american history i - robeson.k12.nc.us · ah1.h.3 understand the factors that led to exploration,...

American History I

Public Schools of Robeson County

(Effective 2013)

Unit 1: Exploration and ColonizationTopic: Exploration and Movement

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.3 Understand the factors that led to exploration, settlement, movement and expansion and their impact on the United States development over time AH1.H.3 Understand the factors that led to exploration, settlement, movement, and expansion and their impact on United States development over time.

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.3.1 Analyze how economic, political, social, military and religious factors influenced European exploration and American colonial settlement

Pacing Guide 3 Days For Writing Workshop focusing on AH1.H.1.1 – AH1.H.1.4 4 Days for Subject Content

Essential Questions What are some of the motivating factors that caused Europeans to explore and colonize the New World? What effects did European exploration have on the demographics, geography and bio-diversity of the New World?

Major Concepts Migration

What Students Will Know

Nations and individuals motivated by power, wealth and adventure may experience exploration and settlement differently

What Students Will Understand Causes of Exploration How the global imperial conflict between Britain, France and Spain impacted European exploration of North America

Renaissance Thought: Expanding World – Search for a Route to the East

Enlightenment, Art and Scientific Revolution Ends Consensus

Crusades impact on scientific discoveries of exploration

Spanish, French, Dutch, British, Portuguese Exploration

How the system of mercantilism factored into European exploration and American colonial settlement

Effects that the Theory of Mercantilism had on the need for European exploration and competition for the New World

Instructional Task Define Current Vocabulary

Discuss concepts for the unit of study

Examine and explain the impact of economic, political and social policies on exploration and colonization

Analyze reasons for and impact of exploration and colonization

Compare and contrast tactics and motives of European nations vying for empire

Explain the impact of merging cultures on progress and the “American Dream”

Remembering • Bullet Shot

Terms • Vocabulary Quiz • Word Wall

Understand • Quick Write • Journal Entries

Apply Explain how power, wealth and adventure motivated exploration and settlement of the New World.

Analyze Examine how the Crusades and the development of Renaissance Thought promote exploration.

Essential Vocabulary Prior: Crusades Renaissance Scientific Revolution Columbus Conquistadores Northwest Passage Silk Road

Current: Columbian Exchange Mercantilism

Introductory: Astrolabe Magna Carta Treaty of Tordesillas Ferdinand Magellan Balboa Ponce de Leon Hernando Cortes Francisco Pizarro Francisco Vasquez de Coronado Hernando DeSoto Encomedia System Navigation Acts

Instructional Resources Text Resources:

Digital Resources: Magna Carta Document Translation http://www.archives.gov/exhibits/featured_documents/magna_carta/translation.html

American Legacy Reading http://www.archives.gov/exhibits/featured_documents/magna_carta/legacy.html

Treaty of Tordesillas Document Translation http://avalon.law.yale.edu/15th_century/mod001.asp Map of Treaty of Tordesillas - Map http://www.hort.purdue.edu/newcrop/history/lecture14/fig_14-1.html

Navigation Acts Document Translation http://www.usahistory.info/colonial/Navigation-Acts.html

Columbian Exchange Reading Discussion http://nationalhumanitiescenter.org/tserve/nattrans/ntecoindian/essays/columbian.htm

Links and Resources Columbian Exchange http://daphne.palomar.edu/scrout/colexc.htm “Travel and Emergence of Infectious Disease” http://wwwnc.cdc.gov/eid/content/1/2/contents.htm “The Euro-biomedical Impact on American Indians” http://thecowshed.8m.net/native/eurobio.htm

Sample Assessments and Prompts

Prompts

Revised Blooms Remembering

• Bullet Shot Terms • Vocabulary Quiz • Word Wall


✓ What role did the Crusades play in European exploration of the New World?

✓ How did the Scientific Revolution encourage exploration of the New World?

• Essential Question Answers o What role did

Renaissance Thought have on the expanding world?

o How did the Enlightenment, Art and Scientific Revolution end Consensus and cause a revolution in thought and science?

o What were the causes of Spanish, French, Dutch, British and Portuguese Exploration?

o What effect did the Theory of Mercantilism have on the need for European Exploration and

http://www.archives.gov/exhibits/featured_documents/magna_carta/translation.html

http://www.archives.gov/exhibits/featured_documents/magna_carta/legacy.html

http://avalon.law.yale.edu/15th_century/mod001.asp

http://www.hort.purdue.edu/newcrop/history/lecture14/fig_14-1.html

http://www.usahistory.info/colonial/Navigation-Acts.html

http://nationalhumanitiescenter.org/tserve/nattrans/ntecoindian/essays/columbian.htm

http://daphne.palomar.edu/scrout/colexc.htm

http://wwwnc.cdc.gov/eid/content/1/2/contents.htm

http://thecowshed.8m.net/native/eurobio.htm

Topic: Settlement, Expansion, Migration and The American Dream

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political, economic and social turning points in United States History using historical thinking AH1.H.3 Understand the factors that led to exploration, settlement, movement and expansion and their impact on the United States development over time.

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the US before the Civil War

Pacing Guide 4 Days

Essential Questions What are some of the motivating factors that caused Europeans to migrate to the New World?



Individuals and groups are sometimes motivated to relocate and take risks in order to improve their quality of life

Government policy can promote and direct the migration and settlement of people

What Students Will Understand How Economic, Political and Social Pressures Influenced Spanish, English, French and Dutch Migration

Causes of Spanish, English, French and Dutch

How economic factors influenced the settlement and development of the thirteen English colonies in North America (enclosure movement, joint-stock companies, head right system, Triangular trade, cash crops, Navigation Acts

English Colonization of the New World

Examine Cultural Diversity of Colonies

How environmental factors, such as topography, climate variations and disease influenced the settlement and development of the thirteen English colonies

Instructional Tasks

Remember Define Current Vocabulary

Understand Explain concepts for the unit of study


Explain the role that topography, climate and disease play in the development of the colonial economy and culture.

Apply Examine and explain the impact of economic, political and social policies on exploration and colonization

Explain why were the colonists of the Lost Colony willing to take a risk to migrate to the New World. Identify and discuss the policies that the British Government developed that promoted colonization of the New World.

Analyze Analyze reasons for and impact of exploration and colonization

Explain the causes and effects of Spanish, English and Dutch Colonization.

Essential Vocabulary Prior: Protestant Reformation Martin Luther John Calvin Roanoke Island Sir Walter Raleigh Lost Colony Joint Stock Companies

Explicit:

Introductory:

Spanish New Netherlands Custom of Primogeniture St. Augustine El Camino Real Franciscans Spanish Pueblo Encomienda System New France Huguenots Jesuits Sieur Robert Cavelier de La Salle New Netherlands West India Company Virginia Company Jamestown Pamumkey Lord Da La Warr

Enclosure Movement Theory of Mercantilism Cash Crops

Instructional Resources Text Resources:

Digital Resources: Protestant Reformation Archive of Text and Documents http://history.hanover.edu/early/prot.html

Ninety Five Thesis Document http://www.biblestudytools.com/history/creeds-confessions/luther-95-theses.html

Ninety Five Thesis Study Guide http://www.k-state.edu/english/baker/english233/sg-95_Theses.htm Spanish Conquistadors http://www.elizabethan-era.org.uk/spanish-conquistadors.htm Jesuits In North America http://gutenberg.org/ebooks/6933 “A Brief Outline of Dutch History and the Province of New Netherland” http://www.coins.nd.edu/ColCoin/ColCoinIntros/Netherlands.html

French Huguenots http://www.huguenotsociety.org/history_new2.htm Lost Colony “America’s Lost Colony: Can New Dig Solve Mystery?” http://news.nationalgeographic.com/news/2004/03/0302_040302_lostcolony.html


Prompts Analyze how the actions taken by BOTH American Indians and European colonists shaped those relationships in TWO of the following regions. Confine your answer to the 1600s.

New England Chesapeake Spanish Southwest New York New France

Revised Blooms

Remembering • Bullet Shot Terms • Vocabulary Quiz • Word Wall

Understand • Quick Write

Journal Entries • Martin Luther’s Fight

against the Church • Living in New Spain • Living in New France

Essential Question Answers • What were the causes

and effects of the Protestant Reformation?

• Why did the Spanish colonize North and South America?

• Why did the French colonize North America?

• Why did the Dutch colonize North America?

Summary

Applying Diary Entry

• Life in a Spanish Pueblo • Interview

http://history.hanover.edu/early/prot.html

http://www.biblestudytools.com/history/creeds-confessions/luther-95-theses.html

http://www.k-state.edu/english/baker/english233/sg-95_Theses.htm

http://www.elizabethan-era.org.uk/spanish-conquistadors.htm

http://gutenberg.org/ebooks/6933

http://www.coins.nd.edu/ColCoin/ColCoinIntros/Netherlands.html

http://www.huguenotsociety.org/history_new2.htm

http://news.nationalgeographic.com/news/2004/03/0302_040302_lostcolony.html

Topic: British Perseverance in the face of harsh conditions in North America

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.8.2 Explain how opportunity and mobility impacted various groups within American society through Reconstruction

Pacing Guide 4 Days

Essential Questions What are some of the motivating factors that caused Europeans to migrate to the New World?

Major Concepts Progress, Crisis, “The American Dream”

What Students Will Understand: Opportunity and mobility on behalf of survival, perseverance and self-improvement can have both positive and negative impacts for various groups and their communities. People often move, despite barriers, when given an opportunity. What Students Will Know How British colonists preserved in the face of harsh conditions to colonize North America

Instructional Task Remember Define Current Vocabulary

Understand Discuss concepts for the unit of study


Analyze Identify reasons for and impact of exploration and colonization

Identify the conditions that the Puritans and Pilgrims face when they reached the New World and how did they overcome obstacles.

Evaluate Assess the motivating factors that caused the Puritans and Pilgrims to migrate to the New World.

Compare and contrast tactics and motives of European nations vying for empire


Create

Essential Vocabulary Prior Pilgrims Mayflower Compact Religious Freedom Indentured Servants Separatists Puritans

Explicit

Intro

Instructional Resources Mayflower Compact City Upon A Hill “Fundamental Orders of 1639” http://avalon.law.yale.edu/17th_century/order.asp

Journal of William Bradford http://www.pilgrimhall.org/bradjour.htm

Sources: 17th Century Documents from Avalon Project http://avalon.law.yale.edu/subject_menus/17th.asp


Prompts Analyze how the actions taken by BOTH American Indians and European colonists shaped those relationships in TWO of the following regions. Confine your answer to the 1600s.

New England Chesapeake Spanish Southwest New York New France

Evaluate the influence of religion on the development of colonial society in TWO of the following regions.The Spanish SouthwestNew EnglandNew France

Revised Blooms

Remembering • Bullet Shot Terms • Vocabulary Quiz

Word Wall


Journal Entries • Life in the Lost Colony • Journey to Jamestown

Essential Question Answers • Why did the English colonize

North America? • What effect did the

colonization of the French, Dutch, English and Spanish have on Native Americans?

• How did the Theory of

http://avalon.law.yale.edu/17th_century/order.asp

http://www.pilgrimhall.org/bradjour.htm

http://avalon.law.yale.edu/subject_menus/17th.asp

Topic: Settlement, Conflict and Movement

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.3 Understand the factors that led to exploration, settlement, movement and expansion and their impact on the United States development over time. AH1.H.4: Analyze how conflict and compromise have shaped politics, economics and culture in the United States

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion through Reconstruction and the consequences for those groups (Germans, Scot-Irish, Africans, Native Americans, Irish, Chinese etc.) AH1.H.4.4: Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted.

Pacing Guide

4 Days

Essential Questions What are some of the motivating factors that caused Europeans to migrate to the New World? What effect did European colonization have on the development of social, political and economic institutions in the New World?

Major Concepts

Settlement

Conflict

What Students Will Understand Individuals and groups willing to take risks can influence the settlement and expansion of a nation. As nations expand and become more diverse, conflict may arise over cultural differences

As nations expand and become more diverse, conflict may arise over cultural differences What Students Will Understand

Religious Causes of Colonial Immigration To the New World

Immigration: Depopulation and Repopulation of the New World

To what extent each of the thirteen original English colonies was culturally diverse

Colonization of the New England Colonies

Economy, political structure, ethnic group, religion

Colonization of the Middle Colonies

Economy, political structure, ethnic

Instructional Tasks


Understand Discuss concepts for the unit of study

Explain the role religion play in the development of a colonial cultural identity.

Explain the effects that European Colonization had on Native Americans?

Apply Explain the impact of economic, political and social policies on exploration and colonization

Analyze Identify the reasons for and impact of exploration and colonization


Evaluate Compare and contrast tactics and motives of European nations vying for empire

Assess the role that religion, topography and climate play in the development of the colonial culture, economy, politics and diversity.

Essential Vocabulary Prior Protestant Revolution Calvinism Puritans Pilgrims John Winthrop Fundamental Orders New Netherlands Quakers William Penn

Anglo-Powhatan Wars Chief Powhatan King Philip’s War Pequot War

Jonathan Edwards George Whitfield “New Light” Preachers Revivalism Dartmouth Rutgers Princeton Baptists Methodists

Explicit

Intro

Instructional Resources City Upon A Hill Fundamental Orders Records of Virginia http://memory.loc.gov/ammem/collections/jefferson_papers/mtjessay2.html Maps of Colonization New England http://www.nps.gov/ethnography/aah/aaheritage/histContextsE.htm

King Phillip’s War

http://www.bio.umass.edu/biology/conn.river/philip.html

“Sinners in the Hands of an Angry God” Introduction http://edwards.yale.edu/research/major-works/sinners-in-the-hands-of-an-angry-god

Document http://edwards.yale.edu/archive?path=aHR0cDovL2Vkd2FyZHMueWFsZS5lZHUvY2dpLWJpbi9uZXdwaGlsby9nZXRvYmplY3QucGw/Yy4yMTo0Ny53amVv Lesson Plans and Critical Thinking Questions http://edwards.yale.edu/education/one-day

Traveling De Tocqueville’s America and A Conversation in Democracy, C-SPAN Video Text of “Sinners in the Hands of an Angry God” http://edwards.yale.edu/images/pdf/si nners.pdf (H)


Prompts Analyze the extent to which colonists of the New World had religious freedom.

What role did religion play in the establishment of English colonies in North America?

Revised Blooms



o• Essential Question

Answers o What role did

the Protestant Revolution play in colonization of the New World?

o Why did indentured servants migrate to the new world?

o What role did the failure of indentured servants play in the rise of slavery in the New World?

o How did Bacon’s rebellion, the

http://memory.loc.gov/ammem/collections/jefferson_papers/mtjessay2.html

http://www.nps.gov/ethnography/aah/aaheritage/histContextsE.htm

http://www.bio.umass.edu/biology/conn.river/philip.html

http://edwards.yale.edu/research/major-works/sinners-in-the-hands-of-an-angry-god

http://edwards.yale.edu/archive?path=aHR0cDovL2Vkd2FyZHMueWFsZS5lZHUvY2dpLWJpbi9uZXdwaGlsby9nZXRvYmplY3QucGw/Yy4yMTo0Ny53amVv

http://edwards.yale.edu/education/one-day

Movement, Equality and American Dream

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.3: Understand the factors that led to exploration, settlement, movement and expansion and their impact on United States development over time. AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States. AH1.H.8: Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.3.4 Analyze voluntary and involuntary immigration trends through Reconstruction in terms of causes, regions of origin and destination, cultural contributions and public governmental response (Puritans, Pilgrims, American Indians, Quakers, Scot-Irish, Chinese, Africans, indentured servants, slavery, Middle Passage, farming, ideas of the Enlightenment) AH1.H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction AH1.H.8.1: Analyze the relationship between innovation, economic development, progress and various perceptions of the “American Dream” through Reconstruction. AH1.H.8.4: Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis through Reconstruction.

Pacing Essential Questions What are some of the motivating factors that caused Europeans to migrate to the New World? What effect did European colonization have on the development of social, political and economic institutions in the New World?

3.4 Major Concepts “American Dream”

3.4 What Students Will Understand Immigrants are often challenged with economic hardship, poor living conditions and discrimination

Forces that push or pull various groups of people to move to a particular place or region may factor into the cultural development of that region. Diverse groups of immigrants can contribute to the cultural, social, economic and political development of a nation


How indentured servitude worked and the extent to which it impacted the economic, social and political development of various places and regions

Examine how the headright system encouraged the migration of indentured servants to the New World

Identify the effects of the headrights system on the distribution of population

3.4, 5.1, 8.1 & 8.4 Instructional Tasks



Explain the causes and effects of the headright system.

Explain the effect that Bacon’s Rebellion had on the development of slavery in the New World



Analyze Analyze reasons for and impact of exploration and colonization

Identify the conflicts that arose as a direct result of differing religious philosophies in the colonies.

Identify the effects of the economic development of New England, Middle and Southern colonies in relation to the natural resources present

3.4, 5.1, 8.1 & 8.4 Essential Vocabulary Indentured Servants Headright System Bacon’s Rebellion Gullah Culture Plantations Triangle Trade Middle Passage 3.4 Proprietary Colonies Joint Stock Colonies John Smith John Rolfe West Indies Carolinas Albermarle Sound New England Puritans John Winthrop Massachusetts Bay Company Pilgrims Mayflower Compact Roger Williams Anne Hutchinson William Penn Quakers James Oglethorpe 8.1 Triangle Trade Theory of Mercantilism Navigation Acts Cash Crops Colonial Land Policies Indentured Servants Plantation System Landed Gentry Yeomen Farmers Shipbuilding Development of Trade 8.4 Pilgrims Puritans City Upon the Hill 5.1 Magna Carta English Common Law English Bill of Rights

Maryland Act of Toleration Quakers

3.4, 5.1, 8.1 & 8.4 Instructional Documents and Resources Bacon’s Manifesto http://www.wwnorton.com/college/history/archive/resources/documents/ch04_04.htm 3.4 Mayflower Compact “City Upon A Hill” Ann Hutchinson Trial Document http://www.annehutchinson.com/anne_hutchinson_trial_001.htm

Joint Stock Companies Records 8.1 Columbian Exchange Maps Navigation Acts Bacon’s Manifesto Theory of Mercantilism Economies of the Colonies 8.4 Mayflower Compact Jamestown Records City Upon A Hill 5.1 Magna Carta English Bill of Rights Maryland Act of Toleration

3.4, 5.1, 8.1 & 8.4 Sample Assessments and Prompts

Prompts

Revised Blooms


Understand • Quick Write • Journal Entries • Essential Question

Answers • Summary

Applying • Diary Entry • Interview • Scrapbook

Analyzing • Create a Flow Map of • Write a Biography • Create a Matrix • Analyze a Map

Evaluating • Write a Persuasive

Speech • Analyze a Document • Write a letter

Creating • Document Based

Question Essay • Time Line • Create a Newspaper • Create a Poster • Write a Story • Create a Song

http://www.wwnorton.com/college/history/archive/resources/documents/ch04_04.htm

http://www.annehutchinson.com/anne_hutchinson_trial_001.htm

3.4 Major Concept Migration

3.4 What Students Will Understand Immigrants are often challenged with economic hardship, poor living conditions and discrimination

Forces that push or pull various groups of people to move to a particular place or region may factor into the cultural development of that region. Diverse groups of immigrants can contribute to the cultural, social, economic and political development of a nation

What Students Will Know How and why various religious and/or ethnic groups immigrated to the colonies and the United States: Puritans, Pilgrims, Quakers, Jews, African Slaves, Germans, Irish Quakers Immigration Puritans Immigration Pilgrim Migration Jewish Migration Slave Migration German Migration Irish Migration

How and to what extent various religious and/or

relation to the natural resources present within their region

Identify the role that Triangle Trade played in the development of a colonial economy.

Identify how Colonists justified the risks of colonization against the benefits of gaining religious freedom.

Evaluate Assess the role that various ethnic immigrants played in the development of colonial society and culture.

Appraise the effects of the development of differing colonial economies.

Create

Maryland Act of Toleration Quakers


8.1 What Students Will Know Individual risks, aspirations and ingenuity often lead to innovation, economic development and progress

Governments may create policies that encourage economic growth and development Different groups of people may be affected in different ways by economic growth

What Students Will Understand Development of An American Economy


8.4 What Students Will Know An individual or group perceptions of themselves, their country and their place within society may be influenced by times of prosperity and crisis.

What Students Will Understand Examine how colonists justified their risks and perseverance in settling the New World to gain Religious Freedom

Major Concepts Equality

5.1 What Students Will Know Diverse groups of people may have to agree upon shared values and principles in order to form and maintain a viable political and economic system

A nation may agree on values and principles philosophically, but disagree on the practical political and economic application of those same values and principles

What Students Will Understand How and to what extent colonial rights and privileges as Englishmen, established in England, influenced the development of colonial political institutions

How, why and to what extent British colonies encouraged religious freedom and tolerance

How and why the Great Awakening encouraged individualism and personal judgment, revivalism and religious tolerance

Topic: The Development of An American Economy

Essential Standard: AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.8.1 Analyze the relationship between innovation, economic development, progress and various perceptions of the “American Dream” through Reconstruction

Pacing Essential Questions What effect did European colonization have on the development of social, political and economic institutions in the New World?


8.1 What Students Will Understand Individual risks, aspirations and ingenuity often lead to innovation, economic development and progress. Governments may create policies that encourage economic growth and development

Different groups of people may be affected in different ways by economic growth

What Students Will Know How the 17th and early 18th century growth of cash crops, colonial land policies and indentured or enslaved labor led to the economic development of the plantation system and a landed gentry in the south.

How the 17th and early 18th century growth of commerce shipbuilding and commercial agriculture encouraged materialism and economic development in New England

How the 17th and early 18th century

2.1 & 8.1 Instructional Tasks



Apply Examine and explain the impact that the economic development of the colonies had on the development of slavery.

Analyze Analyze reasons for the development of a unique American economy.

Evaluate Appraise the role that Britain’s enclosure movement, the Navigation Acts and Salutary Neglect played in the development of the colonial economy.

Create Compose an essay that examines the development of a colonial economy.

2.1 & 8.1 Essential Vocabulary

Crusades Scientific Revolution Mercantilism Columbian Exchange Explorers Protestant Reformation Joint Stock Companies Jamestown King Philip’s War Enclosure Movement System of Primogeniture Bacon’s Rebellion Triangle Trade African Disporia Magna Carta English Bill of Rights Maryland Act of Toleration Mayflower Compact Puritans House of Burgesses City Upon A Hill Pilgrims 2.1

Crusades Scientific Revolution Mercantilism Columbian Exchange Explorers Protestant Reformation Joint Stock Companies Jamestown King Philip’s War Enclosure Movement System of Primogeniture Bacon’s Rebellion Triangle Trade African Disporia Magna Carta English Bill of Rights Maryland Act of Toleration Mayflower Compact Puritans House of Burgesses City Upon A Hill Pilgrims

2.1 & 8.1 Instructional Documents and Resources

Create a Matrix of Political, Social and Economic Turning Points

Expand the Matrix to evaluate the turning points

Write a essay that addresses the importance of the key turning points in history and how they relate to the overall historical picture

8.1 Sample Assessments and Resources

Prompts To what extent did tolerance increase in the colonies from 1630 to 1770? Be sure to cite key individuals, events, or movements to support your answer.

Note: Create a DBQ that focuses on the development of colonial economy and pulls concepts of exploration, colonization, movement, and settlement together into a written product.

Revised Blooms



Answers • Summary







2.1 Major Concepts Turning Points and Historical Thinking

2.1 What Students Will Know

The chronological narrative of a nation can be examined as a series of interconnected historical turning points Historical turning points typically have multiple causes and effects within that chronological narrative

Historical turning points can be considered political, economic and/or social and can derive from a variety of sources such as conflict, legislation, political elections, technological innovations, leadership decisions, social movements or court decisions

What Students Will Understand Identify Historical key political, economic and social turning points from Exploration to Colonization

Sort Into Concepts American Dream Expansion Conflict Migration Equality

• Write a Story • Create a Song

2.1 Major Concepts

2.1 What Students Will Know The chronological narrative of a nation can be examined as a series of interconnected historical turning points Historical turning points typically have multiple causes and effects within that chronological narrative

Historical turning points can be considered political, economic and/or social and can derive from a variety of sources such as conflict, legislation, political elections, technological innovations, leadership decisions, social movements or court decisions What Students Will Understand Evaluate key Historical political, economic and social turning points from Exploration to Colonization

(Effective 2013)

Unit 2: American RevolutionDocuments To Sort By Topic

Excerpts from Paine’s Common Sense http://xroads.virginia.edu/~Hyper2 /CDFinal/Paine/cover.html The Declaration of Independence http://www.archives.gov/national_a rchives_experience/charters.html John Dickinson’s Letters from a Farmer 1767-68 http://www.earlyamerica.com/early america/bookmarks/farmer/ Edmund Burke - Speech on Conciliation with America, March 22, 1775. http://www.earlyamerica.com/early america/firsts/cartoon/snake.html PBS Video – “Liberty! The American Revolution” The Revolutionary Era, Documents of Destiny, Goldhil Home Videos Chronicle of the Revolution & The Road to Revolution http://pbs.org/liberty/ Curriculum Pathways Resources (available at: www.sasinschool.com) Becoming “Enlightened”: Generating a Group Quiz from Primary Source Documents, Web Lesson 594 The Influence of John Locke, Web Lesson 616 The Stamp Act, InterActivity 30 What was the strongest grievance against King George III in the Declaration of Independence? Web Inquiry 210

These documents can be found at the web site for the Avalon Project at Yale Law School • English Bill of Rights • Thomas Paine, Common Sense • Declaration of Independence • DeToqueville’ Democracy in America • English Petition of Rights • Patrick Henry’s speeches • Jefferson’s writings on law • John Lockes’ Treatises • Magna Carta • Mayflower Compact • Montesquieu’s Spirit of the Law • Pledge of Allegiance • Rousseau’s Social Contract • Maryland Toleration Act • Virginia Declaration of Rights, etc.

http://pbs.org/liberty/

War, International Affairs, Equality and Power

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.3 Understand the factors that led to exploration, settlement, movement and expansion and their impact on United States development over time. AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States AH1.H.6 Understand how and why the role of the United States in the world has changed over time. AH1.H.7 Understand the impact of war on American politics, economics, society and culture.

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the U.S. before the Civil War Concept: Movement and Expansion AH1.H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction Concept: Equality AH1.H.6.2 Explain the reasons for involvement in wars prior to Reconstruction and the influence each involvement had on international affairs Concept: International Affairs and Foreign Policy AH1.H.7.1 Explain the impact of wars on American politics through Reconstruction Concept: War AH1.H.7.3 Explain the impact of wars on American society and culture through Reconstruction Concept: War

Pacing Essential Questions What were the motivating factors that caused the American colonist to revolt against their mother country?

7.1 Major Concepts

7.1 What Students Will Understand War can influence the political decisions and development of participant and neutral nations and their leaders

Politicians who support or refute a nation’s participation in war can politically benefit or suffer from their stance

A nation’s government and its political leaders often assume more authority during periods of conflict, rebellion or war What Students Will Know How the English Civil Wars and the Glorious Revolution of the 17th Century impacted the political development of the British colonies

How and to what extent colonial expansion and various frontier wars with American Indians influenced the political development of the colonies How and to what extent imperial wars between England, Spain and France impacted the development

3.2, 5.1, 6.2, 7.1 & 7.3

Instructional Tasks



Apply Explain the role that the Mayflower Compact, the Magna Carta and the English Bill of Rights played in the development of colonial self-identify and individual rights.

Analyze Identify the major philosophies of the Enlightenment philosophers.

Analyze reasons for and impact of the American Revolution.

Evaluate Assess the impact that Salutary Neglect, the Enlightenment Philosophers, European conflict, and increased colonial taxes had on the development of the American Revolution.

Determine the causes and effects of colonial unity against increased British taxes.

Create Choose a position (Loyalist or Patriot) and

3.2, 5.1, 6.2, 7.1 & 7.3

Essential Vocabulary King William’s War Queen Ann’s War War of Jenkins Ear Seven Years War 7.3 Salutary Neglect Enlightenment Philosophers Natural Rights Albany Congress Alban Plan of Union House of Burgesses New England Confederation 6.2 Theory of Mercantilism Navigation Acts Triangle Trade Salutary Neglect 5.1 Enlightenment Philosophers John Locke Rousseau Voltaire Montesquieu Thomas Hobbes Thomas Paine Common Sense John Dickinson Samuel Adams Paul Revere Committees of Correspondence 5.1 House of Burgesses Mayflower Compact French and Indian War Albany Congress Albany Plan of Union “Join or Die” Enlightenment Philosophers Natural Rights Social Contract Separation of Power Magna Carta English Bill of Rights Royal Governor Proclamation of 1763 6.2 Enforcement of Navigation Acts Salutary Neglect Sons and Daughters of Liberty

3.2, 5.1, 6.2, 7.1 & 7.3

Instructional Resources 7.3 Enlightenment Philosophers Matrix Albany Plan of Union New England Confederation 6.2 Theory of Mercantilism Navigation Acts

Colonial Trade Matrix

5.1

Enlightenment Philosophers Matrix 5.1 Mayflower Compact Albany Plan of Union Enlightenment Philosophers Matrix Magna Carta English Bill of Rights http://avalon.law.yale.edu/17th_century/england.asp Proclamation of 1763 http://avalon.law.yale.edu/18th_century/proc1763.asp 6.2 Massachusetts Circular Letter Boston Massacre Picture Boston Tea Party Picture Declaration of Rights and Grievances Common Sense Richard Henry Lee: June 7, 1776 at the Second Continental Congress Declaration of Independence 3.2

3.2, 5.1, 6.2, 7.1 & 7.3 Sample Assessments and Prompts The French and Indian War (1754-1763) altered the relationship between Britain and its North American Colonies. Assess the change with regard to TWO of the following in the period between 1763 and 1775. Land Acquisition, Politics and Economics

Revised Blooms



Answers • Summary







http://avalon.law.yale.edu/17th_century/england.asp

http://avalon.law.yale.edu/18th_century/proc1763.asp

7.3 Major Concepts

7.3 What Students Will Know Expansion and settlement in the absence of governmental authority, power and law can lead to open cultural conflict and rebellion What Students Will Understand How and to what extent imperial wars between England, Spain and France impacted the cultural development and identity of “New World” settlers through the French and Indian War

Choose a position (Loyalist or Patriot) and defend or refute the American Revolution

Salutary Neglect Sons and Daughters of Liberty Patrick Henry Samuel Adams Boycotts Currency Act of 1764 Sugar Act of 1764 Quartering Act of 1765 Stamp Act of 1765 Stamp act Congress Declaratory Act of 1766 Townsend Acts of 1767 Massachusetts Circular Letter 1768 Boston Massacre of 1770 Gaspee Incident Tea Act of 1773 Boston Tea Party Quebec Act of 1774 First Continental Congress Declaration of Rights and Grievances Second Continental Congress Olive Branch Petition Necessities of Taking Up Arms Thomas Paine “Common Sense” Richard Henry Lee Declaration of Independence 3.2

• Create a Song

6.2 Major Concepts

6.2 What Students Will Know When a nation’s economic and/or political interests are threatened it can lead to some degree of participation in war

Wars and their outcomes are often unsettling and have enduring international consequences for nations and civilians What Students Will Understand How and why the competition between empirical powers led to colonial involvement in the French and Indian War

3.2 Proclamation of 1763 Quebec Act of 1774

5.1 Major Concepts

5.1 What Students Will Know A nation may agree on values and principles philosophically, but disagree on the practical political and economic application of those same values and principles. What Students Will Understand How British colonists began to express and share ideas about liberty and independence leading up to the American Revolution

5.1 Major Concepts

5.1 What Students Will Know Leaders can modify the institutions of government in response to the challenges of their time

Perceptions of power and authority can lead to actual tensions and conflict.

The distribution and authority may change during times of tension and conflict. What Students Will Understand How the political organization of the royal colonies around a royal governor, councils and assemblies affected the distribution of power between the colonists and Great Britain

How the actions and legislation of the British monarch and Parliament after the French and Indian War led to the American Revolution and Independence

6.2 Major Concepts

6.2 What Students Will Know When a nation’s economic and/or political interests are threatened it can lead to some degree of participation in war.

What Students Will Understand How and why more strict colonial policies by the British government led to colonial discontent, opposition, protest and the American Revolution

3.2 Major Concepts

3.2 What Students Will Know Government policy can promote and direct the migration and settlement of people What Students Will Understand How the French and Indian War, expansion beyond the Appalachian Mountain Range and the Proclamation of 1763 led to colonial resentment of British policy

Topic: American Revolution

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.2 Analyze key political, economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States. AH1.H.7 Understand the impact of war on American politics, economics, society and culture. AH1.H.6 Understand how and why the role of the United States in the world has changed over time. AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.2.1 Analyze key political, economic and social turning points in United States History using Historical thinking. AH1.H.2.2 Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact. Concept: Turning Points, Historical Thinking AH1.H.4.1 Analyze the political issues and conflicts that impacted the United States through reconstruction and the compromises that resulted. AH1.H.4.2 Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted Concept: Conflict AH1.H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction Concept: Freedom, Equality, Power AH1.H.6.1 Explain how national, economic and political interests helped set the direction of United States foreign policy from independence through Reconstruction Concept: AH1.H.7.1 Explain the impact of wars on American politics through Reconstruction AH1.H.7.2 Explain the impact of wars on the American economy through Reconstruction AH1.H.7.3 Explain the impact of wars on American society and culture through Reconstruction Concept: War AH1.H.8.2 Explain how opportunity and mobility impacted various groups within American society through Reconstruction Concept: American Dream

Pacing Essential Questions What were the motivating factors that caused the American colonists to revolt against their mother country?

7.1 Major Concepts

7.1 What Students Will Know War can influence the political decisions and development of participant and neutral nations and their leaders.

A nation’s government and its political leaders often assume more authority during periods of conflict, rebellion or welfare.

What Students Will Understand How and why British attempts to exert control over its colonies after the French and Indian War led to violent, organized and successful resistance

2.1, 2.24.1, 4.2, 4.4, 5.1, 6.1, 7.1, 7.2, 7.3 & 8.2 Instructional Tasks



Apply Examine how the Enforcement of the Navigation Acts led to an increase in colonial unrest, rebellion and revolution.

Analyze

Analyze reasons for and impact of the American Revolution.

Diagram the British enforcement of taxes in relation to the development of colonial protest

2.1, 2.24.1, 4.2, 4.4, 5.1, 6.1, 7.1, 7.2, 7.3 & 8.2 Essential Vocabulary Enforcement of Navigation Acts Salutary Neglect Sons and Daughters of Liberty Patrick Henry Samuel Adams Boycotts Currency Act of 1764 Sugar Act of 1764 Quartering Act of 1765 Stamp Act of 1765 Stamp act Congress Declaratory Act of 1766 Townsend Acts of 1767 Massachusetts Circular Letter 1768 Boston Massacre of 1770 Gaspee Incident Tea Act of 1773 Boston Tea Party Quebec Act of 1774 First Continental Congress Declaration of Rights and Grievances Second Continental Congress Necessities of Taking Up Arms Olive Branch Petition Thomas Paine “Common Sense” Richard Henry Lee Declaration of Independence

2.1, 2.24.1, 4.2, 4.4, 5.1, 6.1, 7.1, 7.2, 7.3 & 8.2 Instructional Documents and Resources

Colonists Advantages/Disadvantages Matrix

2.1, 2.24.1, 4.2, 4.4, 5.1, 6.1, 7.1, 7.2, 7.3 & 8.2 Sample Assessments and Prompts Was the American Revolution simply a revolt of citizens unwilling to pay taxes, or was it driven by principles and the desire for independence?




Answers • Summary




4.1 Major Concepts

4.1 What Students Will Know Political relationships can change and impact the domestic and foreign affairs between people and nations

What Students Will Understand To what extent self-government and English colonial policy led to conflict and a desire for independence by the colonists

How and why the political relationship between the colonists and England changed after the French and Indian War

colonial protest

Evaluate

Determine the causes and effects of colonial unity against increased British taxes.

Justify the Stamp Act Congress, the First Continental Congress, the Declaration of Rights and Grievances, the Second Continental Congress, “Common Sense” and the Declaration of Independence

Create Role Play the debate between Loyalists (Tories) and Patriots over breaking away from Britain.

Declaration of Independence 4.1 House of Burgesses Mayflower Compact French and Indian War Albany Congress Albany Plan of Union “Join or Die” Enlightenment Philosophers Natural Rights Social Contract Separation of Power Magna Carta English Bill of Rights Virtual Representation Second Continental Congress Necessities of Taking Up Arms Olive Branch Petition Thomas Paine “Common Sense” Richard Henry Lee Declaration of Independence 4.2 Enforcement of Navigation Acts Salutary Neglect Sons and Daughters of Liberty Patrick Henry Samuel Adams Boycotts Currency Act of 1764 Sugar Act of 1764 Quartering Act of 1765 Stamp Act of 1765

• Write a Persuasive Speech

• Analyze a Document • Write a letter



4.2 Major Concepts

4.2 What Students Will Know Relationships between individuals, groups and nations may change as economic circumstances change

What Students Will Understand How and why the economic relationship between Great Britain and its colonies changed after the French and Indian War

How and to what extent various colonists protested British economic policies leading up to the American Revolution

Quartering Act of 1765 Stamp Act of 1765 Stamp act Congress Declaratory Act of 1766 Townsend Acts of 1767 Massachusetts Circular Letter 1768 Boston Massacre of 1770 Gaspee Incident Tea Act of 1773 Boston Tea Party Quebec Act of 1774 First Continental Congress Declaration of Rights and Grievances Second Continental Congress Olive Branch Petition Second Continental Congress Olive Branch Petition Necessities of Taking Up Arms Thomas Paine “Common Sense” Richard Henry Lee Declaration of Independence

5.1 Republican Mother Sons and Daughters of Liberty Patrick Henry Samuel Adams Boycotts Stamp act Congress Massachusetts Circular Letter 1768

5.1 Major Concepts

5.1 What Students Will Know Leadership can affect societal, economic and political change in order to promote freedom and equality

What Students Will Understand How British colonist began to express and share ideas about liberty and independence leading up to the American revolution: John Dickinson, Samuel Adams, Paul Revere and Committees of Correspondence

How and why Thomas Paine’s pamphlet, Common Sense, encouraged revolution and independence

Massachusetts Circular Letter 1768 Boston Massacre of 1770 Gaspee Incident Boston Tea Party First Continental Congress Declaration of Rights and Grievances Second Continental Congress Olive Branch Petition Thomas Paine “Common Sense” Richard Henry Lee Declaration of Independence Declaration of the Causes and Necessities of Taking Up Arms 4.4 Republican Mother Sons and Daughters of Liberty 7.2 Franco-American Alliance De Lafollette Hessians 7.3 Loyalists Patriots Lexington and Concord Bunker Hill Battle of Saratoga Valley Forge Stono River King’s Mountain Battle of Cowpens Battle of Yorktown

4.4 Major Concepts

4.4 What Students Will Know Shared experiences among diverse groups may shape national identity What Students Will Understand How and to what extent revolutionary spirit and independence influenced various cultural groups and defined for the first time what it meant to be an American

7.2 Major Concepts

7.2 What Students Will Know Civilians and their governments will economically sacrifice and suffer because of war

Nation-states have difficulty financing war efforts and overcoming the results of war

What Students Will Understand The extent to which colonists had difficulty in financing and winning the American Revolution

7.3 Major Concepts

7.3 What Students Will Know Wars between countries of competing ideologies and influence can create societal suspension, anxiety, fear and discrimination

The perception of wars and their purpose may help determine the degree of mobilization and participation of a democratic nation and its citizens

What Students Will Understand How and to what extent the American Revolution and independence transformed the cultures of the British colonies and defined for the first time what it meant to be an American

How the American Revolution split the British colonies into Patriots and Loyalists and the effect of that split on American society and the war

7.3 Revolutionary War Battle Matrix

8.2 Major Concepts

8.2 What Students Will Know Opportunity and mobility on behalf of survival, perseverance and self-improvement can have both positive and negative impacts for various groups and their communities

What Students Will Understand How the American revolution and independence from Great Britain impacted those who were patriots, loyalists or neutral in the cause

8.2 Patriots Loyalists

8.2 Patriots v Loyalists Matrix

6.1 Major Concepts

6.1 What Students Will Know Foreign policy guidelines and international agreements may encourage domestic economic development and enable political security

What Students Will Understand How the American Revolution transformed British-Colonial relations and created a new American Republic

6.1 Treaty of Paris of 1783

6.1 Colonists Before and After Matrix

2.1 Major Concepts

2.1 What Students Will Know The chronological narrative of a nation can be examined as a series of interconnected historical turning points

Historical turning points typically have multiple causes and effects within a chronological narrative


What Students Will Understand Historical turning points are key moments from the past which typically occur for multiple reasons and ultimately produce a significant amount of change

2.1 Salutary Neglect French and Indian War Proclamation of 1763 Enforcement of Navigation Acts Sons and Daughters of Liberty Stamp Act Congress Boston Massacre Boston Tea Party Thomas Paine’s “Common Sense” Massachusetts Circular Coercive Acts Lexington and Concord Battle of Saratoga Franco-American Alliance First Continental Congress Declaration of Rights and Grievances Second Continental Congress Declaration of the Causes and Necessities of Taking Up Arms Declaration of Independence Richard Henry Lee George Washington Treaty of Paris of 1783

2.1 Create a Historical Time-Line

2.2 Major Concepts

2.2 What Students Will Know The chronological narrative of a nation can be examined as a series of interconnected historical turning points

Historical turning points typically have multiple causes and effects within a chronological narrative


What Students Will Understand Historical turning points are key moments from the past which typically occur for multiple reasons and ultimately produce a significant amount of change

2.2 Salutary Neglect French and Indian War Proclamation of 1763 Enforcement of Navigation Acts Sons and Daughters of Liberty Stamp Act Congress Boston Massacre Boston Tea Party Thomas Paine’s “Common Sense” Massachusetts Circular Coercive Acts Lexington and Concord Battle of Saratoga Franco-American Alliance First Continental Congress Declaration of Rights and Grievances Second Continental Congress Declaration of the Causes and Necessities of Taking Up Arms Declaration of Independence Richard Henry Lee George Washington Treaty of Paris of 1783

2.2

(Effective 2013)

Unit 3: Articles of Confederation and ConstitutionDocuments To Sort By Topic

Topic: Founding Documents and The United States Under The Articles of Confederation

Essential Standard 5 AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.5. Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.5.2. Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government from colonization through Reconstruction

Pacing Essential Questions What were the major factors that caused the Founding Fathers to abandon the Articles of Confederation and create the Constitution? How did the U.S. Constitution shape American political, social and economic culture?

5.2 Major Concepts Freedom, Equality and Power

5.2 What Students Will Know How the creation and implementation of the Articles of Confederation affected the distribution of power between the states and with the new national government What Students Will Understand The power to govern in a democratic system is divided among different groups which, at times, are at odds with each other over how to best govern.

The distribution of power and authority may change during times of tension and conflict.

5.2 Instructional Tasks



Explain how the failure of the Articles of Confederation led to the creation of the US Constitution

Apply Examine how the weaknesses of the Articles of Confederation along with foreign threats led to the need for a stronger government.

Examine and explain the impact of economic, political and social policies on the creation of the Articles of Confederation and the American Constitution

Analyze Analyze the weaknesses of the US government under the Articles of Confederation

Evaluate Determine the causes and effects of the formation of the US government under the Articles of Confederation

5.2 Essential Vocabulary Articles of Confederation Shay’s Rebellion

5.2 Essential Documents and Resources Articles of Confederation Iroquois Nation’s Constitution http://www.law.ou.edu/hist/iroquois.html The Articles of Confederation We the People, Unit 2, Lesson 10-15 Youth Leadership Initiative http://www.youthleadership.net/

5.2 Sample Assessments and Prompts

Prompts

Revised Blooms



Answers • Summary







http://www.youthleadership.net/

Topic: Northwest Territory and Admission of New States

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.3 Understand the factors that led to the exploration, settlement, movement and expansion and their impact on the United States development over time.

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the U.S. before the Civil War Concept: Settlement, Movement and Expansion


3.2 Major Concepts

3.2 What Students Will Know How government policies and action influenced the patterns of migration and settlement along the Western frontier.

What Students Will Understand Geographic factors can shape the migration, settlement and cultural development within a region

Government policy can promote and direct the migration and settlement of people



Understand Explain major concepts for the unit of study

Explain the major provisions of the Northwest Ordinance and the Land Ordinance of 1785

Apply


Analyze Analyze the expansion of slavery under the Articles of Confederation along with the admission of new states

Evaluate Evaluate the effectiveness of the 9/13 rule for passing a law under the Articles of Confederation

Create Role Play: Create a law under the

3.2 Essential Vocabulary Land Ordinance of 1785 Northwest Ordinance of 1787

3.2 Instructional Documents and Resources Northwest Ordinance http://www.earlyamerica.com/earlyamerica/milestones/ordinance/

Land Ordinance of 1785 http://www.u-s-history.com/pages/h1150.html


Prompts

Revised Blooms



Answers • Summary



Evaluating • Write a Persuasive Speech • Analyze a Document • Write a letter

Creating • Document Based Question

Essay • Time Line • Create a Newspaper • Create a Poster • Write a Story • Create a Song

http://www.earlyamerica.com/earlyamerica/milestones/ordinance/

http://www.u-s-history.com/pages/h1150.html

Topic: Failure of the Articles of Confederation and Causes of the Constitutional Convention

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1 Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted. Concept: Conflict and Compromise


4.1 Major Concepts

4.1 What Students Will Know How the structure, powers and authority of a new federal government under the Articles of Confederation led to political conflict and their eventual replacement by the U.S. Constitution

How various opinions over the nature of republicanism impacted the debates of the Constitutional Convention and the ratification of the United States Constitution

What Students Will Understand Political relationships can change and impact the domestic and foreign affairs between people and/or nations.

Governmental policies and actions that promote national growth and expansion can create sectional tensions and political debate

A leader’s response to





Analyze reasons for and impact of the Articles of Confederation and the American Constitution

Compare and contrast tactics and motives of the Federalists and Anti-Federalists vying for political power


4.1 Essential Vocabulary Articles of Confederation Shay’s Rebellion Land Ordinance Northwest Ordinance

Constitutional Convention Virginia Plan Proportional Representation New Jersey Plan Great Compromise 3/5 Compromise Slave Trade and Commerce Compromise Federalist Papers

4.1 Instructional Documents and Resources The Constitution http://www.archives.gov/national_a rchives_experience/charters.html Articles of Confederation http://www.yale.edu/lawweb/aval on/artconf.html The Articles of Confederation The Constitution Creating a New Nation, Documents of Destiny, Goldhil Home Videos We the People, Unit 2, Lesson 10-15 Youth Leadership Initiative http://www.youthleadership.net/

Curriculum Pathways Resources (available at: www.sasinschool.com) Personal Handbook to the U. S. Constitution, Classroom Activity 1140 The Constitutional Convention, InterActivity 1180 The Federalist Assignment: Advertising the Constitution, Project 400 Jefferson’s letter to Madison on the Constitution, December 20, 1787 The Federalist Papers http://lcweb2.loc.gov/const/fed/fedp apers.html The Anti-Federalists Papers http://www.constitution.org/afp/afp. htm http://www.yale.edu/lawweb/avalon /const/mchenry.htm We The People, Unit 2, Lesson 16-17 Patrick & Keller, Lessons on the Federalist Papers. 1986. ISBN-0-941339-00-9 Gilbert-Rolfe, The Federalist Papers: A Modern Translation, 2000.


Prompts

Revised Blooms



Answers • Summary







Topic: Constitution Philosophical Underpinnings

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.5 Understand how tensions between freedom and power have shaped the political, economic and social development of the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction Concept: Freedom, Equality and Power

Pacing Essential Questions What were the underlying motivating factors for the creation of the Constitution? How did the U.S. Constitution shape American political, social and economic culture?

5.1 Major Concepts

5.1 What Students Will Know How, why and to what extent European enlightened philosophers and their writings such as John Locke and the Two Treatises of Government impacted the creation and development of the United States as a democratic republic. What Students Will Understand Leadership can affect societal, economic and political change in order to promote freedom and equality


Define Current Vocabulary






5.1 Essential Vocabulary Enlightenment Philosophers John Locke Rousseau Voltaire

5.1 Instructional Documents and Resources The Constitution http://www.archives.gov/national_a rchives_experience/charters.html The Constitution Creating a New Nation, Documents of Destiny, Goldhil Home Videos We the People, Unit 2, Lesson 10-15 Youth Leadership Initiative http://www.youthleadership.net/

Curriculum Pathways Resources (available at: www.sasinschool.com) The Influence of John Locke, Web Lesson 616


Prompts

Revised Blooms


Understand • Quick Write • Journal Entries • Essential Question Answers • Summary







Topic: The Constitution: Structure, Power and Accountability

Essential Standard 4 AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1 Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.4.2 Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted Concepts: Conflict and Compromise

Pacing Essential Questions How did the Constitution outline the powers of federal and state government along with ensuring individual civil rights? How did the U.S. Constitution shape American political, social and economic culture?

4.1 & 4.2 Major Concepts

4.1 & 4.2 What Students Will Know 4.1: Why the rule of law is an essential component of United States government e.g., the notion that society is governed according to widely known and accepted rules followed not only by the by the governed but also by those in authority (Rule of Law) 4.1: How and why the framers of the Constitution adopted a federal system in which power and responsibility are divided and shared between a national government, having certain nationwide responsibilities, and state governments having state and local responsibilities 4.1: Reasons why the Constitution’s overall design and specific features were intended to place limitations on both national and state governments 4.1: Ways in which the federal system provides

4.1 & 4.2` Instructional Tasks







4.1 & 4.2 Essential Vocabulary Types of Government Anarchy Autocracy Totalitarianism Absolute Monarchy Limited Monarchy Theocracy Oligarchy Aristocracy Democracy Republicanism Federalism Rule of Law

Structure of Government Constitution Preamble Bill of Rights Separation of Power Checks and Balances Electoral College Executive Branch Legislative Branch Judiciary Branch House of Representatives Senate Speaker of the House President of the Senate President Pro Tempore Majority Leader Minority Leader Party Whips Commander In Chief

Powers of Branches Bills Laws Veto Power State of The Union Executive Orders Executive Agreement Pardons Commutations Reprieves Judicial Review Amending

Powers of Government Limited Government Enumerated Powers

4.1 & 4.2 Essential Documents and Resources

The Constitution http://www.archives.gov/national_a rchives_experience/charters.html

The Constitution Creating a New Nation, Documents of Destiny, Goldhil Home Videos We the People, Unit 2, Lesson 10-15 Youth Leadership Initiative http://www.youthleadership.net/

ABC’S “Schoolhouse Rock” Series – “History Rock” http://www.school-houserock. com/AmericaRock.html Bill of Rights, A Users Guide, Close-Up, ISBN 0-932765-67-X We The People, Lesson 19 & 29 Bill of Rights Institute http://www.billofrightsinstitute.org/ National Constitution Center, Interactive Constitution http://www.constitutioncenter.org/ On the Establishment of Religion: What the Constitution Really Says http://www.renewamerica.us/readings/ keyes.pdf

Curriculum Pathways Resources (available at: www.sasinschool.com) Personal Handbook to the Constitution,

4.1 & 4.2 Sample Assessments and Prompts

Prompts

Revised Blooms


Topic: The Constitution: Individual Rights and Freedoms


Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1 Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.4.2 Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted

Pacing Essential Questions How did the Constitution outline the powers of federal and state government along with ensuring individual civil rights? How did the U.S. Constitution shape American political, social and economic culture?

4.1 & 4.4 Major Concepts Conflict and Compromise

4.1 & 4.4 What Students Will Know 4.1: Ways in which federalism is designed to protect individual rights to life, liberty and property and how it has at times made it possible for states to deny the rights of certain groups, e.g., states’ rights and slavery, denial of suffrage to women and minority groups

4.1: How major features of the Constitution, such as federalism and the Bill of Rights have helped to shape American society 4.4: The importance to the individual and society such as person rights as freedom of expression and thought

4.4: How and why shared political and civic belief and values have helped define the “American” citizen rather than ethnicity, race, religion, class or national origin

What Students Will Understand 4.1: In a








4.1 & 4.4 Essential Vocabulary Rule of Law Federalism Individual Rights Individual Responsibilities Equal Justice Under the Law Due Process Inalienable Rights Bill of Rights Freedom of Expression Freedom of Assembly Freedom of Petition Freedom of Religion Free Exercise Clause Establishment Clauses Right To bear Arms Rights of the Accused Due Process Eminent Domain Double Jeopardy Trial By Jury

4.1 & 4.4 Instructional Documents and Resources The Constitution http://www.archives.gov/national_a rchives_experience/charters.html

The Constitution Creating a New Nation, Documents of Destiny, Goldhil Home Videos We the People, Unit 2, Lesson 10-15 Youth Leadership Initiative http://www.youthleadership.net/

Curriculum Pathways Resources (available at: www.sasinschool.com) The Federalist Assignment: Advertising the Constitution, Project 400 The War Powers Act, InterActivity 1186

ABC’S “Schoolhouse Rock” Series – “History Rock” http://www.school-houserock. com/AmericaRock.html Bill of Rights, A Users Guide, Close-Up, ISBN 0-932765-67-X We The People, Lesson 19 & 29 Bill of Rights Institute http://www.billofrightsinstitute.org/ National Constitution Center, Interactive Constitution http://www.constitutioncenter.org/ On the Establishment of Religion: What the Constitution Really Says http://www.renewamerica.us/


Prompts

Revised Blooms



Answers • Summary








AH1.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact

Unit 4: New NationNew Nation Essential Vocabulary

George Washington Thomas Jefferson Alexander Hamilton British and French War Neutrality Proclamation Jay’s Treaty Pickney’s Treaty Battle of Fallen Timbers Treaty of Greenville Impressment Seizure of Ships Cabinet Judiciary Act of 1789 Bill of Rights Whiskey Rebellion Hamilton’s Economic Plan Tariffs Excise Tax Elastic Clause Democratic-Republicans Federalists Strict Constructionists Loose Constructionists Washington’s Farewell Address

John Adams Thomas Jefferson British and French War XYZ Affair Convention of 1800 Strict Constructionist Loose Constructionist Federalists Democratic Republicans Alien and Sedition Acts Virginia and Kentucky Resolves Election of 1800 Judiciary Act of 1801

Thomas Jefferson British and French War Louisiana Purchase Strict Constructionist Elastic Clause Lewis and Clark Embargo Act of 1807 Non-Intercourse Act Midnight Judges Marbury v. Madison McCulloch v Maryland Gibbons v Ogden

James Madison Second War for Independence War of 1812 Impressment Seizure of Ships Freedom of Seas War Hawks White House Burning Battle of Tippiecanoe William H. Harrison Battle of the Great Lakes Commodore Oliver Hazard Perry Battle of Horseshoe Bend Treaty of Ghent Battle of New Orleans Hartford Convention

Documents To Sort By Topic

Documents: Bill of Rights Hamilton’s Reports Letters and publications produced by Thomas Jefferson and Alexander Hamilton George Washington’s Farewell Address Alien & Sedition Acts Virginia & Kentucky Resolutions Jefferson’s First Inaugural Address Audio and Visual Resources: Videos/DVDs A New Nation (Schlesinger) Founding Brothers (History Channel) The Duel (PBS) Marbury v. Madison (WQED) Fine Arts Connections: Mather Brown. Thomas Jefferson, 1786, SNPG Rembrant Peale. George Washington, 1795, SNPG Gilbert Stuart. George Washigton, 1796, SNPG John Trumbull, John Adams, 1793, SNPG Songs: Presidential Campaign Songs (Smithsonian Folkways) Washington Adams Jefferson Madison Curriculum Pathways Resources (available at: www.sasinschool.com) Personal Handbook to the U.S. Constitution, Classroom Activity 1140 The Federalist Assignment: Advertising the Constitution, Project 400

Suggested Websites: Thomas Jefferson: http://etext.virginia.edu/jefferson/ Alexander Hamilton: http://www.pbs.org/wgbh/amex/duel/Judiciary Act of 1789 http://usinfo.state.gov/usa/infousa/f acts/democrac/8.htm The Bill of Rights http://www.billofrightsinstitute.org http://www.archives.gov/nationalarchivesexperience/ charters/bill_of_rights.htm Alexander Hamilton http://xroads.virginia.edu/~CAP/ha m/hamilton.html http://www.eh.net/encyclopedia/co Lesson in DPI’s Concept-Based Instruction Document: Political Freedom in the Emerging Republic Documents: Letters of Abigail Adams Tecumseh’s Protest of the Treaty of Fort Wayne (1809) Thomas Jefferson’s letter, “A Firebell in the Night” Phillis Wheatley, “Ode to Washington” Audio and Visual Resources: Videos/DVDs Africans in America (PBS) Democracy and Reform (Schlesinger) Fine Arts Connection: Washington Allston. Hermia and Helena, 1818, SAAM John Haidt. Young Moravian Girl, 1780, SAAM

Suggested Websites: http://www.pbs.org/wgbh/aia/ Curriculum Pathways Resources (available at: www.sasinschool.com) Encountering Lewis and Clark, Project 398 Indian Removal Act of 1830, InterActivity 31 Nations within the Nation, Web Lesson 606 The Great Plains Indian Wars, Classroom Activity 1130 The Middle Passage Gallery of Interactive Displays, Web Lesson 607 What was a typical day like for a plantation slave in the antebellum South? Web Inquiry 203 Documents: President Washington’s Farewell Address “OGRABME” political cartoon President Madison’s War Message Hartford Convention Resolutions Audio and Visual Resources: Videos/DVDs Expansionism (Schlesinger) Founding Brothers (History Channel) Biography of America Video Series, Episode 5: “A New System of Government” (Annenberg CPB) Fine Arts Connections: Thomas Chambers. Capture of The H.B.M. Macedonia by The U.S. Frigate United States, 1852, SAAM Enoch Gridley. Memorial to Washington, 1810, SAAM Chester Harding. James Madison, 1829-1830, SNPG Margarett Smith. Sacred to Washington, 1822, Baltimore Museum of Art

Songs: Keith and Rusty McNeil, Colonial and Revolution Songs “Battle of New Orleans” “How Happy the Soldier” “Star Spangled Banner” “The Hunters of Kentucky”

http://www.eh.net/encyclopedia/co

(Effective 2013) Topic: Debate Between Federalists and Anti-Federalists Over the Ratification of the Constitution

Essential Standards AH1.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.5 Understand how tensions between freedom and power have shaped the political, economic and social development of the United States AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government from colonization through Reconstruction AH1.H.8.4 Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis through Reconstruction

Pacing Essential Questions What effect did foreign and domestic conflict have on shaping the New Nation’s foreign and domestic policies?


5.2 What Students Will Know How the debate between the Federalists and Anti-Federalists over the ratification of the United States Constitution, impacted the creation of political parties and the distribution of power between levels and institutions of government What Students Will Understand The power to govern in a democratic system is divided among different groups which, at times, are at odds with each other over how to best govern

The distribution of power and authority may change during times of tension and conflict

5.2 & 8.4 Instructional Tasks What was the impact of the major domestic issues and conflicts experienced by the nation during the Federalist Era? How did the US government emerge out of competing processes of conflict and compromise? How did the Federalist Period contribute to the long-standing debate in America about the role of government and the distribution of power? How is the US Constitution a document subject to change and interpretation?

5.2 & 8.4 Essential Vocabulary Federalists Anti-Federalists Federalist Papers Report to Congress on the Subject of Manufacturers



Prompts Analyze the contributions of TWO of the following in helping to establish a stable government after the adoption of the Constitution. (2002) John Adams Thomas Jefferson George Washington

Describe the drafting, content, and ratification of the Bill of rights.




Answers • Summary

Applying • Diary Entry • Interview

8.4 Major Concepts Progress, Crisis and “The American Dream”

8.4 What Students Will Know How the founding fathers defined and directed the birth of a new republic under the United States Constitution

What Students Will Understand An individual or group’s perceptions of themselves, their country and their place within a society may be influenced by times of prosperity and crisis

• Diary Entry • Interview • Scrapbook






Topic: Anti-Federalists Demand Bill of Rights To Protect Individual Rights

Essential Standards AH1.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking

AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact USH.H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction


5.1 What Students Will Know How and why the Bill of Rights was added to the United States Constitution

What Students Will Understand Diverse groups of people may have to agree upon shared values and principles in order to form and maintain a viable political and economic system

A nation may agree on values and principles philosophically, but disagree on the practical political and economic application of those same values and principles

Governments can be structured in order to address the needs and desires of the governed

5.1 Instructional Tasks Remembering Identify the key vocabulary for the Federalists and Anti-Federalists

Understanding

Applying

Analyzing

Evaluating Determine the effectiveness of the Bill of Rights in maintaining Civil Liberties

Creating

Elaborate on the causes of the addition of the Bill of Rights to the US Constitution? What was the impact of the major domestic issues and conflicts experienced by the nation during the Federalist Era? How did the US government emerge out of competing processes of conflict and compromise? How did the Federalist Period contribute to the long-standing debate in America about the role of government and the distribution of power? How is the US Constitution a document subject to change and interpretation?

5.1 Essential Vocabulary Pre – Bill of Rights Federalists Anti-Federalists

Current – James Madison

Introduction -

5.1 Instructional Documents and Resources Bill of Rights Federalists #10 & #51


Prompts The United States Constitution of 1787 represented an economic and ideological victory for the traditional American political elite.” Assess the validity of that statement for the period 1781 to 1789. (2006 Form B)

The Bill of Rights did not come from a desire to protect the liberties won in the American Revolution, but rather from a fear of the powers of the new federal government. Assess the validity of this statement. (1991)

Discuss Deteriorating positions of African-Americans and Native Americans in the post-Revolutionary War period. How do you account for the deterioration? What were the major changes or events that marked the declining status of each group?




Answers • Summary


Analyzing

Topic: Conflict In The New Nation: Strict Constructionists v. Weak Constructionists

Essential Standards AH1.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States.

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1 Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted Concept: Conflict and Compromise AH1.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between the levels of government from colonization through Reconstruction

Pacing Essential Question What effect did foreign and domestic conflict have on shaping the New Nation’s foreign and domestic policies?


4.1 What Students Will Know How differences in opinion over the power and authority of the national government led to the creation, development and evolution of American political parties and their platforms

What Students Will Understand

Political relationships can change and impact the domestic and foreign affairs between people and/or nations

A government founded on the division of power and authority may endure internal and external debates that can lead to conflict and/or compromise

Governmental policies and actions that promote national growth and expansion can create sectional tensions and political debate

4.1 & 5.2 Instructional Tasks What was the impact of the major domestic issues and conflicts experienced by the nation during the Federalist Era? How did the US government emerge out of competing processes of conflict and compromise? How did the Federalist Period contribute to the long-standing debate in America about the role of government and the distribution of power? How is the US Constitution a document subject to change and interpretation?

4.1 & 5.2 Essential Vocabulary Strict Constructionists Loose Constructionists Alexander Hamilton Thomas Jefferson Federalists Democratic-Republicans Hamilton’s Economic Plan Tariffs Excise Tax Whiskey Rebellion Cabinet



In foreign policy, the Federalists believed that the United States needed to build a strong national state to pursue American interests in Europe and elsewhere, while the Republicans believed the country should turn inward, away from Europe and toward the West. Which was the wiser policy in 1800? Which view generally prevailed in the nineteenth century and why?

Prompts To what extent was the United States Constitution a radical departure from the Articles of Confederation? (2005 Form B)

Discuss the dangers the nation faced during the Federalist era (1789-1800) and how it overcame or survived them. In your answer be sure to include conflict among social, economic and sectional interest groups; challenges from foreign nations; and threats to individual liberties and the Bill of Rights.


5.2 Major Concepts

5.2 What Students Will Know How, why and to what extent the leadership and presidency of George Washington established a stronger national government How the early decisions of Chief Justice John Marshall and the United States Supreme Court increased the power and authority of the national government

What Students Will Understand Leaders can modify the institutions of government in response to the challenges of their time



Answers • Summary







Topic: Hamilton’s Economic Plan Causes Political Parties To Develop

Essential Standards AH1.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States AH1.H.7 Understand the impact of war on American politics, economics, society and culture AH1.H.7 Understand the impact of war on American politics, economies, society and culture.

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.2 Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted Concept: Conflict and Compromise AH1.H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction Concepts: Freedom, Equality and Power AH1.H.7.2 Explain the impact of wars on the American economy through Reconstruction


4.2 Major Concepts

4.2 What Students Will Know How the adoption of Alexander Hamilton’s financial plan impacted the political and economic development of the United States

What Students Will Understand While a nation’s economic policies may encourage national growth, these policies may also lead to sectional tensions.

An economy’s cynical nature may challenge individuals, groups and a nation

4.2, 5.1 & 7.2 Instructional Tasks What was the impact of the major domestic issues and conflicts experienced by the nation during the Federalist Era? How did the US government emerge out of competing processes of conflict and compromise? How did the Federalist Period contribute to the long-standing debate in America about the role of government and the distribution of power? How is the US Constitution a document subject to change and

4.2, 5.1 & 7.2 Essential Vocabulary Strict Constructionist Loose Constructionist Federalists Democratic-Republican Hamilton’s Economic Plan Elastic Clause Franco-American Alliance Revolutionary War Debt Hamilton’s Economic Plan Articles of Confederation Plans for raising Money

4.2, 5.1 & 7.2 Instructional Documents and Resources Document Based Question Including: “Jefferson’s Opinion on the Constitutionality of the Bank” “Hamilton’s Opinion on the Constitutionality of the Bank”

Create a Historical Time-Line of U.S. Economic Development From The American Revolution To The Federalist Period

4.2, 5.1 & 7.2 Sample Assessments and Prompts

Prompts Although the power of the national government increased during the early republic, this development often faced serious opposition. Compare the motives and effectiveness of those opposed to the growing power of the national government in TWO of the following. (2003 Form B) Whiskey Rebellion, 1794 Virginia and Kentucky Resolutions, 1798-1799 Hartford Convention, 1814-1815 Nullification Crisis, 1832-1833

Discuss the rise of political

5.1: What Students Will Know How the views of Federalists and Anti-Federalists, such as Alexander Hamilton and Thomas Jefferson, shaped the development of the American economic and political institutions What Students Will Understand A nation may agree on values and principles philosophically, but disagree on the practical political and economic application of those same values and principles

change and interpretation?

Discuss the rise of political parties in the United States. Did the Constitution provide for political parties? If not, when and why did the first two parties develop? Who led and supported each party?

Discuss the economic and financial programs of Secretary of the Treasury Alexander Hamilton. What did they include? What was Hamilton trying to accomplish? How and why did his programs politically divide Americans?




7.2 Major Concepts

7.2 What Students Will Know How and to what extent debt accumulated during the American Revolution threatened the economic development of the new nation under the Articles of Confederation and the United States Constitution What Students Will Understand Nation-states have difficulty financing war efforts and overcoming the results of war


Answers • Summary







Topic: Foreign and Domestic Conflict During The New Nation

Essential Standard 4 AH1.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1 Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted


4.1 Major Concepts Conflict and Compromise

4.1 What Students Will Know How United States presidents and their administrations encountered specific internal and external conflicts

What Students Will Understand Political relationships can change and impact the domestic and foreign affairs between people and/or nations


A leader’s response to contemporary issues can result in political conflict or compromise

Governmental policies and actions that promote national growth and expansion can create sectional tension and political debate

4.1 Instructional Tasks What was the impact of the major domestic issues and conflicts experienced by the nation during the Federalist Era? How did the US government emerge out of competing processes of conflict and compromise? How did the Federalist Period contribute to the long-standing debate in America about the role of government and the distribution of power? How is the US Constitution a document subject to change and interpretation?

4.1 Essential Vocabulary George Washington Thomas Jefferson Alexander Hamilton British and French War Neutrality Proclamation Jay’s Treaty Pickney’s Treaty Battle of Fallen Timbers Treaty of Greenville Impressment Seizure of Ships Cabinet Judiciary Act of 1789 Bill of Rights Whiskey Rebellion Hamilton’s Economic Plan Tariffs Excise Tax Elastic Clause Democratic-Republicans Federalists Strict Constructionists Loose Constructionists Washington’s Farewell Address

John Adams Thomas Jefferson British and French War XYZ Affair Convention of 1800 Strict Constructionist Loose Constructionist Federalists Democratic Republicans Alien and Sedition Acts Virginia and Kentucky Resolves Election of 1800 Judiciary Act of 1801

4.1 Instructional Documents and Resources Create a Historical Time-Line of foreign and domestic conflict during George Washington, John Adams,


Prompts Evaluate the importance of domestic and foreign affairs in shaping American politics in the 1790s. (1994)

Explain the significance of the events surrounding the Whiskey Rebellion and Washington’s response.

Explain how differences over foreign policy in the period 1789-1800 encouraged the development of political parties and partisanship.








4.1 What Students Will Know How, why and to what extent executive, judicial and legislative decisions may have increased the power and authority of the federal government.





• Analyze a Document • Write a letter

Creating • Document Based Question Essay • Time Line • Create a Newspaper • Create a Poster • Write a Story • Create a Song


4.1 What Students Will Know How, why and to what extent executive, judicial and legislative decisions may have increased sectional tensions within the United States





Topic: Key Elections That Shaped The Federalist Era

Essential Standards AH1.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political economic and social development of the United States

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1: Analyze the political issues and conflicts that impacted the united States through Reconstruction and the compromises that resulted AH1.H.5.2: Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government from colonization through Reconstruction


5.2 Major Concepts Power

5.2 What Students Will Know How political platforms, campaigns and elections impacted the distribution of power within the institutions of national government between the states and nation What Students Will Understand The power to govern in a democratic system is divided among different groups which, at times, are at odds with each other over how to best govern


What was the impact of the major domestic issues and conflicts experienced by the nation during the Federalist Era? How did the US government emerge out of competing processes of conflict and compromise? How did the Federalist Period contribute to the long-standing debate in America about the role of government and the distribution of power? How is the US Constitution a document subject to change and interpretation? How did the US confront internal and international conflicts during this era? How does a nation’s involvement in international conflicts affect its identity? Should a nation form trade agreements with nations it disagrees with politically?

4.1 & 5.2 Essential Vocabulary Election of 1796 Election of 1800 Thomas Jefferson British and French War Louisiana Purchase Strict Constructionist Elastic Clause Lewis and Clark Embargo Act of 1807 Non-Intercourse Act Midnight Judges Marbury v. Madison



Prompts Although Federalists and Republicans emerged in extremely bitter political struggles during this period, they both retained their basic commitment to republican government, and at the end of the decade, the Federalist peacefully handed over power to the Republicans. What characterizes of American politics and society enabled them to keep their conflict within bounds?

To what extent was the election of 1800 aptly named the “Revolution of 1800?” Respond with reference to TWO of the following areas: (2004 Form B) Economics Foreign policy Judiciary Politics

Thomas Jefferson prided himself on the principles of democracy, local self-rule and limited government. How effectively did he transform those principles into policy? Could it be argued that Jefferson ironically laid the foundations for an imperial United States and a power federal government?

4.1 Major Concepts Conflict

4.1 What Students Will Know How and why certain presidential campaigns and elections significantly changed American politics and society What Students Will Understand A government founded on the division of power and authority may endure internal and external debates that can lead to conflict and/or compromise



How, why and to what extent executive, judicial and legislative decisions may have increased the power and authority of the federal government.

How, why and to what extent executive, judicial and legislative decisions may have increased sectional tensions within the United States



A leader’s response to contemporary issues can result in political conflict or compromise Governmental policies and actions that promote national

nations it disagrees with politically?

United States and a power federal government?

Elaborate on the significance of key elections during the Federalist Era in determining the roles of each branch of government.




Answers • Summary







Topic: American Expansionism During The Federalist Era

Essential Standards AH1.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.3 Understand the factors that led to exploration, settlement, movement and expansion and their impact on United States development over time AH1.H.5: Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States.

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the US before the Civil War AH1.H.5.2: Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government from colonization through Reconstruction



What Students Will Know How, why and to what extent executive, judicial and legislative decisions may have increased the power and authority of the federal government What Students Will Understand Perceptions of power and authority can lead to actual tension and conflict



What was the impact of the major domestic issues and conflicts experienced by the nation during the Federalist Era? How did the US government emerge out of competing processes of conflict and compromise? How did the Federalist Period contribute to the long-standing debate in America about the role of

3.2 & 5.2 Essential Vocabulary Louisiana Purchase Strict Constructionists Elastic Clause Louisiana Purchase Lewis and Clark

5.2 Instructional Documents and Resources


Prompts

Analyze the role of American expansion in influencing foreign policies.

How would the key events of this period – the spread of Jeffersonian democracy, the Louisiana Purchase and the new war with Britain – look in the eyes of an American Indian leader like Tecumseh?

Why had the Jeffersonian Republicans, by

3.2 Major Concepts Movement

3.2 What Students Will Know How government policies and action influenced the patterns of migration and settlement along the Western frontier

What Students Will Understand Government policy can promote and direct the migration and settlement of people

about the role of government and the distribution of power? How is the US Constitution a document subject to change and interpretation?

Why had the Jeffersonian Republicans, by 1815-1824, adopted many of the principles of “loose construction” once held by Hamiltonian Federalists? What kinds of strong federal power did the Republicans use and what kinds were they still reluctant to employ?




Answers • Summary







Topic: Establishment of The American Judicial System

Essential Standard 5 AH1.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.5: Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States.

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.5.2: Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government from colonization through Reconstruction



5.2 What Students Will Know How the early decisions of Chief Justice John Marshall and the United States Supreme Court increased the power and authority of the national government

How, why and to what extent executive, judicial and legislative decisions may have increased the power and authority of the federal government

What Students Will Understand The power to govern in a democratic system is divided among different groups which, at times, are at odds with each other over how to best govern


5.2 Instructional Tasks What was the impact of the major domestic issues and conflicts experienced by the nation during the Federalist Era? How did the US government emerge out of competing processes of conflict and compromise? How did the Federalist Period contribute to the long-standing debate in America about the role of government and the distribution of power? How is the US Constitution a document subject to change and interpretation?

5.2 Essential Vocabulary Judiciary Act of 1789 John Marshall Judiciary Act of 1801 Midnight Judges Marbury v Madison Separation of Powers Checks and Balances

Structure of the Courts Original Jurisdiction Appellate Jurisdiction Concurrent Jurisdiction Exclusive Jurisdiction



Prompts Describe how the decisions of the Supreme Court have helped to define the Constitution.

Evaluate the significance of the early decisions of the Supreme Court in shaping the American judicial system.




Answers • Summary







Topic: Foreign Diplomacy During The Federalist Era

Essential Standards AH1.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.6 Understand how and why the role of the United States in the world has changed over time

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.6.1 Explain how national economic and political interests helped set the direction of the United States foreign policy from independence through Reconstruction Concepts: International Affairs, Foreign Policy AH1.H.7.2: Explain the impact of wars on the American economy through Reconstruction AH1.H.7.3: Understand the impact of war on American politics, economics, society and culture


6.1 Major Concepts War

6.1 What Students Will Know How and to what extent international trade policies and diplomatic agreements such as embargos, tariffs and treaties shaped the development of foreign policy as well as sectional interests within the United States What Students Will Understand Economic and political interests will guide a nations foreign policy

Foreign policy guidelines and international agreements may encourage domestic economic development and enable political security

Foreign policy decisions may be a source of national pride or sectional tension

6.1 Instructional Tasks How did the US confront internal and international conflicts during this era? How does a nation’s involvement in international conflicts affect its identity? Should a nation form trade agreements with nations it disagrees with politically?

6.1 Essential Vocabulary British and French War Neutrality Proclamation Impressment Seizure of Ships Jay’s Treaty Pickney’s Treaty Battle of Fallen Timbers Treaty of Greenville XYZ Affair Convention of 1800 Louisiana Purchase Embargo Act of 1807 Non-Intercourse Act War of 1812 Freedom of Seas War Hawks

6.1 Instructional Documents and Resources Time-Line the foreign policy that the US followed up to the War of 1812 and identify the conflict that existed between the US, Britain and France


Prompts Analyze the causes of the United States’ entry into a nearly disastrous was against Britain from 1812 to 1814.

Describe the varied responses of Americans to the French Revolution.




Answers • Summary







Topic: Failure of Foreign Diplomacy Leads to War

Essential Standards AH1.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.6 Understand how and why the role of the United States in the world has changed over time AH1.H.7 Understand the impact of war on American politics, economics, society and culture

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.6.2 Explain the reasons for involvement in wars prior to Reconstruction and the influence each involvement had on international affairs AH1.H.7.2 Explain the impact of wars on the American economy through Reconstruction


6.2 Major Concepts International Affairs (War)

6.2 What Students Will Know How, why and the extent to which maritime rights and/or territorial expansion led to the War of 1812 What Students Will Understand When a nation’s economic and/or political interests are threatened it can lead to some degree of participation in war


How did the US confront internal and international conflicts during this era? How does a nation’s involvement in international conflicts affect its identity? Should a nation form trade agreements with nations it disagrees with politically?

6.2 & 7.2 Essential Vocabulary British and French War Neutrality Proclamation Impressment Seizure of Ships Jay’s Treaty Pickney’s Treaty Battle of Fallen Timbers Treaty of Greenville XYZ Affair Convention of 1800 Louisiana Purchase Embargo Act of 1807 Non-Intercourse Act War of 1812 Freedom of Seas War Hawks James Madison Second War for Independence

6.2 & 7.2 Instructional Documents and Resources Time-Line the foreign policy that the US followed up to the War of 1812 and identify the conflict that existed between the US, Britain and France


Prompts Analyze the causes of the United States’ entry into a nearly disastrous was against Britain from 1812 to 1814.

Describe the varied responses of Americans to the French Revolution.

What were the real causes of the War of 1812? Was the declaration of war a “mistake,” or the result of

7.2 Major Concept War (Effects of War)

7.2 What Students Will Know How war between Britain and France impacted American trade and shipping leading up to the War of 1812

How wars and conflicts, such as the War of 1812, influenced the development of the nation’s industrial base What Students Will Understand Civilians and their governments will economically sacrifice and suffer because of war

Second War for Independence War of 1812 Impressment Seizure of Ships Freedom of Seas War Hawks White House Burning Battle of Tippecanoe William H. Harrison Battle of the Great Lakes Commodore Oliver Hazard Perry Battle of Horseshoe Bend Treaty of Ghent Battle of New Orleans Hartford Convention

“mistake,” or the result of President Madison’s genuine fear that the American republican experiment could fail.

Revised Blooms



Answers • Summary







Unit 5: Nationalism and Jacksonian DemocracyDocuments To Sort By Topic

Documents: President Madison’s Bonus Bill Veto Monroe Doctrine President Jackson’s Bank Veto “Hydra of Corruption” political cartoon South Carolina Ordinance of Nullification “King Andrew I” political cartoon Webster-Hayne Debate Audio and Visual Resources: Videos/DVDs “The Jackson Years: Toward Civil War “ (Learning Corporation of America) “Democracy and Reform” (Schlesinger) “Biography of America” Video Series

Fine Arts Connections: George Caleb Bingham. John Quincy Adams, 1850, SNPG Ralph Eleaser Whiteside Earl. Andrew Jackson, n.d., SNPG George P.A. Healy. Martin Van Buren, 1864, John Tyler, 1859, SNPG Albert Gallatin Hoit. William Henry Harrison, 1840, SNPG John Vanderlyn. James Monroe, 1816, SNPG Songs: The works of Stephen Foster Presidential Campaign Songs (Smithsonian Folkways) Monroe Quincy Adams Jackson Van Buren Harrison Polk Suggested Web Sites: http://lath.virginia.edu/vshadow/dia ry Curriculum Pathways Resources (available at: www.sasinschool.com) A Reformer’s Journal, Project 401 John Brown’s Raid on Harper’s Ferry, InterActivity 33 The Mexican War, InterActivity 32 The Trial of Andrew Jackson, Classroom Activity 1133 What was a typical day like for a plantation slave in the antebellum South? Web Inquiry 203

Topic: War of 1812 Leads To Nationalism During The Era of Good Feelings

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.7 Understand the impact of war on American politics, economics, society and culture

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.7.3: Understand the impact of war on American politics, economics, society and culture

Pacing Essential Questions How was nationalism reflected in judicial, economic, political and social issues during the Era of Good Feelings?

7.3 Major Concepts War (Effects of War)

7.3 What Students Will Know How, why and to what extent the War of 1812 promoted nationalism and patriotism in the United States What Students Will Understand The perception of wars and their purpose may help determine the degree of mobilization and participation of a democratic nation and its citizens


7.3 Essential Vocabulary Nationalism Hartford Convention Era of Good Feelings Battle of New Orleans Judicial Nationalism Diplomatic Nationalism Economic Nationalism


7.3 Sample Assessments and Prompts Prompts




Answers • Summary







Topic: Foreign Nationalism During the Era of Good Feelings

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.6 Understand how and why the role of the United States in the world has changed over time

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.6.1: Explain how national economic and political interests helped set the direction of United States foreign policy from independence through Reconstruction


6.1 Major Concepts Foreign Policy

6.1 What Students Will Know To what extent the Monroe Doctrine secured the nation’s dominant economic and political role in the Western Hemisphere How various diplomatic treaties/agreements enabled westward expansion and economic development

How various diplomatic treaties/ agreements enabled political security and nationalism What Students Will Understand Economic and political interests will guide a nation’s foreign policy

Foreign policy guidelines and international agreements may encourage domestic economic development and enable political security

Foreign policy decisions may be a source of national pride or sectional tension


6.1 Essential Vocabulary Nationalism Monroe Doctrine Adams-Onis Treaty Rush-Bagot Treaty



Prompts

Was the Monroe Doctrine fundamentally consistent with the isolationist principles established by George Washington in his Neutrality Proclamation and Farewell Address or did it foreshadow America’s growing willingness to assert its national power, even at the risk of conflict with European powers?




Answers • Summary






Question Essay • Time Line • Create a Newspaper

Topic: Judicial Nationalism During the Era of Good Feelings

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States.

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between the levels of government from colonization through Reconstruction



5.2 What Students Will Know How , why and to what extent executive, judicial and legislative decisions may have increased the power and authority of the federal government How, why, and to what extent executive, judicial and legislative decisions may have increased sectional tension within the United States What Students Will Understand The power to govern in a democratic system is divided among different groups which, at times, are at odds with each other over how to best govern



5.2 Essential Vocabulary Nationalism Gibbons v Ogden McCullough v Maryland Cohens v Virginia Fletcher v. Peck Dartmouth College v. Woodward John Marshall



Prompts




Answers • Summary







Topic: Economic Nationalism During the Era of Good Feelings


Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.2: Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted


4.2 Major Concepts Compromise

4.2 What Students Will Know How and why the economic relationship between Great Britain and its colonies changed after the French and Indian War

How and to what extent “the American System” impacted the economic, political and social development of the United States What Students Will Understand Relationships between individuals, groups and nations may change as economic circumstances change

While a nation’s economic policies may encourage national growth, these policies may also lead to sectional tensions


4.2 Essential Vocabulary Nationalism Sectionalism American System Second National Bank Protective Tariffs Samuel Slater Textile Machines Eli Whitney Interchangeable Parts Cotton Gin Lowell System Factory System National Road Erie Canal Slavery



Prompts




Answers • Summary







Topic: Nationalism in Art, Literature and Music During The Era of Good Feelings

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.7 Understand the impact of war on American politics, economics, society and culture AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.7.3: Understand the impact of war on American politics, economics, society and culture


7.3 Major Concepts War (Effects of War)

7.3 What Students Will Know How, why and to what extent the War of 1812 promoted nationalism and patriotism in the United States What Students Will Understand Culture , as exemplified by art, music, fashion, literature and language can reflect the fear and anxiety created by warfare

4.4 & 7.3 Instructional Tasks How did the art, literature, and language of 1801-1850 reflect a collective sense of nationalism? How did the US develop and express its unique style through the arts during the early 1800s? Are art and literature effective formats for communicating political and social unity?

4.4 & 7.3 Essential Vocabulary Nationalism Sectionalism Hudson River School of Art Washington Irving James F. Cooper Alex de Tocqueville Noah Webster Nathaniel Hawthorne Knickerbocker School Era of Good Feelings



Prompts




Answers


4.4 What Students Will Know How and why American art, literature and music reflected and impacted national and regional interests, values and or/ conflicts What Students Will Understand Shared experiences among diverse groups may shape national identity

Art, literature and music often reflect a region or nation’s interests, values and conflicts

Answers • Summary







Topic: Election of 1824: Era of Good Feelings Ends and the Rise of Political Parties

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States.

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between the levels of government from colonization through Reconstruction

Pacing Essential Questions How did the resurgence of political conflict along with the rise of political parties reshape American politics, economics, and society during and after the Election of 1824?

5.2 Major Concepts

5.2 What Students Will Know How political platforms, campaigns and elections impacted the distribution of power within the institutions of national government between the states and nation What Students Will Understand Perceptions of power and authority can lead to actual tension and conflict

The power to govern in a democratic system is divided among different groups which, at times, are at odds with each other over how to best govern

5.2 Instructional Tasks What tactics can citizens use to influence government? In what ways were nationalism and sectionalism reflected in the politics and issues of the time period?

5.2 Essential Vocabulary Election of 1824 Corrupt Bargain Henry Clay American System



Prompts




Answers • Summary







Topic: Election of 1824: John Q. Adams Administration: Conflict or Compromise?Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1: Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted Concept: Conflict and Compromise


4.1 Major Concepts

4.1 What Students Will Know How United States presidents and their administrations encountered specific internal and external conflicts What Students Will Understand Political relationships can change and impact the domestic and foreign affairs between people and/or nations




4.1 Essential Vocabulary John Q Adams States Rights Sectionalism American System Second Party System National Republicans Jacksonian Democrats Barbary Wars



Prompts




Answers • Summary







Topic: Election of 1828: Jacksonian Democrats and The Rise of The Common Man

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States.

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1: Analyze the political issues and conflicts that impacted the united States through Reconstruction and the compromises that resulted AH1.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between the levels of government from colonization through Reconstruction



4.1 What Students Will Know How differences in opinion over the power and authority of the national government led to the creation, development and evolution of American political parties and their platforms What Students Will Understand Political relationships can change and impact the domestic and foreign affairs between people and/or nations




4.1 & 5.2 Essential Vocabulary Election of 1828 “Old Hickory” Mudslinging Common Man Suffrage Expansion National Republicans Jacksonian Democrats American Party Know-Nothings



Prompts

Compare the two-party political system of the 1830s “New Democracy” with the first two-party system of the early Republic. In what ways were the two systems similar and in what ways were they different? Were both parties of the 1830s correct in seeing themselves as heirs of the Jeffersonian Republican tradition rather than the Hamiltonian Federalist tradition?

Analyze the extent to which TWO of the following influenced the development of democracy between 1820 and 1840. (1996) Jacksonian economic policy Changes in electoral politics Second Great Awakening Westward movement

Revised Blooms


5.2 What Students Will Know How political platforms, campaigns and elections impacted the distribution of power within the institutions of national government between the states and nation

What Students Will Understand Perceptions of power and authority can lead to actual tension and conflict





Answers • Summary







Topic: Jacksonian Democracy: Redefining the National Government

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States. AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1: Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between the levels of government from colonization through Reconstruction AH1.H.8.3: Evaluate the extent to which a variety of groups and individuals have had opportunity to attain their perception of the “American Dream” through Reconstruction



4.1 What Students Will Know How differences in opinion over the power and authority of the national government can lead to the creation, development and evolution of American political parties and their platforms What Students Will Understand Political relationships can change and impact the domestic and foreign affairs between people and nations

4.1, 5.2 & 8.3 Instructional Tasks

4.1, 5.2 & 8.3 Essential Vocabulary Common Man Spoils System Kitchen Cabinet Whigs Universal Suffrage Nominating Conventions Third Parties Anti-Masons Changes in Electoral College

4.1, 5.2 & 8.3 Essential Documents and Resources


Prompts The Jacksonian Period (1824-1848) has been celebrated as the era of the “common man.” To what extent did the period live up to its characterization? (2001) Consider TWO of the following in your response: Economic development Politics Reform movements






• Vocabulary Quiz • Word Wall


Answers • Summary







8.3 Major Concepts “The American Dream”

8.3 What Students Will Know To what extent Jacksonian Democracy benefited the “common man” What Students Will Understand National ideals often influence an individual or groups perceptions of themselves, their country and their place within society

Topic: Jacksonian Era Conflict: States Rights and The National Bank

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1: Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.4.2: Analyze the economic issues and conflicts that impacted the united States through Reconstruction and the compromises that resulted Concept: AH1.H.8.4: Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis through Reconstruction




How political scandals influenced various presidencies and the political development of the nation What Students Will Understand Political relationships can change and impact the domestic and foreign affairs between people and/or nations

A government founded on the division of power and authority may endure internal and external debates that can lead to conflict and/or compromise A leader’s response to contemporary issues can result in political conflict or compromise


4.1, 4.2 & 8.4 Essential Vocabulary Review Virginia and Kentucky Resolutions Doctrine of Nullification State’s Rights 10th Amendment McCulloch v. Maryland Elastic Clause Strict Constructionist Loose Constructionist

Nullification Crisis Tariff of 1828/Tariff of Abominations Tariff of 1832 John C. Calhoun South Carolina Exposition and Protest Webster-Hayne Debates Force Act Henry Clay “The Great Compromiser” Compromise Tariff of 1833 Bank Wars Nicholas Biddle Pet Banks Veto Panic of 1837

4.1, 4.2 & 8.4 Instructional Documents and Resources


Prompts Analyze the role of “pet banks” in contributing to the depiction of president Andrew Jackson as “King Andrew” in political cartoons of the period.

Explain how Jackson’s views of States Rights and the role of the federal government played a role in the establishment of pet banks.




Answers • Summary





4.2 What Students Will Know How and to what extent the national government’s economic policy on behalf of a national bank and tariffs, contributed to sectional tension and state’s rights debates leading up to the Civil War What Students Will Understand While a nation’s economic policies may encourage national growth, these policies may also lead to sectional tensions

As a nation prospers and grows, economic opportunities may increase for some individuals and groups, while decreasing for others






8.4 What Students Will Know How southerners and politicians defended state’s rights, slavery and the idea of nullification at times of sectional tension and political debate

How politicians defended nationalism and compromise in terms of unity and national security What Students Will Understand An individual or group’s perceptions of themselves, their country and their place within society may be influenced by times of prosperity and crisis

Topic: Jacksonian Era of Conflict Over Westward Expansion

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.3 Understand the factors that led to exploration, settlement, movement and expansion and their impact on United States development over time AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.3.3: Explain the roles of various racial and ethnic groups in settlement and expansion through Reconstruction AH1.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between the levels of government from colonization through Reconstruction


3.3 Major Concepts Expansion

3.3 What Students Will Know How and why American Indians were forced to the Great Plains and eventually reservations by the mid 19th Century and how that movement impacted American Indian Culture What Students Will Understand While expansion and settlement may offer opportunities for various groups, it may also limit opportunities due to discrimination and racism


3.3 & 5.2 Essential Vocabulary Spiraling Review Battle of Fallen Timbers Treaty of Greenville Battle of Tippiecanoe Battle of Horseshoe Bend British Providing Weapons Red River Wars

Five Civilized Tribes Creek Choctaw Seminole Chickasaw Cherokee Black Hawk Osceola Indian Removal Act of 1830 Manifest Destiny Trail of Tears John Marshall Worchester v. Georgia Cherokee Nation v Georgia



Prompts Analyze the extent to which TWO of the following influenced the development of democracy between 1820 and 1840. (1996) Jacksonian economic policy Changes in electoral politics Second Great Awakening Westward movement





5.2 What Students Will Know How , why and to what extent executive, judicial and legislative decisions may have increased the power and authority of the federal government

How, why, and to what extent executive, judicial and legislative decisions may have increased sectional tension within the United State What Students Will Understand The power to govern in a democratic system is divided among different groups which, at times, are at odds with each other over how to best govern


Texans Migration For Free Land Stephen Austin

Oregon Territory Oregon Trail Willamette Valley

• Essential Question Answers

• Summary Applying







Topic: Election of 1836 & 1840: End of Jacksonian Democracy?

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States.

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1: Analyze the political issues and conflicts that impacted the united States through Reconstruction and the compromises that resulted AH1.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between the levels of government from colonization through Reconstruction



4.1 What Students Will Know How differences in opinion over the power and authority of the national government led to the creation, development and evolution of American political parties and their platforms





4.1 & 5.2 Essential Vocabulary Review Bank Wars Sectionalism During Jackson

Martin Van Buren William Henry Harrison Whigs Panic of 1837

Log Cabin and Hard Cider Election Tippecanoe and Tyler Too William Henry Harrison Two Party System Democrats Whigs



Prompts Compare the two-party political system of the 1830s “New Democracy” with the first two-party system of the early Republic. In what ways were the two systems similar and in what ways were they different? Were both parties of the 1830s correct in seeing themselves as heirs of the Jeffersonian Republican tradition rather than the Hamiltonian Federalist tradition?

Why was Andrew Jackson such a personally powerful embodiment of the new mass democracy in the 1820s and 1830s? Would mass democracy have developed without a popular hero like Jackson?







• Quick Write • Journal Entries • Essential Question

Answers • Summary







Unit 6: Immigration, Industrialization and ReformDocuments To Sort By Topic

Literature Connection: William Cullen Bryant, “Thanatopsis” Ralph Waldo Emerson, “Self- Reliance” and “American Scholar” Henry David Thoreau, “Civil Disobedience,” Walden, and “Slavery in Massachusetts” Alexis de Tocqueville: Democracy in America Writings of Hawthorne, Irving, Poe, Melville, Alcott, Cooper McGuffey’s Reader Fine Arts Connection: Portraits by Stuart, Peale, Landscapes by Cole, Moran, and Durand Genre works by Mount and Bingham Paintings by Audubon, Giroux, Catlin, Crowe, and Perry Currier and Ives prints Thomas Dewing. Walt Whitman, 1875, SAAM Suggested Web Sites: http://plato.stanford.edu/entries/n ationalism http://docsouth.unc.edu/southlit/ brown/menu.html (H) http://xroads.virginia.edu/~HYPE R/JACOBS/hjhome.htm (H) http://www.cs.indiana.edu/statecr aft/civ.dis.html (H)

Documents: Thomas Woodcock, “A Trip on the Erie Canal” “Manufacturing in the South” Augusta (Ga.) Courier, June 21, 1827 Literature Connection: Hamlin Garland, “Under the Lion’s Paws” Henry James, Four Meetings Fine Arts Connection: W. S. Mount. Music Hath Charms, 1848, SAAM Thomas Hicks. Calculating, 1844, Boston Museum of Fine Arts Suggested Websites: North American Slave Narratives: http://docsouth.unc.edu/neh/ Curriculum Pathways Resources (available at: www.sasinschool.com) A Reformer’s Journal, Project 401 John Brown’s Raid on Harper’s Ferry, InterActivity 33 What was a typical day like for a plantation slave in the antebellum South? Web Inquiry 203 Documents: Seneca Falls “Declaration of Sentiments” Dorothea Dix, “Memorial to the Legislature of Massachusetts” Sarah Grimké, “On Equality for Women” Audio and Visual Resources: Videos/DVDs Democracy and Reform (Schlesinger) Not for Ourselves Alone (PBS - Ken Burns) Literature Connections: Eugene Genovese, Roll Jordon Roll

Fine Arts Connections: Political cartoons from Harper’s Weekly Henry Darby. Reverend John Atwood, 1845, Boston Museum of Fine Arts Songs: “Tis the Gift to be Simple” “The Handcart Song” Suggested Websites: http://www.ku.edu/carrie/docs/text s/seneca.htm http://www.fordham.edu/halsall/mo d/senecafalls.html http://www.webster.edu/~woolflm/ dorotheadix.html Horace Mann: http://www.cals.ncsu.edu/agexed/ae e501/mann.html Curriculum Pathways Resources (available at: www.sasinschool.com) A Reformer’s Journal, Project 401 Lesson in DPI’s Concept-Based Instruction Document: Religious Influence on the Social Movements of the Early 1800s Documents: David Walker: Appeal to the Colored Citizens of the World Theodore Dwight Weld: American Slavery As It Is George Fitzhugh: The Universal Law of Slavery John C. Calhoun’s Defense of Slavery The Liberator and the North Star James Hammond: The Congressional Globe, March 4, 1858

Audio and Visual Resources: Videos/DVDs This Far By Faith”(PBS) The Black Press (PBS) Africans in America (PBS) The Civil War, “The Cause” (PBS-Ken Burns) Democracy and Reform (Schlesinger) Literature Connections: Mark Twain, Huckleberry Finn Fine Arts Connections: Songs “Steal Away” “Go Down, Moses” “Follow the Drinkin’ Gourd” “Amazing Grace” “We are Climbing Jacob’s Ladder” Suggested Websites: http://memory.loc.gov/ammem/dou ghtml http://www.loc.gov/exhibits/african /images http://www.galegroup.com/free_reso urces/whm/bio/grimk_sisters.htm http://www.nps.gov/boaf/davidwal ker.htm http://www.pbs.org/wgbh/aia/part4 /4h314t.htm http://community.middlebury.edu/!f ahmed/garrison.htm http://religiousmovements.lib.virginia .edu/nrms/ame.html Curriculum Pathways Resources (available at: www.sasinschool.com) A Reformer’s Journal, Project 401

Topic: American Industrial and Market Revolution Connects the East and the West


Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.2: Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.8.1: Analyze the relationship between innovation, economic development, progress and various perceptions of the “American Dream” through Reconstruction AH1.H.8.2: Explain how opportunity and mobility impacted various groups within American society through Reconstruction

Pacing Essential Questions How did the American Industrial Revolution, the Market Revolution, and the Agricultural Revolution combine to change the course of the American economy and in turn, create a resurgence of conflict in American politics and culture?

8.2 Major Concepts Conflict and Progress

8.2 What Students Will Know How the late 18th century Industrial Revolution and emergence of new technologies in the New England textile industry impacted women and their roles in society What Students Will Understand Opportunity and mobility on behalf of survival, perseverance and self-improvement can have both positive and negative impacts for various groups and their communities

People often move, despite barriers, when given an opportunity


4.2, 8.1 & 8.2 Essential Vocabulary Cottage Industry Textiles Samuel Slater Lowell Mills Factory System Wage Worker American System Erie Canal Cumberland Road (National Road) Pony Express Oliver Evans Mechanized Flour Mill Telegraph Samuel Morse Robert Fulton Steamship Clermont Railroad Telephone Indoor Plumbing Interchangeable Parts Eli Whitney Vulcanized Rubber Central Heating Gas Lighting Sewing Machine Elias Howe Typewriter Bicycle Washing Machine



Prompts

How did new technology and the American System promote the growth of American Industrialization and the development of a market economy?

“Developments in transportation, rather than in manufacturing or agriculture, sparked American economic growth in the first half of the 19th century.” Assess the validity of this statement. (1989)

Revised Blooms



8.1 Major Concepts

8.1 What Students Will Know How the construction of the Erie Canal impacted the economic development and cultural progress of the United States

How and to what extent the mid 19th century Industrial Revolution and emergence of new transportation and communication technologies impacted the economic development of the United States

How, why and to what extent American innovation before the Civil War improved living conditions for Americans

What Students Will Understand Individual risks, aspirations and ingenuity often lead to innovation, economic development and progress

Washing Machine Internal Combustion Electric Transformer Refrigerator Elevator Bessemer Process Stock Ticker Phonograph Camera Vacuum Cleaner Cable Car Cotton Gin Mechanical Reaper Cyrus McCormick Windmill Steel Plow John Deere

• Journal Entries • Essential Question

Answers • Summary







4.2 Major Concepts

4.2 What Students Will Know How the development of the American industrial sector, new innovations and the expansion of markets impacted regional economies before the Civil War

What Students Will Understand A nation’s economic development often varies by region which often leads to sectional interests

While a nation’s economic policies may encourage national growth, these policies may also lead to sectional tensions

Topic: Effects of Industrial Revolution on Immigration Through 1877

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.3 Understand the factors that led to exploration, settlement, movement and expansion and their impact on United Stated development over time AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.3.4: Analyze voluntary and involuntary immigration trends through Reconstruction in terms of causes, regions of origin and destination, cultural contributions and public and governmental response AH1.H.4.4: Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.8.2: Explain how opportunity and mobility impacted various groups within American society through Reconstruction


4.4 Major Concepts

4.4 What Students Will Know How and to what extent the Market/Industrial Revolution influenced various cultural groups

How nativism and anti-immigrant behaviors influenced various groups of immigrants and the United States before the Civil War

How and why American society of the 19th century developed distinctive urban popular culture What Students Will Understand Cultural diffusion may come at the expense of cultural traditions

Cultural diversity derived from religious, ethnic, geographic and class difference may create conflict

As nations expand and becomes more diverse, conflict may arise over cultural differences


3.4, 4.4 & 8.2 Essential Vocabulary Scott-Irish Germany Asians Russians Cultural Pluralism Melting Pot Theory Nativism

Potato Famine Fourty-Eighters Jingoism Order of the Star Spangled Banner Know Nothings (Party) American Party Naturalization Act of 1870

Castle Garden Tenements



Prompts

Describe the changes occurred in the economic and social status of artisans and skilled workers in the period 1815-1840?




Answers • Summary






Question Essay • Time Line • Create a Newspaper • Create a Poster

3.4 Major Concepts

3.4 What Students Will Know How and to what extent various groups of 19th Century immigrants were subjected to political and economic discrimination, as well as, cultural stereotypes

What Students Will Understand Immigrants are often challenged with economic hardship, poor living conditions and discrimination

Forces that push or pull various groups of people to move to a particular place or region may factor into the cultural development of that place or region

Public responses to immigration may influence government policies

Immigrants can benefit from the assistance of individuals or government services; or persevere and overcome the lack of such assistance

Diverse groups of immigrants can contribute to the cultural, social, economic and

• Create a Newspaper • Create a Poster • Write a Story • Create a Song

8.2 8.2 What Students Will Know How and to what extent the emergence of industry and commerce in the North and Midwest led to increased opportunities for migrants/immigrants by the mid 19th Century What Students Will Understand Opportunity and mobility on behalf of survival, perseverance and self-improvement can have both positive and negative impacts for various groups and their communities

People often move, despite barriers, when given opportunity

Topic: Two Separate Economies Develop: Southern Plantations v. Industrial North


Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.2 Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.8.1 Analyze the relationship between innovation, economic development, progress and various perceptions of the “American Dream” through Reconstruction


8.1 Major Concepts

8.1 What Students Will Know How the invention of the cotton gin impacted the institution of slavery, as well as the economic development of southern states and the nation What Students Will Understand Different groups of people may be affected in different ways by economic growth

Innovation designed to solve problems may result in the creation of new problems


4.2, 4.4 & 8.1 Essential Vocabulary Eli Whitney Cotton Gin “Necessary Evil” Slave Labor Plantation Yeoman Farmer Subsistence Farming Compromise of 1820



Prompts In what ways and to what extent was industrial development from 1800 to 1860 a factor in the relationship between the northern and the southern states? (2006 Form B)

Discuss the doctrine of separate spheres for women What changes, if any, did the doctrine produce in the lives of white middle-class, white working-class, and black and immigrant women?


• Bullet Shot Terms

4.2 Major Concepts

4.2 What Students Will Know How the development of the American agricultural sector varied by region leading up to the Civil War What Students Will Understand A nation’s economic development often varies by region which often leads to sectional interests



Answers • Summary







4.4 Major Concepts

4.4 What Students Will Know How the institution of slavery impacted the antebellum lives and cultures of those who were enslaved

How the institution of slavery impacted the antebellum lives, cultures and perspectives of those who were free

What Students Will Understand As nations expand and become more diverse, conflict may arise over cultural differences

Topic: Second Great Awakening


Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.3 Analyze the social and religious conflicts, movements and reforms that affected the United States from colonization through Reconstruction in terms of participants, strategies, opposition and results AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted Concept: Conflict and Compromise


4.3 Major Concepts

4.3 What Students Will Know How and to what extent the Second Great Awakening influenced the onset of 19th Century social reform movements in the United States What Students Will Understand The desire for self-improvement and the common good can influence people to reform themselves and society

Movements for change and reform often become necessary when the relationship between a nation and its ideals are conflicting


4.3 & 4.4 Essential Vocabulary Burned Over District Camp Meetings Revivals Charles G. Finney Perfectionism Mormonism Church of Jesus Christ of Latter Day Saints Joseph Smith Brigham Young Seven Day Adventists Anabaptists Restoration Movement



Prompts

Revised Blooms



Answers • Summary


Analyzing • Create a Flow Map

of • Write a Biography • Create a Matrix

4.4 Major Concepts

4.4 What Students Will Know How and to what extent the Second Great Awakening influenced various cultural groups

What Students Will Understand Cultural diversity derived from religious, ethnic, geographic and class difference may create conflict

As nations expand and become more diverse, conflict may arise over cultural differences

• Create a Matrix • Analyze a Map





Topic: Idealism and Perfection of Society


Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.3 Analyze the social and religious conflicts, movements and reforms that affected the United States from colonization through Reconstruction in terms of participants, strategies, opposition and results AH1.H.8.3 AH1.H.8.4 Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis through Reconstruction


8.4 Major Concepts

8.4 What Students Will Know How American leaders, reformers and activists struggled to give greater meaning to the proposition that “all men are created equal”

What Students Will Understand An individual or group’s perceptions of themselves, their country and their place within a society may be influenced by times of prosperity and crisis.


4.3, 8.3 & 8.4 Essential Vocabulary

4.3, 8.3 & 8.4 Instructional Documents and Resources “Civil Disobedience” “Berrying” “O’ Captain” “Walden” “The Dial”


Prompts In what ways did the development in transportation bring about economic and social change in the United States in the period 1820 to 1860? (2003)

Compare the goals of various social movements of the early 1800s including their successes and failures.




4.3 Major Concepts

4.3 What Students Will Know How and why ideal utopian communities formed in the early 19th century and their implications for American culture and society

What Students Will Understand The desire for self-improvement and the common good can influence people to reform themselves and society


Answers • Summary







8.3 Major Concepts

8.3 What Students Will Know To what extent 19th century utopian societies fulfilled their idea of the “American Dream”

What Students Will Understand National ideals often influence an individual or group’s perceptions of themselves, their country and their place within society

8.4 Major Concepts

8.4 What Students Will Know How and to what extent the 19th Century romantic movement of thought, literature and arts reflected individualism and the virtues of the common people

What Students Will Understand An individual or group’s perceptions of themselves, their country and their place within a society may be influenced by times of prosperity and crisis.

Topic: Reformers Want To Change American Society

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.5 AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.3 Analyze the social and religious conflicts, movements and reforms that affected the United States from colonization through Reconstruction in terms of participants, strategies, opposition and results AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.5.1 AH1.H.8.4 Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis through Reconstruction


4.3 Major Concepts

4.3 What Students Will Know The significance of the abolitionist movement in the United States through the contributions of major leaders and participants, their strategies and opposition and the results of their efforts by the end of Reconstruction

The significance of the women’s rights movement in the United States through the contributions of major leaders and participants, their strategies and opposition and the results of their efforts by the end of Reconstruction

The significance of other major reform movements in the United States, such as asylum/mental illness reform, prison reform, labor reform, education reform and temperance through the contributions of major leaders and participants, their strategies and opposition, and the results by the end of Reconstruction

What Students Will Understand The desire for self-


4.3, 4.4, 5.1 & 8.4 Essential Vocabulary Black Codes Abolition American Anti-Slavery Society Frederick Douglass “North Star” William Lloyd Garrison “The Liberator” Universal Suffrage Sojourner Truth Grimkie Sisters (Sarah and Angelina) Harriet Tubman Harriet Beecher Stowe “Uncle Tom’s Cabin” Underground Railroad Nat Turner’s Rebellion Phyllis Wheatley Harriet Ann Jacobs John Brown Pottawtonie Massacre John Brown’s Raid At Harper’s Ferry Quakers David Walker American Colonial Society

Suffrage Abigail Adams Elizabeth Cady Stanton Lucretia Mott Seneca Falls Convention Declaration of Rights and Sentiments Susan B Anthony Lucy Stone Sojourner Truth

Alex de Tocqueville Dorothea Dix

Horace Mann

Dorothea Dix “Memorial to the Legislature of Massachusetts”

Temperance Maine Law of 1851 American Temperance Society Neal S. Dow

4.3, 4.4, 5.1 & 8.4 Instructional Documents and Resources “Ain’t I a Woman” “Narrative of the Life of Frederick Douglass” “Declaration of Rights and Sentiments” “What to a Slave is the Fourth of July?” “Appeal To The Colored Citizens of The World”

“A Treatise on Domestic Economy for the Use of Young Ladies at Home and at School” http://www.archive.org/details/treatiseondomest00beecrich

“The Duty of American Women to Their Country” http://www.archive.org/details/dutyofamericanwo00beec


Prompts In what ways did the Second Great Awakening in the North influence TWO of the following? (2007) Abolitionism Temperance The cult of domesticity Utopian communities“American reform movements between 1820 and 1860 reflected both optimistic and pessimistic views of human nature and society.” Assess the validity of this statement in reference to reform movements in THREE of the following areas. (1988) Education Temperance Women’s rights Utopian experiments Penal institutions




Answers • Summary


Analyzing • Create a Flow Map of • Write a Biography • Create a Matrix

http://www.archive.org/details/treatiseondomest00beecrich

http://www.archive.org/details/dutyofamericanwo00beec

4.4 Major Concepts

4.4 What Students Will Know How, why and to what extent the ideals of American womanhood changed from “republican motherhood” at the time of the American Revolution to the “cult of domesticity” at the start of the Civil War

What Students Will Understand Cultural diversity derived from religious, ethnic, geographic and class differences may create conflict

As nations expand and become more diverse, conflict may arise over cultural differences

American Temperance Society Neal S. Dow

• Write a Biography • Create a Matrix • Analyze a Map





8.4 Major Concepts

8.4 What Students Will Know How slaves and freedmen reacted to the proposition that “all men are created equal” during the era of African American slavery

How women reacted to the promise that “all men are created equal” in the absence of gender rights

How American leaders, reformers and activists struggled to give greater meaning to the proposition that “all men are created equal”

What Students Will Understand An individual or group’s perceptions of themselves, their country and their place within a society may be influenced by times of prosperity and crisis

5.1 Major Concepts

5.1 What Students Will Know How and why the northern emancipation of slaves and the southern “peculiar institution” of slavery affected the political and economic systems of the United States How social reform movements for freedom and equality, such as women’s rights and abolition, impacted the development and platforms of American political parties

What Students Will Understand A nation may agree on values and principles philosophically, but disagree on the practical political and economic application of those same values and principles

Unit 7: Manifest Destiny and Sectionalism

Manifest Destiny and Sectionalism Essential Vocabulary


Documents: Lewis and Clark Journals John L. O’Sullivan, “On Manifest Destiny” Lincoln’s Spot Resolutions President Polk’s War Message Through Indian Eyes, The Untold Story of Native American People, Reader’s Digest Publication, 1995. Audio and Visual Resources: Movies The Alamo Videos/DVDs Expansionism (Schlesinger) Lewis and Clark: The Journey of the Corps of Discovery (PBS - Ken Burns) Burry My Heart At Wounded Knee Fine Arts Connection: John Gast. American Progress, 1872, Museum of Western Heritage, LA. Minor K. Kellogg. James K. Polk, 1840, SNPG Robert Lindneux. The Trail of Tears Tears, 1942, The Grange Collection, New York Frank Blackwell Mayer. Independence, 1858, SAAM James Clonney. Militia Training, 1841, Pennsylvania Academy of Fine Arts Songs “Yellow Rose of Texas” “Sweet Betsy from Pike” “Crossing the Plains”

Suggested Websites: http://cvip.fresno.com http://www.history.sfasu.edu/hist ory/133 Curriculum Pathways Resources (available at: www.sasinschool.com) Creating Web Pages on Westward Expansion, Web Lesson 609 Indian Removal Act of 1830, InterActivity 31

Topic: Manifest DestinyEssential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.3 Understand the factors that led to exploration, settlement, movement and expansion and their impact on United States development over time AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the U.S. before the Civil War AH1.H.8.1 Analyze the relationship between innovation, economic development, progress and various perceptions of the “American Dream” through Reconstruction AH1.H.8.2 Explain how opportunity and mobility impacted various groups within American society through Reconstruction

Pacing Essential Questions How did westward expansion combined with Industrialization play a key role in the rise of sectionalism and lead to political, economic, and social conflict in America?

3.2 Major Concept Exploration, Settlement, Movement and Expansion

3.2 What Students Will Know How government policies and actions influenced the patterns of migration and settlement along the Western frontier


3.2 , 8.1 & 8.2 Instructional Tasks

3.2, 8.1 & 8.2 Essential Vocabulary Review Land Ordinance of 1785 Northwest Ordinance of 1787 Louisiana Purchase Lewis and Clark Indian Removal Act of 1830 Trail of Tears American System Transcontinental Railroad Homestead Act Morrill Land Grant Act Barbed wire Air brakes Steam turbines



Prompts Discuss the impact of territorial expansion on national unity between 1800 and 1850. (1997)

Discuss federal government policy toward Native Americans during the period 1815-1840.




Answers • Summary

Applying


8.2 What Students Will Know How and to what extent government legislation encouraged westward movement and economic opportunity along the western frontier What Students Will Understand People often move, despite barriers, when given the opportunity

• Summary Applying








8.1 What Students Will Know How, why and to what extent American innovations immediately after the Civil War led to economic development and settlement of the frontier

What Students Will Understand Innovation designed to solve problems may result in the creation of new problems

Topic: Economic and Sectional Effects of Manifest DestinyEssential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.3 Understand the factors that led to exploration, settlement, movement and expansion and their impact on United States development over time AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion through reconstruction and the consequences for those groups AH1.H.4.2 Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted



4.2 What Students Will Know How and why the nation’s territorial expansion westward and its belief in Manifest Destiny and both national and sectional economic consequences

What Students Will Understand While a nation’s economic policies may encourage national growth, these policies may also lead to sectional tensions


3.3 & 4.2 Essential Vocabulary John O’ Sullivan Frederick Jackson Turner Election of 1844 54-40 or Fight Free land v. Bought land Exodusters Wilmot Proviso

Russians Germans Texans 49ers Pioneers


“Frontier Thesis”: Frederick Jackson Turner


Prompts Analyze the ways in which supporters of slavery in the 19th century used legal, religious, and economic arguments to defend the institution of slavery. (1995)

Describe the role Manifest Destiny played in exacerbating the debate over slavery.




Answers • Summary


Analyzing • Create a Flow Map of

3.3 Major Concepts Exploration, Settlement, Movement and Expansion

3.3 What Students Will Know How and to what extent the westward expansion of the United States influenced the spread of slavery

What Students Will Understand Individuals and groups willing to take risks can influence the settlement and expansion of a nation

While expansion and settlement may offer opportunities for various groups, it may also limit opportunities due to discrimination and racism







3.3 What Students Will Know To what extent the nation’s territorial expansion westward let to cultural diffusion and conflict between various groups How various racial and ethnic groups aided in the industrial and agricultural expansion of the United States

The extent to which various racial and ethnic groups who aided the settlement and expansion of the United States were either accepted or discriminated against

What Students Will Understand Individuals and groups willing to take risks can influence the settlement and expansion of a

Topic: Demographic Diversity Due To Manifest Destiny Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.8.2 Explain how opportunity and mobility impacted various groups within American society through Reconstruction AH1.H.8.3 Evaluate the extent to which a variety of groups and individuals have had opportunity to attain their perception of the “American Dream” through Reconstruction



4.4 What Students Will Know How the belief in “Manifest Destiny” and the nation’s territorial expansion westward led to cultural diffusion and conflict between various groups What Students Will Understand As nations expand and become more diverse, conflict may arise over cultural differences


4.4, 8.2 & 8.3 Essential Vocabulary 49ers Hispanics Chinese American Indians Women Mormons Homesteaders Soddies Missionaries Women American Indians



Prompts Discuss federal government policy toward Native Americans during the period 1815-1840

Compare and contrast economic, social, and political developments in the North and South between 1800 and 1860. How do you account for divergence between the two sections?




Answers • Summary


8.2 What Students Will Know How and to what extent the California gold rush benefited or harmed groups moving to western mining camps

What Students Will Understand Opportunity and mobility on behalf of survival, perseverance and self-improvement can have both positive and negative impacts for various groups and their communities

Answers • Summary








8.3 What Students Will Know To what extent westward movement and settlement of various groups fulfilled or denied the promises of freedom and prosperity along the frontier


National ideals may not always be attainable or equitable for everyone

Topic: Effects of Manifest Destiny on Native Americans

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.3 Understand the factors that led to exploration, settlement, movement and expansion and their impact on United States development over time AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion through reconstruction and the consequences for those groups AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted



4.4 What Students Will Know The evolution of colonial relationships and government policies on behalf of American Indians and how such relationships and policies affected both American and American Indian culture What Students Will Understand


3.3 & 4.4 Essential Vocabulary King Phillip’s War Tecumseh Sequoya Battle of Fallen Timber Battle of Tippecanoe Red River Wars Battle of Horseshoe Bend Indian Removal Act of 1830 Cherokee Nation v Georgia Worchester v Georgia Trail of Tears Reservation Assimilation Plains Indians

3.3 & 4.4 Instructional Documents and Resources Frederic Remington The Buffalo Hunt On The Southern Plains George Catlin

“A Century of Dishonor” Helen Hunt Jackson


Prompts “Although Americans perceived Manifest Destiny as a benevolent movement, it was in fact an aggressive imperialism pursued at the expense of others.” Assess the validity of this statement with specific reference to American expansionism in the 1840s. (1990)

Describe the impact of increased migration and settlement of the West by Anglo Americans on the environment and subsequently the societies of Plains Indians.

Revised Blooms


3.3 What Students Will Know The evolution of colonial relationships and government policies on behalf of American Indians and how such relationships and policies affected both American and American Indian cultures

How and why American Indians were forced to the Great Plains and eventually reservations by the mid 19th Century and how that movement impacted American Indian culture

The extent to which various racial and ethnic groups who aided the settlement and expansion of the United States were either

Plains Indians Nomad Indian Wars Battle of Wounded Knee Battle of Little Big Horn Massacre at Sand Creek General Custer Seventh Calvary Sitting Bull Geronimo Buffalo Sioux Lakota Pawnee Cheyenne Apache Black Hills Gold Dawes Severalty Act Indian Peace Commission Nez Perce Chief Joseph Ghost Dance Prophet




Answers • Summary







Topic: Texas War for Independence and Mexican-American War Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.3 Understand the factors that led to exploration, settlement, movement and expansion and their impact on United States development over time AH1.H.6 Understand how and why the role of the United States in the world has changed over time AH1.H.7 Understand the impact of war on American politics, economics, society and culture

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the U.S. before the Civil War AH1.H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion through reconstruction and the consequences for those groups AH1.H.6.1 Explain how national economic and political interests helped set the direction of United States foreign policy from independence through Reconstruction AH1.H.6.2 Explain the reasons for involvement in wars prior to Reconstruction and the influence each involvement had on international affairs AH1.H.7.2 Explain the impact of wars on the American economy through Reconstruction AH1.H.7.3 Explain the impact of wars on American society and culture through Reconstruction



3.2 What Students Will Know How government policies and actions influenced the patterns of migration and settlement along the Western frontier


3.2, 3.3, 6.1, 6.2, 7.2 & 7.3 Instructional Tasks

3.2, 3.3, 6.1, 6.2, 7.2 & 7.3 Essential Vocabulary

Sam Houston Stephen Austin The Alamo “Remember The Alamo” Battle of San Jacinto Treaty of Velasco

Election of 1844 54-40 or Fight Webster-Ashburton Treaty Wilmot Proviso Nueces Rio Grande Treaty of Guadalupe Hidalgo Gadsden Purchase Mexican Cession Territory General Zachary Taylor General Winfield Scott John C. Fremont John Slidell

3.2, 3.3, 6.1, 6.2, 7.2 & 7.3 Instructional Documents and Resources

Literature Connection “Civil Disobedience”

3.2, 3.3, 6.1, 6.2, 7.2 & 7.3 Sample Assessments and Prompts

Prompts To what extent did the debates about the Mexican War and its aftermath reflect the sectional interests of New Englanders, westerners, and southerners in the period from 1845 to 1855? (2005)

Discuss the causes of the Mexican War. To what extent did the United States provoke the confrontation? Why did some members of Congress and the public oppose the war?



Understand

6.2 Major Concepts International Affairs, Foreign Policy

6.2 What Students Will Know How and why expansionism and national belief in Manifest Destiny led to the Mexican-American War

What Students Will Understand When a nation’s economic and/or political interests are threatened it can lead to some degree of participation in war

Wars and their outcomes are often unsettling and have enduring international consequences for nations and civilians

John Slidell Bear Flag Revolt Manifest Destiny Transcontinental Railroad California Gold Rush Homestead Act of 1862 Henry David Thoreau Whigs Free-Soilers


Answers • Summary







6.1 Major Concepts International Affairs, Foreign Policy

6.1 What Students Will Know How various diplomatic treaties/agreements enabled westward expansion and economic development

How various diplomatic treaties/agreements enabled political security and nationalism

What Students Will Understand Economic and political interests will guide a nation’s foreign policy Foreign policy guidelines and international agreements may encourage domestic economic development and enable political security


7.2 What Students Will Know How, why and to what extent the outcome of the Mexican-American War led to the economic development of the United States and the expansion and settlement of the Western frontier

What Students Will Understand Civilians and their governments will economically sacrifice and suffer because of war


7.3 What Students Will Know How, why and to what extent the Mexican-American War invoked antiwar sentiment and sectionalism in the United States

What Students Will Understand Wars between countries of competing ideologies and influence can create societal suspension, anxiety, fear and discrimination

Culture, as exemplified by art, music, fashion, literature and language, can reflect the fear and anxiety created by warfare

Topic: Westward Expansion Leads To Sectionalism Over States Rights and SlaveryEssential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.3 Understand the factors that led to exploration, settlement, movement and expansion and their impact on United States development over time AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States AH1.H.7 Understand the impact of war on American politics, economics, society and culture AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impactAH1.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the U.S. before the Civil War AH1.H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion through Reconstruction and the consequences for those groups AH1.H.4.1 Analyze the political issues and conflicts that impacted the united States through reconstruction and the compromises that resulted AH1.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government from colonization through Reconstruction AH1.H.7.1 Explain the impact of wars on American politics through Reconstruction AH1.H.8.4 Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis through Reconstruction


3.2, 3.3 Major Concepts Exploration, Settlement, Movement and Expansion

3.2, 3.3 What Students Will Know How and to what extent the westward expansion of the United State influenced the spread of slavery

What Students Will Understand 3.2 Government policy can promote and direct the migration and settlement of people

3.3 While expansion and settlement may offer opportunities for various groups, it may also limit opportunities due to discrimination and racism

3.2, 3.3, 4.1, 5.2, 7.1 & 8.4 Instructional Tasks

3.2, 3.3, 4.1, 5.2, 7.1 & 8.4 Essential Vocabulary States Rights 10th Amendment Missouri Compromise of 1820 Webster-Hayne Debates Free Soil Party Election of 1852 Election of 1856 Uncle Tom’s Cabin Compromise of 1850 Fugitive Slave Act Kansas-Nebraska Act Bleeding Kansas Pottawatomie Massacre Lecompton Constitution Crittenden Compromise Dred Scott v Sanford Lincoln-Douglas Debates John Brown’s Raid Election of 1860 Franklin Pierce Caning of Charles Sumner Gag Rule Republican Party

3.2, 3.3, 4.1, 5.2, 7.1 & 8.4 Essential Documents and Resources Audio and Visual Resources: The Civil War, “The Cause” (PBS-Ken Burns) Causes of The Civil War (Schlesinger)

Literature Connections Harriet Beecher Stowe, “Uncle Tom’s Cabin” Hinton Helper, “The Impending Crisis of the South” Stephen Oates, “With Malice Toward None” Mark Twain, “Huckleberry Finn” Mary Chesnut’s Diary George Fizhugh, Sociology of the South

Fine Art Resources George Caleb Bingham, ”Stump Speaking” 1856, SAAM Quartus Ruggles, John Brown 1889, Kansas Museum of History

3.2, 3.3, 4.1, 5.2, 7.1 & 8.4 Sample Assessments and Prompts

Prompts How did TWO of the following contribute to the reemergence of a two-party system in the period 1820-1840? (1999) Major political personalities States‟ rights Economic issues

Analyze the effectiveness of political compromise in reducing sectional tensions in the period 1820-1861. (2004)

Compare the experiences of TWO of the following groups of immigrants during the period 1830 to 1860. (2007 Form B) English Irish German


• Bullet Shot Terms • Vocabulary Quiz


8.4 What Students Will Know How southerners and politicians defended state’s rights, slavery and the idea of nullification at times of sectional tensions and political debate

How politicians defended nationalism and compromise in terms of unity and national security

What Students Will Understand An individual or group’s perceptions of themselves, their country, and their place within a society may be influenced by times of prosperity and crisis

Brown 1889, Kansas Museum of History John Steuart Curry, John Brown, Kansas Industrial Commission, Topeka The Plantation, 1825, Metropolitan Museum of Art Fine Arts Connections: George P.A. Healy. Franklin Pierce, 1853, James Buchanan, 1859, Abraham Lincoln, 1887, SNPG James Reid Lambdin. Zachary Taylor, 1848, SNPG John Brown photograph from Library of Congress Frontispiece of Uncle Tom’s Cabin Political Cartoon of Sumner Beating Portrait of Dred Scott owned by the Missouri Historical Society Election Posters of Lincoln

Songs: “Follow the Drinking Gourd” Presidential Campaign Songs (Smithsonian Folkways)



Answers • Summary








7.1 What Students Will Know How and to what extent American participation in and debate over war shaped the development and platforms of national political parties

How and why political leaders crafted sectional compromises following the Mexican-American War

What Students Will Understand A nation’s government and its political leaders often assume more authority during periods of conflict, rebellion or warfare

(Smithsonian Folkways) Taylor Fillmore Pierce Buchanan Lincoln

Documents: South Carolina Ordinance of Secession

Curriculum Pathways Resources (available at: www.sasinschool.com) A Reformer’s Journal, Project 401

4.1, 5.2 Major Concepts Conflict and Compromise

Freedom, Equality and Power

4.1, 5.2 What Students Will Know How, why and to what extent executive, judicial and legislative decisions may have increased sectional tension within the United States

What Students Will Understand 4.1 Political relationships can change and impact the domestic and foreign affairs between people and/or nations


Government policies and actions that promote national growth and expansion can create sectional tension and political debate

5.2 The distribution of

Topic: Sectionalism Leads To Civil WarEssential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1 Analyze the political issues and conflicts that impacted the united States through reconstruction and the compromises that resulted

Pacing Essential Question How did westward expansion combined with Industrialization play a key role in the rise of sectionalism and lead to political, economic, and social conflict in America?


4.1 What Students Will Know How and to what extent the failure of political compromises over the expansion of slavery contributed to the onset of the Civil War

What Students Will Understand A leader’s response to contemporary issues can result in political conflict or compromise

Government policies and actions that promote national growth and expansion can create sectional tension and political debate


4.1 Essential Vocabulary Election of 1860 Long-Term Issues Westward Expansion of Slavery State’s Rights Abolitionists Short Term Issues Fugitive Slave Act Uncle Tom’s Cabin Kansas-Nebraska Act Dred Scott Decision John Brown’s Raid

4.1 Instructional Documents and Resources Audio and Visual Resources: The Civil War, “The Cause” (PBS-Ken Burns) Causes of The Civil War (Schlesinger)

Literature Connections Harriet Beecher Stowe, “Uncle Tom’s Cabin” Hinton Helper, “The Impending Crisis of the South” Stephen Oates, “With Malice Toward None” Mark Twain, “Huckleberry Finn” Mary Chesnut’s Diary George Fizhugh, Sociology of the South

Fine Art Resources George Caleb Bingham, ”Stump Speaking” 1856, SAAM Quartus Ruggles, John Brown 1889, Kansas Museum of History John Steuart Curry, John Brown, Kansas Industrial


Prompts To what extent and in what ways did the role of women change in American society between 1790 and 1860? Respond with reference to TWO of the following areas: (2004 Form B) Domestic Economic Political Social

Assess the moral arguments and political actions of those opposed to the spread of slavery in the context of TWO of the following: (2000) Missouri Compromise Mexican War Compromise of 1850 Kansas-Nebraska Act

“I am not, nor have I ever been, in favor of bringing about in any way the social and political equality of the white and black races.” How can this 1858 statement of


4.1 What Students Will Know How and why certain presidential campaigns and elections significantly changed American politics and society

What Students Will Understand A government founded on the division of power and authority may endure internal and external debates that can lead to conflict and/or compromise

Brown, Kansas Industrial Commission, Topeka The Plantation, 1825, Metropolitan Museum of Art Fine Arts Connections: George P.A. Healy. Franklin Pierce, 1853, James Buchanan, 1859, Abraham Lincoln, 1887, SNPG James Reid Lambdin. Zachary Taylor, 1848, SNPG John Brown photograph from Library of Congress Frontispiece of Uncle Tom’s Cabin Political Cartoon of Sumner Beating Portrait of Dred Scott owned by the Missouri Historical Society Election Posters of Lincoln

Songs: “Follow the Drinking Gourd” Presidential Campaign Songs (Smithsonian Folkways) Taylor Fillmore Pierce Buchanan Lincoln

Documents: South Carolina Ordinance of Secession

Curriculum Pathways Resources (available at: www.sasinschool.com)

white and black races.” How can this 1858 statement of Abraham Lincoln be reconciled with his 1862 Emancipation Proclamation? (1988)




Answers • Summary







Unit 8: Civil War and Reconstruction

Civil War and Reconstruction Essential Vocabulary


Documents: Suggested Websites: http://www.unknowncivilwar.com http://afgen.com/john_brown1.html http://www.pbs.org/wgbh/aia/part4 /4h2933.html http://www.library.wustl.edu/vlib/d redscott Curriculum Pathways Resources (available at: www.sasinschool.com) The “Drama” of the Civil War, Classroom Activity 1134 What did the Emancipation Proclamation accomplish? Web Inquiry 204

Documents: Lincoln’s First Inaugural Address Jefferson Davis’ message to the Confederate Congress, April 29, 1861 Lincoln’s Message to Congress, July 4, 1861 Audio and Visual Resources: Movie Gods and Generals Videos/DVDs The Civil War (PBS–Ken Burns) Fine Arts Connections: The Plantation, 1825, Metropolitan Museum of Art Songs: “Bonnie Blue Flag” “Darling Nelly Gray” Suggested Websites: http://www.civilwar.org/historyclass room/hc_curriculum1.htm http://www.bartleby.com/124/pres31 .html Curriculum Pathways Resources (available at: www.sasinschool.com) John Brown’s Raid on Harper’s Ferry, InterActivity 33 Documents: The Emancipation Proclamation Lincoln’s Gettysburg Address Lincoln’s 2nd Inaugural Address Audio and Visual Resources: Movies Gods and Generals Gettysburg Glory Videos/DVDs The Civil War (PBS-Ken Burns) The Civil War (Schlesinger) Fine Arts Connections: J.G. Tanner. The Monitor and the Merrimack, 1891, Granger

Songs: Keith and Rusty McNeill, Civil War Songs Wayne Erbsen, Ballads and Songs of the Civil War Suggested Websites: http://www.civil-war.net http://www.gettysburg.com/ http://www.jatruck.com/stonewall/g ettysburg.html http://www.civilwaralbum.com Curriculum Pathways Resources (available at: www.sasinschool.com) Battles of the Civil War, Web Lesson 610 The “Drama” of the Civil War, Classroom Activity 1134 What did the Emancipation Proclamation accomplish? Web Inquiry 204 Documents: Tenure of Office Act Amnesty Proclamation 13th, 14th, and 15th Amendments Thomas Nast cartoons from Harper’s Weekly Editorials by Henry Grady from the Atlanta Constitution Audio and Visual Resources: Videos/DVDs Reconstruction and Segregation (Schlesinger) Literature Connections: John Hope Franklin, Reconstruction After the Civil War Fine Arts Connections: Washington Bogart Cooper. Andrew Johnson, 1866, SNPG Suggested Websites: http://www.theatlantic.com/unboun d/flashbks/black/douglas.htm http://docsouth.unc.edu/dixonclan/

Literature Connections: Booker T. Washington, Up From Slavery C. Vann Woodward, The Strange Career of Jim Crow Suggested Websites: http://www.landmarkcases.org/land markframe_national.html http://www.lexrex.com/enlighteded/ laws/kentres.htm http://www.rnoon.com/lawlaymen/c onstitulaw/federalism/federalsystem. htmlhttp://www.multied.com/elections/1 876.html http://africanamericans.com/CivilRig htsActof 1866.htm Curriculum Pathways Resources (available at: www.sasinschool.com) Reconstructing the South, Project 402 The “Drama” of the Civil War, Classroom Activity 1134 What did the Emancipation Proclamation accomplish? Web Inquiry 204

http://www.sasinschool.com

http://www.theatlantic.com/unboun

Topic: Civil WarEssential Standard AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.6 Understand how and why the role of the United States in the world has changed over time AH1.H.7 Understand the impact of war on American politics, economics, society and culture AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.6.2: Explain the reasons for involvement in wars prior to Reconstruction and the influence each involvement had on international affairs AH1.H.7.1: Explain the impact of wars on American politics through Reconstruction AH1.H.7.3: Explain the impact of wars on American society and culture through Reconstruction AH1.H.8.2: Explain how opportunity and mobility impacted various groups within American society through Reconstruction

Pacing Essential Questions In what respects did the Civil War and Reconstruction represent a test of National Supremacy?


7.1 What Students Will Know How and to what extent the secession of southern states impacted congress and the development of federal policies during the Civil War and Reconstruction

What Students Will Understand Politicians who support or refute a nation’s participation in war can politically benefit or suffer from their stance

A nation’s government and its political leaders often assume more authority during periods of conflict, rebellion or warfare


6.2, 7.1, 7.3 & 8.2 Essential Vocabulary Abraham Lincoln Jefferson Davis Preserve The Union Fort Sumter Anaconda Plan Defensive Plan Advantages/Disadvantages of the North and South Total War Legal Tender Act National Bank Act General Grant General Meade General Lee General Stonewall Jackson Copperheads First Battle of Bull Run Income Taxes Battle of Hampton Roads Merrimac Monitor Battle of Shiloh Second Battle of Bull Run Antietam Emancipation Proclamation Battle of Chancellorsville 54th Massachusetts Battle of Cold Harbor Conscription Draft riots Vicksburg Gettysburg Picket’s Charge Gettysburg Address

6.2, 7.1, 7.3 & 8.2 Instructional Documents and Resources


Prompts




Answers • Summary







6.2 Major Concepts International Affairs and Foreign Policy

6.2 What Students Will Know How, why and the extent to which the United States Civil War was an “irrepressible conflict”

How, why and the extent to which American wars through Reconstruction effected national power, foreign policy, international affairs and relationships

What Students Will Understand When a nation’s economic and/or political interests are threatened it can lead to some degree of participation in war

Wars and their outcomes are often unsettling and have enduring international consequences for nations and

Gettysburg Address Burning of Atlanta Sherman’s March To The Sea Appomattox Courthouse

• Create a Song


7.3 What Students Will Know How and why the mobilization, devastation and outcome of the United States Civil War impacted northern, southern and western societies and culture

How wars impacted the roles, responsibilities and perceptions of women in American society through Reconstruction

How and why political leaders and citizens adopted different tactics and justifications to oppose war at different times through Reconstruction

What Students Will Understand The perception of wars and

8.2 Major Concepts Crisis

8.2 What Students Will Know How the battles of the Civil War and the movement of Confederate and Union Troops along southern battlefields impacted southern communities


Topic: Effects of The Civil War on National Power and International Affairs

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.4 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States AH1.H.5 AH1.H.7 Understand the impact of war on American politics, economics, society and culture

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1: Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between levels of the government AH1.H.7.1: Explain the impact of wars on American politics through Reconstruction AH1.H.7.2: Explain the impact of war on American politics, economics, society and culture



5.2 What Students Will Know How, why and to what extent the wartime leadership of Abraham Lincoln secured the authority of the national government and increased the power of the U.S. Presidency

What Students Will Understand The distribution of power and authority may change during times of tension and conflict


4.1, 5.2, 7.1 & 7.2 Essential Vocabulary Emancipation Proclamation Income Tax Conscription National Bank Act Legal Tender Act Morrill Tariff Pacific Railway Act of 1862 Morrill Land Grant Act of 1862 Morrill Land Grant Act of 1862 Gettysburg Address



Prompts





Analyzing • Create a Flow Map of • Write a Biography • Create a Matrix


7.1 What Students Will Know How, why and to what extent the Civil War and Reconstruction strengthened the power and authority of the national government over the states


• Write a Biography • Create a Matrix • Analyze a Map




What Students Will Know How, why and to what extent executive, judicial and legislative decisions may have increased the power and authority of the federal government



4.1 What Students Will Know How, why and to what extent executive, judicial and legislative decisions have increased the power and authority of the federal government




7.2 What Students Will Know How the United States Civil War impacted the economies of the northern, southern and western states What Students Will Understand Civilians and their governments will economically sacrifice and suffer because of war

Topic: ReconstructionEssential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.7 Understand the impact of war on American politics, economics, society and culture AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.7.1: Explain the impact of wars on American politics through Reconstruction AH1.H.8.2: Explain how opportunity and mobility impacted various groups within American society through Reconstruction



7.1 What Students Will Know How and to what extent the secession of southern states impacted congress and the development of federal policies during the Civil War and Reconstruction

What Students Will Understand Politicians who support or refute a nation’s participation in war can politically benefit or suffer from their stance

A nation’s government and its political leaders often assume more authority during periods of conflict, rebellion or warfare


7.1 & 8.2 Essential Vocabulary Lincoln’s Ten Percent Plan Lincoln’s Assassination John Wilkes Booth Andrew Johnson’s Plan Radical Republican Plan Wade-Davis Bill Scalawags Carpetbaggers Freedmen



Prompts Discuss the economic consequences of the Civil War with respect to any TWO of the following in the United States between 1865 and 1880. (1997) Agriculture Labor Industrialization Transportation

Compare and contrast Lincoln’s, Johnson’s, and Congress’ plans for reconstruction (as represented by the Reconstruction Acts of 1867-1868 and the Fourteenth and Fifteenth amendments). What were the objectives of each plan? Why did each fail to achieve its goals?






Evaluating

8.2 Major Concepts Crisis

8.2 What Students Will Know How and to what extent Republican “scalawags” and “carpetbaggers” benefitted from Reconstruction




Topic: Political and Economic Effects of Reconstruction

Essential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States AH1.H.7 Understand the impact of war on American politics, economics, society and culture

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.5.2: Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government from colonization through Reconstruction AH1.H.7.1: Explain the impact of wars on American politics through Reconstruction



7.1 What Students Will Know How, why and to what extent the Civil War and Reconstruction strengthened the power and authority of the national government over the states



5.2 & 7.1 Essential Vocabulary Wade-Davis Bill Military Reconstruction Act of 1867 13th Amendment 14th Amendment 14th Amendment Sharecropping Tenant Farming Carpetbaggers KKK Enforcement Act Amnesty Act Tenure in Office Act Johnson’s Impeachment Texas v White United States v Cruikshank



Prompts Evaluate the impact of the Civil War on political and economic developments in TWO of the following regions. The South The North The West Focus your answer on the period between 1865 and 1900. (2003)

Describe how the terms of the Compromise of 1877 and the inauguration of Rutherford B. Hayes impacted Reconstruction and the subsequent politics and economy of the South.



Understand • Quick Write • Journal Entries • Essential Question Answers


5.2 What Students Will Know How Reconstruction policies and legislation impacted the distribution of power between the southern secession states and the federal government


• Journal Entries • Essential Question Answers • Summary





Topic: Effects of Reconstruction on FreedmenEssential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.3: Understand the factors that led to exploration, settlement, movement and expansion and their impact on United States development over time AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.5 AH1.H.7 Understand the impact of war on American politics, economics, society and culture AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the US before the Civil War AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.5.1 AH1.H.7.3 Explain the impact of wars on American society and culture through Reconstruction AH1.H.8.3 Evaluate the extent to which a variety of groups and individuals have had opportunity to attain their perception of the “American Dream”



What Students Will Know The social and cultural effects of the Reconstruction period, and specifically Radical Reconstruction on newly freed African Americans and the United States

How and why shared political and civic beliefs and values have helped to define the “American” citizen rather than ethnicity, race, religion, class or national origin

What Students Will Understand Cultural development and differences sometimes lead to open rebellion and/or war

The idea of citizenship confers equal rights under the law and is not


3.2, 4.4, 7.3 & 8.3 Essential Vocabulary Sharecropping Black Codes Jim Crow Laws Poll Taxes Literacy Tests KKK Emancipation Proclamation 13th Amendment 14th Amendment 15th Amendment Exodusters Freedmen’s Bureau Civil Rights Act of 1866 Civil Rights Act of 1875 Enforcement Act Plessy v Ferguson



Prompts For whom and to what extent was the American West a land of opportunity from 1865 to 1890? (2006 Form B)

Imagine that you are a Freedmen’s Bureau agent in the South during Reconstruction. Write an account of what you have seen freedmen doing and experiencing and what your role has been.









What Students Will Know How and to what extent newly freed African American culturally benefited from the political and economic reconstruction in the south

What Students Will Understand The perception of wars and their purpose may help determine the degree of mobilization and participation of a democratic nation and its citizens

5.1 Major Concepts

5.1 What Students Will Know How and to what extent the adoption of the 13th, 14th and 15th Amendments to the United States Constitution impacted the freedom and equality of African Americans

What Students Will Understand Governments can be structured in order to address the needs and desires of the governed

Leadership can affect societal, economic and political change in order to promote freedom and equality

8.3 Major Concepts Progress and “The American Dream”

8.3 What Students Will Know To what extent newly freed African Americans benefited politically, socially and economically from the reconstruction of the south


National ideals may not always be attainable or equitable for everyone

3.2 Major Concepts Movement

3.2 What Students Will Know How and to what extent the onset of freedom impacted the movement of African Americans within and out of the South during Reconstruction

What Students Will Understand Individuals and groups are sometimes motivated to relocate and take risks in order to improve their quality of life

Geographic factors can shape the migration, settlement and cultural development within a region

Government policy can promote and direct the migration and settlement of

Topic: Effects of Reconstruction on Southern Society and FarmersEssential Standards AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.7 Understand the impact of war on American politics, economics, society and culture

Clarifying Objectives AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1: Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.4.2: Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.4.3: Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.7.2: Explain the impact of wars on the American economy through Reconstruction



7.2 What Students Will Know How and why tenancy and sharecropping prevailed in the South after the Civil War

What Students Will Understand Civilians and their governments will economically sacrifice and suffer because of war


4.1, 4.2, 4.3 & 7.2 Essential Vocabulary Scalawags Carpetbaggers Freedmen Panic of 1873 Sharecropping Tenant Farming Redeemers “New South”



Prompts Discuss the political, economic, and social reforms introduced in the South between 1864 and 1877. To what extent did these reforms survive the Compromise of 1877? (1992)

Discuss the transformation of southern agriculture during the Reconstruction period. Why did the sharecropping and tenant farming systems evolve? What were the consequences of those systems for the economy of the South and for white and black farmers?




4.1 What Students Will Know How and why Reconstruction ended and how it impacted various groups politically and economically



• Vocabulary Quiz • Word Wall







4.2 What Students Will Know How and why national economic panics originated and impacted the political, social and cultural development of the United States

What Students Will Understand Relationships between individuals, groups and nations may change as economic circumstances change

An economy’s cyclical nature may challenge individuals, groups and a nation


4.3 What Students Will Know To what extent newly freed African Americans were allowed freedom and equal citizenship

What Students Will Understand Equal protection of the law promotes equal treatment as an element of fundamental fairness and prohibits discrimination by government institutions

Topic: Effects of Reconstruction on National Power and International AffairsEssential Standard AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time AH1.H.2 Analyze key political ,economic and social turning points in United States History using historical thinking AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States

Clarifying Objective AH1.H.1.1 (Use Chronological thinking) AH1.H.1.2 (Use Historical Comprehension) AH1.H.1.3 (Use Historical Analysis and Interpretation) AH1.H.1.4 (Historical Research) AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects AH1.H.2.2: Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact AH1.H.4.1: Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted AH1.H.5.2: Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government from colonization through Reconstruction



4.1 What Students Will Know How political scandals influenced various presidencies and the political development of the nation



What Students Will Know How and why certain presidential campaigns and elections significantly changed American


4.1 & 5.2 Essential Vocabulary Ulysses S. Grant Whiskey Ring Credit Mobiler Scandal Election of 1876 Compromise of 1877



Prompts Explain why and how the role of the federal government changed as a result of the Civil War with respect to TWO of the following during the period 1861-1877: (2006) Race relations Economic development Westward expansion

Elaborate on the politics of the South in relationship to the federal government following the end of Reconstruction. Include the significance of the terms: Solid South and Redemption.







Creating • Document Based Question Essay • Time Line • Create a Newspaper • Create a Poster


5.2 What Students Will Know How, why and to what extent executive, judicial and legislative decisions may have increased the power and authority of the federal government


• Create a Newspaper • Create a Poster • Write a Story • Create a Song

4.1 Major Concepts

4.1 What Students Will Know How, why and to what extent executive, judicial and legislative decisions have increased the power and authority of the federal government

