United States History I Curriculum · 2010-10-15 · United States History I Curriculum “Ours is the only country deliberately founded on a good idea.” ... New England Colonies

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Randolph Township Schools Randolph High School

United States History I Curriculum

“Ours is the only country deliberately founded on a good idea.” - John Gunther

Department of Social Studies Lisa DiAgostino

Supervisor

Curriculum Committee Daniel Austin

Michael Berger Andrew Buchanan

Ashley Thomson Kanya Sharon Straub

Curriculum Developed

August 2010

Date of Board Approval September 2010

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Randolph Township Schools Department of Social Studies

United States History I

Table of Contents

Section Page Mission Statement and Education Goals – District 3 Affirmative Action Compliance Statement 3 Educational Goals – District 4 Introduction 5 Curriculum Pacing Chart 6 APPENDIX A – E 41

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Randolph Township Schools

Mission Statement

It is the mission of the Randolph Township Schools to help prepare all our students for further education, productive work, responsible leadership, and personal fulfillment. Toward that end, we will provide students with educational experiences that enable them to acquire the knowledge and develop the thinking and problem–solving skills necessary for a lifelong process of learning. We will guide all students in discovering, valuing, and development their unique talents in order to realize their potential.

Randolph Township Schools Affirmative Action Statement

Equality and Equity in Curriculum

The Randolph township School district ensures that the district’s curriculum and instruction are aligned to the State’s Core Curriculum Content Standards. The curriculum addresses the elimination of discrimination and the achievement gap, as identified by underperforming school-level AYP reports for State assessment. The Curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status.

N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972

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RANDOLPH TOWNSHIP BOARD OF EDUCATION EDUCATIONAL GOALS VALUES IN EDUCATION

The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system. We believe: • The needs of the child come first. • Mutual respect and trust are the cornerstones of a learning community. • The learning community consists of students, educators, parents, administrators, educational support personnel, the community

and Board of Education members. • A successful learning community communicates honestly and openly in a non-threatening environment. • Members of our learning community have different needs at different times. There is openness to the challenge of meeting those

needs in professional and supportive ways. • Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires

review and revision based on evolving research, practices and experiences. • Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth.

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Randolph Township Schools Department of Social Studies

United States History I Curriculum

Introduction

The tenth grade social studies program is a survey of United States History from the economic, social, and political origins of the American Republic through the emergence of the United States as a world power at the dawn of the twentieth century. To achieve this goal, the course will be guided by New Jersey Core Curriculum Content Standards in the Social Studies and the standards and goals established by the Randolph Township Board of Education. This program will integrate and infuse information on New Jersey history, Holocaust Studies, and social studies oriented vocations into the course of study as mandated by the New Jersey Department of Education. This course is taught as an inclusion history of the United States. The role of women, immigrants, African-Americans, Native Americans, and the diverse racial, religious, and ethnic groups of America will be highlighted throughout the course of study.

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RANDOLPH TOWNSHIP SCHOOL DISTRICT Curriculum Pacing Chart United States History I

SUGGESTED TIME ALLOTMENT

UNIT NUMBER CONTENT - UNIT OF STUDY

2 weeks I English Settlement in the New World

2 weeks II The Colonies Come of Age

2 weeks III Pre-Revolutionary Period 3 weeks IV The War for Independence 4 weeks V The New American Government

3 weeks IV Launching the New Nation

3 weeks VII Nationalism and the Growth of Sectional Differences 2 weeks VIII Reforming American Society 3 weeks IX Expanding Markets and Moving Westward 2 weeks X The Union in Peril 3 weeks XI The Civil War 2 weeks XII Reconstruction and its Effects 2 weeks XIII The Rise of Industrial America

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RANDOLPH TOWNSHIP SCHOOL DISTRICT United States History I

UNIT I: English Settlement in the New World ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

The rise of nation-states in Europe stimulated explorations in the New World • Why do people and countries engage in exploration? • What are the potential outcomes of a policy of exploration?

The origins of the English colonies varied, as did their political, economic and social systems. • What motives lead colonists to settle far from home? Political, economic, social, and religious factors led to the development of the successful English Colonies in North America.

• How can land be shared by different peoples?

Social and religious conformity can be both a unifying and a destructive factor in maintaining cohesive communities.

• What expectations and prejudices do people have towards one another?

• How do differences between people influence their interaction and relationship?

KNOWLEDGE

SKILLS

NJCCCS

Students will know: The Spanish conquered large portions of the Western Hemisphere throughout the 1500s and 1600s. The first permanent English settlement in North America was founded at Jamestown, Virginia, in 1607. English Puritans came to North America, beginning in 1620. Colonial political precedents such as the Mayflower compact, Virginia House of Burgesses, Fundamental Orders of Connecticut, Massachusetts Bay Colony, and Political and Religious dissenters all had an impact on modern political thought. People and events including Roger Williams, Anne Hutchinson, Maryland Toleration Act and the “Holy Experiment” in Pennsylvania, illustrated that religious tolerance and intolerance in the colonies prompted change.

Students will be able to: Identify the reasons for European colonization of the Americas. Identify why and how the Jamestown colony was successful. Analyze the early political precedents that influenced the American government. Examine how the principles of tolerance and equality played a role in the establishment of the colonies. Evaluate the ways religion, politics and social equality can lead to intolerance/tolerance. Identify the origins and role of slavery. Compare and Contrast the newly developed Southern, Middle and New England Colonies. Construct a map of geographical regions of North America and their physical landscape.

6.1.12.A.1.a 6.1.12.A.1.b 6.1.12.B.1.a 6.1.12.C.1.b 6.1.12.D.1.a

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RANDOLPH TOWNSHIP SCHOOL DISTRICT Curriculum Pacing Chart


SUGGESTED

TIME ALLOTMENT

CONTENT-UNIT OF STUDY

SUPPLEMENTAL UNIT RESOURCES

2 weeks

Unit I - English Settlement in North America

o Spain’s Empire in the Americas o English Settlements at Jamestown o Puritan New England o Settlement of the Colonies

A. Bradstreet, The Tenth Muse, Lately Sprung Up in America (1650) and, from the Manuscripts. Meditations Divine and Morall, Letters, and Occasional Poems, Facsimile ed., 1965 D.V. Hawke, Everyday Life in Early America, NY: Harper Collins, 1989 M. de Cervantes, The Adventures of Don Quixote, NY: Penguin, 1988 N. Hawthorne, The Scarlet Letter, C. Sydnor, “County Oligarchies” in Gentlemen Freeholders: Political Practices in Washington’s Virginia R.E.Brown, Middle Class Democracy and the Revolution in MA, 1691-1780 J.Smith (ed) Seventeenth Century America: essays in Colonial History E.S.Morgan, American Slavery, American Freedom: The Ordeal of Colonial Virginia W. Jordan, The White Man’s Burden W. Jordan, White Over Black

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UNIT II: The Colonies Come of Age

ENDURING UNDERSTANDINGS

ESSENTIAL QUESTIONS

Careful British plans for the various colonies were altered by the reality of the American environment. The colonists explored new economic systems that altered colonial development and the relationship with Great Britain. The 13 Colonies sought to develop their own societies in terms of social, political and economic structures.

• How can people prosper economically while seeking equality and freedom?

• How can geography impact the development of a society? • How can the characteristics of religion transformed in

colonial-settler societies?

KNOWLEDGE

SKILLS

NJCCCS

Students will know: Prior to 1763, American capital was subordinated to British capital. England and its largely self-governing colonies prospered under a mutually beneficial trade relationship In the Southern colonies, a predominantly agricultural society developed which led to the institution of slavery The Northern colonies developed a predominantly urban society, based on commerce, and trade which highlighted the concepts of Salutary neglect, Mercantilism, and the Navigation Acts. The Enlightenment encouraged social changes such the events surrounding the Great Awakening, Salem Witch Trials, and Immigration

Students will be able to: Compare and contrast the development of the emerging colonies based on population, economy, and physical landscape. Explain the impact of British economic policies on the North American colonies. Analyze reasons why English colonists turned to African slaves as a labor force and the reactions of the slave population. Explain the positive and negative effects of the growing diversity of the colonies that were brought about by the new enlightened way of thinking. Evaluate how the Enlightenment influenced new political thought. Assess how Americans gained control over their own economic and political institutions between 1607 and 1763.

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SUGGESTED

TIME ALLOTMENT



2 weeks

Unit II – The Colonies Come of Age

o England and its Colonies o The Agricultural South o The Commercial North

J. Edwards, Sinners in the Hands of an Angry God P.L. Ford, The New England Primer: A History of Its Origin and Development G. Woods, Science of the Early Americans A.M. Morse, Home Life in Colonial Days D.J.Boorstin, The American: The Colonial Experience R. Hofstadter, America at 1750: A Social Portrait P. Bonomi, Under the Cape of Heaven: Religion, Society and Politics in Colonial America A. Miller, The Crucible

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RANDOLPH TOWNSHIP SCHOOL DISTRICT

United States History I UNIT III: Pre-Revolutionary Period


ESSENTIAL QUESTIONS

The British and Colonial success in the war with France transformed the relationship between Britain and its American colonies, and led to the American Revolution. Revolutions and civil unrest tend to occur when political, social, and economic needs of people are not met. Political and economic policies with Britain created conflict with the 13 Colonies.

• How do the effects of war transform relationships between allies and enemies?

• How do people respond to political and civil unrest? • What types of conflict bring about rebellion? • What is the best way for people to bring about political and

social change?

KNOWLEDGE

SKILLS

NJCCCS

Students will know: The British victory over the French in North America enlarged the British empire but led to new conflicts with the colonists over land, power and taxation. British policies after 1763 were designed to raise revenue to pay for the cost of the empire. Conflict between Great Britain and the Colonies grew over taxation, representation, and liberty through policies and events such as the Stamp Act, Sugar Act, Intolerable Act, Proclamation of 1763, and the Townshend Acts. American colonists were divided over what course of action to take in response to British policies. Tensions increased throughout the colonies until the Continental Congress declared independence on July 4th, 1776.

Students will be able to: Explain the causes and effects of the French and Indian War. Describe how the colonists organized to resist British policies. Identify and explain the policies and impact that caused tensions between the colonies and Great Britain. Justify the British actions and colonial reactions in regard to economic and political policy. Explain the influence of the following documents during the struggle for independence; Olive Branch Petition, and Common Sense. Evaluate the political significance of the Declaration of Independence.

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SUGGESTED

TIME ALLOTMENT



2 weeks

Unit III – Pre Revolutionary Period

o The French and Indian War o The Stirrings of Rebellion o Colonial Unrest o Ideas that Help Start the Revolution

T. Paine, Common Sense J.F.Jameson, The American Revolution Considered as a Social Movement C.Brinton, The Anatomy of Revolution R.A.Gross, the Minutement and the Their World M.Meltzer, The American Revolutionaries: A history in their own words, 1750-1800, NY: HarperTrophy, 1993 B.Franklin, The Autobiography of Benjamin Franklin, New Haven, Yale U. Press, 1964 E.Forbes, Johnny Tremain

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UNIT IV: The War for Independence


ESSENTIAL QUESTIONS

Political, economic, and social factors led to the overthrow of British control over the American Colonies. American revolutionaries resorted to violence and conflict in order to create their own country separate from British rule. The use of boycotts, protests, and armed rebellion led to the 13 Colonies overthrowing Great Britain. The American Revolution was brought on by the British tightening economic controls whilst simultaneously tightening formerly loose political controls.

• Why do people revolt? • What would make a group revolt against established

authority? • At what point should a population take action to over throw

a government? • When is violence justified? • Is armed rebellion avoidable?

KNOWLEDGE

SKILLS

NJCCCS

Students will know: The ways and how the 13 American colonies became similar by the time of the revolution. The American Revolution influenced and inspired other revolutions throughout the world. The American Revolution did not fundamentally change the condition or status of blacks or women. Strategic victories in the North led to decisive foreign military and economic intervention which enabled the Americans to defeat the British. Strategic victories in the South and at Yorktown enabled the

Students will be able to: Evaluate the impact of the war on colonial life and its long term global impact. Explain why, out of 21 British colonies in the New World, 13 revolted and 8 did not. Explain why great political thinkers and leaders developed in the slave-owning South. Compare the military strengths, weaknesses and strategies of the British and colonial militaries. Evaluate the military and political strategies of the British and colonists.

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Americans to defeat the British. Military and political personalities of Washington, John and Samuel Adams, Ben Franklin, Thomas Paine and Thomas Jefferson played significant roles during the conflict which helped to achieve victory over the British The Treaty of Paris validated American independence yet some components led to further conflict.

Identify and explain the significance of the key battles and personalities of the American Revolution. Explain the provisions and the impact of the Treaty of Paris of 1783.

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Curriculum Pacing Chart United States History I

SUGGESTED TIME

ALLOTMENT



3 weeks

Unit IV – The War for Independence

o The Revolution Begins o The Struggle Towards Saratoga o Winning the War

H.Fast, April Morning J.Parker, C.Urness, eds., The American Revolution: A Heritage of Change T. Paine, Common Sense J.F.Jameson, The American Revolution Considered as a Social Movement C.Brinton, The Anatomy of Revolution R.A.Gross, the Minutement and the Their World M.Meltzer, The American Revolutionaries: A history in their own words, 1750-1800, NY: HarperTrophy, 1993 B.Franklin, The Autobiography of Benjamin Franklin, New Haven, Yale U. Press, 1964

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United States History I UNIT V: The New American Government


ESSENTIAL QUESTIONS

Enlightenment thinkers believed that reason could be used to solve all human problems. The Articles of Confederation were unable to address the economic and political problems facing the new nation, instead created a weak central government and a loose confederation of states that caused a national crisis called the “Critical Period” Americans developed a unique political culture that encompassed both state sovereignty and federal power. Economic and political factors led to the development of a new Constitution which codified the roles and obligations of the state and federal governments.

• What should be the obligations of a government to its people?

• What is the best way for citizens to bring about change? • How much power should the national government have? • How can power be shared? • How can the rights of all people be protected? • What fears and anxieties would people have if a

government became too powerful or too weak?

KNOWLEDGE

SKILLS

NJCCCS

Students will know: New social and political theories on government emphasized democratic concepts, individual and natural rights, and the relationship between government and its citizenry. The Articles of Confederation’s systemic weaknesses were unsustainable as a system for governing the new nation. Compromises through debates led to the development of the Constitution, which promoted national unity while maintaining state sovereignty. The addition of a Bill of Rights to the Constitution was prompted by public demand and ultimately led to the ratification of the Constitution.

Students will be able to: Explain the concepts of social contract, natural rights and consent of the governed. Identify the strengths and weaknesses of the Articles of Confederation. Evaluate the “bundle of compromises” which ultimately led to the Constitution. Analyze the role of the federalists and the anti federalists in the creation of the Constitution. Explain why and how the Bill of Rights was added to the constitution. Describe how the Bill of Rights protects personal liberties and limits

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The Bill of Rights protects citizens by outlining specific freedoms for individuals. The Constitution created guidelines for concurrent federal and state government through a system of checks and balances that limited and divided power. The roles, responsibilities and obligations of the executive, legislative, and judicial branches set forth in the Constitution limits government power in order to protect citizens. The Land Ordinance and the Northwest Ordinance encouraged western settlement, religion, public education and the emancipation of slaves.

the power of central government. Synthesize the principles and purposes of the Constitution. Explain the role of the three branches of government and how it protects its citizens. Identify how the checks and balances systems works and why it is used. Discuss the roles and responsibilities of elected officials and citizens. Explain how the Land Ordinance of 1785 and the Northwest Ordinance of 1787 established patterns for future expansion.

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SUGGESTED

TIME ALLOTMENT



4 weeks

Unit V – The New American Government

o Experimenting with the New Confederation o Drafting the Constitution o Ratifying the Constitution o The Bill of Rights

P. Henry, Speech in the Virginia Convention I.Washington, The Legend of Sleepy Hollow S.H.Jaffe, Who were the Founding Fathers? H.J.Viola, The National Archives of the US R.Rutland, James Madison and the Search for Nationhood R. Hofstadter, The American Political Tradition C.A. Beard, An Economic Interpretation of the Constitution J.C. Miller, The Federalist Era, 1789-1801 G.S. Wood, The Creation of the American Republic, 1776-1787 R.Beeman, S.Botein, E.C.Carter, (eds.) Beyond Confederation: Origins of the Constitution and American National Identity J.Garraty, Quarrels that have shaped the Constitution L.W. Levy, Origins of the Bill of Rights O.Lyons, Exiled in the Land of the Free D.P.Currie, The Constitution of the United States: A Primer for the People R.B.Morris, Witnesses at the Creation R.Ketcham, ed., The Anti-Federalist papers and the Constitutional Convention Debates

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United States History I UNIT VI: Launching the New Nation


ESSENTIAL QUESTIONS

President Washington enforced the new Constitution and established important political precedents. Political differences during Washington’s administration led to the development of new political theories and political parties. Hamilton’s economic policies promoted manufacturing and enlarged the role of government. Presidents Adams and Jefferson established new domestic and foreign policies. Determining effective foreign and economic policies, and controlling expansion were essential in establishing the United States as a functioning nation-state. The War of 1812 confirmed American independence and strengthened nationalism.

• What qualities make a person an effective leader? • Do effective military commanders make effective political

leaders? • How does a leader gain the confidence of the people? • How does a new nation establish its legitimacy in domestic

and foreign affairs? • How does war impact nationalism? • What propels the growth of a nation? • How is a nation’s success and progress measured?

KNOWLEDGE

SKILLS

NJCCCS

Students will know: Washington established domestic and foreign policies that set precedents for the new nation; such as remaining neutral in global conflicts, instituting term limits, and adherence to the Constitution. George Washington’s leadership qualities were effective in setting standards for mutual respect, in raising public confidence in political leaders and in the acceptance of the role of political compromise in the new nation. The Marshall Court defined the role and powers of the judicial branch.

Students will be able to: Identify the political precedents established by President Washington. Evaluate the effectiveness of the foreign and domestic policies of the Washington, Adams and Jefferson administrations. Assess the significance of the Judiciary Act of 1789? Contrast the views of Hamilton and Jefferson regarding the power of the federal government. Summarize the significance of the Louisiana Purchase and the Lewis

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The opposing political ideologies of Hamilton and Jefferson lead to the establishment of the two party political systems. Events in Europe impacted America’s developing foreign policy as it related to native populations, Spain, France and England. Impressments, the British Blockade, the Embargo Act, War Hawks, and the Native alliance system provoked the War of 1812 between the US and Great Britain. United States military victory and The Treaty of Ghent established diplomatic compromises with England that helped to redefine the US borders and territorial rights.

and Clark expedition as it applies to American expansionism. Identify the causes of the War of 1812 and evaluate the effects on the developing nation. Explain the how the outcomes of the War of 1812 correlated with the political and military goals of both Great Britain and America.

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SUGGESTED

TIME ALLOTMENT



3 weeks

Unit VI – Launching the New Nation

o Washington Heads the New Government o Foreign Affairs Trouble the New Nation o Jefferson and Adams Alter the Nation’s Course o The War of 1812

S. Hilton, A Capital Capitol City J.A. Thom, From Seas to Shining Sea S.Ambrose, Undaunted Courage R.D. San Souci, Cut from the Same Cloth: American Women of Myth, Legend and Tall Tale J.M. Burns, The Deadlock of Democracy: Four-Party Politics in America T.Bailey, A Diplomatic History of the American People R.H.Ferrell, American Diplomacy M.Cunliffe, The NationTakes Shape, 1789-1837 G.S.Wood, The Creation of the American Republic, 1776-1787

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UNIT VII: Nationalism and the Growth of Sectional Differences


ESSENTIAL QUESTIONS

Nationalism and exceptionalism exerted a strong influence in the courts, foreign affairs and westward expansion that redefined America in the early 1800s. Territorial expansion was an objective of the U.S. government from its inception, and various groups and ideologies supported expansion for economic, political and cultural reasons. Social, economic and political conditions and attitudes led to the reform spirit by the middle of the century. The second party system took shape as the National Republicans challenged the Democrats. Changes in the legislative, executive, and judicial branches during the Jacksonian era altered American society by creating more voter participation, and political grassroots activities. The north and south developed different economic systems that led to sectionalism.

• What conditions must exist in order for an agricultural society to develop into an industrial society?

• What traits tend to bind people together? • How can power be shared? • How can the rights of all people be protected?

KNOWLEDGE

SKILLS

NJCCCS

Students will know: The federal government exerted its judicial power to promote nationalism through the following: Marbury v. Madison, McCulloch v. Maryland, Gibbons v. Ogden, Worcester v. Georgia The institution of slavery and the expansion of slavery in new territorities created political, economic, and social differences that furthered sectional animosity.

Students will be able to: Explain how nationalism shapes foreign and domestic policy. Describe factors that contributed to the feelings of nationalism, exceptionalism and sectionalism. Discuss how the federal government asserted its jurisdiction over state governments.

6.1.12.B.2.a 6.1.12.A.3.b 6.1.12.A.3.c 6.1.12.A.3.d 6.1.12.A.3.e 6.1.12.A.3.g 6.1.12.D.3.c

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The political and diplomatic implications of decisions such as the Monroe Doctrine, Missouri Compromise, American System and states rights debate, and how they furthered sectional debate and tension. The physical expansion of America led to the sectional debate over nullification, state’s rights, the National Bank, and Indian Removal. The presidency of Andrew Jackson led to an expansion of the democratic process through: the spoils system, suffrage, new political parties and encouraged greater involvement in politics.

Describe the role of state and federal governments in promoting economic growth. Identify the changes of territorial expansion and summarize the issues that divided the nation as it expanded. Evaluate the benefits and consequences of Jacksonian Democracy. Identify the motives, methods, leadership, goals and accomplishments for any reform movement. Debate the judicial validity and the impact of the Indian Removal Act.

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Curriculum Pacing Chart US History I

SUGGESTED TIME

ALLOTMENT



3 weeks

Unit VII – Nationalism and the Growth of Sectional Differences

o Regional Economies and Politics Create Sectionalism o Nationalism at Center Stage o The Age of Jackson o Debate over State’s Rights and the Federal Government

A. de Tocqueville, Democracy in America M. Cunliffe, The Nation Takes Shape: 1789-1837 D. Perkins, A History of the Monroe Doctrine J. Ehle, Trail of Tears E. Pessen, Jacksonian America: Society, Personality and Politics J.E. Smith, John Marshall: definer of a Nation M.D. Peterson, The Great Triumvirate: Webster, Clay and Calhoun D. Sterling, We are youe Sisters N. Whitelaw, Andrew Jackson: Frontier President S.V. Benet, The Devil and Daniel Webster B. Klingsolver, Pigs in Heaven T. Perdue & M.D. Green (eds), The Cherokee Removal: A Brief History with Documents W.L. Miller, Arguing about Slavery: John Q Adams and the Great Battle in the US Congress J.W. Ward, Andrew Jackson: Symbol for an Age R. Hofstadter, The American Political Tradition A. Schlesinger, The Age of Jackson

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UNIT VIII: Reforming American Society


ESSENTIAL QUESTIONS

Slavery in America was such an ingrained institution that it polarized political, social, and economic debate that challenged the federal government and the principles of democracy. Grassroots movements and government reforms attempted to address the social and economic problems confronting the nation. Religious revivalism played an important role in society by exposing needed areas of reforms. Women were important advocates for political and social change through abolition, education, healthcare, prison, and temperance reform movements.

• How do citizens effectively create change? • What tends to stimulate reform movements? • In what ways can civil disobedience bring about

change? • In what ways can social reform challenge democracy? • Does society need reforming or revising regularly?

KNOWLEDGE

SKILLS

NJCCCS

Students will know: The Second Great Awakening inspired numerous reform movements including the temperance movement, transcendentalism, school, healthcare and prison reform, suffrage movement, and abolition. The efforts of Seneca Falls Convention inspired female reformers and woman suffragists in the early 1900s and modern day feminist movements. Key abolitionist leaders such as Frederick Douglass, David Walker, William L Garrison, and Nat Turner and others used a variety of tactics to bring about reform during the antebellum period. The economic, political, social challenges over slavery led to open debate and conflict in Congress and throughout American society . The poor working conditions in industrial society led to the formation of unions and other labor reforms.

Students will be able to: Describe the new religious and philosophical movements during the 19th century that inspired reform and social change. Determine whether reformers were primarily motivated by Enlightenment ideals like science and reason, or by faith and religious conviction. Explain the strategies for achieving the abolition of slavery. Discuss the role of women in early reform movements and how it inspired later movements and greater equality for women. Evaluate the strategies and arguments of abolitionists and the advocates of slavery. Identify what factors contributed to the worsening conditions workers endured in the industrial workplace.

6.1.12.D.2.e 6.1.12.A.3.b 6.1.12.A.3.f 6.1.12.A.3.i 6.1.12.D.3.b 6.1.12.D.3.d 6.1.12.D.3.e 6.1.12.A.4.b

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SUGGESTED TIME

ALLOTMENT



2 weeks

VIII – Reforming American Society

o Religion Sparks Reform o Slavery and Abolition o Women and Reform o The Changing Workplace

V.W. Brooks, The Flowering of New England H. Mayer, All on Fire: William Lloyd Garrison and the Abolition of Slavery R.G. Walters, American Reformers 1815-1860 F. Douglass, A Narrative of the Life of Frederick Douglass E. Griffith, In Her Own Right E.C. Harrison (ed), Best Companions: Letters of Eliza Middleton Fisher and her Mother, Mary Herring Middleton, from Charelston, Philadelphia, and Newport, 1839-1846 J. Larkin, The Reshaping of Everyday Life 1790-1840 E. DuBois, Femminism and Suffrage: The Emergence of an Independent Woman’s Movement in America, 1848-1869 L. Banner, Elizabeth Cady Stanton: A Radical for Women’s Rights P. Johnson, A Shopkeepers Millenuim: Society and Revivals in Rochester, NY 1815-1837 D.W. Howe, The Political Culture of the American Whigs M. Twain, The Adventures of Huckleberry Finn

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United States History I UNIT IX: Expanding Markets and Moving Westward


ESSENTIAL QUESTIONS

Technological changes created greater interaction and more economic diversity among the regions of the nation. Manifest Destiny had an enduring impact on both U.S. foreign and domestic politics. Americans moved West, energized by their belief in the rightful expansion of the United States from the Atlantic to the Pacific. Westward expansion intensified sectional conflict during the antebellum period.

• How does the development of technology impact the lives of individuals?

• Why does a nation expand its territory and what are its obligations with expansion?

• What drives the desire of nations to expand? • What happens when two or more different cultures

clash? • What are the origins of war?

KNOWLEDGE

SKILLS

NJCCCS

Students will know: Economic concepts such as free enterprise, private ownsership of property, capitalism, technological change and standardization fueled economic expansion and diversity. The concept of Manifest Destiny was used to justify hemispheric expansion. The political and economic implications of settlements in Texas, California, Oregon, and the southwest territory and the diplomatic negotiations that outlined these new territories. The Mexican War started over border disputes, land grants and western settlement into the territories throughout the Southwestern area of lands subsequently incorporated into the United States. The effects of the Mexican War led to the physical expansion of the United States and redefined our international relationships with

Students will be able to: Describe how the concepts of free enterprise and capitalism became the dominant principles of the American economic system. Explain how improved transportation and communication systems helped to link America’s regions and make them interdependent. Compare the economies of the different regions of the U.S. in the mid-1800s. Summarize the reasons American settlers moved West during the mid-1800s. Describe the impact of westward expansion on Native Americans. Explain the concept of Manifest Destiny and its political, diplomatic, economic and social effects on American society.

6.1.12.A.3.a 6.1.12.A.3.b 6.1.12.A.3.e 6.1.12.B.3.a 6.1.12.C.3.a 6.1.12.C.3.b 6.1.12.d.3.A

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Mexico, Canada, Great Britain and Russia Migration and settlements into California, Texas, Oregon, Utah, and Kansas led to political challenges and social changes that reflected the debate over slavery, and popular sovereignty.

Identify the causes of conflict between native cultures and American expansion. Discuss the causes and effects of the Mexican War.

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SUGGESTED TIME

ALLOTMENT



3 weeks

Unit IX – Expanding Markets and Moving West

o The Market Revolution o Manifest Destiny o Expansion In Texas o The War with Mexico

B. de Voto, The Year of Decision: 1846 J.S.D. Eisenhower, So Far From God A. Stephanson, Manifest Destiny B. Harte, The Outcasts of Poker Flat and other selected stories, R. Marius, Bound for the Promised Land J. Michener, Texas C.M.Green, Eli Whitney and the Birth of American Technology S. Butruille, Women’s Voices from the Oregon Trail: The Times the Tried Women’s Souls R. Korman, The Goodyear Story: An Inventor’s Obsession With Rubber at the Dawn of the Industrial Revolution L. Schlissel, Women’s Diaries of the Westward Journey A. Reichstein, Rise of the Lone Star: The Making of Texas D.Dary, The Santa Fe Trail: Its History, Legends andLore P.Staiti, Samuel F.B. Morse

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UNIT X: The Union in Peril


ESSENTIAL QUESTIONS

The issues of slavery dominated United States politics and led to Civil War. Fundamental disagrements between Northerners and Southerners about the Constitution contributed to the Civil War Compromise on slavery, dating from the writing of the Constitution, became increasingly harder and eventually impossible by 1860. The argument over slavery in the context of territorial expansion led to conflict between states rights advocates and the federal government. The institution of slavery affected the entire country indirectly and directly with social, political, economic, and judicial decisions.

• What internal issues within a country create conflict ? • How can internal conflict of a country be resolved? • When and how is it acceptable for people to challenge

unjust laws? • Can war be justified? • Is it possible to compromise on ethical and moral issues?

KNOWLEDGE

SKILLS

NJCCCS

Students will know: Slavery created political and social obstacles to western expansion because of the challenge of states rights, popular sovereignty and the extension of Federal power. The Missouri Compromise, Wilmot Proviso, Compromise of 1850, Kansas-Nebraska Act and the Lecompton Constitution and other compromises challenged the Federal governments power in newly developed territories. The political debates of John Calhoun, Stephen Douglass, Daniel Webster, Charles Sumner, and Abraham Lincoln and others challenged the constitutionality of states rights, popular sovereignty, and free soil advocates which reinforced political divisions within the nation.

Students will be able to: Explain the political ramifications of the expansion of slavery in the new territories. Explain why the issues of slavery became so polarized by 1860. Recognize the different methods of protest, resistance and violence employed in reacting to the issue of slavery. Interpret the judicial response to the conflicts surrounding the slavery debate. Describe the events that led to Lincoln’s election and the establishment of the Confederate States of America.

6.1.12.d.3.C 6.1.12.d.3.E 6.1.12.c.4.A

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SUGGESTED TIME

ALLOTMENT



2 weeks

Unit X – The Union In Peril

o The Divisive Politics of Slavery o Protest, Resistance, and Violence o The Birth of the Republican Party

E.D.Genovese, The World the Slaveholders Made H.G.Gutman, The Black Family in Slavery and Freedom J.Blassingame, The Slave Community K.Stamp, The Peculiar Institution H. Jacobs, Incidents in the Life of a Slave Girl G. Vidal, Lincoln, W.L. Andrews, H.L. Gates (eds), Slave Narratives J.L. Tobin, Hidden inPlain View: A Secret Story of Quilts and the Underground Railroad D.E. Fehrenbacher, The Dred Scott Case: Its Significance in American Law and Politics D.E. Fehrenbacher, W.M.McAfee, The Slaveholding Republic: An Account of th eUS Government’s Relations to Slavery F.E.W. Harper, Free Labour C.&M.Beard The Rise of American Civilisation A.Craven, The Coming of the Civil War D.M.Potter, The Impending Crisi, 1848-1861 E.Foner, Free Soil, Free Labour, Free Men B.Quarles, Allies for Freedom K.M.Stamp, America in 1857 P.M.Angle, The Complete Lincoln-Douglas Debates of 1858 C.Bode, Midcentury America B.A.Botkin (ed) Lay My Burden Down

32


UNIT XI: The Civil War


ESSENTIAL QUESTIONS

When the north and south failed to compromise it led to Civil War. The Civil War was fought to preserve the Union. Slavery and the states’ rights issues were the key causes of the Civil War Race and class relations were profoundly affected by the war. The war further stimulated and accelerated industrialization.

• Can the use of force preserve a union? • When is war and rebellion justified? • What can prevent war? • What are the outcomes of war?

KNOWLEDGE

SKILLS

NJCCCS

Students will know: President Lincoln’s political policy was to preserve the Union through maintaining the Border States and bringing the Confederate States back into the Union, and maintaining diplomatic relations. The American Civil War was considered a modern war because of new weapons, technology and tactics. Political and military leaders such as Lincoln, Davis, Lee, McClellan, Jackson, Sherman, Grant sought to bring about a rapid end to the war through new tactics and strategies. The military role of African-Americans played an important role in brings success to the Union cause. The Emancipation Proclamation created new military and political challenges for the federal government. The federal government asserted its wartime authority through

Students will be able to: Identify the military and political strategies of the Confederacy and the Union, and evaluate their effectiveness. Identify the advantages and disadvantages of the Confederacy and the Union. Identify key battles, personalities, and turning points of the Civil War. Explain the significance of the Emancipation Proclamation. Describe the role of citizens such as African Americans, and women during war time. Debate the federal government’s use of power during war. Evaluate the legacy of the Civil War, and determine the long and

6.1.12.A.4.b 6.1.12.A.4.c 6.1.12.A.4.d 6.1.12.B.4.a 6.1.12.C.4.a 6.1.12.C.4.b 6.1.12.C.4.c 6.1.12.D.4.a 6.1.12.D.4.b 6.1.12.D.4.e

33

conscription, taxation, habeas corpus, and other judicial challenges. The American Civil War established political, economic, social and technological changes that altered American society and laid the foundations for the industrialization and urbanization of America.

short term implications of the war.

34



SUGGESTED TIME

ALLOTMENT



3 weeks

Unit XI – The Civil War

o The Civil War Begins o Politics of War o Life During Wartime o The North Takes Charge o The Legacy of the War

S.Foote, The Civil War J.M.McPherson, Battle Cry of Freedom G.Wills, Lincoln at GettysburgC.D.Ross, Trial by Fire: Science, Technology and the Civil War S.Crane, The Redd Badge of Courage S.V.Benet, John Brown’s Body I.Silber, Songs of the Civil War B.Catton, A Stillness at Appomatox E.Redkey(ed), A Grand Army of Black Men G.W.Smith & C.Judah (eds), Life in the North During the Civil War

35


UNIT XII: Reconstruction and its Effects


ESSENTIAL QUESTIONS

The political struggle, accomplishments, and failures of Reconstruction in the years following the Civil War continued to challenge state sovereignty and federal authority. The emotional, economic, and political implications of Reconstruction of the South affected race relations throughout America. The failure of Congress and the Supreme Court to protect the rights of African Americans during Reconstruction delayed blacks’ achievement of full civil rights.

• How can a nation rebuild after a war? • How can the rights of all people be protected? • How can citizens bring about a redress of grievances

peacefully?

KNOWLEDGE

SKILLS

NJCCCS

Students will know: The Federal government’s role and debate over various reconstructing plans the such as the 10% Plan, Radical Plan, Wade-Davis Bill, Freedman’s Bureau, and the Black Codes. Judicial decisions and implications of the 13th, 14th and 15th Amendments and their effects on African-Americans and the reaction of American. Attitudes and economic and political forces influenced the dimensions of Reconstruction. Lincoln and Johnson’s lenient Reconstruction plans and policies clashed with the Radical Republicans’ Reconstruction methods and objectives. The Republican Party sought to contain blacks in the South in order to establish the nucleus of their party in that section of the country.

Students will be able to: Describe the challenges faced by the South during Reconstruction. Evaluate the potential positive and negative outcomes of the proposed Reconstruction plans. Identify major Reconstruction legislation and their consequences on American Society. Recognize the impeachment of Johnson impacted plans for Reconstruction. Explain the significance of the three important civil rights amendments to the constitution ratified by Congress – the Thirteenth, Fourteenth and Fifteenth amendments. Explain why reactionaries regained control of Southern political power, and blacks were relegated to sharecropping and social and

6.1.12.A.4.d 6.1.12.B.4.b 6.1.12.D.4.c 6.1.12.D.4.d 6.1.12.D.4.e

36

political subordination. Evaluate the political deal between Southern Democrats and the Republican Party to end Reconstruction.

37



SUGGESTED TIME

ALLOTMENT



2 weeks

Unit XII – Reconstruction and its Effects

o Politics of Reconstruction o Reconstructing American Society o The Collapse of Reconstruction

W.Dunning, Essays on the Civil War & Reconstruction J.H.Franklin, From Slavery to Freedom J.H.Franklin, Reconstruction After the Civil War A.W.Trelease, White Terror M.L.Benedict, The Impeachment and Trial of Andrew Johnson E.M.Coulter, The South During Reconstruction, 1865-1877 J.M.Burns, The Workshop of Democracy S.B.Oates, Abraham Lincoln: The Man Behind the Myths E.Foner, Reconstruction: America’s Unfinished Revolution, 1863-1877 E.Foner, A Short History of Reconstruction M.Perman, Emancipation and Reconstruction, 1862-1879 H.Raboniowitz (ed), Southern Black Leaders of the Reconstruction Era T.Morrison, Beloved M.Mitchell, Gone With the Wind D.Sterling, The Trouble They Seen

38


United States History I UNIT XIII: The Rise of Industrial America


ESSENTIAL QUESTIONS

The Industrial Revolution of America led to unprecedented manufacturing and industrial growth. State and federal governments played significant roles promoting business interests, leading to an advanced, centralised, government-supported industrial-capitalist system. The U.S. economy expanded enormously during the late 19th century, easily surpassing European nations. The Supreme Court handed down decisions that, for the most part, favored business by controlling unions and undoing legislation that would interfere with capital accumulation. Industrialization transformed many types of industry in the United States that significantly changed the social, political, and economic landscape of America. The consequences of industrialization and urbanization created a demand for reform and relief to improve the lives of people. Immigration played a significant role in the development of modern American society.

• What conditions must exist in order for an agricultural society to develop into an industrial society?

• How could socioeconomic classes be affected by an increasingly industrial society?

• How and why should government regulate business? • Is unfettered business expansion in the best interests of a

society and its people? • How do new technologies affect society? • How can immigration alter development of a society?

39

KNOWLEDGE

SKILLS

NJCCCS

Students will know: The Industrial Revolution in America came about because of vast natural resources, raw materials and government support. Industrial and technological break-through of the Industrial Revolution included advancements in power, communication and transportation. During the late 1800’s cities grew and changed as a result of the influx of immigration. Republican presidents dominated the postwar era and tended to support big buisness. The Populists were a diverse coalition that sought to control a wide variety of urban and rural problems. The Populists and Democratic Party fused in the late 19th century. The economic, political, and social impact of immigrants and how they were or were not accepted into American society which led to a rise of nativism. Nativism and the processes of assimilation and Americanization caused political and social debate. Government and judicial decisions limited immigrations by establishing that limited immigration such as the Chinese Exclusion Act and the Gentlemen’s Agreement.

Students will be able to: Identify the means of production and how they create an industrial society. Describe the key innovations that helped produce and transport domestic goods within the United States and the rest of the world. Explain how industrialization and a factory based economy effect workers. Draw conclusions regarding the positive and negative impact of industrialization and urbanization. Describe the connections between industrialization, immigration and urbanization. Debate the theories of the melting pot and salad bowl as it applies to immigration.

6.1.12.A.5.a 6.1.12.A.5.b 6.1.12.A.5.c 6.1.12.B.5.a 6.1.12.B.5.b 6.1.12.C.5.a 6.1.12.C.5.b 6.1.12.C.5.c 6.1.12.D.5.a 6.1.12.D.5.b 6.1.12.D.5.d 6.1.12.B.6.a 6.1.12.B.6.b 6.1.12.C.6.a 6.1.12.D.6.a

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SUGGESTED

TIME ALLOTMENT



2 weeks

Unit XIII – The Rise of Industrial America

o Expansion of Industry o The Age of Railroads o Big Business and Labor Reform o Immigrations and Urbanization o The Challenges of New Immigrants and Urbanization

R.H.Wiebe, The Search for Order, 1877-1920 H.W.Morgan, The Gilded Age: A Reappraisal M.Josephson, The Robber Barons H.Livesay, Andrew Carnegie and the Rise of Big Business H.Livesay, American Made:Men Who Shaped the American Economy H.Livesay, Samuel Gompers and Organised Labour in America H.Gutman, Work, Culture, and Society in Industrialising America G.Porter, The Rise of Big Business, 1860-1910 O.Handlin, The Uprooted O.Handlin, Boston’s Immigrants J.Addams, Twenty Years at Hull House C.Degler, Out of Our Past J.Bodnar, The Transplanted J.Higham, Strangers in the Land: Patterns of AmericanNatavism, 1860-1925 A.B.Callow, The Tweed Ring H.Alger, Apostles of the Self-Made Man J.F.Kasson, Civilising the Machine: Technology and Republican Values in America, 1776-1900 E.Flexner, Century of Struggle: The Women’s Rights Movement in the US B.T.Washington, Up From Slavery W.E.DuBois, The Souls of Black Folks C.V.Woodward, The Strange Career of Jim Crow L.Litwack, Been in the Storm So Long: The Aftermath of Slavery D.Brown, Bury My Heart at Wounded Knee R.B.Downs, Books the Changed America

41

Appendix A - Resources: The Americans, McDougal-Littell, © 2009, ISBN-10:0-618-94377-3 American Stories, Primary Source Library DVD, ISBN-0-618-72167-3 United States History, Primary Source CD-ROM, ISBN-10:0-03-041932-8 African American Biographies, McDougal Littell, ISBN-13:978-0-618-83257-6 Hispanic American Biographies, McDougal Littell, ISBN-13:978-0-618-80344-6 Native American Biographies, McDougal Littell, ISBN-13:978-0-618-80345-3 Differentiated Instruction Modified Worksheets and Tests CD-ROM, Holt, Rinehart, and Winston, ISBN-13:978-0-03-037386-2 Library of Primary Sources CD-Rom, Holt McDougal, ISBN-13:978-0-54-723204-1