instructor: ms. tracy stepka room: whatever it will be, at...

Instructor: Ms. Tracy Stepka

Room: whatever it will be, at Insert Name Here High School

Email: [email protected]

Course Description

The content of this class is centered around the understanding of United States history. Students

will learn about the important aspects of history by focusing on the evolution of civil rights,

development of American democracy, changing cultural norms, and internal/external military

conflicts. You will learn about these recurring themes through the course work, which will

include group work, response papers, essays, class participation, and exams. You will explore the

themes, and their connections throughout time. Throughout the course you will learn to research

effectively using primary and secondary sources. Your ability to use sources will help you think

critically about historical concepts and connections.

Big Goal

You will become an effective and creative historian by deeply understanding and explaining the

connections that appear in United States history.

As an effective and creative historian you will:

1. Perform effective and thoughtful research. Have a thorough understanding of primary and secondary sources, and their role in research.

2. Be able to make connections throughout history using the recurring themes. 3. Argue a perspective using proper historical sources. Students will be able to change perspectives

when instructed. 4. Understand important historical concepts, themes, people, and places. 5. Explain and connect the reoccurring themes to explain the evolution of the United States. 6. Understand your place in history and how you connect to the themes.

Grading/ Evaluation

mailto:[email protected]

Unit Exams (8X25) 200 pts

Research Paper 50 pts

Group Projects (4x 25) 100 pts

Participation and Attendance 25 pts

Interactive Student Notebook 100 pts

Classroom Discussions and Debates 75 pts

Reaction Papers (5x10) 50 pts

Total 600 pts

Unite Exams (8x25)

Student will be given a unit exam after each unit. The exams will wither come in a multiple-

choice form or essay question form. The multiple-choice form will consist of 25 multiple-choice

questions. Essay question exams will have six possible essay options. The students will pick

three out of the six questions to write a response to.

Research Paper

Students will complete a research paper at the end of semester. The research paper will address

one of the reoccurring themes. Students are expected to write the paper using multiple

perspectives, and multiple sources. Students will use a variety of primary and secondary sources

and quote them correctly throughout the paper. Further instructions to follow.

Group Projects (4x25)

Students will be put into small groups throughout the class to further understanding. Students

will have projects throughout the course of the term to be able to further understand the content.

There will be four group assignments that students will be expected to complete in their groups.

Participation and Attendance

Students will be graded on their attendance and participation in class. Insert Name Here High

Schools attendance rues and procedures will be enforced in this class. Students will be expected

to attend class regularly. Participation is based on student's behavior in class. Students should be

on task and contributing when necessary. Participation grading will include contributing to group

work, paying attention during lessons, respecting others inputs, completing assignments,

contributing to debates and classroom discussions.

Interactive Student Notebook

Students will be given an interactive student notebook at the beginning of the term. Students will

use the notebook to complete course work, do assignments, and prepare for debates and

discussions. The interactive student notebook will be used multiple times throughout the term.

Classroom Discussions and Debates

Throughout the class there will be classroom discussions and group debates. Open class

discussions will encourage the students to talk about the topics that they have been learning

about throughout the course. Class debates will happen throughout the course. Student will be

assigned a role within the debate. Further instructions to follow.

Reaction Papers (5x10)

Reaction papers will serve as bell work. They will be brief one page reaction to the day's lesson.

Students will be expected to talk about what they have learned and what they have further

questions on. The reaction papers will be given periodically throughout the term. In some cases

the reaction paper will serve as a debrief for interactive activities, or to check on the progress of

group work. The reaction paper will also include a writing assignment that students will be

expected to complete at the end of the unit. The writing assignment will be a two page personal

analysis of events.

Course Outline

Week 1-2: Native American Nations, European Contact, and Colonization

Native American tribes prior to settlement Contact with Europeans

Themes: Changing cultural norms and expectations

Evolution of civil rights

Interactive students notebook assignment

Week 3-4: Origin and growth of the Atlantic slave trade, changing relationships with Native

Americans, growth of American colonies

The development of the Atlantic slave trade and its effect on the colonies Understand the changing relationship between the colonist and Native Americans Understand the growth of the colonies and their divergence from European nations French and Indian War

Themes: Changing cultural norms and expectations


Interactive student notebook assignment

Reaction paper

Unit exam

Week 4-5: American Revolution, and the Declaration of Independence

Events leading up to the American Revolution Understanding of the content of the Declaration of Independence Timeline of the events leading up to the revolution Understand the reason for American victory

Themes: Development of American democracy

Internal and international conflicts

Changing cultural norms and expectations

Classroom debate regarding the events leading to the revolution

Group project: timeline of important events in the American Revolution

Week 6-8: Organization of the federal government, Ratification, Emergence of the two party

systems, Expansion and Reform

Important changes that were being made in the nation and to the declaration Understand the organization of the new nation and its government Be able to explain the impact of the original political parties, and there stance in government Understand new technology of the time and its impact on labor Analyze the expansion of the United States

Themes: Development of American democracy




Political party and ratification debate

Reaction paper

Unit Exam

Week 9-10: Second party system, religious and social reform, political and cultural movements

Discuss and debate the changing political system and voting rights Understand the emergence of the second party system Understand the impact of various religious and social reforms and their impact on the nation

Theme: Evolution of civil rights


Development of American democracy


Class discussion regarding the social and religious movements

Group project: breakdown of a political or social debate

Week 11-13: Experiences of African Americans, regional differences, Civil War

Evaluate experiences of African Americans in society at the time ex. free men and slaves Compare and contrast the economic, social, and political differences in the South and the North Be able to argue the slavery debate Southern Secession and establishment of the Confederate States of America Describe important events, people, and issues in the Civil War



North and South debate

Reaction paper

Week 14-15: Emancipation, reconstruction, race relations, thirteenth fourteenth and fifteenth

amendment

Understand the emancipation of African American slaves Legacy of the Civil War Understand events and polocies regarding race realtions Debate the success of reconstruction Be able to explain the impact and content of the thirteenth, fourteenth, and fifteenth

amendment


Development of American democracy



Reaction paper

Unite exam

Week 15-17: Industrialization and globalization of the United States, rise of big business,

urbanization, racial conflict and reform, immigration

Industrialization promoted by technological innovation Labor reform and unions Immigration and its impact on the United States Effects of an Industrialized United States Changing Native American policies, and assimilation Jim Crow Progressive era Monopoly capitalism


Changing culture and expectations

Reaction paper


Week 18-19: World War I

United States involvement in World War I Domestic and foreign policy War effort Legacy

Theme: Internal and international conflicts

Reaction paper

Unit exam

Week 20-21: The impact of music and art of the time, economic causes of the Great Depression,

the Great Depression, the New Deal

Look at the impact of music and art on the Great Depression Understand the economic conditions that lead to the Great Depression Understand the impact of the Great Depression on people lives Be able to explain the content and impact of the New Deal

Theme: Changing cultural norms and expectations


Week 22-23: World War II

United States initial attempts to remain neutral World War II causes and connection to World War I Pearl Harbor and entrance into war Major conflicts in WW2 Pacific theater European Theater Dropping of the atomic bomb Japanese interment camps Home front United Nations Tuskegee Airmen




Reaction paper

Unit exam

Week 24: Post WW2

Emergence as a superpower Changing cultural norms Gender roles Suburbanization Baby boom



Classroom discussion on changing cultural norms

Week 25-26: Development of the Cold War

Marshall Plan Truman Doctrine Korean War Cuban Missile crisis Anti-communism Ending of the Cold War

Theme: Internal and international conflicts



Reaction paper

Unit exam

Week 27-29: Vietnam, Secret War in Laos

Cultural impact of the war Role of the United States Progression of the conflict Impact of the war Secret War in Laos Hmong alliance 60s and 10s changing culture

Theme: Internal and international conflict


Vietnam debate

Week 30-31: Civil Right movement

Understand the building tension behind the Civil Rights movement Understand the impact Be able to compare various civil rights movements Key leaders and groups Legacy Opposition American Indian changes in the time period




Groups project: in depth look of the Civil Rights movement

Reaction paper

Unit exam

Week 32-33: United Sates involvement in world affairs after Cold War, Progression of culture

Changing world affair Progression of culture in the 1980's to present

Theme: Changing cultural expectations and norm

International and internal conflict

Week 34-36: Immigration and refugees, twenty first century technology, connections to other

countries, present day conflicts, Research paper

Difference between an immigrant and a refugee and their impacts Technology innovations and their impact on society Current conflicts Economic and global connections


Internal and international conflict


Reaction Paper

Group Project: Current event issues

Unit exam

Research paper

Standards

Standard 15: The course will cover standards 9.4.4.15.2 and 9.4.4.15.2 they will both be covered

briefly and not in to much depth. I want students to understand the initial relationship between

Native Americans and colonist.

Standard 16: All the benchmarks were covered in the course. Emphasis was given to

9.4.416.4and 9.4.4.16.7. The class will cover all the benchmarks and explain the time period and

progression.

Standard 17: The benchmarks will all be covered in some form. The American Revolution will

have its own instruction. Benchmarks 9.4.4.17.4 will be the start of a new time period and will be

separated from the other standards.

Standard 18: The benchmarks will be covered throughout the course in different forms. Since

the standard covers many benchmarks they will be spit up by there time period.

Standard 19: The benchmarks in this standard will be covered in the Civil War unit. Emphasis

will be given to benchmarks 9.4.4.19.1 and 9.4.4.19.2 since this will create a better

understanding of the main ideas behind the Civil War conflict. Emphasis will also be given to

understanding the foundation of African American civil rights.

Standard 20:There are a lot of benchmarks in this standard they will be broken into sections of

study to better understand the topics. Students will understand industrialization and monopolies,

as well as the technological and cultural changes. Special emphases will be paid to benchmark

9.4.4.20.5 since it focuses on a theme. Benchmark 9.4.420.9 will be its own section so the war

can be explained properly.

Standard 21: The benchmarks will be split into section. The Great Depression will lead on to a

lesson of World War II. Since these are important parts of American history they will be covered

in depth.

Standard 22: All the conflicts and important events will be broken into relevant sections. The

various conflicts need to be explained in depth and need to be addressed chronologically to build

understanding. Since this standard cover a relatively large chunk of time the benchmarks will be

covered by weight given to important events and concepts.

Standard 23: The course will end with current events in American History. Both benchmarks

will be covered in depth to help students understand current events. The benchmarks will also

build on information about current issues and there place in history.

Standard 2: Both benchmarks will be covered throughout the course.

Unit Plan

Unit Plan

American Revolution (9th

grade U.S. History)

Tracy Stepka

Minnesota Social Studies Benchmarks:

9.4.4.17.1 (U.S. History) Describe the political and military events that cause some North

American colonies to break with Great Britain, wage war and proclaim a new nation in 1776.

9.4.4.17.2 (U.S. History) Analyze the American revolutionaries' justifications, principals and

ideals as expressed in the Declaration of Independence; identify the sources of these principals

and ideals and their impact on subsequent revolutions in Europe, the Caribbean, and Latin

America.

9.4.4.17.3 (U.S. History) Develop a timeline of the major events and turning point of the

American Revolution, including the involvement of other nations; analyze the reason for

American victory.

Essential Question:

Was it inevitable for the colonies to rebel and create a new nation?

The students will:

1. Describe the events that caused the colonies to rebel against Great Britain, and the turmoil surrounding the revolution.

2. Interpret the ideas/philosophy's that influenced the Declaration of Independence. 3. Develop a sequence of important events and turning point in the revolution. 4. Analyze the reasons for American victory.

Evaluation. The students will:

1. Complete a section exam (multiple choice and essay question) on the American Revolution 2. Create a timeline containing the important events and turning points in the American

Revolution. 3. Describe and analyze important content in the American Revolution. 4. Describe and explain reasons for the American victory.

Day-to-Day Outline:

Day 1

Students will:

1. Understand important events leading up to the American Revolution. 2. Create a class list of important events that cause the American Revolution. 3. Be given the outline of the unit. They will understand their assignments and goal for this section

of the class.

Academic language: Revolution, representation, tax, military occupation, continental congress,

Boston Tea Party, acts

Students are given an overview of the lesson and a breakdown of the next eight days. They will

be given the essential question. The students will discuss as a class what they know about the

American Revolution. Students will watch a video (America: The Story of US-Episode 1

"Rebels"). After the video they will create a class list of the important events that led to the

American Revolution.

Day 2:

Students will:

1. Review the cause of the American Revolution. 2. Understand the turmoil within the colonies regarding revolution.

Academic language: Loyalist, rebel

Students will have a quick review of what they learned in the previous class.

The class will then be split up into groups of four. Two students will argue the need for

revolution from a "rebels" point of view, and the other two group member will argue against the

revolution from a "loyalist" point of view. The teacher will circulate throughout the room

observing the conversations. After fifteen minutes of debate the teacher will instruct the students

to switch roles and argue from their new perspective. After another fifteen minutes the class will

come together and discuss their debates.

Day 3:

Students will:

1. Analyze sources of inspiration for the Declaration of Independence. 2. Understand the content of the Declaration of Independence. 3. Understand Thomas Jefferson's role in the Declaration of Independence.

Academic language: Continental Congress, Thomas Jefferson, Declaration of Independence

Students will watch a brief video clip regarding the Declaration of Independence (America the

Story of US: Declaration of Independence). Students will be broken up into teacher assigned

reading groups. The students will be given a reading that relates to the inspiration behind the

declaration. These reading will include sections from writings by John Locke, Thomas Pain, and

George Mason. The class will discuss ideal from the reading that they think were important to

writing the declaration. After the discussion the students will be given a copy of the Declaration

of Independence. Each group will be given a specific section of the declaration. They will be

responsible for translating their section into everyday language. Each group will present their

section. After, students have an understanding of the declaration, and the inspiration behind it

they will be asked to compose three questions that they would ask Thomas Jefferson.

Day 4:

Students will:

1. Actively participate in an interactive activity involving a Thomas Jefferson impersonator. Students will focus on the speaker's presentation about the Declaration of Independence and the revolution. Students will ask questions that they developed in the previous class.

Day 5:

Students will:

1. Start working on a timeline of important events and turning points in the American Revolution. 2. Understand the progression of the American Revolution. 3. Learn about the involvement of foreign allies in the war.

Academic language: guerrilla warfare, foreign ally, turning point

Students will be given an interactive lesson on the American Revolution and the important

events that happened throughout the war. The lesson will also contain information regarding the

warfare that was taking place, as well as the involvement of foreign nations. After the lesson the

students will use their notes and textbook to start the process of creating a timeline of important

events in the revolution.

Day 6:

Students will:

1. Complete their events timeline. 2. Analyze the involvement of foreign allies.

Academic language: Influence, ally, turning point, and military strategies

Students will complete their work on the timeline regarding the important events and turning

points in the revolution. After students complete their timeline they will write a paper regarding

the involvement of foreign allies. The students will write the paper in pairs. They will discuss

how the involvement of foreign countries influenced the war, and identify specific things they

contributed to the revolution.

Day 7:

Students will:

1. Review for the exam. 2. Analyze the reasons for American victory. 3. Summarize information to create possible answers for the essential question.

Students will have a class discussion analyzing the American victory and the essential question.

After the discussion the students will be split into two teams and play a jeopardy style review

game to prepare for their unit exam.

Day 8:

Students will: Take the unit exam.

Dear Students,

Welcome to our new unit! For the next eight days we will be discussing the American

Reveloution. We will be covering the causes of the American Revolution, the Declaration of

Independence, and important events within the war. At the end of the lesson we will explain the

American victory.

Throughout our lesson we will be learning information to determine if it was inevitable for the

colonies to rebel and create a new nation.

You will be expected to:

. Understand important events leading to the American Revolution,

and the turmoil within the colonies.

. Understand the content and inspiration regarding the Declaration

of Independence. Students will look closely at the influence of Thomas Jefferson.

. Summarize important events and turning point in the war through

the creation of a timeline.

. Analyze the reason for American victory.

Students will be graded on:

. Participation in group activities.

. Completion of an event timeline.

. Unit exam.

I look forward to starting this new unit.

Ms. Stepka

Benchmarks:

In standard 9.4.4.17.1 I left out covering the French and Indian war in this unit. It would take to

much time and would distract from the essential question that the lesson is built around.

Covering the war would fit in prior to this unit, while we are discussing the colonies and there

progression toward revolution.

In standard 9.4.4.17.2 I chose not to focus on the declarations effects on other revolutions

throughout the world. There was not enough time to analyze the effects of the Declaration of

Independence on revolutions around the world. This is more suitable for a world history class or

a civics class. I would want to collaborate with civic lessons to teach the effect of the declaration;

I believe this would be more effective. Throughout this unit I want my students to focus on the

effects that the Declaration of Independence had on America during the revolutionary period, so

they can better grasp the American Revolution.

Formative assessment:

Formal

. Students will express understanding of the American Revolution

through the creation of a timeline highlighting the important events and turning points

throughout the war.

. Students will be graded on their participation in group activities.

The grade will focus on participation, and willingness to work with the group.

. Students will have a unit test at the end of the lesson that will be

there final assessment regarding the unit.

Informal

. Group activities and discussions will be used to gauge depth of

understanding, and allow time for questions.

. Interactive lessons will be used to present information and gauge

understanding and prior knowledge.

Sample exam questions:

Which answer shows the correct order of important military events in the American Revolution?

a) Lexington and Concord, Tea Act, Yorktown, Charleston

b) Charleston, Crossing of the Delaware, Lexington and Concord, France signs treaty of

alliance

c) Lexington and Concord, Burgoyne, France signs a treaty of alliance, Charleston

d) Burgoyne, Washington crosses the Delaware, Yorktown, Lexington and Concord

The Boston tea party was responding to?

a) Coercive act

b) Tea act

c) Intolerable act

d) Stamp act

Which statement about the Declaration of Independence is opinion and not a fact?

a) The Declaration of Independence if the foundation of the United States government.

b) Writing from John Locke influenced the Declaration of Independence.

c) Thomas Jefferson drafted the Declaration of Independence.

d) Thomas Jefferson was the only qualified writer in the Continental Congress.

Who was the commander and chief of the rebel army?

a) George Washington

b) James Madison

c) Benjamin Franklin

d) Lord Cornwallis

Essay Question:

What caused the American Revolution? Explain the significance of at least three important

events that were influential in starting the American Revolution.

You should:

. Identify three events that played a role in starting the American

Revolution

. Explain the events significance

. How did this event affect the relationship between the colonies and

Britain

I picked this question because it relates directly to the unit and the essential question. Talking

about the events that caused the Revolution will help students formulate an answer to the

essential question. The question also has multiple answers.

Unite Plan Reflection:

Learning Objective Content Process Product Use in Unit

Understand important

events leading up to the

American Revolution

All students will

have an

understanding of

the important

events that led to

the American

Revolution.

Students will

watch a video

that covers the

events leading up

to the American

Revolution.

Subtitles will be

added to the

video to help

students

understand the

content of the

video.

Students will

create a class list

of important

events.

The class list will show

the content that students

retained from the video.

The class list will also

serve as an informal

assessment to gauge

understanding. Since the

class will be constructing

the list all students of all

level can participate in the

identification exercise.

The list will also serve as

a debrief for the lesson.

Understand the turmoil

within the colonies

regarding the revolution.

Students will

understand the

turmoil that

existed between

the colonist by

exploring the

view of loyalists

and rebels.

Students will

participate in a

debate where

they argue the

position of the

loyalist and

rebels. Students

will be graded on

the participation.

The review

session will help

students clarify

the information

they have been

presented and

allow them to

discuss the

turmoil in the

colonies.

Students will

participate in a

debate. Arguing

from the point of

view of a loyalist

and a rebel. Since

they will switch

sides they will

understand the

argument from

both sides.

The debate will show the

students understanding of

the colonies and political

ideals of the time.

Analyze sources of

inspiration for the

Declaration of

Independence. Translate the

content in the Declaration

of Independence.

Students reading

groups will

translate the

content of the

Declaration of

Independence and

identify important

content in

readings that

have been

identified as

Reading groups

will be pre-

determined by the

teacher. The

groups will

consist of

members that are

strong readers

and member that

have trouble with

the content. The

Students will

translate the

Declaration of

Independence

into every day

English. Students

will identify

important ideas

within the

sources and their

relation to the

The translation will help

the students better

understand the content of

the Declaration of

Independence. The

sources will help the

students understand the

process of writing the

declaration.

sources of

inspiration for the

Declaration of

Independence.

groups will be

designed so

students can learn

from one another.

Groups will be

small enough

where students

can participate

with the

documents.

Declaration of

Independence.

Actively participate in an

interactive activity

involving a Thomas

Jefferson impersonator

The activity will

allow students to

better understand

the content of the

declaration, and

clearly

understand the

role of Thomas

Jefferson.

Students will

actively

participate in the

presentation.

They will be

given an

opportunity to

ask questions.

Students will be

able to participate

in an interactive

activity regarding

the declaration.

Talking to Thomas

Jefferson will allow the

students to gain a deeper

understanding of the

content and drafting of

the declaration.

Create a timeline of

important events and

turning points in the

American Revolution

Students will

understand the

important event

and turning point

in the American

Revolution

Students will

produce a

timeline that

summarizes

information

regarding

important

military events

throughout the

war

Students will be

able to use their

notes and text to

create a timeline

of important

events Students

who are

struggling can

receive help from

the teacher or

students that are

excelling

The timeline will allow

the students to understand

the war and its important

events.

Analyze the involvement of

foreign allies

After students

complete their

timeline they will

write a paper

regarding the

involvement of

foreign allies.

The students will

write the paper in

pairs. They will

discuss how the

involvement of

foreign countries

influenced the

war, and identify

Students will

express their

understand of

foreign

involvement in

the revolution.

Students will

produce a paper

based on their

knowledge. The

paper will be

done in pairs so

students can be

paired to increase

understanding.

The paper and lesson will

allow the students to

understand the

involvement of foreign

powers and the influence

they had on the war

specific things

they contributed

to the revolution.

Analyze the reasons for

American victory.

Students will use

their knowledge

of the revolution

to explain the

American victory

Students will

have a class

discussion

analyzing the

American victory

and the essential

question

Students will

participate in a

discussion where

they discuss the

American victory

and the content

supporting their

opinion

The discussion will allow

the students to review

what they have learned in

an open teacher led

discussion.

Take unit exam Knowledge of the

content will be

tested.

Students will be

given assistance

with the test

material if they

have trouble

understanding the

language or

content.

Students will

produce a formal

assessment

The culmination of the

unit. Will allow the

teacher to assess

understanding of the unit.

Academic language:

Day 1:

Revolution, representation, tax, military occupation, King George, Stamp Act, protest,

Declaratory Act, customs law, Boston Massacre, Tea Act, Boston Harbor, Boston Tea Party

Students will complete the plan and expectations for day one. The lesson will include a general

overview of academic language. The information will be presented through the video.

Day 2:

Loyalist, rebel

Students will have an overview of the previous days lesson. This will provide targeted

instruction of the academic language since it will gauge understanding and clarify information

that students are struggling with. The debate will allow the students to get a through

understanding for the day twos academic language.

Day 3:

Continental Congress, Thomas Jefferson, Declaration of Independence, John Locke, Thomas

Pain, Common Sense, George Mason, Declaration of Rights

Students will interact with reading regarding the declaration and the documents that inspired it.

The documents will allow the students to target the academic language by allowing them to

understand the content and their relation to the academic language.

Day 4:

Students will address the academic language that they learned regarding the declaration. They

will be able to clarify the content through and interactive lesson involving a Thomas Jefferson

impersonator.

Day 5-7:

guerrilla warfare, foreign ally, turning point, Lexington and Concord, Minute Men, George

Washington, Crossing of the Delaware, Trenton, Fort Ticonderoga, Brandywine, Saratoga,

Treaty of Alliance, Charleston, Yorktown

The lesson will provide a general overview of content, and students will gain a deeper

understanding of the academic language through the creation of an events timeline. The analysis

for American victory, and the involvement of foreign allies will allow the students to actively

engage the academic language and gain a deeper understanding.

Spiral curriculum:

instructor: ms. tracy stepka room: whatever it will be, at...

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