a american history 1 - edmentum...

Am

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y 1A

PLATO® Course

Teacher’s Guide

Table of Contents American History 1, Semester A Introduction...................................................................................................................................... 2 Overview........................................................................................................................................... 3 PLATO Courses Components.......................................................................................................... 4 American History 1, Semester A Overview.................................................................................... 8 American History 1, Semester A Instructional Units.................................................................... 9

Unit 1: People of the Old and Pre-Columbian Worlds (before 1492)....................................... 9 People of the Old and Pre-Columbian Worlds (before 1492) .................................................... 9 Unit 2: 1492–1763 ..................................................................................................................... 13 Europeans Explore the New World (1492–1763) .................................................................... 13 Emergence of a Unique American Culture (1607–1763) ........................................................ 13 Unit 3: 1763–1783 ..................................................................................................................... 20 Colonial Conflicts with Great Britain (1763–1775)................................................................. 20 American Patriots Fight for Independence (1776–1783) ........................................................ 20 Unit 4: 1783–1789 ..................................................................................................................... 26 The Critical Period.................................................................................................................... 26 The Creation and Adoption of a New Constitution ................................................................. 26 Understanding the United States Constitution ...................................................................... 27

Assessment and Testing................................................................................................................ 33 Unit Pretests ............................................................................................................................. 33 Unit Posttests............................................................................................................................ 33 Mastery Tests ............................................................................................................................ 33 Grading Rubrics ........................................................................................................................ 33 End-of-Semester Test................................................................................................................ 33

Appendix—Scope and Sequence ................................................................................................... 34 Unit 1: People of the Old and Pre-Columbian Worlds (before 1492)...................................... 35 Unit 2: 1492–1763 ..................................................................................................................... 36 Unit 3: 1763–1783 ..................................................................................................................... 38 Unit 4: 1783–1789 ..................................................................................................................... 40

Copyright © 2006 WorldView Software, Inc. All rights reserved. WorldView is a registered trademark of WorldView Software, Inc.

PLATO® Course Teacher’s Guide—American History 1A

Introduction PLATO Courses are a new learning environment where teachers can find a full course of enticing learning options for the classroom and learners can engage in interactive, self-paced learning. This Teacher’s Guide provides an abundance of information and materials to help teachers and students succeed. The Teacher’s Guide includes information about the following components:

• A Summary gives a brief synopsis of the unit.

• The Activity Matrix lists the title of the activity and the objectives covered by that activity, and it indicates which activities provide exemptions.

• A Pacing Guide is provided to give the instructor an overview of the unit with

guidelines for presenting instruction over a given timeframe.

• Assessment and Testing are crucial for providing correct placement and supporting instruction. This section explains the types of evaluations that are provided in the PLATO Courses, including formative grading rubrics and unit pretests. Summative tests include mastery tests, unit posttests, and end-of-semester tests.

• The Appendix includes the Scope and Sequence.

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Overview PLATO Courses were developed to give the educator a variety of ways to engage various learning modalities and to give the learner an opportunity to experience a range of standards and objectives to ensure academic success. PLATO Courses integrate WorldView courseware, offline learning activities, and interactive activities. A variety of assessment tools allows the educator to correctly place students at the appropriate learning level, to evaluate strengths and needs, to create individualized learning goals, and to determine proficiency. Reports assist the learner in understanding where he or she needs to focus to be academically successful against objectives. Guidelines and tools are provided to track student progress and to determine a final course grade. PLATO Courses give the educator control over the instructional choices for individual learners as well as the classroom. The educator may use all of the components as sequenced, or select specific activities to support and enhance instruction. PLATO Courses can be used in a variety of ways to increase student achievement.

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PLATO Courses Components For a quick snapshot of what the unit is about, go to the Summary section. The Activity Matrix provides a list of the activities by title, the objectives covered by each activity, and an indication of which activities can be exempted. Learning Activities—Two types of Learning Activities are available in PLATO Courses.

• Courseware—The WorldView courseware learning activities are the core of the

PLATO Courses. They provide students access to a standards-based curriculum and include a variety of online interactive learning formats, and problem-solving applications.

• Online Research—Internet research projects are the culminating activities for the

units. The objective is to create a performance-based or physical product, using both text-based skills on the Internet and hands-on activity, to reach kinetic and other types of learners. In moving from the first to the last project, instructional scaffolding on how to use the Internet is provided.

Within the courseware activities, learning aids assist the student. In American History 1, Semester A, these learning aids or tools include:

• Glossary—The Glossary contains a list of terms and definitions used in the course that

learners might need to look up. (To create a printed glossary terms activity sheet, use the left mouse button to click on “Glossary.” Then click “Options,” “Print,” “Words Only.” Choose the words you want in the printed glossary activity sheet. Click the right arrow and then click “Print.”)

• Notable People—The Notable People Library contains brief biographies of significant individuals. (To create a printed Notable People activity sheet, use the left mouse button to click on “Notable People” from the Resource Library. Then click “Options,” “Print,” “Names Only.” Choose the names you want in the printed Notable People activity sheet by clicking on them. Click the right arrow and then click “Print.”)

• Chronology Library—The Chronology Library lists significant dates with a brief description of their importance.

• Notebook—The Notebook is an online version of a paper notebook. Learners can take notes on important points, edit them, and refer to them to refresh their knowledge.

Pacing Guides—Pacing Guides at the beginning of each unit assist in the delivery of instruction. The guides help plan what to teach and when to teach it. Each Pacing Guide lists the learning activity, the type of activity, and a daily timeline for instruction. Related Resources—A list of related resources and websites can be found on the PLATO Support Site, and are accessed via the PLATO Course Teacher Learning Path.

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Assessment and Testing—Best practices in assessment and testing call for a variety of tools to be used in the evaluation of student learning. Multiple data points more accurately present an evaluation of student strengths and needs. In support of this model of evaluation, PLATO Courses include:

• Unit pretests are provided for each course unit. The purpose of these assessments is

to determine the student’s previous knowledge. If the student scores the prescribed percentage on a unit pretest, he/she will be exempted from completing the related courseware.

• Unit posttests incorporate a variety of test items, ranging from multiple-choice to short-answer essay questions. The tests are provided in a print format and include answer keys for grading.

• Practice tests at the end of the courseware tutorials provide the student with clear

indicators of areas of strength and need. Mini-lessons are provided for those questions the student gets wrong.

• Mastery tests at the end of the courseware tutorials provide the teacher and the student with clear indicators of areas of strength and need. These tests are taken online.

• Grading rubrics allow the learner to understand what is expected of him/her on an Internet research project. Grading rubrics are provided in a print format for ease of use.

• End-of-semester tests assess the major objectives covered during the semester. By combining the unit pretest and unit posttest information with the End-of-Semester Test, the teacher has a clear picture of student progress.

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Grade Books—Grade books help the teacher to track grades and determine a final course grade.

Courseware—The anchor for the PLATO Courses is the selected WorldView courseware. Courseware used in American History 1, Semester A are the following:

• People of the Old and Pre-Columbian Worlds (before 1492) • Europeans Explore the New World (1492–1763) • Emergence of a Unique American Culture (1607–1763) • Colonial Conflicts with Great Britain (1763–1775) • American Patriots Fight for Independence (1776–1783) • The Critical Period (1783–1788) • The Creation and Adoption of a New Constitution (1787–1788) • Understanding the United States Constitution

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Pacing Guide The Unit Pacing Guide provides general time guidelines for presenting this unit. The days and activities are designed to fit your class schedule and needs, and may be adjusted.

o Unit 1 consists of one chapter. It should take about 12 class periods to complete, including a pretest (online), posttest (offline), and an Internet project (online research).

o Unit 2 consists of two chapters. It should take about 22 class periods to complete, including a pretest (online), posttest (offline), and an Internet project (online research).

o Unit 3 consists of two chapters. It should take about 22 class periods to complete, including a pretest (online), posttest (offline), and an Internet project (online research).

o Unit 4 consists of three chapters. It should take about 33 class periods to complete, including a pretest (online), posttest (offline), and an Internet project (online research).

o Final Day consists of the end-of-semester test (offline). It should take 1 class period.

At this pace, American History 1, Semester A will take about 90 class periods, or 18 weeks to complete the four units.

Unit Activities o On the first day of each unit, begin with a pretest (online). If the student scores the

prescribed percentage on a unit pretest, he/she will be exempted from completing the related unit courseware.

o Then cover the prescribed unit courseware.

o After completing the unit courseware, spend a day on the Internet project (online

research).

o On the final day, schedule a posttest (offline).

o On the last day of the semester, schedule an end-of-semester test (offline).

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American History 1, Semester A Overview Instructional Approach Interactive, problem-centered, and inquiry-based, each unit in American History 1, Semester A emphasizes the acquisition, mastery, and processing of information.

Instructional Strategies Instructional strategies used in American History 1, Semester A include:

• Socratic Instruction—In the tutorial mode, a question focuses the student. Then the student is provided with a mini-lesson that answers the question and provides more information.

• Student Centered Learning—Students can easily learn more about a topic by using the interactive features of the software.

• Interactive Instruction—Students learn from peers and teachers through discussion and sharing.

• Indirect Instruction—Students learn by observing, investigating, drawing inferences from data, or forming hypotheses.

• Independent Study—Students engage in a variety of activities, such as keeping journals or conducting research, to clarify and reflect upon their thinking.

• Experiential Learning—Students participate in an activity, share reactions and observations, analyze and process information, make inferences and generalizations, and apply learning to new situations.

• Instructional Skills—Students learn by listening to explanations and answering higher-level questions that require analysis, synthesis, or evaluation.

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American History 1, Semester A Instructional Units Unit 1: People of the Old and Pre-Columbian Worlds (before 1492)

Summary

People of the Old and Pre-Columbian Worlds (before 1492) Narrative and Extended overviews, factual questions, conceptual questions, map/graph questions, chronology questions, glossary, and notable people

1. People of the Old and Pre-Columbian Worlds (before 1492)

a. Prehistoric Peoples b. The Effect of Agriculture c. The Spread of Civilization d. The Greeks and the Romans e. The Middle Ages f. The Early Middle Ages g. The Late Middle Ages h. The Renaissance and the Protestant Reformation i. America before 1492 j. Native Americans in North America k. Native Americans in Central America l. The Meeting of Two Worlds

Additional resources related to the chapter are listed in the Pacing Guide. Unit Internet Project: The Status of Women in Old World and Pre-Columbian Societies

• Learner will be able to identify and explore the social, religious, political, and economic contributions of women in different European and Native American societies prior to contact.

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• Activity Matrix o If the student scores the prescribed percentage on a unit pretest, he/she

will be exempted from completing the related courseware.

Title Objective Type Exempt

People of the Old and Pre-Columbian Worlds (before 1492)

• Refer to the Appendix—Scope and Sequence Courseware (Factual and Chronology Study Questions)

People of the Old and Pre-Columbian Worlds (before 1492)

• Refer to the Appendix—Scope and Sequence Courseware (Conceptual and Map/Graph Study Questions)

Art • Learner will develop the ability to analyze and interpret visual data presented in photographs, paintings, cartoons, and other art forms.

Courseware

Graphs/Charts • Learner will develop the ability to analyze and interpret data in graphs and tables.

Courseware

Documents • Learner will develop the ability to analyze and evaluate information presented in primary and secondary source documents.

Courseware

Essays • Learner will develop the ability to evaluate and discuss issues orally and in writing.

Courseware

Maps • Learner will develop the ability to analyze and interpret data in historical and contemporary maps.

Courseware

Projects • Learner will develop skills to identify, analyze, and evaluate information by doing projects.

Courseware

Internet Research Project

• Learner will develop research skills by doing an Internet research project.

Online Research

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• Pacing Guide o The Unit Pacing Guide provides general time guidelines for presenting the

unit. The days and activities are designed to fit your class schedule and needs, and may be adjusted.

Unit 1—Week 1

Day Activity Type

1 Pretest—Unit 1 Online

2 People of the Old and Pre-Columbian Worlds (before 1492) Tutorial—Study Questions: Factual and Chronology (Use Resources: Overview Library and Chronology Library as references.)

Courseware

3 People of the Old and Pre-Columbian Worlds (before 1492) Tutorial—Study Questions: Conceptual and Map/Graph (Use Resources: Overview Library, Map Gallery, and Graph/Chart Gallery as references.)

Courseware

4 Select one of the following:

• Art: Native American Cliff Dwellings

• Graphs/Charts: Population of Central Mexico, 1519–1608

Courseware


• Documents: The Magna Carta

• Documents: The Origin Myths of the Montagnais

• Documents: The Iroquois Confederacy

Courseware

Unit 1—Week 2

Day Activity Type

1 Essays: Native American Society Courseware

2 Essays: Native American Society (continued) Courseware

3 Projects: Timeline Courseware

4 Internet Research Project: The Status of Women in Old World and Pre-Columbian Societies

Online Research

5 Internet Research Project: The Status of Women in Old World and Pre-Columbian Societies (continued)

Online Research

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Unit 1—Week 3

Day Activity Type

1 People of the Old and Pre-Columbian Worlds (before 1492)—Practice Test Courseware

2 People of the Old and Pre-Columbian Worlds (before 1492)—Mastery Test or Posttest—Unit 1

Courseware Offline

Related Resources and Extensions Related Resources provide further information, opportunities for investigation, and extension ideas. They are organized by activity/content type. A list of related resources and websites can be found on the PLATO Support Site, and are accessed via the PLATO Course Teacher Learning Path.

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Unit 2: 1492–1763

Summary

Europeans Explore the New World (1492–1763) Narrative and Extended overviews, factual questions, conceptual questions, map/graph questions, chronology questions, glossary, and notable people

2. Europeans Explore the New World (1492–1763) a. Exploration and Discovery b. The Spanish in the New World c. The French in the New World d. The English in the New World e. The Trans-Atlantic Slave Trade f. Imperial Tensions

Additional resources related to the chapter are listed in the Pacing Guide.

Emergence of a Unique American Culture (1607–1763) Narrative and Extended overviews, factual questions, conceptual questions, map/graph questions, chronology questions, glossary, and notable people

3. Emergence of a Unique American Culture (1607–1763) a. Settling the Southern Colonies b. The Virginia Company c. The Growth of Slavery d. Other Southern Colonies Settled e. Settling the Northern Colonies f. The Puritans g. “Citty Upon a Hill” h. Troubles in New England i. Settling the Middle Colonies j. From New Netherland to New York k. The Founding of Pennsylvania l. The British Colonies of America in the 18th Century


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Unit Internet Project: Results of the Columbian Exchange • Learner will be able to identify the practices and materials Europeans in Europe

adopted from the New World. • Learner will be able to identify the practices and materials Native Americans adopted

from the Old World. • Learner will be able to identify what amalgamation of both was used by colonists.

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• Activity Matrix o If the student scores the prescribed percentage on a unit pretest, he/she will be

exempted from completing the related courseware. Title Objective Type Exempt

Europeans Explore the New World (1492–1763)

• Refer to the Appendix—Scope and Sequence

Courseware (Factual and Chronology Study Questions)

Europeans Explore the New World (1492–1763)


Courseware (Conceptual and Map/Graph Study Questions)

Emergence of a Unique American Culture (1607–1763)


Courseware (Factual and Chronology Study Questions)

Emergence of a Unique American Culture (1607–1763)


Courseware (Conceptual and Map/Graph Study Questions)


Courseware


Courseware


Courseware

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Courseware


Courseware


Courseware



Online Research

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• Pacing Guide o The Unit Pacing Guide provides general time guidelines for presenting the unit.

The days and activities are designed to fit your class schedule and needs, and may be adjusted.

Unit 2—Week 3 (Continued)

Day Activity Type


4 Europeans Explore the New World (1492–1763) Tutorial—Study Questions: Factual and Chronology (Use Resources: Overview Library and Chronology Library as references.)

Courseware

5 Europeans Explore the New World Tutorial (1492–1763)—Study Questions: Conceptual and Map/Graph (Use Resources: Overview Library, Map Gallery, and Graph/Chart Gallery as references.)

Courseware

Unit 2—Week 4

Day Activity Type


• Art: The French in the New World

• Graphs/Charts: Slave Imports and Black Population in America, 1500–1825

Courseware


• Documents: Christopher Columbus’s Letters

• Documents: Discourse of Western Planting

• Documents: Navigation Acts

Courseware

3 Essays: New World Exploration Courseware

4 Essays: New World Exploration (continued) Courseware

5 Compare the following:

• Maps: French/English/Dutch Exploration

• Maps: Spanish Exploration

• Maps: European Claims in North America

Courseware

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Unit 2—Week 5

Day Activity Type

1 Europeans Explore the New World—Practice Test Courseware

2 Europeans Explore the New World—Mastery Test Courseware

3 Emergence of a Unique American Culture (1607–1763) Tutorial—Study Questions: Factual and Chronology (Use Resources: Overview Library and Chronology Library as references.)

Courseware

4 Emergence of a Unique American Culture Tutorial (1607–1763)—Study Questions: Conceptual and Map/Graph (Use Resources: Overview Library, Map Gallery, and Graph/Chart Gallery as references.)

Courseware


• Art: Virginian Plantation

• Art: Longfellow’s Cambridge Home

Courseware

Unit 2—Week 6

Day Activity Type


• Documents: Sinners in the Hands of an Angry God

• Documents: Benjamin Franklin

• Documents: The Mayflower Compact

• Documents: Ordinance for Virginia

Courseware

2 Essays: Science in Colonial America Courseware

3 Essays: Science in Colonial America (continued) Courseware


• Projects: Differences among the Northern, Middle, and Southern Colonies

• Projects: Representative Government in Colonial America

Courseware

5 Emergence of a Unique American Culture—Practice Test Courseware

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Unit 2—Week 7

Day Activity Type

1 Emergence of a Unique American Culture—Mastery Test Courseware

2 Internet Research Project: Results of the Columbian Exchange Online Research

3 Internet Research Project: Results of the Columbian Exchange (continued) Online Research

4 Posttest—Unit 2 Offline


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Unit 3: 1763–1783

Summary

Colonial Conflicts with Great Britain (1763–1775) Narrative and Extended overviews, factual questions, conceptual questions, map/graph questions, chronology questions, glossary, and notable people

4. Colonial Conflicts with Great Britain (1763–1775) a. The French and Indian War b. A New Empire c. Colonial Reaction to the Stamp Act d. The Rhetoric of Resistance e. The Repeal of the Stamp Act f. The Townshend Duties g. The Boston Massacre h. Repeal of the Townshend Acts i. The Last Straw j. The Tea Act of 1773 k. The Coercive Acts of 1774 l. The First Continental Congress m. The Battles of Lexington and Concord


American Patriots Fight for Independence (1776–1783) Narrative and Extended overviews, factual questions, conceptual questions, map/graph questions, chronology questions, glossary, and notable people

5. American Patriots Fight for Independence (1776–1783) a. Towards Independence b. Common Sense c. The Declaration of Independence d. Patriots and Loyalists e. Native Americans and African-Americans in the Revolution f. War g. The British and Continental Armies h. War in the Northern Colonies i. Saratoga j. War in the Southern Colonies k. Yorktown l. Independence


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Unit Internet Project: Enlightenment Philosophers’ View of Government • Learner will be able to use primary source documents to link the Enlightenment to

everyday colonial experiences of British rule.

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Colonial Conflicts with Great Britain (1763–1775)


Colonial Conflicts with Great Britain (1763–1775)


American Patriots Fight for Independence (1776–1783)


American Patriots Fight for Independence (1776–1783)



Courseware


Courseware


Courseware


Courseware


Courseware

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Courseware



Online Research

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Day Activity Type


Unit 3—Week 8

Day Activity Type

1 Colonial Conflicts with Great Britain (1763–1775) Tutorial—Study Questions: Factual and Chronology (Use Resources: Overview Library and Chronology Library as references.)

Courseware

2 Colonial Conflicts with Great Britain (1763–1775) Tutorial—Study Questions: Conceptual and Map/Graph (Use Resources: Overview Library, Map Gallery, and Graph/Chart Gallery as references.)

Courseware

3 Art: Cartoon: Boston Tea Party Courseware


• Documents: The World Turned Upside Down

• Documents: Letters from a Farmer in Pennsylvania

• Documents: Declaration/Resolves, 1st Continental Congress

Courseware

5 Essays: The American Revolution Courseware

Unit 3—Week 9

Day Activity Type

1 Essays: The American Revolution (continued) Courseware

2 Select one of the following

• Projects: Leaders of the Revolution

• Projects: Opposing Points of View

Courseware

3 Colonial Conflicts with Great Britain—Practice Test Courseware

4 Colonial Conflicts with Great Britain—Mastery Test Courseware

5 American Patriots Fight for Independence (1776–1783) Tutorial—Study Questions: Factual and Chronology (Use Resources: Overview Library and Chronology Library as references.)

Courseware

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Unit 3—Week 10

Day Activity Type

1 American Patriots Fight for Independence (1776–1783) Tutorial—Study Questions: Conceptual and Map/Graph (Use Resources: Overview Library, Map Gallery, and Graph/Chart Gallery as references.)

Courseware

2 Art: Painting: Revolutionary War Courseware


• Documents: Declaration of Independence

• Documents: Common Sense

• Documents: Women in the Revolution

Courseware

4 Essays: Independence Courseware

5 Essays: Independence (continued) Courseware

Unit 3—Week 11

Day Activity Type

1 Projects: Revolutionary War Courseware

2 American Patriots Fight for Independence—Practice Test Courseware

3 American Patriots Fight for Independence—Mastery Test Courseware

4 Internet Research Project: Enlightenment Philosophers’ View of Government Online Research

5 Internet Research Project: Enlightenment Philosophers’ View of Government (continued)

Online Research

Unit 3—Week 12

Day Activity Type



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Unit 4: 1783–1789

Summary

The Critical Period Narrative and Extended overviews, factual questions, conceptual questions, map/graph questions, chronology questions, glossary, and notable people

6. The Critical Period (1783–1788) a. Republican States b. State Governments c. State Constitutions d. The Articles of Confederation e. A Weak National Government f. Landed Versus Landless States g. The Northwest Ordinances h. Problems with Other Countries i. Economic Issues j. The Road to the Constitution k. Shays’s Rebellion l. The Annapolis Convention of 1786


The Creation and Adoption of a New Constitution Narrative and Extended overviews, factual questions, conceptual questions, map/graph questions, chronology questions, glossary, and notable people

7. The Creation and Adoption of a New Constitution (1787–1788) a. The Constitutional Convention b. James Madison and the Virginia Plan for the Constitution c. The New Jersey Plan d. Constitutional Compromises e. The Final Version of the Constitution f. Ratification g. The Anti-Federalists h. The Federalist Papers i. The Bill of Rights j. Ratification of the Constitution


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Understanding the United States Constitution Narrative and Extended overviews, factual questions, conceptual questions, glossary, and notable people

8. Understanding the United States Constitution

a. Government by the Consent of the Governed b. Federalism c. Limitation on Governmental Powers d. Separation of Powers and Checks and Balances e. Need for Flexibility and Change f. Popular Sovereignty g. Republican Governments h. Federalism i. Division of Power between Nation and State j. Making the Constitution Safe for Republicanism k. Separation of Powers l. Checks and Balances in the Legislature m. Checks and Balances in the Executive and Judicial Branches n. Flexibility and Change o. The Bill of Rights


Unit Internet Project: Mock Constitutional Convention • Learner will be able to identify and evaluate the positions of particular states on

particular issues. • Learner will be able to identify arguments for and against the Constitution as a

whole.

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The Critical Period (1783–1788)


The Critical Period (1783–1788)


The Creation and Adoption of a New Constitution (1787–1788)


The Creation and Adoption of a New Constitution (1787–1788)


Understanding the United States Constitution

• Refer to the Appendix—Scope and Sequence Courseware (Factual Study Questions)

Understanding the United States Constitution

• Refer to the Appendix—Scope and Sequence Courseware (Conceptual Study Questions)


Courseware


Courseware

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Courseware


Courseware


Courseware


Courseware



Online Research

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Day Activity Type


3 The Critical Period (1783–1788) Tutorial—Study Questions: Factual and Chronology (Use Resources: Overview Library and Chronology Library as references.)

Courseware

4 The Critical Period (1783–1788) Tutorial—Study Questions: Conceptual and Map/Graph (Use Resources: Overview Library, Map Gallery, and Graph/Chart Gallery as references.)

Courseware

5 Art: Painting: Washington Resigning His Commission Courseware

Unit 4—Week 13

Day Activity Type


• Documents: Notes on the State of Virginia

• Documents: Northwest Ordinance of 1787

• Documents: Articles of Confederation

Courseware

2 Essays: Democracy in America Courseware

3 Essays: Democracy in America (continued) Courseware


• Projects: Articles of Confederation vs. the Constitution

• Projects: Comparing Two State Constitutions

Courseware

5 The Critical Period—Practice Test Courseware

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Unit 4—Week 14

Day Activity Type

1 The Critical Period—Mastery Test Courseware

2 The Creation and Adoption of a New Constitution (1787–1788) Tutorial—Study Questions: Factual and Chronology (Use Resources: Overview Library and Chronology Library as references.)

Courseware

3 The Creation and Adoption of a New Constitution (1787–1788) Tutorial—Study Questions: Conceptual and Map/Graph (Use Resources: Overview Library, Map Gallery, and Graph/Chart Gallery as references.)

Courseware

4 Art: Painting: Signing of the Constitution Courseware


• Documents: U.S. Constitution

• Documents: U.S. Constitutional Amendments

Courseware

Unit 4—Week 15

Day Activity Type

1 Maps: Federalists and Anti-Federalists Courseware

2 Essays: Political Groups Courseware

3 Essays: Political Groups (continued) Courseware

4 Projects: Federalists vs. Anti-Federalists Courseware


• Graphs/Charts: Ratification of the Constitution

• Graphs/Charts: Number of Slaves per State

Courseware

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Unit 4—Week 16

Day Activity Type

1 The Creation and Adoption of a New Constitution—Practice Test Courseware

2 The Creation and Adoption of a New Constitution—Mastery Test Courseware

3 Understanding the United States Constitution Tutorial—Study Questions: Factual (Use Resources: Overview Library and Chronology Library as references.)

Courseware

4 Understanding the United States Constitution Tutorial—Study Questions: Conceptual (Use Overview Library as a reference.)

Courseware

5 Compare the following: • Documents: Federalist #10 • Documents: Centinel #1

Courseware

Unit 4—Week 17

Day Activity Type

1 Essays: Forming Government Courseware

2 Essays: Forming Government (continued) Courseware

3 Projects: Amendments to the U.S. Constitution Courseware

4 Understanding the United States Constitution—Practice Test Courseware

5 Understanding the United States Constitution—Mastery Test Courseware

Unit 4—Week 18

Day Activity Type

1 Internet Research Project: Mock Constitutional Convention Online Research

2 Internet Research Project: Mock Constitutional Convention (continued) Online Research

3 Internet Research Project: Mock Constitutional Convention (continued) Online Research


5 End-of-Semester Test—American History 1A Offline


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Assessment and Testing Unit Pretests Unit pretests are taken online. A report lists the modules from which the learner is exempted and identifies the modules on which the learner should focus attention.

Unit Posttests Unit posttests include a variety of item types, such as multiple-choice items and open-response assessments. The posttest is a PDF or Word-format document that can be accessed online through the Teacher’s Support Materials link under the appropriate unit. There is a printable test, an answer sheet for the student, and an answer key.

Mastery Tests Mastery tests are also online and are used to measure what the student has learned. A score of 80% is used to determine mastery for each objective.

Grading Rubrics Grading rubrics provide learners with a clear set of expectations for an activity. By printing these rubrics and giving them to a student before he/she does the activity, both the learner and teacher have an agreement on what is to be done.

End-of-Semester Test End-of-semester tests include a variety of item types, such as multiple-choice and open-response. The End-of-Semester Test is a PDF or Word-format document that can be accessed online through the Teacher’s Support Materials link under the final unit of each semester. There is a printable test, an answer sheet for the student, and an answer key.

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Appendix—Scope and Sequence Global Unit Objectives To increase understanding of American culture, historical events, and life, the learner will develop skills to identify, analyze, and evaluate information presented in a variety of formats, including:

• graphs and tables • historical and contemporary maps • photographs, paintings, cartoons, and other art forms • primary and secondary source documents • projects (including Internet research projects)

In addition, the learner will develop the ability to evaluate and discuss (both orally and in writing) the impact of various events, issues, persons, and trends on American culture, historical events, and life.

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Unit 1: People of the Old and Pre-Columbian Worlds (before 1492)

People of the Old and Pre-Columbian Worlds (Courseware/Exempt—Factual and Chronology Study Questions)Objectives

• Learner will demonstrate knowledge of the patterns of change in indigenous societies in the Americas up to the Columbian voyages by tracing the spread of human societies and the rise of diverse cultures from hunter-gatherers to urban dwellers in the Americas.

• Learner will demonstrate knowledge of how early cultures developed in North America by locating where the American Indians (First Americans) settled, with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo), and Eastern Woodland (Iroquois).

• Learner will demonstrate knowledge of how early cultures developed in North America by describing how the American Indians (First Americans) used their environment to obtain food, clothing, and shelter.

People of the Old and Pre-Columbian Worlds (Courseware/Exempt—Conceptual and Map/Graph Study Questions)Objectives

• Learner will demonstrate knowledge of the patterns of change in indigenous societies in the Americas up to the Columbian voyages by tracing the spread of human societies and the rise of diverse cultures from hunter-gatherers to urban dwellers in the Americas.

• Learner will demonstrate knowledge of how early cultures developed in North America by locating where the American Indians (First Americans) settled, with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo), and Eastern Woodland (Iroquois).

• Learner will demonstrate knowledge of how early cultures developed in North America by describing how the American Indians (First Americans) used their environment to obtain food, clothing, and shelter.

Internet Research Project: The Status of Women in Old World and Pre-Columbian Societies (Online Research) Objective

• Learner will be able to identify and explore the social, religious, political, and economic contributions of women in different European and Native American societies prior to contact.

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Unit 2: 1492–1763

Europeans Explore the New World (Courseware/Exempt—Factual and Chronology Study Questions)Objectives

• Learner will demonstrate knowledge of European exploration in North America and West Africa by describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English explorations.

• Learner will demonstrate knowledge of European exploration in North America and West Africa by describing cultural interactions between Europeans and American Indians (First Americans) that led to cooperation and conflict.

Europeans Explore the New World (Courseware/Exempt—Conceptual and Map/Graph Study Questions)Objectives

• Learner will demonstrate knowledge of European exploration in North America and West Africa by describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English explorations.

• Learner will demonstrate knowledge of European exploration in North America and West Africa by describing cultural interactions between Europeans and American Indians (First Americans) that led to cooperation and conflict.

Emergence of a Unique American Culture (Courseware/Exempt—Factual and Chronology Study Questions)Objectives

• Learner will demonstrate knowledge of the factors that shaped colonial America by comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment.

• Learner will demonstrate knowledge of the factors that shaped colonial America by describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, indentured servants, and slaves.

• Learner will demonstrate knowledge of the factors that shaped colonial America by identifying the political and economic relationships between the colonies and England.

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Emergence of a Unique American Culture (Courseware/Exempt—Conceptual and Map/Graph Study Questions)Objectives

• Learner will demonstrate knowledge of the factors that shaped colonial America by comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment.

• Learner will demonstrate knowledge of the factors that shaped colonial America by describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, indentured servants, and slaves.

• Learner will demonstrate knowledge of the factors that shaped colonial America by identifying the political and economic relationships between the colonies and England.

Internet Research Project: Results of the Columbian Exchange (Online Research) Objectives

• Learner will be able to identify the practices and materials Europeans in Europe adopted from the New World.

• Learner will be able to identify the practices and materials Native Americans adopted from the Old World.

• Learner will be able to identify what amalgamation of both was used by colonists.

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Unit 3: 1763–1783

Colonial Conflicts with Great Britain (Courseware/Exempt—Factual and Chronology Study Questions)Objectives

• Learner will demonstrate knowledge of the causes and results of the American Revolution by identifying the issues of dissatisfaction that led to the American Revolution.

• Learner will demonstrate knowledge of the causes and results of the American Revolution by describing the attempts to regulate colonial trade, including the Tea Act, Stamp Act, and Intolerable Acts.

• Learner will demonstrate knowledge of the causes and results of the American Revolution by describing the colonists’ reaction to British policy, including the boycotts, the Sons of Liberty, and petitions and appeals to Parliament.

Colonial Conflicts with Great Britain (Courseware/Exempt—Conceptual and Map/Graph Study Questions)Objectives

• Learner will demonstrate knowledge of the causes and results of the American Revolution by identifying the issues of dissatisfaction that led to the American Revolution.

• Learner will demonstrate knowledge of the causes and results of the American Revolution by describing the attempts to regulate colonial trade, including the Tea Act, Stamp Act, and Intolerable Acts.

• Learner will demonstrate knowledge of the causes and results of the American Revolution by describing the colonists’ reaction to British policy, including the boycotts, the Sons of Liberty, and petitions and appeals to Parliament.

American Patriots Fight for Independence (Courseware/Exempt—Factual and Chronology Study Questions) Objectives

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by understanding the ideas expressed in the Declaration of Independence.

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by describing the Enlightenment and the rise of democratic ideas as the context in which the nation was founded, with emphasis on the ideas of John Locke.

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine.

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by explaining reasons why the colonies were able to defeat Britain.

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American Patriots Fight for Independence (Courseware/Exempt—Conceptual and Map/Graph Study Questions)Objectives

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by understanding the ideas expressed in the Declaration of Independence.

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by describing the Enlightenment and the rise of democratic ideas as the context in which the nation was founded, with emphasis on the ideas of John Locke.

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine.

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by explaining reasons why the colonies were able to defeat Britain.

Internet Research Project: Enlightenment Philosophers’ View of Government (Online Research) Objective

• Learner will be able to use primary source documents to link the Enlightenment to everyday colonial experiences of British rule.

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Unit 4: 1783–1789

The Critical Period (Courseware/Exempt—Factual and Chronology Study Questions)Objective

• Learner will demonstrate knowledge of the challenges faced by the new nation by understanding the Articles of the Confederation (especially the weakness of the government established by them) and the Constitution and the success of each in implementing the ideals of the Declaration of Independence.

The Critical Period (Courseware/Exempt—Conceptual and Map/Graph Study Questions)Objective

• Learner will demonstrate knowledge of the challenges faced by the new nation by understanding the Articles of the Confederation (especially the weakness of the government established by them) and the Constitution and the success of each in implementing the ideals of the Declaration of Independence.

The Creation and Adoption of a New Constitution (Courseware/Exempt—Factual and Chronology Study Questions)Objectives

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by describing the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by identifying the contributions and roles of major individuals in the writing and ratification of the Constitution, including George Washington, James Madison, Alexander Hamilton, and John Jay.

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by describing the struggles over ratification of the Constitution and the creation of the Bill of Rights.

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by describing Alexander Hamilton’s actions to create a financially strong nation, including the creation of a National Bank and payment of debts.

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by describing the creation of political parties, including the ideals of the Democratic Republicans and the Federalists, and identifying the conflicts that resulted.

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The Creation and Adoption of a New Constitution (Courseware/Exempt—Conceptual and Map/Graph Study Questions)Objectives

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by describing the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by identifying the contributions and roles of major individuals in the writing and ratification of the Constitution, including George Washington, James Madison, Alexander Hamilton, and John Jay.

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by describing the struggles over ratification of the Constitution and the creation of the Bill of Rights.

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by describing Alexander Hamilton’s actions to create a financially strong nation, including the creation of a National Bank and payment of debts.

• Learner will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence, by describing the creation of political parties, including the ideals of the Democratic Republicans and the Federalists, and identifying the conflicts that resulted.

Understanding the United States Constitution (Courseware/Exempt—Factual Study Questions)Objective

• Learner will interpret the United States Constitution. Understanding the United States Constitution (Courseware/Exempt—Conceptual Study Questions)Objective

• Learner will interpret the United States Constitution. Internet Research Project: Mock Constitutional Convention (Online Research) Objectives

• Learner will be able to identify and evaluate the positions of particular states on particular issues.

• Learner will be able to identify arguments for and against the Constitution as a whole.

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