 1850.
Review the terms of the Missouri Compromise and the Compromise of 1850. Distribute outline maps. Have the students use three different colors to distinguish where slavery was permitted, where it was not, and in which territories slavery would be decided by popular vote. Students should create a map key to show the significance of each color. Have them compare their maps to the

Page 15 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) maps in their textbook.
Guide the students in a discussion of the reasons northerners were angered by the Fugitive Slave Act.
Have students write an editorial protesting the law. Have the students read their editorials to the class. Guide the students in a discussion of the views discussed in the editorials.
Have the class read an excerpt of Uncle Tom’s Cabin aloud. Divide the class the class into small groups to design posters illustrating the ways in which people from the North and South responded to the novel.
Ask students to use print and Internet sources to research the platforms and issues of the Democratic and Republican parties today. Have students analyze primary and secondary sources dealing with the Kansas-Nebraska Act. Have each student draw a map showing which states voted for the Republican presidential candidate “red states,” and which voted for the Democratic presidential candidate “blue states” during the last election. Review a map of the Kansas- Nebraska Act. Compare how the “red” and “blue” states line up with the slaves states on the map. Then ask students if whether the platforms and beliefs of the “red” and “blue”

Page 16 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) states line up with the beliefs of the slave states created by the Kansas- Nebraska Act.
Organize the class into small groups. Have the groups make an annotated and illustrated time line of slavery in the North and South.
Have students analyze a political cartoon about the Kansas-Nebraska Act, the caning of Charles Sumner, the Dred Scott decision, the Lincoln- Douglas debates, Brown’s raid on Harpers Ferry, or the election of 1860. Have them complete a cartoon analysis sheet designed by the National Archives. Then ask students to present their cartoons and analyses to the class.
Have students create their own political cartoon dealing with “Bleeding Kansas” or Harpers Ferry.
Assign students roles to play in a mock trial of Dred Scott v. Sanford . Provide students with primary and secondary sources to work with. Simulate the trial.
Assign each student a speech from the Lincoln-Douglas debates. Divide the class in half. Sit those representing Lincoln’s views on one side of the room and those presenting Douglas’s views on the other. Moderate a panel discussion. Divide students into small groups to create campaign posters for Lincoln

Page 17 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) and Douglas in both 1858 and 1860.
Assign the class a set of primary and secondary sources dealing with John Brown’s raid on Harpers Ferry. Moderate a Socratic seminar discussion.
Assign students roles to research in the trial of John Brown. Simulate the trial.
Assign students a set of primary and secondary sources dealing with the causes of the Civil War. Organize the class into small groups to make a concept map or graphic organizer showing the causes of the Civil War.
Have students work in pairs to create a movie poster depicting the causes of the Civil War. Students should include a title, a thesis statement, story line, and visuals.
Organize the students into groups and have them make a Venn diagram comparing Lincoln and Douglas.
Have students create a chart of the election of 1860. Students should include the candidates, issues, positions, political affiliation, electoral votes, and popular votes.
Find excerpts from the book that you think help explain its effects on people of the 1850s. Write a review in which you analyze whether Stowe was concerned with accuracy in the characters and events she created.

Page 18 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Research the causes and events of "Bleeding Kansas". Write a one- minute television-news report about one event and how it might affect the future of the United States. Create or find an image that relates to your report and place the image next to you as you give your report.
Research Lincoln's life before his election to the presidency in 1860. Create a time line with at least seven important events from his life, ending with his election as president.
Write a document-based essay on the causes of the Civil War.
Research the causes and events leading up to secession and the formation of the Confederacy. Write a letter from a southern delegate attending the convention that created the new nation. The letter should describe the choices the delegates faced and what their decisions were. Include details from the Confederacy's constitution to explain what issues the delegates discussed and found most important. USI.37 On a map of North Students will KNOW:
Have students use an atlas to
Outline map America, identify Union and
states that seceded from the Union. complete an outline map of the
Teacher-generated quiz or test with Confederate States at the
states that remained in the Union. Union and Confederacy during the matching, multiple choice, and essay outbreak of the war. (H, G) Civil War. questions. January-

Students will be able to DO: February
On a map of North America, identify Union and Confederate States at the outbreak of the war.

Page 19 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) USI.38 Analyze Abraham Students will KNOW:
Have students analyze Lincoln’s
Teacher-generated quiz or test with Lincoln’s presidency, the
Lincoln’s policies changed as times and early views on slavery and conduct a matching, multiple choice, and essay Emancipation Proclamation circumstances changed. panel discussion addressing the questions. (1863), his views on slavery,
As casualties mounted and destruction following: Where did Lincoln’s
Panel discussion and the political obstacles he increased, the Civil War became a conflict to disdain for slavery originate? Why
Informal debate encountered. (H, C) save the Union and to end slavery. did Lincoln oppose slavery? What,
Group work
Lincoln was a pragmatic politician who in his view, were the constitutional
News story Seminal Primary Documents measured popular opinion well and aspects of the issue? Students could
Document-based essay to Read: Lincoln’s Gettysburg maintained a coalition. analyze documents such Lincoln’s Address (1863) and Lincoln’s
Lincoln made critical decisions using his letter to Speed (Aug. 24, 1855), the second inaugural address powers as commander-in-chief that helped “House Divided” Speech, “On (1865) the Union defeat the Confederacy. Slavery and Democracy,” Lincoln’s
Lincoln issued the Emancipation letter to Brown (Oct. 18, 1858), Seminal Primary Documents Proclamation as a wartime necessity and part Lincoln’s Ottawa Speech, and to Consider: Lincoln’s “House of a strategy of attrition. Lincoln’s Charleston Speech. Divided” speech (1858)
Lincoln’s Gettysburg Address is the
Divide the class in half. Assign supreme statement on the meaning of the one group a set of speeches Civil War. delivered by Stephen Douglas. January-
Lincoln, in his second inaugural address, Assign the other group Lincoln’s February identified slavery as a major cause of the speeches. Moderate an informal Civil War and introduced the notion of a debate between those representing lenient reconstruction of the Union. Douglas and those defending Lincoln’s views. Have the students Students will be able to DO: on each side face each other.
Trace the evolution of Lincoln’s policies Alternate by having one group speak throughout the Civil War. at a time.
Read and interpret an annotated time line of
Provide students with an annotated Lincoln’s journey to emancipation. time line showing the evolution of
Explain Lincoln’s journey to emancipation. Lincoln’s anti-slavery policy. Have
Analyze and evaluate documents such as the students, working within groups “House Divided” Speech, Emancipation read and discuss the evolution of a Proclamation, Getttysburg Address, and policy of full and complete Second Inaugural Address. emancipation. Groups should
Write a document-based essay. respond to questions such as: To
Write a news story. what degree did Lincoln’s policy reflect his personal attitudes toward

Page 20 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) slavery? What factors may explain the apparent inconsistency? To what extent was Lincoln bound by the Constitution to protect slavery where it existed? What impact did the border states have on Lincoln’s position on emancipation? How did Lincoln’s interpretation of the Constitution empower him to abolish slavery as Commander-in- Chief? How did Lincoln move from his pledge expressed in the First Inaugural to the call for the passage of the 13 th Amendment? Distribute Lincoln’s message to Congress (December 1, 1862). Have each group respond to the following: To what extent does the presidential message summarize Lincoln’s “journey to emancipation?” President Lincoln was restrained by the Constitution and fortunes of war from advancing a policy of full and complete emancipation?
Have students research Lincoln’s presidential speeches and proclamations regarding slavery and present dramatic readings to the class. Set the context for each of the presentations and evaluate changes or inconsistencies in Lincoln’s policy.
Give students a copy of the Emancipation Proclamation. Have students work in pairs to paraphrase the meaning of the proclamation.

Page 21 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) Then have each pair write a news story about the proclamation, including specific advice for freed slaves and suggestions as to how they might begin to earn a living.
Have students write a document- based essay dealing with Lincoln and the Emancipation Proclamation. USI.39 Analyze the roles and Students will KNOW:
Have students conduct research
Fort Sumter crisis simulation policies of various Civil War
roles and policies of various Civil War about the Fort Sumter crisis and
Teacher-generated quiz or test with leaders and describe the leaders. simulate a Lincoln Cabinet meeting matching, multiple choice, and essay important Civil War battles
important Civil War battles and events. regarding the crisis. questions. and events. (H)
advantages and disadvantages of the Union
Have students participate in a web
Magazine and Confederacy at the outset of the Civil quest of the Fort Sumter crisis.
Newspaper Leaders War.
Organize the class into small
Annotated and illustrated time line A. Jefferson Davis groups. Have each group research
Journal entry B. Ulysses S. Grant Students will be able to DO: the surrender of Fort Sumter. Have
Book review C. Robert E. Lee
Describe the important Civil War battles groups prepare two special
Campaign poster and events. magazine editions about the fall of
Debate Battles
Simulate a Lincoln Cabinet meeting about Fort Sumter, one for a northern
Web diagram A. the Massachusetts 54 th the Fort Sumter crisis. abolitionist magazine that supports
Speech Regiment and the Battle at
Take a test based on the frameworks, the Union and one for a southern
Battle plans January- Fort Wagner including an MCAS-style open-response magazine that supports the February B. Antietam question. Confederacy. Magazine issues C. Vicksburg
Create a magazine or newspaper on events should include maps, illustrations, D. Gettysburg of the Civil War. charts, or graphs giving full details
Make a campaign poster. about the battle. Some groups may
Write a book review. choose to prepare online magazine
Engage in a debate editions.
Make battle plans.
Have students analyze the
Write a speech. information in the text about the
Write a journal entry. Anaconda Plan and why General
Write a book review. Scott thought his plan the best way to fight the war. Have students conduct outside research. Have students prepare for a debate in

Page 22 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) which they analyze why Scott thought his plan was the best and why others thought it would not work effectively. Have volunteers debate the issue before the class. Then guide students in a discussion about Scott’s reasoning. Do students agree that Scott’s Anaconda Plan would not have worked? If not, why not?
Divide the class in half. Have one half read primary sources supporting Lincoln’s suspension of the writ of habeas corpus. The other half should read sources opposing Lincoln’s policy. Then have the two sides face of in a moderated debate.
Guide students in a brief discussion of public opinion in the North and the South about the war as it began. Organize students into pairs. Have each pair prepare flyers for recruiting troops for both the Confederate and Union causes. Guide students in a discussion about the value or necessity of recruiting posters and similar devices to recruit troops.
Have students make flash cards for each of the main battles discussed in the textbook. On the front have students write the name of the battle, and on the back students should list pertinent details about the battle, including dates, who won, which generals were

Page 23 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) involved, and where, or in which state, the battle took place. Have students work in pairs or in small groups to study. Then create Jeopardy -style quiz questions. Using PowerPoint make a Jeopardy board. Form teams. Simulate a quiz show dealing with the major battles.
Divide the class into small groups. Have each group design a Civil War newspaper. Students should include editorials, news reports, ads, and political cartoons.
Organize the class into small groups, and have each group develop Union battle plans, including generals who could lead the Union army. Plans should include maps and estimates of troops needed to carry out the plans.
Have students write a speech for President Lincoln in which he tries to explain and justify to the nation what happened both at the Second Battle of Bull Run and at Antietam. The speech should try to ease citizens’ fears and to create support for the Union army.
Have students create a Web diagram or chart showing the effect of the war on African Americans, troops, women, and other civilians. Have volunteers share their diagrams with the class. Discuss whether living conditions behind the lines can significantly change a war

Page 24 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) effort or its outcome. Have students write a short analysis of what they believe was the most important difference between life in the North and life in the South during the Civil War.
Have students read “ Glory Story” about the feature film Glory and the real 54 th Massachusetts Regiment. Have students create a history frame or story map. Then have students view and critique the film Glory . Guide the students in a Socratic seminar discussion dealing with African American soldiers in the Civil War as well as Hollywood versions of history.
Have students read The Killer Angels by Michael Shaara and write a critical book review. Then have them view and critique the film Gettysburg .
Have students analyze primary and secondary sources dealing with Pickett’s charge and the Battle of Gettysburg. Discuss the exchange between Longstreet and Pickett. Have students create a drawing of the meeting. Have volunteers share their drawings.
Have students analyze primary sources dealing with the Battle of Vicksburg. Guide students in a discussion of why primary sources like these provide a view of daily life.

Page 25 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Divide the class into pairs. Have each pair design a poster dealing with the Battle of Vicksburg from either the Confederate or Union perspective. Guide the class in a discussion of the Battle for Vicksburg. How was Grant able to successfully attack the city? Would the war have ended differently if Grant had not succeeded?
Assign each student a battle and a key figure. Have them conduct research. Then ask them to write a journal entry about the assigned battle from the perspective from their assigned figure.
Organize students into pairs. Have each pair write a short newspaper article telling readers in Europe about the struggles between the armies of Grant and Lee.
Guide students in a discussion of the “total war” strategy employed by General Sherman. Have the students brainstorm examples from history of the total war strategy.
Have students conduct outside research on the election of 1864, focusing on the Chicago convention of 1864 and the “Peace Plan.” Have students write an analysis of the campaign and the convention. In their analyses, students ought to explain why McClellan firmly rejected his party’s Peace Plank.
Have students conduct research on

Page 26 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) the election of 1864. Have students work in pairs to create campaign posters for Lincoln and McClellan.
Organize students into small groups. Have the groups read an account of Lee’s surrender at Appomattox. Then have each group write a story about Lee’s surrender to Grant.
Have students use Timeliner 5.1 to create an annotated and illustrated time line dealing with the Civil War. USI.40 Provide examples of Students will KNOW:
Divide the class in half. Have one
Teacher-generated quiz or test with the various effects of the Civil
various effects of the Civil War, including half read primary sources supporting matching, multiple choice, and essay War. (H, E) physical and economic destruction, the Lincoln’s suspension of the writ of questions. increased role of the federal government, and habeas corpus. The other half
Magazine A. physical and economic the greatest loss of life on a per capita basis should read sources opposing
Newspaper destruction of any U.S. war before or since. Lincoln’s policy. Then have the two
Annotated and illustrated time line B. the increased role of the sides face of in a moderated debate.
Web diagram federal government Students will be able to DO:
Guide students in a brief the greatest loss of life on a
Provide examples of the various effects of discussion of public opinion in the per capita basis of any U.S. the Civil War. North and the South about the war war before or since
See Standard 39. as it began. Organize students into pairs. Have each pair prepare flyers February for recruiting troops for both the Confederate and Union causes. Guide students in a discussion about the value or necessity of recruiting posters and similar devices to recruit troops.
Divide the class into small groups. Have each group design a Civil War newspaper. Students should include editorials, news reports, ads, and political cartoons.
Have students create a Web

Page 27 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) diagram or chart showing the effect of the war on African Americans, troops, women, and other civilians. Have volunteers share their diagrams with the class. Discuss whether living conditions behind the lines can significantly change a war effort or its outcome. Have students write a short analysis of what they believe was the most important difference between life in the North and life in the South during the Civil War.
Have students read “ Glory Story” about the feature film Glory and the real 54 th Massachusetts Regiment. Have students create a history frame or story map. Then have students view and critique the film Glory . Guide the students in a Socratic seminar discussion dealing with African American soldiers in the Civil War as well as Hollywood versions of history. USI.41 Explain the policies Students will KNOW:
Have students conduct research to
Report and consequences of
policies and consequences of find out more about schools for
Teacher-generated quiz or test with Reconstruction. (H, C) Reconstruction, particularly Presidential and southern African Americans started matching, multiple choice, and essay Congressional Reconstruction, the by the Freedmen’s Bureau. Then, questions. A. Presidential and impeachment of President Johnson, the Civil create a report analyzing the effects
Dialogue or debate Congressional Reconstruction War Amendments, Southern opposition to of these schools.
Illustrated time line February-

B. the impeachment of Reconstruction, the accomplishments and
Have students research both
Chart March President Johnson failures of Reconstruction, the presidential presidential and congressional
Journal entry C. the 13 th , 14 th , and 15 th election of 1876 and the Compromise of Reconstruction and write a debate in
Mock trial Amendments 1877, the rise of the Jim Crow laws, and the which you argue the value of both D. the opposition of Plessy v. Ferguson decision. approaches. Southern whites to
Divide the class into pairs. Have

Page 28 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) Reconstruction Students will be able to DO: students create an illustrated time E. the accomplishments and
Explain the policies and consequences of line that chronicles the events failures of Radical Reconstruction. leading up to the impeachment and Reconstruction
Write a journal entry. the results of the impeachment trials. F. the presidential election
Conduct on-line research.
Have students research African of 1876 and the end of
Write a report. Americans during Reconstruction. Reconstruction
Write a dialogue or a debate. Then develop a chart that shows the G. the rise of Jim Crow laws progress made and the challenges H. the Supreme Court case, faced by African Americans during Plessy v. Ferguson (1896) and after Reconstruction.
Imagine you are a freedman or freedwoman living in the South after the Civil War. Write a journal entry that discusses your feelings on your new rights under the Reconstruction amendments and the Civil Rights Acts.
Have students conduct research on Reconstruction and the impeachment trial of Andrew Johnson. Assign students roles. Simulate the impeachment trial of Johnson.
Organize the students into small groups. Have each group review and list Reconstruction experiments. Then have each group design a report card for the experiments, assign a grade to each experiment, and write a rationale explaining the reasons for the grade.
Organize the students into small groups to prepare for a class debate on Reconstruction. Have one-third of the groups prepare arguments supporting Lincoln’s plan for

Page 29 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) Reconstruction, one-third supporting President Johnson’s plan, and the other one-third supporting Congress’s plans. Conduct a class debate on which plan should be implemented. Guide students in a discussion on which plan best serves the South and the nation. Have class members take notes on the arguments presented.
Organize the class into pairs. Assign each pair one of Thomas Nast’s political cartoons to analyze. Have each pair complete a cartoon analysis sheet designed by the National Archives. Then have volunteers display and explain the cartoon to the class. CONTENT STANDARD - Industrial America and Its Emerging Role in International Affairs, 1870-1920 USII.1 Explain the various Students will KNOW:
Guide students in a discussion of
Teacher-generated quiz or test with causes of the Industrial
various causes of the Industrial Revolution. the ways in which modern matching, multiple choice, and essay Revolution. (H, E)
economic impetus provided by the Civil appliances and inventions have questions. War. made their lives easier. Have
Chart A. the economic impetus
Important technological and scientific students make a chart of modern
Graphic organizer provided by the Civil War advances. appliances and conveniences that are B. important technological
role of business leaders, entrepreneurs, and available to Americans today. Have and scientific advances inventors. students organize items in their March the role of business leaders,
factors of production. charts into three categories—daily entrepreneurs, and inventors life, transportation and such as Alexander Graham Students will be able to DO: communication. Ask volunteers to Bell, Andrew Carnegie,
Make a chart of innovations that impact share their charts. Thomas Edison, J.P. Morgan, daily life.
Have students work in pairs to John D. Rockefeller, and
Create a graphic organizer showing causes create a graphic organizer showing Cornelius Vanderbilt and effects. causes and effects of the growth of steel, oil, and railroad industries.

Page 30 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) Guide students in a discussion of the ways in which industrial growth helped railroads expand, and the effects that expansion had on the nation.
Guide students in a discussion of the effects that new processes for making steel and refining petroleum had on those industries. Have students work in small groups to complete a graphic organizer showing the new processes and their effects. USII.2 Explain the important Students will KNOW:
Guide students in a review of
Teacher-generated quiz or test with consequences of the Industrial
important consequences of the Industrial horizontal and vertical integration as matching, multiple choice, and essay Revolution. (H, E) Revolution. it pertains to the growth of big questions.
growth of big business business. After researching the
Chart A. the growth of big
Environmental impact of the expansion of business practices of Andrew
Graphic organizer business cities. Carnegie and J.D. Rockefeller, have
Debate B. environmental impact
dehumanizing effects of industrialization. the students work in small groups to
Simulations the expansion of cities
Changes in working and living conditions. create graphic organizers illustrating
Document-based essay
philosophies used to justify the the steps each industrialist took in
Mock trial accumulation of wealth and the rise of big creating a monopoly.
Presentation business.
Organize the class into two
Cartoon analysis March- groups. Have each group research
Venn diagram April Students will be able to DO: social Darwinism as it applies to
Letters
Conduct research. business. One group should focus
Slide show presentations
Engage in a debate. on the arguments made by
Magazines
Analyze and evaluate primary sources and proponents of social Darwinism, evidence. while the other group should focus
Create a chart synthesizing information and on the arguments made by critics of argumentation. the theory. Have the two groups
Actively participate in a role play. debate the theory. Following the
Create a graphic organizer. debate, guide the class in a
Write a document-based essay. discussion of the ethical
Actively participate in a mock trial. implications of social Darwinism.

Page 31 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Analyze a political cartoon. Ask students to consider what
Present information. problems might arise when people
Analyze a historical novel. try to apply the laws of nature to
Engage in a simulation. social issues.
Make a Venn diagram.
Have the class read excerpts of
Write a letter from an assigned perspective. documents written by proponents of
Create and deliver a slide show laissez-faire and social Darwinism presentation. as well as critics of industrial
Make an illustrated magazine article. capitalism. Then have them complete a chart noting each author’s position and his or her best 2-3 arguments. Next ask students to compose an essay defending laissez- faire capitalism and social Darwinism or a general welfare state.
Have the students research the lives of Carnegie, Rockefeller, and Morgan. Then have them write a concise biography on one of the three.
Have the students research the lives and business practices of Carnegie, Rockefeller, and Morgan. Have three volunteers assume the role of an industrialist, such as Carnegie, Rockefeller, and Morgan. Have the rest of the students play the role of muckraking journalists, who will compose fifteen pertinent questions each for the industrialists. Then have the class simulate a mock press conference between the muckrakers and the industrialists. Guide the class in a discussion of how these tycoons should be

Page 32 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) remembered. Should they be depicted as “robber barons” or “captains of industry,” or somewhere between the two extremes.
Have students analyze and evaluate Carnegie’s essay the “Gospel of Wealth”. Have the students identify Carnegie’s thesis. Ask them to evaluate his arguments and his statement: “Yesterday’s luxuries have become today’s necessities.”
Guide students in a discussion of the types of stores available to consumers today, and where they tend to be located. Review with students how a downtown area of a small town might have looked in the 1800s. Have students make a list of the types of stores that would have been located in the town. Have volunteers share their lists. Ask students to list the advantages and disadvantages of shopping today at a department store or a “big box” store. Have students write an editorial either opposing or supporting the opening of a large department store in the 1880s.
Have the students analyze primary sources such as advertisements and architectural plans that depict middle-class life between 1870 and 1917. Divide the class into groups and have the students to identify

Page 33 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) what each source reveals about the values and attitudes of the time, the roles of men and women, and people’s aspirations and fears. Have each group report its findings and to provide examples for the rest of the class.
Have students write a document- based essay addressing the issue of whether or not the great industrialists were robber barons or captains of industry.
After researching working and living conditions, have students read about the Pullman Strike and In Re Debs . Assign students key roles. Conduct a mock trial of Eugene Debs.
Have students analyze political cartoons from the Gilded Age, complete a cartoon analysis sheet made by the National Archives, and present one of the cartoons they analyzed to the class.
Have the students read Upton Sinclair’s The Jungle and complete a chart showing problems depicted in the book and historical evidence taken from the book. Then divide the class into small groups. Have each group engage in a simulation in which they act as a task force formed by President Theodore Roosevelt to sell the idea of reforming the meat packing industry. Groups should devise a

Page 34 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) way to appeal to business, labor, farmers and consumers in a time before radio or television. Each group ought to devise a flow chart showing when, where, and how best to use available resources to gain public support for the proposed reform.
After reading excerpts of The Jungle , have the students analyze primary sources, such as graphs, maps, and documents dealing with the meat packing industry. Have students complete a chart comparing the ways in which The Jungle and the other sources depict the following: working conditions, living conditions, economic conditions, political conditions, and what the owners were like. Then have students show the differences in a Venn diagram.
Give the class a list of facts and figures dealing with living conditions in urban areas as well as political machines. For each fact or figure, have the students itemize whether or not the information is positive, negative, or neither. Then have them answer the following questions in small groups: On balance were political machines good for American cities in the late 1800s? On balance, were American cities healthy places to live in the late 1800s. Guide students in a

Page 35 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) discussion between the relationship between industrialization, urbanization, and urban boss politics.
Discuss the differences between the upper class and the working class in a typical large city. Have students read excerpts of Jacob Riis’ How The Other Half Lives . Discuss Riis’ main idea as well as his bias against immigrants. Ask students to analyze his photographs and to complete a photograph analysis sheet. Have students present their findings to the whole class. Divide students into groups of three. Ask each group to prepare a brief, illustrated magazine article entitled “How the Other Folks Live.” The article and the illustrations should contrast the lives of the upper class and working class. Guide students in a discussion of the ways in which American society was becoming divided along class lines. Ask students to create a series of visuals illustrating how new technologies transformed American cities in the late 1800s.
Guide students in a discussion of the changes mass transit made to American cities and how it enabled suburbs to grow and develop. Have students write two letters concerning life in the late 1800s. One letter should describe daily life in the city

Page 36 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) to a friend who has moved to the suburbs. The other letter should describe life in the suburbs to someone who lives in the city. Have volunteers read their letters to the class. Ask students if they would have preferred to live in the cities or suburbs.
Have students make slide show presentations showing the social classes and the ways in which industrialization and urbanization affected them. USII.3 Describe the causes of Students will KNOW:
Have students do research on their
Family history the immigration of Southern
causes of the immigration of Southern and family tree and ancestry. Then have
Simulation and Eastern Europeans, Eastern Europeans, Chinese, Koreans, and them write a report or make a
Chart Chinese, Koreans, and Japanese to America in the late 19 th and early presentation on their family history.
Essay Japanese to America in the 20 th centuries. Or ask students to write a short
Document-based essay late 19 th and early 20 th
Describe the major roles of these essay based on their research and
Time line centuries, and describe the immigrants in the industrialization of addressing what it means to be an
Speech major roles of these America. American.
Brochure immigrants in the
Take a field trip to Ellis Island.
Teacher-generated quiz or test with industrialization of America. Students will be able to DO:
Have students conduct research matching, multiple choice, and essay (H)
Analyze primary and secondary sources and make a chart showing the questions. dealing with immigration, especially “The differences between the “old” and
Venn diagram April Seminal Primary Documents New Colossus” and East Goes West . “new” immigrants. Then have them
Magazine to Read : Emma Lazarus, “The
Conduct research. write a concise essay comparing the New Colossus” (1883)
Write a family history or make a two. presentation.
Divide students into small groups. Seminal Primary Documents
Actively engage in simulations that require, Have each group design a time line to Consider: Younghill Kang, research, role-playing, and writing. of a major wave of immigration to East Goes West (1937)
Make a chart. the U.S. Display the time lines.
Write an essay. Discuss the patterns of immigration.
Make a time line.
Conduct a class discussion about
Write a speech. what U.S. immigration policy
Work cooperatively to produce a factual should be today. Make connections

Page 37 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) article, a political cartoon, and an editorial with the past. dealing with immigration.
After students have conducted
Make a brochure. research, have them write a speech
Write a document-based essay that might have been given by a member of Congress supporting or opposing the creation of the Bureau of Immigration.
Organize the class into small groups. Have each group develop a factual article, a political cartoon, and an editorial for a 1901 edition of a New York newspaper.
Organize the class into small groups and have each group use secondary sources to research benevolent societies and how they helped immigrants. Have each group create a brochure that describes the services offered by a benevolent society. Have each group present its brochure to the class.
Have students complete a table listing the reasons why nativists objected to immigration.
Have students write a document- based essay dealing with immigration and nativism.
After researching working and living conditions, have students read about the Pullman Strike and In Re Debs . Assign students key roles. Conduct a mock trial of Eugene Debs.
Have students analyze political cartoons from the Gilded Age,

Page 38 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) complete a cartoon analysis sheet made by the National Archives, and present one of the cartoons they analyzed to the class.
Have the students read Upton Sinclair’s The Jungle and complete a chart showing problems depicted in the book and historical evidence taken from the book. Then divide the class into small groups. Have each group engage in a simulation in which they act as a task force formed by President Theodore Roosevelt to sell the idea of reforming the meat packing industry. Groups should devise a way to appeal to business, labor, farmers and consumers in a time before radio or television. Each group ought to devise a flow chart showing when, where, and how best to use available resources to gain public support for the proposed reform.
After reading excerpts of The Jungle , have the students analyze primary sources, such as graphs, maps, and documents dealing with the meat packing industry. Have students complete a chart comparing the ways in which The Jungle and the other sources depict the following: working conditions, living conditions, economic conditions, political conditions, and what the owners were like. Then

Page 39 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) have students show the differences in a Venn diagram.
Give the class a list of facts and figures dealing with living conditions in urban areas as well as political machines. For each fact or figure, have the students itemize whether or not the information is positive, negative, or neither. Then have them answer the following questions in small groups: On balance were political machines good for American cities in the late 1800s? On balance, were American cities healthy places to live in the late 1800s. Guide students in a discussion between the relationship between industrialization, urbanization, and urban boss politics.
Discuss the differences between the upper class and the working class in a typical large city. Have students read excerpts of Jacob Riis’ How The Other Half Lives . Discuss Riis’ main idea as well as his bias against immigrants. Ask students to analyze his photographs and to complete a photograph analysis sheet. Have students present their findings to the whole class. Divide students into groups of three. Ask each group to prepare a brief, illustrated magazine article entitled “How the Other Folks Live.” The article and the illustrations should

Page 40 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) contrast the lives of the upper class and working class. Guide students in a discussion of the ways in which American society was becoming divided along class lines. Ask students to create a series of visuals illustrating how new technologies transformed American cities in the late 1800s.

USII.4 Analyze the causes of Students will KNOW:
Organize the class into mixed-
Headlines the continuing westward
causes of the continuing westward ability pairs. Have each pair write
Diagram expansion of the American expansion of the American people after the two newspaper headlines that
Time line people after the Civil War and Civil War and the impact of this migration on support key changes in U.S.
Treaties the impact of this migration on the Indians. government policy toward Native
Biographies the Indians. (H)
Native Americans fought the movement of Americans during the mid-1800s.
Document-based essay settlers westward, but the U.S. military and Then have each pair write two
Teacher-generated quiz or test with the persistence of American settlers proved headlines that oppose proposed matching, multiple choice, and open- too strong to resist. policy changes. response questions.
Many people sought fortunes during the
Have students draw a cause-and-
Reflective journal mining and cattle booms of the American effect diagram dealing with the
Movie review West. destruction of the buffalo.
Chart or graphic organizer
government promoted the settlement of the
Have students work in small
Editorial March- West, offering free or cheap land to those groups to make an annotated and
Letter April willing to put in the hard work of turning the illustrated time line showing the
Illustration or political cartoon land into productive farms. major engagements of the Indian
Sentences describing cowboy life Wars.
Song lyrics Students will be able to DO:
Organize the class into groups of
Report
Analyze the causes of the continuing four. Have students within each
Post cards westward expansion of the American people group identify and list the sources of
Settlement plan after the Civil War and the impact of this conflict between the Plains Indians
Socratic seminar discussion migration on the Indians. and the government. Have each
Poster
Write headlines. group develop treaties to bring the
Debate and paragraph
Make a cause-and-effect diagram. conflicts to an end. Ask each group
Article or political cartoon
Make an annotated and illustrated time line. to read their treaties to the class.
Essay or position paper
Write treaties that resolve conflicts. Have the class assess the treaties.
Document-based essay

Page 41 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Compose an illustrated biography.
Assign students a major figure to
Analyze primary and secondary sources research, such as Black Elk, Black dealing with the history of the American Kettle, Chief Joseph, Custer, West. Geronimo, Wovoka, Sitting Bull,
Analyze a secondary source and maintain a Quanah Parker, James Forsyth, John reflective journal. Chivington, and Ranald McKenzie.
Actively participate in book discussions and Have students create an illustrated read like a historian. biography of the person.
View and critique a film.
Have students read Bury My Heart
Write a movie review. at Wounded Knee and maintain a
Calculate miles on an outline map. reflective journal on the author’s
Construct a chart that shows cause and themes and arguments, important effect. events, and examples of tragedy as
Write an editorial. well as survival and persistence.
Expository writing (letter) Organize the class into small groups
Make an illustration or political cartoon. for book discussions focusing on
Write sentences describing cowboy life. key questions from selected
Write cowboy song lyrics. chapters. Then have students view
Write a report. and critique the movie based on the
Conduct research. book. Have them write a concise
Write postcards. movie review comparing the book
Make a settlement plan. and the movie.
Create a poster.
Research the lives of Geronimo
Participate in a debate. and Sitting Bull and consider how
Compose a paragraph summary of a their actions affected Native position. Americans and the conflicts with
Write a position paper. the U.S. government. Then use an
Write a document-based essay. interactive template made by a publisher to write a biography on one of these leaders.
Use a large map to show students how far Chief Joseph led the Nez Perce and how close they came to Canada before capture. Have students calculate the miles the group traveled.

Page 42 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Have students read about the Battle of the Little Big and create a chart or graphic organizer showing the causes and effects of the battle.
Have students read newspaper accounts and editorials dealing with the Battle of the Little Big Horn. Then have them write an editorial of their own critiquing Custer’s leadership and tactics.
After students have analyzed primary sources dealing with the Ghost Dance, have them imagine that they have been living among the Lakota Sioux. Newspapers have frightened local setters by suggesting that the Ghost Dance is a sign of a coming Indian uprising. Write a letter to the editor explaining the true meaning of the Ghost Dance.
Have students research mining and ranching in the West. Have them students make a diagram showing where mining booms occurred. Guide students in a discussion of the role of mining in the settlement of the West. Have students explain how and why mining brought people west and how mining camps developed into towns.
Read a quotation by a gold seeker such as Hunter Fitzhugh. Then have students create an illustration or a political cartoon showing the scene described in the passage. Have the

Page 43 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) students share their work with the class. Discuss Fitzhugh’s beliefs as well as the conditions of the mining camps.
Have students describe and explain the changes that took place in mining, from individuals working with hand tools to the time when large corporations took over the mining industry. Have students write a letter to friends living on the East Coast from the viewpoint of a miner who had been self-employed but now works for a large mining company. The letter should tell of the changes that took place when mining companies took over and how those changes affected individual miners. Students should use facts from their textbooks when writing the letters.
Find songs about cowboy life and life on the cattle trails. Have students analyze the song lyrics. If possible play the songs for the students. Ask the students to identify common themes in the lyrics and then describe what these themes reveal about cowboy life. Guide students in a discussion of whether or not the image of cowboy life given in the songs is realistic. Divide the class into small groups to write as many sentences as they can to describe cowboy life in the mid- 1800s. Have volunteers read the

Page 44 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) sentences to the class. Make a class list of the ideas. Using the list and information from the textbook, students can next write their own song lyrics about life on the cattle trails.
Have students conduct research to learn about ghost towns of the West. Then create a report that tells the story of one town, from its founding to its decline.
Have students conduct research about the daily life and work of miners. Then have them imagine they are miners and write a series of postcards home to their relatives, who are still living on the East Coast.
Have students research the lands that became available during this period. Using the map of the United States, have students assume the role of a settler looking to move west and locate an area to settle. Then they should prepare a plan that states why they are moving, how they will finance your move, and how they plan to succeed in the new area.
Divide students into small groups to make charts showing the rise and fall of the cattle drives.
Have students assume the position of a cattle owner who owned land in Texas or one who did not. Based on their chosen position, students could write a letter arguing for or against

Page 45 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) the use of barbed wire on the open range.
Have the class analyze sources that relate the story of John Wesley Hardin and the so-called “wild west.” Engage students in a Socratic seminar discussion on the following: What made the Cattle Kingdom prone to violence? Was Hardin the product of the South and Reconstruction or of the West and the frontier? Compare and contrast the community of the “wild west” to the international community today. Hardin stated that “the man who does not exercise the first law of nature—that of self -preservation— is not worthy of living.” Assess the validity of the statement. Compare and contrast the gun violence of the Old West with the gun violence in America today.
Have students create graphic organizers showing the provisions of the Homestead Act, the Pacific Railway Act, and Morrill Act. Review the graphic organizers with the class. Ask the class: What role did each act play in the economic development of the West? How did each of the three acts work either directly or indirectly to increase settlement? Divide the class into small groups. Have each group create a poster that shows the potential benefits of the act. Display

Page 46 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) the finished posters.
Write the following opinion for students to see: Government subsidies, not individual initiatives, were the main factors in the development of the West. Guide the class in a discussion of what the statement means. Ask students to identify and describe the government subsidies they have read about. Divide the class into two groups. Have one group write arguments that support the statement. Have the other group write arguments that refute the statement. Conduct a class debate. Then have students write a paragraph explaining and supporting their position.
Assign students the topic of the Oklahoma Land Rush. Divide the class into small groups to list the reasons to give the land to settlers and reasons not to give the land to settlers. Each group should evaluate its list and decide which position they support. Then have students write an article or create a political cartoon supporting their position.
Have students read Frederick Jackson Turner’s “The Significance of the Frontier in American History.” Then have them write an essay in which he or she evaluates Jackson’s “frontier thesis.” Have volunteers read their essays.

Page 47 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Have students make a chart showing how the government and railroads promoted the settlement of the West.
Have students imagine that they are living on the prairie with their families. Have them write a letter to their friends in the East describing the challenges of living in a sod house.
Have students analyze a compilation of documents dealing with the homesteaders. Then have them write a document-based essay answering the following: Why did people move west in the late 1800s? USII.5 Explain the formation Students will KNOW:
Have students make a chart or list
Document-based essay and goals of unions as well as
dehumanizing effects of industrialization of the major labor unions. They
Teacher-generated quiz or test with the rise of radical political land the formation of powerful corporations should provide a concise summary matching, multiple choice, and open- parties during the Industrial led the formation of unions and the rise of of each union, its goals, its response questions. era. (H, E) radical political parties during the Industrial members, and its purpose. Next
Reflective journal era. have students analyze a set of
Chart or graphic organizer A. the Knights of Labor
goals, membership, purpose, platforms and documents dealing with the conflict
Group presentation B. the American Federation policies of the Knights of Labor, the between labor and management.
Venn diagram of Labor headed by Samuel American Federation of Labor, the Populist Then have the students formulate a
Brochure Gompers Party and Socialist Party. thesis as to why labor failed to gain
Mock trial April C. the Populist Party
Grim working conditions in many industries public acceptance in the late
Political cartoons the Socialist Party headed by to form unions and stage labor strikes. nineteenth and early twentieth
Speech Eugene Debs
Political corruption was common in the late centuries. To extend the assignment
Campaign strategy 1800s and early 1900s, but reformers began you could have the students write a
Letter fighting for changes to ameliorate the worst document-based essay addressing
Editorial abuses. the following: How and why were the needs of workers and business Students will be able to DO: owners at odds in the Second
Conduct research Industrial Revolution?
Make a chart of the labor unions
Have students conduct research

Page 48 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Formulate a thesis based on informed about conditions in sweatshops of judgment the late nineteenth and early
Write a document-based essay twentieth centuries. Then ask
Make an illustrated informational brochure students to write a journal entry
Debate an issue concerning the conflict describing what a social reformer between labor and management working in the early 1900s might
Deliver a presentation observe during a visit to a tenement
Actively participate in a mock trial of a sweatshop. Students could next labor leader conduct research about modern-day
Analyze and interpret primary sources and sweatshops. Have them write short statistics essays addressing the following: Do
Make a Venn diagram sweatshops still exist? Where are
Analyze a historical novel aimed at they? Who is most likely to work in reforming American society a sweatshop? What steps could be
Analyze political cartoons dealing with taken to eliminate them? Gilded Age politics
Guide students in a discussion of
Design political cartoons dealing with the the Knights of Labor. What were Grange and Populist movements the union’s strengths and
Write and deliver a concise speech weaknesses? What would be the
Devise a campaign strategy advantages and disadvantages of
Write a letter in favor of reform accepting employers in the union?
Write a newspaper editorial on labor unions What would be the advantages and disadvantages of discouraging the use of strikes? Organize the class into small groups. Tell them that they are to plan a new union to rival the Knights of Labor. Have each group name its union and create a three-fold illustrated brochure to recruit potential members. The brochures should show why the Knights are failing to meet workers’ needs and how the new union can do a better job of helping workers. Have volunteers present their brochures to the class.

Page 49 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Divide the class into three groups. Remind them of the Great Railway Strike. Have one group represent business leaders, one group represent union leaders, and one group represent members of Congress. Have business leaders brainstorm and discuss possible responses to the railroad strike. Union leaders should discuss possible responses to business reprisals. Congressional members should discuss possible actions that could be taken to avoid a strike. Have each group give a short presentation describing possible responses. Have all students listen and take notes on each presentation. Then conduct a debate among business leaders, union leaders, and government officials on ways to resolve conflicts.
After researching working and living conditions, have students read about the Pullman Strike and In Re Debs . Assign students key roles. Conduct a mock trial of Eugene Debs.
Have students analyze political cartoons from the Gilded Age, complete a cartoon analysis sheet made by the National Archives, and present one of the cartoons they analyzed to the class.
Have the students read Upton Sinclair’s The Jungle and complete

Page 50 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) a chart showing problems depicted in the book and historical evidence taken from the book. Then divide the class into small groups. Have each group engage in a simulation in which they act as a task force formed by President Theodore Roosevelt to sell the idea of reforming the meat packing industry. Groups should devise a way to appeal to business, labor, farmers and consumers in a time before radio or television. Each group ought to devise a flow chart showing when, where, and how best to use available resources to gain public support for the proposed reform.
After reading excerpts of The Jungle , have the students analyze primary sources, such as graphs, maps, and documents dealing with the meat packing industry. Have students complete a chart comparing the ways in which The Jungle and the other sources depict the following: working conditions, living conditions, economic conditions, political conditions, and what the owners were like. Then have students show the differences in a Venn diagram.
Give the class a list of facts and figures dealing with living conditions in urban areas as well as political machines. For each fact or

Page 51 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) figure, have the students itemize whether or not the information is positive, negative, or neither. Then have them answer the following questions in small groups: On balance were political machines good for American cities in the late 1800s? On balance, were American cities healthy places to live in the late 1800s. Guide students in a discussion between the relationship between industrialization, urbanization, and urban boss politics.
Divide the class into small groups. Assign each group a political cartoon depicting Gilded Age politics. Have each group complete a cartoon analysis. Have groups present their cartoon and analysis to the class. Discuss each cartoon as a whole group activity.
Have students analyze a set of documents dealing with the Populist Party. Then have them formulate a thesis as to the contribution of the party to reform and national politics during the Gilded Age and Progressive era.
Have students answer a document- based essay dealing with the national government and the need for reform. Theses should address the reasons why government failed to address important political, social, and economic problems arising from

Page 52 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) rapid industrialization and urbanization.
Discuss the workings of political machines during the Gilded Age. Draw a teeter totter for students to see. Have students copy it and list the beneficial results of political power in cities in the late 1800s on one end of the bar. On the other end, students should list the negative results of it. Have volunteers share the results of their graphic organizers.
Guide students in a review of political machines, how they operated, and the services they provided immigrants. Organize the class into pairs. Have each pair select a U.S. city that had a political machine. It is their job to represent the city’s political machine and meet immigrant families as they arrive for the first time in the city. Have each pair write a list of things they will tell the new immigrants and what support and help the political machine can offer the family. Have volunteers read their lists. Have students prepare a short speech that might have been given by a political boss to new immigrants describing the help the city’s political machines provide. Have students read their speeches to the class. Next have the class read an excerpt of Lincoln Steffens’s The Shame of the Cities .

Page 53 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) Conduct a class discussion on the problem of corruption, the reasons for it, and whether or not Steffens’s proposed solution is viable.
Review with students the Credit Mobilier scandal. Organize the class into small groups and have each group discuss why it was wrong for Credit Mobilier to offer and for government officials to accept shares of stock in the company. Each group should write a list of reasons. Have students use their lists to write a letter to President Grant expressing their concern and anger over the scandal. Discuss possible reforms as well as government and business corruption today.
Have students work individually or in pairs to create a sequencing chart showing the series of events that led to the Pendleton Civil Service Act. Have volunteers share their charts. Create a class chart for all students to see.
Have students design a supplementary Web page to the National Grange Web site describing the difficulties that farmers faced in the late 1800s and reforms that the Grange proposed and supported at the time. Have students share their web pages with the class. Guide students in a discussion of the ways in which

Page 54 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) farmers might have communicated with each other in the time before the Internet, TV, radio, or telephone.
Organize students into small groups. Have students design a political cartoon depicting farmers and the National Grange’s struggle with the railroads. Then have students draw another large political cartoon showing industry’s view of government regulation of private business. Have each group display its cartoons to the class. Guide students in a discussion about whether the Grange or the Populists were successful in their campaigns to establish fair shipping rates for large and small farmers.
Organize the class into groups of three. Within each group, assign each student one of the 1892 presidential candidates. Each student will be responsible for researching the candidate and the issues in the election. Have students use their research to develop a campaign strategy, slogan, and a speech with three to five major points that could have been delivered by their assigned candidate. Have students present their speeches and campaign materials to the class.
Have students imagine that they are leaders of the Populist Party and compose a short speech in whic h

Page 55 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) they explain why the issue of free silver is so important to your cause.
Give students an outline of the election of 1896, including the candidates, issues, and speeches. Have students write a short essay explaining how they would have voted for and why. Discuss the election and the reasons why McKinley managed to defeat Bryan.
Have students make a three- column chart showing the conflict between labor and management. To complete the chart, students will fill in the incident, cause, and effect.
Have students research labor unions and their effects on business in the United States during the late 1800s. Write a newspaper editorial that explains your viewpoint on whether labor unions were useful in the workforce. Include supporting facts to back up your views.
Have students research the scandals and figures of the late 1800s. Write an editorial describing the corruption in the cities and what you think should be done about it. USII.6 Analyze the causes and Students will KNOW:
Have students develop a list of the
Document-based essays course of America’s growing
causes and course of America’s growing potential benefits for the U.S. if it
Teacher-generated quiz or test with role in world affairs from the role in world affairs from the Civil War to changed its foreign policy to one of matching, multiple choice, and open- Civil War to World War I. (H, World War I. expansion. Then have students response questions April - May E)
influence of the ideas associated with develop a list reasons why the U.S.
Charts Social Darwinism should steer clear of foreign
Graphic organizers A. the influence of the ideas
causes and effects of American expansion. entanglements and concentrate on
Comic books associated with Social
America’s growing influence in Hawaii development within its existing
Letters

Page 56 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) Darwinism leading to annexation borders. Create a class list. Use it
Speeches B. the purchase of Alaska
causes and effects of the Spanish-American as a basis for a discussion about
Diary entries from Russia War. expansion and imperialism.
Cartoons C. America’s growing
reasons for the Open Door policy and its
Draw four rectangles for students
Group presentations influence in Hawaii leading to impact on the U.S. and international to see. Label the rectangles with the
Reports annexation relations. main topics—imperialist activity,
Posters D. the Spanish-American
foreign policy established by the Roosevelt taking control of Hawaii, influence
Rankings and rationales War Corollary, including its purposes and uses. in China, and influence in Japan. E. U.S. expansion into Asia
America’s role in the building of the Guide students in a discussion of the under the Open Door policy Panama Canal. four topics. As students name the F. President Roosevelt’s
diplomacy established by Theodore main points in each topic, record Corollary to the Monroe Roosevelt (“Big Stick”), William H. Taft them in the rectangles. Have Doctrine (“Dollar Diplomacy”) and Woodrow Wilson students copy the completed graphic G. America’s role in the (“Moral” Diplomacy). organizer. building of the Panama Canal
causes and consequences of President
Guide students in a discussion H. President Taft’s Dollar Wilson’s intervention in Mexico as well as about the causes and effects of Diplomacy America’s entry into World War I. imperialism. Make a list of the I. President Wilson’s
U.S. entered the imperialist competition causes and effects of U.S. intervention in Mexico late, but it soon extended its power and imperialism for all to see. Have American entry into World influence in the Pacific and Latin America. students copy the chart or graphic War I
quick victory in the Spanish-American War organizer. gave the U.S. a new role as a world power.
Divide the class in half. Assign
U.S. exerted its influence in Latin America one half of the students documents and the Pacific. written from the imperialist U.S. intervention strained relations between perspective. Assign the other half a the U.S. and Mexico. document set written by anti-
Rivalries among European nations led to the imperialists. Have students analyze outbreak of World War I. the documents and list arguments in
U.S. entered the First World War because of favor of their assigned perspective. Germany’s use of unrestricted submarine Guide students in an informal debate warfare, bankers and munitions makers, the between imperialists and anti- Zimmermann Telegram, and Wilson’s imperialists. After students voice “Messiah” complex. the arguments. Have the class make
U.S. helped turn the tide for an Allied a chart showing the arguments of victory in World War I. each side.
U.S. mobilized a variet y of resources to
Give students an uncompleted

Page 57 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) wage World War I. chart with a list of the causes of the Students will be able to DO: Spanish American War. Have
Write document-based essays students research the causes and
Participate actively in simulations complete the chart by explaining
Conduct research how each factor led to war. Divide
Write editorials the class into small groups. Have
Write short essays each group rank order the causes
Write a diary entry and write a rationale explaining their
Create political cartoons rankings. Have each group present
Make charts and graphic organizers its findings to the class.
Debate issues associated with U.S.
Have students participate in a imperialism simulation on the decision to go to
Create visuals war in Spain. After having students
Write a report read background information about
Make a comic book using Comic Life the causes of the Spanish-American
Give group presentations War, explain to them that will be
Write a speech serving as advisers to President
Analyze primary and secondary documents McKinley as he considers his
Rank order the causes of U.S. entry into options during the Fall of 1898. World War I and write a rationale explaining Divide the class into small groups. the ranking. Assign each group one of three
Write a document-based essay on the causes options—fulfill our national destiny, of U.S. entry into World War I. preserve our democratic values, or carefully calculate our interests. Each group will read background information on its option as well as a set of documents supporting their assigned option. Have each group compose a position paper addressed to President McKinley recommending a course of action. Have each group deliver its position to the class. Discuss McKinley’s decision and its ramifications.
Divide the class in half. Assign one half a set of documents in which

Page 58 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) the authors favor the annexation of the Philippines. Assign the other half of the class a set of documents in which the authors oppose the annexation of the Philippines. Conduct an informal debate between the two sides. Debrief. As a class, discuss which side presented the stronger arguments.
Have students write a document- based essay in which they answer the following: Was imperialism a proper and legitimate policy for the U.S. to follow at the turn of the nineteenth century?
Guide students in a discussion about how Cuban rebels might have reacted when the USS Maine was sunk and the U.S. was deciding whether or not to go to war over the incident. The rebels can either join the United States, or they can remain independent and try to continue their fight against Spanish domination without foreign support. Remind students of the risks of either course of action. Have students decide which course of action they believe would have been most effective in winning Cuban independence. Then have students write a speech from the perspective of a Cuban rebel in which they try to convince other Cuban rebels to join them in their struggle. Have volunteers read their speeches.

Page 59 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Have students create two editorial cartoons that might have appeared in a U.S. newspaper celebrating the victories. One cartoon should focus on the U.S. victory in the Philippines; the other should focus on the U.S. naval victory in Cuba. Then have students write an editorial for a Spanish newspaper lamenting Spain’s defeat, the humbling of its navy, and the end of one of the world’s great imperial powers. Have students present their work. Guide students in a discussion of the points of view.
Remind students that U.S. newspapers covered the Spanish- American War thoroughly and sent artists like Frederic Remington to provide illustrations. Have students analyze his work on the Rough Riders. Then have students create two illustrations, one that shows the Battle of San Juan Hill as described by Theodore Roosevelt, and the other showing the U.S. Navy fleet in the Battle of Santiago. Share the visuals with the class.
Have students create outline maps of Latin America and show U.S. intervention there.
Guide students in a discussion about the events that led up to the building of the Panama Canal. Show them pictures of the hardships workers faced. Organize the class

Page 60 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) into small groups. Have each group work together to write a poem and design a poster to honor the hard- working people who built the canal. Have students include their poem in their poster.
Have students analyze documents dealing with the Panamanian rebellion and the way in which the U.S. acquired rights to the Panama Canal Zone. Have students write a one-page letter to President Theodore Roosevelt, either praising or condemning his actions in securing the rights to build the Panama Canal. Have students read their letters to the class.
Have students imagine they are canal workers and write a diary entry explaining the hardships that they face.
Have students make a chart showing the countries U.S. intervened in as well as a description of the type of intervention.
Have students draw three ladders on their own paper, and then have them label the top using the topics— dictatorship sparks a revolution, the U.S. intervenes, the revolution concludes. Have students describe and explain the major ideas of each topic on the rungs of the corresponding ladder. Have students write a short essay that expresses the thoughts and feelings

Page 61 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) that a Mexican citizen in the early 1900s might have had about the Mexican Revolution and the subsequent political turmoil in the country.
Divide the class into small groups. Assign each group a political cartoon dealing with U.S. intervention in the Mexican Revolution. Have each group complete a cartoon analysis.
Have students conduct research to learn about the events that led to this historic handover. Then create a report that analyzes the reasons that the United States gave up the canal and the Canal Zone to Panama.
Have students conduct research and take notes on the politics, the economic effects, cultural clashes, and resulting unity and diversity relating to American imperialism. Then have them use the interactive template to write a report.
Have students research yellow journalism and how it affected the Spanish-American War. Then write a news article that might have appeared in one of New York City's daily newspapers, telling about a major event of the Spanish- American War.
Have students research the effects of human and geographic factors on the construction of the Panama Canal. Physical factors include

Page 62 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) landforms, climate, and weather. Human factors should focus on the use of technology and the reasons humans modified the environment, along with the hazards people faced. Then create a poster about the canal, highlighting the most important details.
Have students write a document- based essay dealing with views on American expansionism. What factors influenced the decision to annex Hawaii?
Have students select a topic from this unit and design a comic book on the topic or issue.
After students analyze primary and secondary sources dealing U.S. entry into the First World War, divide the class into small groups to rank order the causes of U.S. entry and write a rationale explaining their rankings. Share findings with the class.
Write a document-based essay on the causes of U.S. entry into the First World War.

Page 63 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) HISTORY AND GEOGRAPHY CONCEPTS AND SKILLS 1. Apply the skills of pre- Students will KNOW: Skills are named in PK-7 curriculum Students will use TimeLiner 5.1 on a Throughout kindergarten through grade
The themes of history and geography. documents. variety of assignments throughout the year seven. to get a good understanding of progress, and sequences throughout history. Students will be able to DO:
Apply the skills of pre-kindergarten through grade seven. 2. Identify multiple ways to Students will KNOW:
Students will use TimeLiner 5.1
Time lines Throughout express time relationships and
Multiple ways to express time relationships on a variety of assignments
Graphic organizers dates (for example, 1066 AD and dates. throughout the year to get a good
Tests is the same as 1066 CE, and understanding of progress, and both refer to a date in the Students will be able to DO: sequences throughout history. eleventh or 11 th century, which
Create a time line and/or chronology.
Students will use Inspiration and is the same as the 1000s).
Make various graphic organizers showing other software to devise graphic Identify countries that use a the sequence of events. organizers and concept maps different calendar from the throughout the course. one used in the U.S. and explain the basis for the difference. (H) 3. Interpret and construct Students will KNOW:
Students will use TimeLiner 5.1
Time lines Throughout timelines that show how
How various events, issues, trends in on a variety of assignments
Graphic organizers events and eras in various American history relate to global events. throughout the year to get a good
Tests parts of the world are related understanding of progress, and to one another. (H) Students will be able to DO: sequences throughout history.
Interpret and construct time lines that show
Students will use Inspiration and how events and eras in various parts of the other software to devise graphic world are related to one another. organizers and concept maps throughout the course. 4. Interpret and construct Students will KNOW:
Throughout the course students
Graphs Throughout charts and graphs that show
How to interpret and construct charts and will be required to read graphs that
Tests quantitative information. (H, graphs that show quantitative information. show variety of statistics and
Worksheets C, G, E) historical data and often times create their own graphs based on Students will be able to DO: information given.

Page 64 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Interpret and construct charts and graphs that show quantitative information. 5. Explain how a cause and Students will KNOW:
Make charts, graphs, graphic
Charts, graphs, graphic organizers, and Throughout effect relationship is different
how a cause and effect relationship is organizers, and concept maps concept maps. from a sequence or correlation different from a sequence or correlation of showing cause and effect
Essays of events. (H, C, E) events. relationships.
Tests
Write essays dealing with cause Students will be able to DO: and effect relationships.
Explain how a cause and effect relationship is different from a sequence or correlation of events.
Find the differences between when given information in the following varieties: cause and effect, sequential, or correlation of events.
Make charts, graphs, graphic organizers, and concept maps showing cause and effect relationships.
Write essays dealing with cause and effect relationships.

6. Distinguish between long- Students will KNOW:
Analyze various events dealing
Charts, graphs, graphic organizers, and Throughout term and short-term cause and
Difference between short-term and long- with both short-term and long-term concept maps. effect relationships. (H, G, C, term cause and effect relationships. cause and effect relationships, such
Essays E) as Nat Turner’s Rebellion, the Civil
Tests Students will be able to DO: War, the Triangle Shirtwaist Factory
Distinguish between long-term and short- Fire and the Spanish-American War. term cause and effect relationships.
Make charts, graphs, graphic
Make distinctions between the types of organizers, and concept maps cause and effect relationships. showing cause and effect
Make charts, graphs, graphic organizers, relationships. and concept maps showing cause and effect
Write essays dealing with cause relationships. and effect relationships.

Page 65 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) 7. Show connections, causal Students will KNOW:
Analyze and evaluate
Graphic organizers and concept maps. Throughout and otherwise, between
connections, causal and otherwise, between multitudinous events and make
Essays particular historical events and particular historical events and ideas and connections between various
Tests ideas and larger social, larger social, economic, and political trends moments in time and between past
Multimedia presentations economic, and political trends and developments. and present. For instance, one could and developments. (H, G, C, compare the antebellum reform E) movements to those of the Gilded Students will be able to DO: Age and Progressive Era. Or the
Show connections, causal and otherwise, class trace the notion of manifest between particular historical events and ideas destiny throughout American and larger social, economic, and political history. trends and developments.
Write document-based essays that
Make various connections. show connections between events,
Write essays dealing with connections. ideas, trends, and developments
Measure continuity and change over time. across time.
Construct concept maps and graphic organizers that show connections.
Have students make multimedia presentations that demonstrate connections. 8. Interpret the past within its Students will KNOW:
Implement a variety of simulations
Simulations Throughout own historical context rather
how to interpret the past in its own context and role plays throughout the
Debates than in terms of present-day as opposed to through the glasses of a student course, such as a congressional
Mock trials norms and values. (H, E, C) living in current time. debate over Mexican War, a mock
Journal entries trial of Dred Scott v. Sanford , a
Editorials mock trial of In re Debs , or a
Cartoons Students will be able to DO: Washington Cabinet meeting.
Comic books
Look at an event as someone from the time
Engage students with reader’s being studied. theater activities dealing with topics
Actively participate in debates and such as the assassination of Lincoln, simulations. the Lizzie Borden murder trial, or
Write from an assigned perspective. the Scopes Trial.
Debate an issue.
Assign students primary sources
Make a political cartoon or comic book. to read. Then they participate in a debate over issue such as laissez -

Page 66 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) faire and the general welfare state.
Have students write journal entries or editorials from an assigned perspective dealing with a particular issue, such as the debate over Hamilton’s financial program, slavery issue, or even working conditions.
Have students analyze historic political cartoons and/or create their own. 9. Distinguish intended from Students will KNOW:
Analyze and evaluate evidence
Essays Throughout unintended consequences. (H,
The differences between intended v. and information, especially in
Tests E, C) unintended consequences. primary sources, that deal with
Multimedia presentations intended and/or unintended
Students will be able to DO: consequences. For example, the

Distinguish intended from unintended class might study the impact of consequences. disease on history, or the
Analyze and evaluate primary and environmental degradation resulting secondary sources. from the Second Industrial Revolution, or even the impact of the Triangle Fire on reform. 10. Distinguish historical fact Students will KNOW:
Have students analyze sets of
Essays Throughout from opinion. (H, E, C)
The difference between fact and opinion. primary and secondary sources on
Tests controversial issues. Then conduct a
Multimedia presentations Students will be able to DO: Socratic seminar discussion on
Distinguish historical fact from opinion. interpretations of events change over
Detect bias. time.
Analyze and evaluate sources of evidence.
Have students write document-
Write document-based essays dealing with based essays. various issues.
Give students readings to interpret. Have them identify if the arguments are facts or opinions. Then have them justify their answers.

Page 67 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) 11. Using historical maps, Students will KNOW:
Have students interpret historical
Tests Throughout locate the boundaries of the
The locations of the major world empires maps or interactive maps dealing
Outline maps major empires of world throughout the history of the world on a with topics such as imperialism or
Interactive map activities history at the height of their political map. the War of 1812. powers. (H, G)
Throughout the course have students complete outline maps of Students will be able to DO: various events and periods.
locate the major empires of world history on a political map.
complete outline maps and interactive map activities. CIVICS AND GOVERNEMENT CONCEPTS AND SKILLS 12. Define and use correctly Students will KNOW:
While examining the foreign
Presentations September the following words and
The terms Magna Carta, parliament, influences on our government used
Charts and January terms: Magna Carta, habeas corpus, monarchy, and absolutism . by our founding fathers we will
Test through parliament, habeas corpus,
Some of the basic fundamental ideas and investigate Europe’s government.
Debate February monarchy , and absolutism . (C) documents we used in creating our own Students will split into groups with Constitution. one group investigating different
The definitions of some basic keywords of government’s of the day: government’s history. England’s government of 1215
Define the terms over to the side and be England’s government of 1600 able to recall where and how they were used . England’s government of 1776
Explain how the terms influenced the France’s government of 1776 development of America’s core beliefs. The potential government ideas of the Enlightenment. Students will be able to DO:
Have students read excerpts of
Define and use correctly the following important philosophers, such as words and terms: Magna Carta, parliament, Aristotle, Hobbes, Locke, and habeas corpus, monarchy , and absolutism. Rousseau. Then have them make a
Define the terms over to the side and be chart of the various forms of able to recall where and how they were used. government.
Explain how the terms influenced the
Have students analyze documents development of America’s core beliefs. dealing with Lincoln’s decision to suspend the writ of habeas corpus.
Then have students debate the pros

Page 68 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) and cons of Lincoln’s decision. Ask students how we can balance our civil liberties with national security. GENERAL ECONOMICS CONCEPTS AND SKILLS 13. Define and use correctly Students will KNOW:
Through use and examples
Tests Throughout mercantilism, feudalism,
The definitions of mercantilism, feudalism, students will be able to explain some
Open-response essays economic growth, and economic growth, and entrepreneur and are basic terms in founding economic entrepreneur. (E) able to use in sentences. principles.

Students will be able to DO:
Define and use correctly mercantilism, feudalism, economic growth, and entrepreneur . 14. Explain how people or Students will KNOW:
Students are given a mock budget
Mock Budget Case Study September communities examine and
How people or communities examine and that they will be in charge of
Simulation and March weigh the benefits of each weigh the benefits of each alternative when meeting. The Executive and
Museum exhibit and alternative when making a making a choice and that opportunity costs Legislative branches will work
Debate periodically choice and that opportunity are those benefits that are given up once one together to find the best use of the
Memos throughout costs are those benefits that alternative is chosen. money offered.
Tests the course. are given up once one
After reading primary sources
Open-response alternative is chosen. (E) Students will be able to DO: dealing with Shays’s Rebellion,
Explain how people or communities such as the General Benjamin examine and weigh the benefits of each Lincoln’s account, the Hampshire alternative when making a choice and that County Convention’s resolutions, opportunity costs are those benefits that are and the correspondence of given up once one alternative is chosen. Washington and Jefferson, have
Analyze readings and participate in a students create a museum exhibit debate. or debate page showing the causes,
Participate in a simulation. effects, and key events of Shays’s
Write a memo and /or reaction. Rebellion. Students could include
Create a museum exhibit. items such as original political cartoons, choice quotations of opposing viewpoints, an inscription on a historical marker, and chronology.

Page 69 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Read primary sources showing the differences of opinion on issues such as the National Bank, the protective tariff, whiskey excise, and assumption of state debt.
Simulate a Washington Cabinet meeting with students playing the roles of Hamiltonians and Jeffersonians.
Organize students into pairs. Have each pair create two political cartoons—one supporting Hamilton’s proposal to consolidate states’ debts and the other opposing his proposal. Have students display and present their cartoons to the class.
Have students write a memorandum briefing Washington on the public reaction to Hamilton’s financial plan.
Have students analyze Washington’s Whiskey Rebellion Proclamation. Organize students in small groups to summarize the document in their own words. Have the students write a response to the proclamation by a farmer from Western Pennsylvania.
Give one have of the class readings supporting laissez-faire economics and the philosophy of Social Darwinism to analyze. Have the other analyze a document set supporting a general welfare state. Have the two sides face off in a

Page 70 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) debate centering on a series of open- ended questions. 15. Explain how financial Students will KNOW:
After an initial lesson on the stock
Progress on the market will determine June markets, such as the stock
How financial markets, such as the stock market we will then begin a short, grade. market, channel funds from market, channel funds from savers to once a week mock stock market savers to investors. (E) investors. project using the daily papers.

Students will be able to DO:
Explain how financial markets, such as the stock market, channel funds from savers to investors. 16. Define and use correctly Students will KNOW:
In an interactive lecture, students
On the economics unit test these words June gross domestic product,
how to define and use correctly gross and teacher will discuss the will need to be defined. economic growth, recession, domestic product, economic growth, definitions of the aforementioned depression, unemployment, recession, depression, unemployment, words. *ADV – Advanced test open inflation, and deflation. (E) inflation, and deflation. response/essays opposed to the more fill in the blank, multiple choice essay of Students will be able to DO: standard class.
Define and use correctly gross domestic product, economic growth, recession, depression, unemployment, inflation, and deflation. 17. Explain how opportunity Students will KNOW:
Students as a class will be put in a
Participation and notebook grade June costs and tradeoffs can be
How competition among sellers lowers situation in chess where they are evaluated through an analysis costs and prices, and encourages producers to faced with the decision to trade a of marginal costs and benefits. produce more piece for better position and to then (E) explain their rationale. Students will be able to DO:
Afterwards we’ll then begin a
Explain how opportunity costs and quick discussion on marginal costs tradeoffs can be evaluated through an and benefits can beget tradeoffs. analysis of marginal costs and benefits. 18. Explain how competition Students will KNOW:
After basic discussions on supply
Participation and essay question to be on March – among sellers lowers costs and
How competition among sellers lowers and demand, students will theorize the economics unit test. April and prices, and encourages costs and prices, and encourages producers to on buying in bulk and why lower June producers to produce more. produce more. costs in larger numbers are better. *ADV – Advanced test open (E)
McDonalds case example. Dollar response/essays opposed to the more fill in

Page 71 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) Menu. the blank, multiple choice essay of
Guide students in a review of standard class Students will be able to DO: horizontal and vertical integration as
Graphic organizers
Explain how competition among sellers it pertains to the growth of big
Biographies lowers costs and prices, and encourages business. After researching the
Simulations producers to produce more. business practices of Andrew
Design graphic organizers Carnegie and J.D. Rockefeller, have
Write a biography. the students work in small groups to
Conduct research. create graphic organizers illustrating
Participate in a simulation. the steps each industrialist took in
Analyze and evaluate sources. creating a monopoly.
Have the students research the lives of Carnegie, Rockefeller, and Morgan. Then have them write a concise biography on one of the three.
Have the students research the lives and business practices of Carnegie, Rockefeller, and Morgan. Have three volunteers assume the role of an industrialist, such as Carnegie, Rockefeller, and Morgan. Have the rest of the students play the role of muckraking journalists, who will compose fifteen pertinent questions each for the industrialists. Then have the class simulate a mock press conference between the muckrakers and the industrialists. Guide the class in a discussion of how these tycoons should be remembered. Should they be depicted as “robber barons” or “captains of industry,” or somewhere between the two extremes.

Page 72 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Have students analyze and evaluate Carnegie’s essay the “Gospel of Wealth”. Have the students identify Carnegie’s thesis. Ask them to evaluate his arguments and his statement: “Yesterday’s luxuries have become today’s necessities.”
Guide students in a discussion of the types of stores available to consumers today, and where they tend to be located. Review with students how a downtown area of a small town might have looked in the 1800s. Have students make a list of the types of stores that would have been located in the town. Have volunteers share their lists. Ask students to list the advantages and disadvantages of shopping today at a department store or a “big box” store. Have students write an editorial either opposing or supporting the opening of a large department store in the 1880s.
Have the students analyze primary sources such as advertisements and architectural plans that depict middle-class life between 1870 and 1917. Divide the class into groups and have the students to identify what each source reveals about the values and attitudes of the time, the roles of men and women, and people’s aspirations and fears. Have each group report its findings and to

Page 73 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) provide examples for the rest of the class.
Have students write a document- based essay addressing the issue of whether or not the great industrialists were robber barons or captains of industry.
After researching working and living conditions, have students read about the Pullman Strike and In Re Debs . Assign students key roles. Conduct a mock trial of Eugene Debs.
Have students analyze graphs and charts dealing with the economic crises of the late nineteenth centuries. Then have them design graphic organizers that show the various forms of business consolidation and the effects of the growth of big business. 19. Describe the role of buyers Students will KNOW:
Gas case study on price of
Responses in case study to be graded. September, and sellers in determining the
The role of buyers and sellers in gasoline at the current market value.
Debate April and equilibrium price, and use determining the equilibrium price, and use Who determines the Oil at $99 a
Museum exhibit June and supply and demand to explain supply and demand to explain and predict barrel stat?
Essay periodically and predict changes in changes in quantity and price.
Have students research the debate
Campaign strategy throughout quantity and price. (E) over using the gold standard or “free
Web page the course. silver” in the late nineteenth century. Students will be able to DO: Divide the class in half. Have one
Describe the role of buyers and sellers in group deliver the case for using the determining the equilibrium price, and use gold standard and the other the free supply and demand to explain and predict coinage of silver on a ratio of 14 to changes in quantity and price. 1.
Deliver an argument.
After reading primary sources
Create a museum exhibit. dealing with Shays’s Rebellion,
Create a campaign strategy. such as the General Benjamin

Page 74 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Write an essay. Lincoln’s account, the Hampshire
Design a web page. County Convention’s resolutions, and the correspondence of Washington and Jefferson, have students create a museum exhibit or debate page showing the causes, effects, and key events of Shays’s Rebellion. Students could include items such as original political cartoons, choice quotations of opposing viewpoints, an inscription on a historical marker, and chronology.
Have students design a supplementary Web page to the National Grange Web site describing the difficulties that farmers faced in the late 1800s and reforms that the Grange proposed and supported at the time. Have students share their web pages with the class. Guide students in a discussion of the ways in which farmers might have communicated with each other in the time before the Internet, TV, radio, or telephone.
Organize students into small groups. Have students design a political cartoon depicting farmers and the National Grange’s struggle with the railroads. Then have students draw another large political cartoon showing industry’s view of government regulation of private business. Have each group display its cartoons to the class. Guide

Page 75 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) students in a discussion about whether the Grange or the Populists were successful in their campaigns to establish fair shipping rates for large and small farmers.
Organize the class into groups of three. Within each group, assign each student one of the 1892 presidential candidates. Each student will be responsible for researching the candidate and the issues in the election. Have students use their research to develop a campaign strategy, slogan, and a speech with three to five major points that could have been delivered by their assigned candidate. Have students present their speeches and campaign materials to the class.
Have students imagine that they are leaders of the Populist Party and compose a short speech in which they explain why the issue of free silver is so important to your cause. Give students an outline of the election of 1896, including the candidates, issues, and speeches. Have students write a short essay explaining how they would have voted for and why. Discuss the election and the reasons why McKinley managed to defeat Bryan. 20. Describe how the earnings Students will KNOW:
After researching working and
Mock trial simulation project November, of workers are affected by the
How the earnings of workers are affected living conditions, have students read
Statistical analysis March and market value of the product by the market value of the product produced about the Pullman Strike and In Re
Test periodically

Page 76 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) produced and worker skills. and worker skills. Debs . Assign students key roles.
Open-response throughout (E) Conduct a mock trial of Eugene the course. Debs. *ADV – Advanced test open Students will be able to DO:
Have students analyze statistics response/essays opposed to the more fill in
Describe how the earnings of workers are and primary sources dealing with the blank, multiple choice essay of affected by the market value of the product working conditions in Jacksonian standard class produced and worker skills. America. Then have them answer a
Analyze statistical data and draw series of questions on how the conclusions. earnings of workers are affected by the market value of the product produced and worker skills.
Consumer economy, Case Study with Ford in the early 20 th century. 21. Identify the causes of Students will KNOW:
Give students statistical
Charts and graphs March – inflation and explain who
The causes of inflation and explain who information on the impact inflation,
Thesis statements April and benefits from inflation and benefits from inflation and who suffers from the rise of big business, population
Document-based essays periodically who suffers from inflation. (E) inflation. growth, and other factors had upon
Tests throughout farmers in the Gilded Age and
Web page course Progressive Era. Then have make
Political cartoons Students will be able to DO: charts and line graphs to organize
Campaign strategy
Identify the causes of inflation and explain the information. In groups students
who benefits from inflation and who suffers could devise thesis statements
from inflation. explaining why farmers suffered
Design a web page. from inflation and other economic
Design political cartoons. developments of the period.
Develop a campaign strategy.
Have students design a supplementary Web page to the National Grange Web site describing the difficulties that farmers faced in the late 1800s and reforms that the Grange proposed and supported at the time. Have students share their web pages with the class. Guide students in a discussion of the ways in which farmers might have communicated

Page 77 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) with each other in the time before the Internet, TV, radio, or telephone.
Organize students into small groups. Have students design a political cartoon depicting farmers and the National Grange’s struggle with the railroads. Then have students draw another large political cartoon showing industry’s view of government regulation of private business. Have each group display its cartoons to the class. Guide students in a discussion about whether the Grange or the Populists were successful in their campaigns to establish fair shipping rates for large and small farmers.
Organize the class into groups of three. Within each group, assign each student one of the 1892 presidential candidates. Each student will be responsible for researching the candidate and the issues in the election. Have students use their research to develop a campaign strategy, slogan, and a speech with three to five major points that could have been delivered by their assigned candidate. Have students present their speeches and campaign materials to the class.
Have students imagine that they are leaders of the Populist Party and compose a short speech in which they explain why the issue of free

Page 78 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) silver is so important to your cause. Give students an outline of the election of 1896, including the candidates, issues, and speeches. Have students write a short essay explaining how they would have voted for and why. Discuss the election and the reasons why McKinley managed to defeat Bryan.

22. Define and distinguish Students will KNOW:
Define and discuss absolute and
Terms to be on Economics Unit Test March – between absolute and
The definitions and differences between comparative advantage.
Mock press conference April, June, comparative advantage , and absolute and comparative advantage , and
Guide students in a review of
Graphic organizers and explain how most trade occurs explain how most trade occurs because of horizontal and vertical integration as
Biographies periodically because of comparative comparative advantage in the production of a it pertains to the growth of big throughout advantage in the production of particular good or service. business. After researching the *ADV – Advanced test open the course. a particular good or service. business practices of Andrew response/essays opposed to the more fill in (E) Students will be able to DO: Carnegie and J.D. Rockefeller, have the blank, multiple choice essay of
Define and distinguish between absolute the students work in small groups to standard class and comparative advantage , and explain how create graphic organizers illustrating most trade occurs because of comparative the steps each industrialist took in advantage in the production of a particular creating a monopoly. good or service.
Have the students research the
Construct graphic organizers. lives of Carnegie, Rockefeller, and
Write a biography. Morgan then write a concise
Conduct research. biography on one of the three.
Analyze and evaluate the business practices
Have the students research the of tycoons. lives and business practices of Carnegie, Rockefeller, and Morgan. Have three volunteers assume the role of an industrialist, such as Carnegie, Rockefeller, and Morgan. Have the rest of the students play the role of muckraking journalists, who will compose fifteen pertinent

Page 79 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) questions each for the industrialists. Then the class simulates a mock press conference between the muckrakers and industrialists. Guide class in a discussion of how these tycoons should be remembered. Should they be depicted as “robber barons” or “captains of industry,” or somewhere between the two extremes. 23. Explain how changes in Students will KNOW:
Relating to gas case study and the
Short answer question on economics June exchange rates affect balance
How changes in exchange rates affect price of gasoline today. unit test. of trade and the purchasing balance of trade and the purchasing power of
Discuss our current monetary power of people in the United people in the United States and other backing and how it will affect other *ADV – Advanced test open States and other countries. (E) countries. countries on a day to day basis response/essays opposed to the more fill in the blank, multiple choice essay of Students will be able to DO: standard class
Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries. 24. Differentiate between Students will KNOW:
Students will define and explain
Short Answer question on economics June fiscal and monetary policy.
The differences between fiscal and the terms fiscal and monetary unit test. (E) monetary policy policies and then their uses.

Students will be able to DO:
Differentiate between fiscal and monetary policy. U.S. ECONOMICS SKILLS 25. Explain the basic Students will KNOW:
Read primary sources showing the
Tests September, economic functions of the
The basic economic functions of the differences of opinion on issues
Debate November, government in the economy of government in the economy of the United such as the National Bank, the
Cartoons March – the United States. (E) States. protective tariff, whiskey excise, and
Simulation April, and assumption of state debt.
Memo periodically

Page 80 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment)
Simulate a Washington Cabinet
Editorial throughout Students will be able to DO: meeting with students playing the
Simulation the course.
Explain the basic economic functions of the roles of Hamiltonians and government in the economy of the United Jeffersonians. States.
Organize students into pairs.
Analyze and evaluate government policy. Have each pair create two political
Participate in a debate. cartoons—one supporting and one
Create political cartoons. opposing Hamilton’s proposal to
Write a memo. consolidate states’ debts. Have
Write an editorial. students display and present their
Participate in a simulation. cartoons to the class.
Have students write a memorandum briefing Washington on the public reaction to Hamilton’s financial plan.
Have students analyze Washington’s Whiskey Rebellion Proclamation. Organize students in small groups to summarize the document in their own words. Have the students write a response to the proclamation by a farmer from Western Pennsylvania.
Give one have of the class readings supporting laissez-faire economics and the philosophy of Social Darwinism to analyze. Have the other analyze a document set supporting a general welfare state. Have the two sides face off in a debate centering on a series of open- ended questions.
Have the students conduct research on Jackson’s policies regarding the Second Bank of the United States. Have students write

Page 81 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) an editorial from the perspective of an American citizen in 1832. Students should support or oppose Jackson’s policies.
Assign each student one of the following positions on the National Bank: Jackson, Webster, and Biddle. Have each student analyze his chosen position through primary sources. Then conduct a debate on Jackson’s war on the National Bank.
Simulate TR’s intervention between labor and management in the coal strike of 1902. Have students conduct research about the strike and TR’s presidency. Assign students roles to play. In scene one, have TR meet with representatives of coal operators and the United Mining Workers of America. In scene two, have TR meet with his advisers to weigh the pros and cons of the available alternatives. In scene three, moderate a Coal Commission hearing in which lawyers representing labor and management question witnesses and make arguments. Audience members should take notes and critique TR’s decision as well as the arguments made by labor and management. To close, divide students into groups to examine similar case studies and provide the president with suggested courses of action.

Page 82 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) 26. Examine the development Students will KNOW:
Read primary sources showing the
Tests September, of the banking system in the
The development of the banking system in differences of opinion on issues
Debate November, United States, and describe the the United States, and describe the such as the National Bank, the
Cartoons March – organization and functions of organization and functions of the Federal protective tariff, whiskey excise, and
Simulation April, June the Federal Reserve System. Reserve System. assumption of state debt.
Memo and (E)
Simulate a Washington Cabinet
Editorial periodically meeting with students playing the
Students will have to fill out research throughout Students will be able to DO: roles of Hamiltonians and guide on the Fed based on the websites the course.
Examine the development of the banking Jeffersonians. offered. system in the United States, and describe the
Organize students into pairs.
Chart organization and functions of the Federal Have each pair create two political Reserve System. cartoons—one supporting
Analyze and evaluate government policy. Hamilton’s proposal to consolidate
Participate in a debate. states’ debts and the other opposing
Create political cartoons. his proposal. Have students display
Write a memo and present their cartoons to the
Write an editorial class.
Conduct research and complete a chart.
Have students write a memorandum briefing Washington on the public reaction to Hamilton’s financial plan.
Have students analyze Washington’s Whiskey Rebellion Proclamation. Organize students in small groups to summarize the document in their own words. Have the students write a response to the proclamation by a farmer from Western Pennsylvania.
Give one have of the class readings supporting laissez-faire economics and the philosophy of Social Darwinism to analyze. Have the other analyze a document set supporting a general welfare state. Have the two sides face off in a

Page 83 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) debate centering on a series of open- ended questions.
Have the students conduct research on Jackson’s policies regarding the Second Bank of the United States. Have students write an editorial from the perspective of an American citizen in 1832. Students should support or oppose Jackson’s policies.
Assign each student one of the following positions on the National Bank: Jackson, Webster, and Biddle. Have each student analyze his chosen position through primary sources. Then conduct a debate on Jackson’s war on the National Bank.
After an interactive lecture on the history and actions of the Fed as well as the Bank of the United States students will independently research current actions taken by the Fed.
Have students complete a chart showing the political, social, and economic reforms that occurred under TR, Taft, and Wilson. Discuss the Wilson’s achievements in the New Freedom, particularly the formation of the Federal Reserve System.

27. Identify and describe laws Students will KNOW:
Have students complete a chart
Tests March - June and regulations adopted in the
Laws and regulations adopted in the United showing the political, social, and
Open-response answers United States to promote States to promote economic competition. economic reforms that occurred
Cartoon analyses

Page 84 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009 Gateway Regional School District

SCOPE & SEQUENCE United States History I – Standard & Advanced (focus on 1800s – Standards US.I.22 through US II.6)

Massachusetts Curriculum Possible Instructional Evidence of Student Learning Topics Month Standards Benchmarks Strategies (Assessment) economic competition. (E, H) under TR, Taft, and Wilson. Discuss the Wilson’s achievements Students will be able to DO: in the New Freedom, particularly the
Identify and describe laws and regulations formation of the FTC and the adopted in the United States to promote enactment of Clayton Antitrust Act. economic competition.
Have students analyze cartoons
Analyze and evaluate the effectiveness of depicting TR and his domestic antitrust legislation. policies. Have students fill out cartoon analysis sheets designed by the National Archives. Then have the students present their cartoon analysis to the class. Discuss the trust-busting that occurred under the Progressive presidents. 28. Analyze how federal tax Students will KNOW:
Explain in interactive lecture
Mock budget report June and spending policies affect
How federal tax and spending policies before leading into mock budget the national budget and the affect the national budget and the national meeting with executive and national debt. (E) debt. legislative branches of government

Students will be able to DO:
Analyze how federal tax and spending policies affect the national budget and the national debt.

Page 85 of 85 Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009