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U.S. HISTORY I

Unit 2

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Course Description

The United States History I course is the first half of a two-year sequence that constitutes the heart of the History/Social Science program in the

high school. It is intended to satisfy the requirements of the New Jersey law in this area and to apply to all students who do not choose an

alternate United States History I or II sequence. This is a general survey course in American history. This survey follows a flexible chronology

that broadly covers the panorama of our nation’s development of a period of four centuries.

The major divisions of the United States History I course are: the economic, political, and religious factors in European history leading to the

discovery and exploration of the New World; the settlement and growth of colonial America; the American struggle for independence from

England; the creation of a unique American form of government with special emphasis on the Constitution of the United States; the development

of the new nation in regard to its political, economic, and cultural growth; the Civil War and Reconstruction; and the rise of industrialism and

the economic changes that transformed the nation.

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Pacing Chart

Unit Topic Duration

Unit 1 Colonization, Revolution and Constitution

(1585-1800)

7 Weeks

Unit 2 New Nation, Expansion and Reform (1801-

1861)

7 Weeks

Unit 3 Civil War and Reconstruction (1850-1877)

7 Weeks

Unit 4 The Development of the Industrial United

States and the Emergence of Modern America

(1890-1930)

7 Weeks

Unit 5 The Emergence of Modern America: World

War I and Roaring Twenties (1890-1930)

8 Weeks

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Effective Pedagogical Routines/Instructional Strategies

Collaborative problem solving

Writing to learn

Making thinking visible

Note-taking

Rereading & rewriting

Establishing text-based norms for discussions & writing

Establishing metacognitive reflection & articulation as a regular

pattern in learning

Quick writes

Pair/trio Sharing

Turn and Talk

Charting

Gallery Walks

Whole class discussions

Modeling

Word Study Drills

Flash Cards

Interviews

Role Playing

Diagrams, charts and graphs

Storytelling

Coaching

Reading partners

Visuals

Reading Aloud

Model (I Do), Prompt (We Do), Check (You Do)

Mind Mapping

Trackers

Multiple Response Strategies

Choral reading

Reader’s/Writer’s Notebooks

Conferencing

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Computer Science and Design Thinking

Standards

8.1.12.A.1, 8.1.12.A.3, 8.1.12.A.4

➢ Technology Operations and Concepts

Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. Example of use within the unit: Create database/interactive map, which discusses the religious and ethnic makeup of the modern nations of the empires discussed.

Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world

problem. Example of use within the unit: Create database/interactive map, which discusses the religious and ethnic makeup of the modern nations of the empires discussed.

Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other

cultures about a current event or contemporary figure. Example of use within the unit: Travel Blog: Create a travel blog using Tumblr. Students will address social, political, cultural, economic, and interactions in each

empire

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Career Readiness, Life Literacies and Key Skills

Standards

CRP1, CRP2, CRP4, CRP6

CRP1. Act as a responsible and contributing citizen and employee

• Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they

demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their

decisions on others and the environment around them. They think about the near-term and long-term consequences of their

actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are

reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

Example of use within the Unit: Have students research an interest group (NRA, a labor union, Family Research Council, ACLU etc..)

and present to the class about the role and function of that interest group

CRP2. Apply appropriate academic and technical skills.

• Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be

more productive. They make connections between abstract concepts with real-world applications, and they make correct

insights about when it is appropriate to apply the use of an academic skill in a workplace situation.

Example of use within the Unit: Create a blog as if you were a key figure during this time period and write 3 different posts on

economic issues. www.blogger.com

CRP4. Communicate clearly and effectively and with reason.

• Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or

visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and

others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and

presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and

with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure

the desired outcome.

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Example of use within the Unit: Find 2 current event articles relating to democracy in America, and write a 3 paragraph reaction

explaining the status of democracy in the US. (i.e., supreme court case, campaign donations, current election, etc…)

CRP6. Demonstrate creativity and innovation.

• Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those

ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and

suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value.

They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace.

They take action on their ideas and understand how to bring innovation to an organization.

Example of use within the Unit: Have students look at their hometown from the perspective of transportation options and to determine

what option, if any, the railroads offer. With maps readily available, ask each student to select as a travel destination a large city at

least 500 miles from where he or she lives. Each student's objective is to figure out the best way of getting to that destination and

back. Options they should look into include train, bus, and plane.

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Culturally Relevant Pedagogy Examples

Relationships:

• Learn about your students’ individual

cultures.

• Adapt your teaching to the way your

students learn

• Develop a connection with challenging

students

• Communicate and work with

parents/guardians on a regular basis (email

distribution, newsletter, phone calls, notes,

meetings, etc.)

Curriculum:

• Incorporate student- centered stories,

vocabulary and examples.

• Incorporate relatable aspects of students’

lives.

• Create lessons that connect the content to

your students’ culture and daily lives.

• Incorporate instructional materials that

relate to a variety of cultural experiences.

• Incorporate lessons that challenge

dominant viewpoints.

• Provide student with opportunity to engage

with text that highlights authors, speakers,

characters or content that reflect students

lived experiences (mirror) or provide a

window into the lived experience of people

whose identities differ from students.

• Bring in guest speakers.

• Use learning stations that utilize a range of

materials.

• Use Media that positively depicts a range

of cultures.

Instructional Delivery:

• Establish an interactive dialogue to engage

all students.

• Continuously interact with students and

provide frequent feedback.

• Use frequent questioning as a means to

keep students involved.

• Intentionally address visual, tactile, and

auditory learners.

• Present relatable real world problems from

various viewpoint.

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

✔ Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Self-

Awareness:

• Clearly state classroom rules

• Provide students with specific feedback

regarding academics and behavior

• Offer different ways to demonstrate

understanding

• Create opportunities for students to self-

advocate

• Check for student understanding / feelings

about performance

• Check for emotional wellbeing

• Facilitate understanding of student

strengths and challenges

Teachers provide and review syllabi which

outline and review classroom rules, routines,

and procedures. Consequences for

inappropriate behavior are discussed with

the students. Students are considered

stakeholders in the creation of classroom

rules, routines, and procedures. The teacher

and students design a framework to

maximize student learning time. For

example, teachers provide and review

rubrics for Accountable Talk and dialectical

journals. The students work collaboratively

to develop a classroom environment which

supports self-regulation and a responsibility

for staying on task.

Self-Awareness

✔ Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Self-

Management:

• Encourage students to take

pride/ownership in work and behavior

• Encourage students to reflect and adapt to

classroom situations

• Assist students with being ready in the

classroom

Where Have You Gone Charming Billy is a

short story focusing on the horrors of war as

internal/external conflicts including, person

vs. self, person vs. society, etc. In Where

Have You Gone Charming Billy, the main

character is Private First Class Paul Berlin.

The story takes place during the Vietnam

War. It is Paul’s first day, and he is having

an extremely hard time fighting anxiety and

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

• Assist students with managing their own

emotional states

fear. One soldier in his platoon has already

died from a heart attack. The teacher can

ask students how they would handle a

situation with overwhelmed anxiety and

fear. Additionally, the students can be

asked to put themselves into the character of

any one of the soldiers in the story and

reflect on the emotional state of the

character. Teachers can encourage students

to be cognizant of their own feelings when

faced with difficult situations and develop

strategies for self-management.

Self-Awareness

Self-Management

✔ Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Social-

Awareness:

• Encourage students to reflect on the

perspective of others

• Assign appropriate groups

• Help students to think about social

strengths

• Provide specific feedback on social skills

• Model positive social awareness through

metacognition activities

Everyday Use can be used to teach

students about the importance of

traditions, history, and culture.

In Everyday Use by Alice Walker, the

tradition/custom is mostly represented

through practically objects that have been

passed down in the narrator’s family for

generations. The conflict concerns

competing ideas about what tradition or

heritage even means. Students can examine

their own traditions, history, and culture.

Self-Awareness

Self-Management

Example practices that address

Relationship Skills:

When discussing the required texts, students

will participate in Accountable Talk

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

Social-Awareness

✔ Relationship Skills

Responsible Decision-Making

• Engage families and community members

• Model effective questioning and

responding to students

• Plan for project-based learning

• Assist students with discovering individual

strengths

• Model and promote respecting differences

• Model and promote active listening

• Help students develop communication

skills

• Demonstrate value for a diversity of

opinions

discussion that will help develop their

communication skills. Within their

discussion’s students will model and

promote respecting differing opinions and

viewpoints from their classmates.

Additionally, using IFL routines and

procedures, students will model effective

questioning techniques and respond

appropriately to their peers.

Teachers can refer to Everyday Use, by

Alice Walker, when teaching students how

to build relationships with others.

Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address

Responsible Decision-Making:

• Support collaborative decision making for

academics and behavior

• Foster student-centered discipline

• Assist students in step-by-step conflict

resolution process

• Foster student independence

• Model fair and appropriate decision

making

• Teach good citizenship

Teachers will foster student leadership

within classrooms and or the school

community by providing opportunities for

student independence. Students will be

responsible for their behavior as well as their

peers. For example, IFL best practices

requires teachers and students to establish

classroom norms and values when a

participation in classroom activities such

gallery walks, turn and talks, etc.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for

reports and projects

• Communication system

between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword

directions

• Mini-breaks between tasks

• Provide a warning for

transitions

• Reading partners

Comprehension

• Precise step-by-step

directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory

learning

Recall

• Teacher-made checklist

• Use visual graphic

organizers

• Reference resources to

promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Focused/chunked tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured

routine

• Simple and clear classroom

rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

• Leveled Text

• Chunking text

• Choice Board

• Socratic Seminar

• Tiered Instruction

• Small group instruction

• Sentence starters/frames

• Writing scaffolds

• Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

• Tiered learning stations

• Tiered questions

• Data driven student partnerships

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Enrichment

Accommodate Based on Students Individual Needs: Strategies

● Adaption of Material and Requirements

● Evaluate Vocabulary

● Elevated Text Complexity

● Additional Projects

● Independent Student Options

● Projects completed individual or with Partners

● Self Selection of Research

● Tiered/Multilevel Activities

● Learning Centers

● Individual Response Board

● Independent Book Studies

● Open-ended activities

● Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

● Timelines, Maps, Charts, Graphic Organizers

● Unit Assessments, Chapter Assessments, Quizzes

● DBQ, Essays, Short Answer

● Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

● Projects, Portfolio, Presentations, Prezi, Gallery Walks

● Homework

● Concept Mapping

● Primary and Secondary Source analysis

● Photo, Video, Political Cartoon, Radio, Song Analysis

● Create an Original Song, Film, or Poem

● Glogster to make Electronic Posters

● Tumblr to create a Blog

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New Jersey Student Learning Standards 9-12

6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present

interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make

informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global

communities.

A. Civics, Government, and Human Rights

6.1.12.A.2.f Examine the emergence of early political parties and their views on centralized government and foreign affairs, and compare

these positions with those of today’s political parties.

6.1.12.A.3.g Determine the extent to which state and local issues, the press, the rise of interest-group politics, and the rise of party politics

impacted the development of democratic institutions and practices.

6.1.12.A.3.d Describe how the Supreme Court increased the power of the national government and promoted national economic growth

during this era.

6.1.12.A.3.e Judge the fairness of government treaties, policies, and actions that resulted in Native American migration and removal

6.1.12.A.3.h Analyze the various rationales provided as a justification for slavery.

6.1.12.A.3.i Relate the impact of the Supreme Court decision regarding the Amistad to the antislavery movement.

6.1.12.A.3.f Compare and contrast the successes and failures of political (i.e., the 1844 State Constitution) and social (i.e., abolition, women’s

rights, and temperance) reform movements in New Jersey and the nation during the Antebellum period

B. Geography, People, and the Environment

6.1.12.B.3.a Assess the impact of Western settlement on the expansion of United States political boundaries.

6.1.12.B.1.a Relate regional geographic variations (e.g., climate, soil conditions, and other natural resources) to economic development in the

New World.

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C. Economics, Innovation, and Technology

6.1.12.C.2.b, Explain the effects of inflation, debt, and attempts by new state and national governments to rebuild the economy by addressing

issues of foreign and internal trade, banking, and taxation.

6.1.12.C.3.a Analyze how technological developments transformed the economy, created international markets, and affected the environment

in New Jersey and the nation.

6.1.12.C.3.b Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals

D. History, Culture, and Perspectives

6.1.12.D.3.a Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives

6.1.12.D.2.d Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied

to different groups of people throughout time.

6.1.12.D.3.b Explain how immigration intensified ethnic and cultural conflicts and complicated the forging of a national identity.

6.1.12.D.2.e Determine the impact of religious and social movements on the development of American culture, literature, and art.

6.1.12.D.3.c Assess how states' rights (i.e., Nullification) and sectional interests influenced party politics and shaped national policies (i.e., the

Missouri Compromise and the Compromise of 1850).

6.1.12.D.3.e Determine the impact of religious and social movements on the development of American culture, literature, and art.

English Language Arts & History/Social Studies Grades 9-10 Common Core Standards

Integration of Knowledge and Ideas:

RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.

RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

Text Types and Purposes:

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WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or

technical processes.

Research to Build and Present Knowledge:

WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a

problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the

subject under investigation.

WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.

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Grade: 10th

Unit: 2

Topic: New Nation, Expansion and Reform (1801-1861)

NJSLS: 6.1.12.A.2.f , 6.1.12.A.3.g, 6.1.12.A.3.g, 6.1.12.C.2.b, 6.1.12.C.3.a, 6.1.12.C.3.b 6.1.12.D.3.a,

6.1.12.A.3.d, 6.1.12.A.3.e, 6.1.12.A.3.h, 6.1.12.A.3.i, 6.1.12.D.2.d, 6.1.12.A.3.f, 6.1.12.D.3.b,

6.1.12.D.2.e, 6.1.12.B.3.a, 6.1.12.D.3.c, 6.1.12.D.3.e

ELA Companion Standards: WHST.9-10.9, RH.9-10.8, RH.9-10.7, WHST.9-10.2, WHST.9-10.7, RH.9-10.9

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Determine the extent to

which state and local

issues, the press, the rise of

interest-group politics, and

the rise of party politics

impacted the development

of democratic institutions

and practices. Draw

evidence from

informational texts to

support analysis of the

emergence of early political

parties.

Standard:

WHST.9-10.9

6.1.12.A.2.f

6.1.12.A.3.g

Is government

censorship of wartime

photos ever acceptable?

How did the United

States form its pluralist

society?

Research/Presentation:

Have students research an

interest group (NRA, a labor

union, Family Research

Council, ACLU etc..) and

present to the class about the

role and function of that

interest group.

Journal:

Where did the founders fall

on political parties? Did they

support or reject the idea of

factions?

Interest Groups Recap:

http://www.learner.org/courses/

democracyinamerica/dia_14/dia

_14_ct.html

Political Gridlock Articles:

http://www.huffingtonpost.com

/tag/political-gridlock/

ELA: Students read The

Federalist No. 10 The Utility

of the Union as a Safeguard

Against Domestic Faction

and Insurrection and write a

reaction paper contrasting

with how political parties

operate today

Federalists #10,

http://www.constitution.org/

fed/federa10.htm

Standard: WHST.9-10.2 a

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Assess the extent to which

the reasoning and evidence

in de Tocqueville’s

Democracy in America

supported the author’s

claims that Americans in

this time period were

developing democratic

institutions and practices

(including ways to balance

civic virtue and self-

interest).

Standard:

RH.9-10.8

6.1.12.A.3.g

How did the events of

the Revolutionary time

period influence the

formation of a national

identity?

Is their contention

between civic virtue and

self-interest?

Writing Assignment: Find

2 current event articles

relating to democracy in

America, and write a 3

paragraph reaction

explaining the status of

democracy in the US. (i.e.,

supreme court case,

campaign donations, current

election, etc…)

Web-quest:

http://www.tocqueville.org/

Haitian Revolution:

http://www.khanacademy.org/h

umanities/history/1600s-

1800s/haitian-

revolution/v/haitian-revolution-

-part-1

ELA: Compare the

American revolution with

that of other nation’s

revolutions

Standard: WHST.9-10.2 a

Compare and contrast

views about how to best

promote economic

development (including

issues of national and state

debt, National Bank, trade

and taxation) advanced by

Hamilton and Jefferson,

and Clay and Jackson.

Standard:

6.1.12.C.2.b

Should the United States

fear a national debt?

(Financial problems of

the new nation and

Hamilton’s financial

plan)

Does war cause national

prosperity?

Chart: Create a chart of the

differing opinions regarding

economic issues in the

Unites States during this

time period

Blog: Create a blog as if you

were a key figure during this

time period and write 3

different posts on economic

issues.

www.blogger.com

Reading Like a Historian:

http://sheg.stanford.edu/hamilto

n-jefferson

ABC-CLIO, Hamilton and

Debt:

http://americanhistory.abc-

clio.com/Topics/Display/11835

80

Technology: Create a blog

as if you were a key figure

during this time period and

write 3 different posts on

economic issues.

www.blogger.com

Standard:1.1.12.D.1

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Use quantitative analysis,

maps, and charts to analyze

how new inventions and

modes of transportation

(e.g., canals and railroads)

transformed the economy

and expanded domestic and

international markets.

Standard:

RH.9-10.7

6.1.12.C.3.a

What inventions during

this time period helped

develop the US’s

economy?

How did these

inventions and

developments affect the

economic role of the US

in the world?

What changes occurred

in the United States

during the period of

industrialization before

the Civil War?

Video: Watch, the Industrial

Revolution in America,

http://history.howstuffworks.

com/industrial-revolution-

videos-playlist.htm

Class Assignment: Was

There an Industrial

Revolution? New

Workplace, New

Technology, New

Consumers, several

activities,

http://edsitement.neh.gov/les

son-plan/was-there-

industrial-revolution-new-

workplace-new-technology-

new-consumers#sect-

activities

Transportation Journal:

Have students look at their

hometown from the

perspective of transportation

options and to determine

what option, if any, the

railroads offer. With maps

readily available, ask each

student to select as a travel

destination a large city at

least 500 miles from where

he or she lives. Each

student's objective is to

The Erie Canal:

http://www.rochester.lib.ny.us/r

ochimag/4thmain.html

Science: Have students

investigate new modes of

travelling and what impact it

will have on the domestic

and global economy

Article, Pentagon Enlists

Jeff Bezos and Richard

Branson To Design a Space

Plane

http://www.thedailybeast.co

m/articles/2014/07/16/penta

gon-enlists-jeff-bezos-and-

richard-branson-to-design-a-

space-plane.html

Standard: 5.1.12.A.3

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

figure out the best way of

getting to that destination

and back. Options they

should look into include

train, bus, and plane.

Explain how the wealth of

natural resources (e.g.,

water, coal, gold, silver) in

the United States (e.g.,

Paterson, Lowell,

Charleston) affected

economic development and

the quality of life of

individuals from multiple

perspectives (e.g., mill

worker, factory owner,

miner).

Standard:

WHST.9-10.2

6.1.12.C.3.b 6.1.12.D.3.a

What were the working

conditions for women

working the factory

mills? (Lowell,

Paterson)

What role did robber

barons play in the US

economy at the time?

Chart: Create a chart to

compare and contrast

economic issues during the

early industrial revolution

and the United States today

Several activities: Early

industrial revolution

http://edsitement.neh.gov/les

son-plan/was-there-

industrial-revolution-

americans-work-civil-war

Paterson Silk Strike:

http://www.pbs.org/wgbh/amex

/goldman/peopleevents/e_strike

.html

Article, Peak Oil:

http://www.aljazeera.com/progr

ammes/countingthecost/2013/0

5/2013541104481584.html

CIA Factbook, Nations and

natural resources:

https://www.cia.gov/library/pub

lications/the-world-

factbook/fields/2111.html

Math: create a statistical

analysis (chart, graph,

visual) on current economic

indicators in the United

States.

Standard: S-ID

Draw evidence from

landmark cases (e.g.,

McCulloch v. Maryland,

Gibbons v. Ogden) to show

how the Supreme Court

expanded the power of the

national government and

promoted national

economic growth during

this era.

Did the Supreme Court

under John Marshall

give too much power to

the federal government

(at the expense of the

states)?

Why was the US

Supreme Court’s

interpretation of the

McCulloch v. Maryland

(1819) Review:

http://billofrightsinstitute.org

/resources/educator-

resources/lessons-

plans/landmark-cases-and-

the-constitution/mcculloch-

v-maryland-1819/

Federalism and the Courts:

http://www.phschool.com/atsch

ool/constitution/constitution7.ht

ml

PBS, McCulloch v. Maryland:

http://www.pbslearningmedia.o

rg/resource/bf09.socst.us.const.l

ELA: Students will create a

presentation regarding a

Supreme Court case that

deals with federal and state

powers.

Standard: WHST.9-10.2 a

27 | P a g e

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Standard:

WHST.9-10.9

6.1.12.A.3.d

Commerce Clause

significant in the

development of

interstate commerce?

Moot Court: Have students

conduct a moot court on a

Supreme court trial.

pmccmary/analyzing-

mcculloch-v-maryland/

Evaluate the fairness of

government treaties,

policies, and actions that

resulted in Native

American migration and

removal.

Standard:

6.1.12.A.3.e

How does the treatment

of Native Americans

during this time period

reflected in their society

today?

Why did people in the

1830s support Indian

Removal?

Political Cartoon: Students

create a political cartoon on

the treatment of Native

Americans

Timeline: Students create a

illustration on the timeline of

Native American removal.

http://americanhistory.abc-

clio.com/Search/Display/169

0119?terms=indian+removal

Reading Like a Historian-

Indian Removal:

http://sheg.stanford.edu/indian-

removal

ABC-CLIO, Indian Removal:

http://amLricanhistory.abc-

clio.com/Search/Display/16993

31?terms=indian+removal

ELA: Students write a 2-3

page paper on a government

action against Native

Americans.

Indian removal,

http://www.pbs.org/wgbh/ai

a/part4/4p2959.html

Standard: WHST.9-10.2 a

Conduct short research to

determine the extent to

which America’s foreign

policy (i.e., Tripoli pirates,

Louisiana Purchase, War of

1812, and Monroe

Doctrine) was influenced

by geopolitics

Standard:

WHST.9-10.7

6.1.12.A.3.b

Should the United

States Pursue a Foreign

Policy of Isolationism or

Interventionism?

How do Lewis and

Clark‘s discoveries set

the stage for Manifest

Destiny

Cartoon: Have students

create a political cartoon

demonstrating their

understanding of the Monroe

Doctrine.

Negotiation Project: Divide

students into two groups;

American representatives

and Native American

leaders. Have students

negotiate a treaty for the

removal of Native

Americans off their land

however make sure the

American representatives

Reading Like a Historian-

Lesson plan Louisiana

Purchase:

http://sheg.stanford.edu/louisi

ana-purchase

ABC-CLIO, War of 1812:

http://americanhistory.abc-

clio.com/Topics/Display/11835

94

Message of President Thomas

Jefferson concerning Hamet

Caramelli and transmitting a

copy of a treaty with Tripoli,

01/13/1806:

ELA: Write a paper

explaining a foreign policy

current event issue.

NY Times, USA

International Relations

http://topics.nytimes.com/to

p/reference/timestopics/subj

ects/u/united_states_internati

onal_relations/index.html

Standard: WHST.9-10.2 a

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

have more power. Provide

students with a list of points

to negotiate over (payment,

relocation destinations, time

frame of removal, etc.).

Map Activity: Have

students map the growth of

the United States after the

establishment of the original

13 states. Provide students

with a blank political map of

the United States. Establish

a period of years (10-years)

and a color code system.

Have students color the map

and create a visual

representation of the growth

of the United States. Relate

this to the Manifest Destiny.

http://arcweb.archives.gov/ar

c/action/ExternalIdSearch?id

=306476

Louisiana Purchase:

http://www.ourdocuments.go

v/doc.php?doc=18

Compare and contrast the

treatment of the institution

of slavery in several

primary and secondary

sources.

Standard:

RH.9-10.9

6.1.12.A.3.h

How and to what extent

did West Africans and

their cultures survive the

Middle Passage and the

conditions of slavery?

What was the

significance of the

underground railroad?

Article: Read and discuss,

Omar ibn Said, African

Muslim Enslaved in the

Carolinas

http://docsouth.unc.edu/high

lights/omarsaid.html

GIS activity: Slavery

http://www.gisforhistory.org

/projects/slavery/

Reading Like a Historian-

Slavery

http://sheg.stanford.edu/slavery

-constitution

The Role of Social Darwinism

in European Imperialism:

http://www.nypl.org/blog/2013/

10/15/classroom-connections-

social-darwinism-european-

imperialism

Science: find the North Star.

Explain to students that

slaves traveled the

Underground Railroad at

night, guided by Polaris, the

North Star. Then ask them to

go to Ursa Minor to locate

and read about the North

Star. Encourage students to

ask an adult family member

to help them locate the Big

Dipper, the Little Dipper,

and Polaris in the night sky.

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

http://www.astro.wisc.edu/~

dolan/constellations/constell

ations/Ursa_Minor.html

Standard: 5.1.12.A.3

Explain the Amistad case

and describe the impact of

the Supreme Court decision

on the antislavery

movement.

Standard:

WHST.9-10.2

6.1.12.A.3.i

What was the

significance of the

Amistad Mutiny and

court case?

Article: Stamped With

Glory: Lewis Tappan and

the Africans of the Amistad,

http://law2.umkc.edu/faculty

/projects/ftrials/trialheroes/T

appanessay.html

Illustration: Create a

illustration of the Amistad

case

ABC-CLIO, Slavery:

http://americanhistory.abc-

clio.com/Topics/Display/11835

85

Image, ABC-CLIO:

,http://americanhistory.abc-

clio.com/Search/Display/12174

98?terms=amistad

Recommended Film: Amistad

Technology/Visual Arts:

Student will create a

theatrical trailer on Amistad.

How to use Animoto in

Class,

http://animoto.com/blog/edu

cation/education-videos/

Standard:1.1.12.D.1

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Draw evidence from

informational texts to

illustrate the connections

among the leadership (e.g.,

Grimke Sisters, Mott,

Stanton, Sojourner Truth,

Douglass, Garrison) and

ideas of the social reform

movements (i.e. abolition,

women’s rights, and

temperance) and their

impact in New Jersey and

the nation during the

Antebellum period.

Standard:

WHST.9-10.9 6.1.12.D.2.d

6.1.12.A.3.f

What was the impact of

leaders like Frederick

Douglass and Sojourner

Truth in the abolition

movement?

What tactics did the

abolition movement use

to fight slavery?

Video: Watch video and

discuss with class,

http://havefunwithhistory.co

m/movies/frederickDouglas.

html

Several lesson plans and

activities on Frederick

Douglass:

http://www.loc.gov/teachers/

classroommaterials/connecti

ons/frederick-

douglass/file.html

Reading Like a Historian-

Lesson plan Nat Turner:

http://sheg.stanford.edu/nat-

turner

ELA: Read excerpts from

the Narratives of Frederick

Douglass and write a review.

Selected excerpts from

Frederick Douglass slave

narrative.

http://www.learnnc.org/lp/pa

ges/2718

Standard: WHST.9-10.2 a

Determine the impact of

African American leaders

(e.g., Richard Allen) and

institutions (e.g., churches)

in shaping free Black

communities in the North

(e.g., Philadelphia, New

Jersey, New York).

What were the causes of

the Great Migration?

What impact did the

migration of Blacks

have on their new found

home- cities (culture,

social movements)?

ABC-CLIO, lesson plan

and several activities:

http://americanhistory.abc-

clio.com/Topics/Display/118

3889?cid=41&terms=immig

ration+1800

Pros and Cons: Create a

pros and cons sheet on an

Biography of Richard Allen:

http://www.britannica.com/blac

khistory/article-9005791

Reading Guide:

http://nationalhumanitiescenter.

org/pds/triumphnationalism/cm

an/text5/text5read.htm

ELA: Write a biography of

one of the leaders of the

Black Communities in the

North

Standard: WHST.9-10.2 a

31 | P a g e

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Standard:

6.1.12.D.2.e

African American's decision

to migrate.

Relate the changing

immigration patterns (1800-

1850) to ethnic and cultural

conflicts and the forging of

a national identity.

Standard:

6.1.12.D.3.b

What was the make-up

of the immigrants

flowing into America at

this time?

How did the natives treat

different ethnicities?

Is the United States a

melting-pot or more

complex layers of

integrated cultures?

Timeline: The Peopling of

America:

http://www.ellisisland.org/i

mmexp/wseix_5_0.asp

Class Discussion: Lead a

discussion that can include

both students born in the

United States and students

who have immigrated here.

You might focus the

discussion on the following

questions: Why have people

come to the United States in

the past? Why do people

come to the United States

today? What are the benefits

for immigrants and for the

country when people from

other lands settle here? What

complications sometimes

develop for immigrants and

for the country?

Recommended Video:

Appropriate Clips from Gangs

of New York.

Lesson Plan, Differing

Perspectives on Five Points:

Insider vs. Outsider:

http://maap.columbia.edu/less

on/4.html

ABC-CLIO, Article, Texas

Revolution:

http://americanhistory.abc-

clio.com/Search/Display/25280

4?terms=immigration+1830

Math: Review immigration

patterns from 1800 to 1850

in the United States and

create a statistical visual

Standard: S-ID

Determine the impact of

religious and social

movements (e.g., Second

Great Awakening,

Transcendentalist

Movement) on the

development of American

How did authors such as

Thoreau influence

American politics and

culture?

Several activities and

information on the Second

Great Awakening:

http://www.teachushistory.or

g/second-great-awakening-

age-reform

Founding of Pennsylvania

Abolition Society:

http://www.pbs.org/wgbh/aia/p

art3/3p249.html

"To the Women of the

Republic," Address from the

Visual Arts: Students will

create artwork that

represents an issue of the

time period.

Standard:1.1.12.D.1

32 | P a g e

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

culture by examining

literature (e.g., Thoreau,

Emerson, Whitman, and

Dickinson), artwork (e.g.,

Hudson River School) and

popular music (e.g.,

Stephen Foster, hymns,

spirituals) of the time

period.

Standard:

6.1.12.D.3.e

What role did spirituals

play in the South and the

anti-slavery movement?

Compare and Contrast

Chart: The 1st and 2nd great

awakening.

Women's Loyal National

League supporting the

abolition of slavery,

01/25/1864:

http://arcweb.archives.gov/arc/a

ction/ExternalIdSearch?id=306

400

Assess how states' rights

(i.e., Nullification) and

sectional interests

influenced party politics

and shaped national

policies (i.e., the Missouri

Compromise and the

Compromise of 1850).

Standard:

6.1.12.D.3.c

How did the issues of

sectionalism lead to the

Civil War?

Was the Missouri

Compromise able to

quell divisions between

regions?

Lesson plan, several

activities on Missouri

Compromise:

http://edsitement.neh.gov/les

son-plan/early-threat-

secession-missouri-

compromise-1820-and-

nullification-crisis

ABC-CLIO, Sectionalism:

http://americanhistory.abc-

clio.com/Topics/Display/11876

27

Biography of John Caldwell

Calhoun:

http://www.let.rug.nl/usa/biogra

phies/john-caldwell-calhoun/

Missouri Compromise Text:

http://www.pbs.org/wgbh/aia/p

art3/3h511.html

ELA: Write a report on one

of the key actors involved in

the Missouri Compromise.

Standard: WHST.9-10.2 a

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Analyze maps of the United

States (1820-1850) to

analyze the causes and

consequences of the

changing political

boundaries.

Standard:

6.1.12.B.3.a

To what extent did the

federal government

wield its power over the

states during and after

the Civil War?

What role did the issue

of slavery play in

westward expansion?

How did free-states and

slave-states compromise

on territorial expansion?

Compare and contrast:

Students can fill out maps

comparing the United States

during different waves of

expansion and immigration.

There can be effective

comparing and contrasting

of America during different

time periods and a true study

of expansion trends and

themes

Interactive Lesson:

Westward expansion,

http://www.pbslearningmedi

a.org/resource/rttt12.soc.ush.

westexp/westward-

expansion-17901850/

ABC-CLIO, Westward

Expansion:

http://americanhistory.abc-

clio.com/Topics/Display/11839

02

Map Collections:

http://maps.bpl.org/explore/subj

ect/maps-classroom-westward-

expansion-us-1800-1850-4

http://etc.usf.edu/Maps/galleries

/us/complete/index.htm

Recommended Video:

America: The Story of Us

(2010) – Episodes Westward

and Division

Visual Arts/Technology:

Create a graphic

representing the movement

of people during this time

period. (Infographic)

Website for creating

Infographics

http://www.easel.ly/

http://piktochart.com/

Standard:1.1.12.D.1

34 | P a g e

Unit Vocabulary:

• Judiciary Act of 1789

• Laissez-faire

• Bill of Rights

• Whiskey Rebellion

• Democratic-Republican Party

• Federalist Party

• Alien & Sedition Acts

• Virginia & Kentucky Resolutions

• “Midnight Judges”

• Election of 1800

• Marbury v. Madison (1803)

• John Marshall,

• Louisiana Purchase

• Tecumseh

• President Washington’s Proclamation of Neutrality

• Jay’s Treaty

• Pinckney’s Treaty

• President Washington’s Farewell Address

• XYZ Affair

• Lewis and Clark

• Embargo Act (1807)

• War of 1812

• Battle of New Orleans.

•

35 | P a g e

Amistad Curriculum The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African

slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson

Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the

challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of

additional instructional activities and resources that will engage the learners within your classroom.

Topics/People to Study Suggested Activity Resource

Joseph Cinque Journal Students will explore the life of Joseph

Cinque. Students will write a journal as

Joseph Cinque at a designated point in

his life. Students will share their

journals with the class and reflect on the

extraordinary life of Joseph Cinque.

https://www.nps.gov/people/sengbe-pieh.htm

African Folk Songs Students will examine African folk

songs and their influence on American

music. Students will listen to African

folk songs and attempt to imitate the

beat of the song. Students will then

examine the relationship between

African folk songs and other musical

genres.

https://folkways.si.edu/west-african-song-chants-childrens-

ghana/music/tools-for-teaching/smithsonian

Life of Booker T Washington Students will research the life and

accomplishments of Booker T

Washington. Students will create a

timeline and slides based on Booker T

Washington. Students will create a list

of Washington’s achievements and

discuss what they think was his lasting

https://nj.pbslearningmedia.org/resource/5cb60f6e-a038-4347-9609-

a944e7ca31a7/booker-t-washington/

36 | P a g e

legacy.

Triangular Trade Students will analyze the economics and

geography of the Triangular Slave

Trade. Students will examine this

economic system and determine its

inequalities and legacy in the United

States. Students will create their own

detailed maps of the trade and determine

the economic consequences of the slave

trade.

https://www.thirteen.org/edonline/ntti/resources/lessons/h_economy/

37 | P a g e

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12. http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found on the homepage of

the NJ Amistad Curriculum. All Paterson Public School Social Studies teachers should create a login and password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive Curriculum units

contain the following topics:

1. Social Studies Skills 8. The Civil War and Reconstruction (1861-1877)

2. Indigenous Civilization (1000-1600) 9. Post Reconstruction and the origins of the Progressive Era

3. Ancient Africa (3000-1492) 10. America Confronts the 20th Century and the emergent of Modern

America (1901-1920)

4. The emerging Atlantic World (1200-1700) 11. America in the 1920s and 1930s, Cultural, Political, and

Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

5. Establishment of a New Nation and Independence to Republic

(1600-1800)

12. America in the Aftermath of Global Conflict, Domestic and

Foreign Challenges, Implications and Consequences in an ERA of

reform. (1946-1970)

6. The Constitution and Continental Congress (1775-1800) 13. National and Global Debates, Conflicts, and Developments & America

Faces in the 21st Century (1970-Present)

7. The Evolution of a New Nation State (1801-1860)

The Amistad Commission Interactive Curriculum contains the following resources for a teacher’s use that aligns with the topics covered:

1. Intro

2. Activities

3. Assessments

4. Essentials

5. Gallery

6. Griot

7. Library

8. Links

9. Rubrics

10. Tools

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

38 | P a g e

Social Contributions of Persons with Disabilities and the LGBTQ Community

In 2019 the legislature signed into law the requirement that curricula shall include instruction on the political, economic, and social contributions of persons

with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of middle school and high school students as

part of the district’s implementation of the New Jersey Student Learning Standards. Throughout this course, the below will be covered.

Topics/People to Study Suggested Activity Resource

• What rights are guaranteed to all

Americans and how have they been

limited in the past?

• What protections are promised to all

Americans and why is this important?

• How is the American legal system able

to adapt to changing cultural norms and

evolve to protect the rights of all

citizens?

• Why is it important to learn about

LGBTQ

• How Does the evolution of LGBTQ

Venn Diagram/Time line of key LGBTQ events

Research paper on an influential member of the

LGBTQ community and their impact.

Create a protest poster with a key issue in the LGBTQ

struggle for equality and fair treatment.

Primary Documents of important events in the

LGBTQ community.

Cause and effect chart showing key events in LGBTQ

community and how it changed society.

Primary Documents of important events in the

LGBTQ community.

Milestones in the LGBTQ struggle

https://www.pbs.org/wgbh/americanexperience/featur

es/stonewall-milestones-american-gay-rights-

movement/LGBTQ Timeline

lesson.https://www.glsen.org/activity/lgbtq-history-

timeline-lesson

Brain Pop: Harvey Milk

https://vimeo.com/366559109

Personal reflection https://www.glsen.org/blog/im-

trans-student-color-supporting-me-means-fighting-

white-supremacy

A student’s research into a Trans Civil War soldier

and how it impacted them.

39 | P a g e

rights mirror other social groups?

• How can disenfranchised Americans

change unjust laws?

• What are the negative results of not

treating all humans with dignity and

respect?

• How and why LGBTQ rights became

a flashpoint for H.I.B. legislation in the

state of New Jersey?

• Today, is American a place that has

“liberty and justice for all”?

• To what extent has our founding

documents been successful with

regarding to ensuring equality and

justice? To what extent what they

failed?

• Should our Constitution be amended to

specifically include legal protections

for women? Sexual minorities? Why or

why not?

Analyze a picture : protest pictures, StoneWall

riots,Pride Parade pictures, Mathew Shepard, ect.

Create a club with the goal of building acceptance in

the school and community.

Evaluate the extent to which women, minorities,

individuals with gender preferences, and individuals

with disabilities have met their goals of equality in the

workplace, politics, and society.

https://www.glsen.org/blog/what-happened-when-i-

studied-trans-civil-war-soldier-history-class

Does our government need to continually work at

overseeing justice? Or can it create a precedent where

it can move on and focus on other matters?

Is the United States done “ensuring equality” for

specific groups of Americans?

What does a “perfect America” look like to you?

Describe.

40 | P a g e

Students will research marginalized groups

in history or made invisible in some way.

Students will create a display describing the

person/group by way of a poster, poem, display

Equality Puzzle:On a large piece of paper or poster

board, cut out the shape of a puzzle, but ensure that it

fits with two other “pieces” on each side. On each

puzzle piece, have students write what they believe

needs to be present in a society that promotes and

ensures equality for all people.

Goal-Setting:

On a poster board, create a “thermometer” or a scale

that can demonstrate varying levels of progress

toward a goal. Assign students a minority group and

have them fill out benchmarks that would track

progress toward equality with real, historical data and

goals for the future.

Current Events:

Assign students a particular minority group. Have

them research in current news

Examples of marginalized groups in society include

but are not limited to women, native Americans,

People with Disabilities, Laborers, Immigrants,

LGBT community, Minority religious groups.

41 | P a g e

DBQs American History DBQ Volume 1

How Free Were Free Blacks in the North?

42 | P a g e

Decades Project (Optional)

Objective: For students to research various aspects of American culture and politics during their assigned decade. This is also an

opportunity for students to work on research, communication and presentation skills.

Students will need to provide rudimentary data at this point. Primarily based upon questions listed. The adherence to the prescribed

schedule will comprise part of the final grade.

Project Description:

• Students will have deadlines at the conclusion of each semester:

• The following Questions will provide a rough guideline for your project:

Research and Data (must use at least 8 sources)

1. Fashion

A) What type of clothing was popular during that time period?

B) Popular accessories?

C) Popular hairstyles?

D) Make sure to illustrate difference between Men and Women and also social classes

2. Music

A) What type music was popular during that time period?

B) What musicians were popular?

C) Try to find specific examples that could be listened to in class

3. Recreation/Leisure

A) What venue was used for entertainment? (movies, music, television, sports, etc)

B) Popular activities (dances, games)

4. Politics

A) Who were the presidents during the decade?

B) Any political events? (i.e. scandals, major laws, major changes in policy)

C) Any wars?

43 | P a g e

Decades Project (Optional)

5. Economy

A) How was the economy at the time?

B) What are some practical examples of the national trends in economics (i.e. shortages, advertising, products, etc. ?

6. Values/culture

A) What was important to the American people during that time period?

B) How did they view women? People of color?

C) Were there any movements or revolutions during that time period?

D) Were there any popular sayings or slang?

7. Inventions/Technology

A) Were there any important/influential inventions that came out of your decade?

B) How did the inventions impact the American people?

8. Celebrities:

A) Identify any popular stars in the world of sports, entertainment, etc.

*** REMEMBER YOU MUST HAVE AT LEAST ONE EXAMPLE OF A LOCAL APPLICATION OF ONE OF THE NATIONAL TRENDS

FROM KANNAPOLIS OR THE SURROUNDING AREAS.

44 | P a g e

Suggested Field Trips

Constitution Center, Philadelphia, PA

The New York Museum of Transportation, NYC

Paterson Museum