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Standard & Advanced 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. Jeffersonians. Alien and Sedition Acts position poster September C. the Alien and Sedition main arguments of the Virginia and Organize students into pairs. Alien and Sedition Acts essay -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
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