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Social Studies Curriculum

United States History I

Honors

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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.

United States I Honors Social Studies

PACING CHART

Unit Topic Duration

Unit 1 Colonization, Revolution and

Constitution (1585-1800) 7-9 Weeks

Unit 2 New Nation, Expansion and

Reform (1801-1861) 7-9 Weeks

Unit 3 Civil War and Reconstruction

(1850-1877) 7-9 Weeks

Unit 4 The Development of the

Industrial United States and the

Emergence of Modern America

(1890-1930)

7-9 Weeks

Unit 5 The Emergence of Modern

America: World War I and

Roaring Twenties (1890-1930)

7-9 Weeks

Educational Technology Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

Technology Operations and Concepts

Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources

Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

Creativity and Innovation

Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Communication and Collaboration

Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Digital Citizenship

Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.

Compare and contrast policies on filtering and censorship both locally and globally.

Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and

experts synthesizing information from multiple sources.

Critical Thinking, Problem Solving, Decision Making

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

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.

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

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,

understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.

Career Ready Practices

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.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

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.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

Career Ready Practices

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.

Career Ready Practices

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

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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 ● Shortened 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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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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Social Studies Grades 9-12 New Jersey Core Curriculum Content Standards 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.4.a Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War.

6.1.12.A.4.c Evaluate how political and military leadership affected the outcome of the Civil War.

6.1.12.A.4.b Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all.

6.1.12.A.4.d Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans.

B. Geography, People, and the Environment

6.1.12.B.4.a Use maps and primary sources to assess the impact that geography, improved military strategies, and new modes of transportation had on the outcome of the Civil War.. 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.

C. Economics, Innovation, and Technology

6.1.12.C.4.a Assess the role that economics played in enabling the North and South to wage war. 6.1.12.C.4.c Explain why the Civil War was more costly to America than previous conflicts were. 6.1.12.C.4.b Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and

South. D. History, Culture, and Perspectives

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6.1.12.D.4.a Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War..

6.1.12.D.4.b Compare and contrast the impact of the American Civil War and the impact of a past or current civil war in another country in terms of the consequences for people’s lives and work. 6.1.12.D.4.c Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction

policies achieved their goals.

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

Craft and Structure:

RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

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.

Text Types and Purposes:

WHST.9-10.1 Write arguments focused on discipline-specific content WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

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Research to Build and Present Knowledge:

WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. 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.

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Grade: 10th

Unit: 3 8 Weeks

Topic: Civil War and Reconstruction (1850-1877) 4. Civil War and Reconstruction The Civil War was caused by ideological, economic, and political differences about the future course of the nation. Efforts to reunite the country through Reconstruction were contested, resisted, and had long-term consequences.

NJCCCS 6.1.12.A.4.a, 6.1.12.A.4.a, 6.1.12.A.4.c, 6.1.12.B.4.a , 6.1.12.C.4.a, 6.1.12.D.4.a, 6.1.12.D.4.b, 6.1.12.C.4.c, 6.1.12.A.4.b, 6.1.12.B.4.b, 6.1.12.C.4.b, 6.1.12.D.4.c, 6.1.12.A.4.d

CCSS WHST.9-10.2, RH.9-10.7, WHST.9-10.6, WHST.9-10.7, RH.9-10.4, RH.9-10.6, WHST.9-10.1

NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Write a narrative account analyzing the differing Northern and Southern views about slavery (e.g., Uncle Tom’s Cabin), economic development, states’ rights, and other issues that led to secession and the Civil War. CCSS

How did the economic development of the North and South contribute to the Civil War? How did literature such as Uncle Tom’s Cabin influence public opinion on slavery? Who were some of the leading proponents of

DBQ, What Caused the Civil War? http://hackettlatinacademy.weebly.com/uploads/2/2/5/1/22510182/what_caused_the_civil_war_dbq.pdf Compare and Contrast: Economies in the North and South

Anti-Slavery Society Manifesto, http://teachingamericanhistory.org/library/document/manifesto/ History of Slavery and Racism, http://innercity.org/holt/chron_1830_end.html The Underground Railroad,

ELA: Teaching Uncle Tom’s Cabin http://xroads.virginia.edu/~MA02/harris/utc/ ABC-CLIO, Adventures of Huckleberry Finn http://americanhistory.abc-clio.com/Analyze/Display/1769938

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WHST.9-10.2 NJCCCS 6.1.12.A.4.a

secession? http://teacher.scholastic.com/activities/bhistory/underground_railroad/map.htm

Analyze the impact of government actions (i.e., the Fugitive Slave Act, Dred Scott Decision, and Kansas-Nebraska Act) on the growing conflict between the North and South. NJCCCS 6.1.12.A.4.a

What extent did the westward expansion of the United States influenced the spread of slavery? How did the Dred Scott decision further drive the nation towards Civil War? How did Americans receive the Dred Scott decision?

ABC-CLIO, Dred Scott, lesson plan, http://americanhistory.abc-clio.com/Analyze/Display/1549896?cid=9&terms=dred%20scott ABC-CLIO, review political cartoon on Dred Scott, http://americanhistory.abc-clio.com/Search/Display/1645945?terms=dred+scott Lesson Plan, http://www.sascurriculumpathways.com/portal/

Docsteach, Oh Freedom! Sought Under the Fugitive Slave Act http://docsteach.org/activities/17459/detail?mode=browse&menu=closed&type%5B%5D=show-all&sortBy=title&page=3 Digital collection of advertisements for runaway and captured slaves and servants in 18th- and 19th-century Virginia newspapers, http://www2.vcdh.virgi

ELA, Dred Scott: http://www.teachushistory.org/dred-scott-decision/lesson-plans Lesson 1 could be assessed as a writing exercise. Students could write a compare and contrast essay. They could also write their own opinion to the Dred Scott case. Lesson 2 could be assessed as a writing exercise. Students could write their own editorials to the Dred Scott decision. They could also create a chart identifying pro-slavery and anti-slavery voices in America.

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Launch?id=1337 nia.edu/gos/index.html

Evaluate how political and military leadership (i.e., Lincoln, Davis, Grant, Lee, and Sherman) affected the outcome of the Civil War. NJCCCS 6.1.12.A.4.c

Was Lincoln a racist? Why does Lincoln consistently rank as one of the top Presidents according to historians?

Reading Like a Historian, Abraham Lincoln, http://sheg.stanford.edu/upload/Lessons/Unit%205_Civil%20War%20and%20Reconstruction/Lincoln%20SAC%20Lesson%20Plan.pdf Read and discuss with class, ABC-CLIO, Abraham Lincoln: The Great Emancipator http://americanhistory.abc-clio.com/Search/Display/1187664?terms=Abraham+lincoln

ABC_CLIO, A Soldier's Life, 1861-1865: http://americanhistory.abc-clio.com/Topics/Display/1187674 Virginia Historical Society, Grant and Lee http://www.vahistorical.org/collections-and-resources/virginia-history-explorer/lee-and-grant?legacy=true

ELA: Read current event articles relating to Presidential leadership and write a 2 page reaction paper. http://www.washingtontimes.com/news/2009/feb/16/lincoln-ranked-best-president-in-c-span-poll-of-hi/

Use quantitative and qualitative analysis to assess the impact that geography, military strategies, and new modes of transportation (i.e., railroads) had on

What impact did the development of the railroad system have on the Civil War? What was the Union’s Grand Strategy to defeat

Lesson Plan, Union Grand Strategy, http://www.pbs.org/civilwar/classroom/lesson_grand_strategy.html

Railroad Generalship: Foundations of Civil War Strategy, http://usacac.army.mil/cac2/cgsc/carl/download/csipubs/gabel4.pdf

Geography: U.S. Civil War Sites, http://travel.nationalgeographic.com/travel/top-10/civil-war-sites/

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the outcome of the Civil War and assess the role that economics (i.e., industrial production, financial capability, and transportation network) played in enabling the North and South to wage war. CCSS RH.9-10.7 NJCCCS 6.1.12.B.4.a 6.1.12.C.4.a

the Confederacy?

Read, A New Economy of War, http://www.nps.gov/resources/story.htm?id=221

Railroads in the Civil War, http://www.gatewaynmra.org/2004/railroads-in-the-civil-war/ Army of the Potomac, http://americanhistory.abc-clio.com/Search/Display/290051 Causes of the Civil War a North Georgia perspective, http://www.aboutnorthgeorgia.com/ang/Causes_of_the_Civil_War Article, A New Look at the Economics Behind the Civil War, http://www.forbes.com/sites/briandomitrovic/2012/02/14/a-new-look-at-the-economics-behind-the-civil-war/

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Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War. NJCCCS 6.1.12.D.4.a

What role did African-Americans play in the Union Army?

Read and Discuss, ABC-CLIO, U.S. Colored Troops http://americanhistory.abc-clio.com/Search/Display/290052

Review Slideshow on African Americans perspectives on the Civil War, http://www.onenterframe.com/portfolio/motiongraphics/acwc/3_Sides59.swf Lesson Plan, The Fight for Equal Rights: Black Soldiers in the Civil War http://www.archives.gov/education/lessons/blacks-civil-war/

Voices from the Days of Slavery, http://lcweb2.loc.gov/ammem/collections/voices/ http://www.archives.gov/exhibits/american_originals/54thmass.html BrainPop Quiz on Civil War, http://www.brainpop.com/socialstudies/freemovies/civilwar/? John Boston - An Escape from Slavery, 1862, http://www.archives.gov/exhibits/eyewitness/html.php?section=9

Technology/Art: Create a computer graphic on Black Union soldiers. http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/civilwar/aasoldrs/index.html Photographs of African Americans During the Civil War, http://www.loc.gov/rr/print/list/081_cwaf.html

Use technology to display (textual and visual evidence) the impact of the American Civil War and another civil war on people’s lives and work.

How did the Civil War divide families in the US? How did other nations deal with slavery and its abolition?

Several activities and lesson plans on Sudan Civil War, http://pulitzercenter.org/education/lesson-plan/lesson-plan-rebuilding-hope-sudan-

Lesson Plan, Growing-Up before they had to: Children of the Civil War, http://web.wm.edu/hsi/cases/civil/civil_preview.html?&=&svr=www

ELA: The Red Badge of Courage: A New Kind of Courage, http://edsitement.neh.gov/lesson-plan/red-badge-courage-new-kind-courage Life Skills: Civil War

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CCSS WHST.9-10.6 NJCCCS 6.1.12.D.4.b

classroom-activities

Podcast, Sudan Faces Difficult Road to Democracy, http://www.npr.org/templates/story/story.php?storyId=9955598 BBC news, continually updated in-depth reports and news on the troubled nation of Sudan, http://news.bbc.co.uk/2/hi/in_depth/africa/2004/sudan/default.stm

Recipes, http://www.educationworld.com/a_lesson/00-2/lp2001.shtml

Conduct short research synthesizing multiple sources to explain why the costs (e.g., human, economic, environment, social) of the American Civil War were greater than previous conflicts. CCSS WHST.9-10.7 NJCCCS 6.1.12.C.4.c

Do you think that the differences in troop strength were responsible for the war's outcome? Which side possessed the overall advantage at the start of the Civil War? What was the human cost of the war? What was the primary reason for the Confederate defeat in the Civil War?

Lesson Plans, several activities, Civil War: A "Terrible Swift Sword" http://edsitement.neh.gov/curriculum-unit/american-civil-war-terrible-swift-sword Create a Graph: Compare the loss of life in the Civil War with other American conflicts. Create a graph illustrating the differences.

Casualties and Costs of the Civil War, http://www.gilderlehrman.org/history-by-era/american-civil-war/resources/casualties-and-costs-civil-war Article, The High Cost of War, http://online.barrons.com/news/articles/SB50001424052970203990104576191061207786514?tesla=y Primary resources,

Fine Arts: Lesson plan, Songs of the Civil War http://www.educationworld.com/a_lesson/00-2/lp2011.shtml

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http://library.mtsu.edu/tps/civilwar.php

Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South (e.g., agricultural sharecropping, industrial manufacturing). NJCCCS 6.1.12.C.4.b

How did the experience of social and political upheaval from the Civil War influence people to think about the process of Reconstruction? How did the results of Reconstruction policy shape the politics of the reconstructed states and the nation at large?

Lesson plan, Slave to Sharecropper, http://www.pbs.org/wgbh/amex/reconstruction/sharecrop/ Handout, Reconstruction Era Sharecropping, http://www.sascurriculumpathways.com/portal/Launch?id=1514 Lesson Plans, The Battle Over Reconstruction, http://edsitement.neh.gov/curriculum-unit/battle-over-reconstruction#sect-questions

State-by-State archival resources, http://www.pbs.org/civilwar/classroom/archival_resources.html A Photo Dossier on Sharecropping, http://www.english.illinois.edu/maps/poets/a_f/brown/photos.htm

Math/Economics: Create a graph comparing North and South economies. hhttp://www.pbs.org/wgbh/amex/reconstruction/tguide/

Analyze the impact of population shifts and migration patterns (e.g., African Americans moving north and west) during the

Were African Americans free during Reconstruction? Was Reconstruction is success or a failure?

Review in class, Emancipation and Reconstruction http://www.loc.gov/teachers/classroommaterials/presentationsandactiviti

The Effect of the Civil War on Southern Marriage Patterns, http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3002115/

Math: Create a statistical analysis of demographics of the United States in 1870 1870 Census Overview,

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Reconstruction period. NJCCCS 6.1.12.B.4.b

es/presentations/immigration/african6.html Lecture Notes and Materials, Reconstruction and Its Aftermath http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html Reading Like a Historian, Radical Reconstruction http://sheg.stanford.edu/radical-reconstruction

Exodusters, http://www.nps.gov/home/historyculture/exodusters.htm Academic Journal, Black Networks After Emancipation: Evidence from Reconstruction and the Great Migration http://web.stanford.edu/group/SITE/archive/SITE_2012/2012_segment_1/2012_SITE_Segment_1_papers/munshi.pdf

https://www.census.gov/history/www/through_the_decades/overview/1870.html

Determine of the meaning of liberty and equality as described in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the

How did women of the nineteenth century use a national document of independence dating from the eighteenth century to make their argument for equal rights? How did Lincoln see the Civil War as an opportunity for the

Lesson Plan, Emancipation Proclamation http://sheg.stanford.edu/emancipation-proclamation Review Seneca Falls Declaration with students, http://www.fordham.edu/halsall/mod/senecafall

Reading Like an Historian Lesson Plan, http://sheg.stanford.edu/declaration-independence Library of Congress, Gettysburg Address, http://www.loc.gov/exhibits/gettysburg-address/

ELA: Declarations of Independence: Women's rights and the Seneca Falls Declaration of Sentiments and Resolutions, http://www.gilderlehrman.org/history-by-era/first-age-reform/resources/declarations-independence-womens-rights-and-seneca-falls-d

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Gettysburg Address). CCSS RH.9-10.4 NJCCCS 6.1.12.A.4.b

nation to bring forth a "new birth of freedom" (or liberty for all), and why was this necessary for the survival of American self-government?

s.asp Lesson Plans, Abraham Lincoln on the American Union, http://edsitement.neh.gov/curriculum-unit/abraham-lincoln-american-union-word-fitly-spoken

Video Clip, Gettysburg, http://www.havefunwithhistory.com/movies/lincoln3.html

Write an argument analyzing the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans during the late 19th century. NJCCCS 6.1.12.A.4.d CCSS WHST.9-10.1

How did the Southern states respond to the societal alterations brought about by emancipation and the 13th Amendment? How did the 14th Amendment address the Black Codes? Why was the 15th Amendment necessary?

Watch video in class, The Reconstruction Amendments: The 13th, 14th and 15th Amendments http://education-portal.com/academy/lesson/the-reconstruction-amendments-the-13th-14th-and-15th-amendments.html#lesson

Reconstructing a Nation, http://www.learner.org/courses/amerhistory/units/10/video/ National Constitution Center, 13th Amendment, http://constitutioncenter.org/constitution/the-amendments/amendment-13-slavery-abolished Lesson Plan, SC Black Codes: A Lesson on Reconstruction Legislation and Amendments http://www.teachingushistory.org/lessons/reconlegislation.html

ELA: Current events reading, More Black Men Are In Prison Today Than Were Enslaved In 1850, www.huffingtonpost.com/2011/10/12/michelle-alexander-more-black-men-in-prison-slaves-1850_n_1007368.html Equal Protection Clause, http://www.nwlc.org/tags/equal-protection-clause

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Compare and contrast the point of view of two or more historians to determine the extent to which enacted Reconstruction policies achieved their goals. CCSS RH.9-10.6 NJCCCS 6.1.12.D.4.c

Why was Andrew Johnson impeached? Was Reconstruction a success or failure? Did African-Americans achieve political gains during Reconstruction?

Watch video clip on Reconstruction, https://www.youtube.com/watch?v=RjGNq2qDU-0 ABC-CLIO, Lesson plan, Andrew Jackson http://americanhistory.abc-clio.com/Analyze/Display/1525087 Read article, Reconstruction and Beyond: The 8 African-American Senators, http://abcnews.go.com/Politics/OTUS/reconstruction-african-american-senators/story?id=18368916

Fredrick Douglass and Reconstruction, http://xtf.lib.virginia.edu/xtf/view?docId=modern_english/uvaGenText/tei/DouReco.xml&chunk.id=d3&toc.id=&brand=default To What Extent was Reconstruction a Revolution?, http://docsteach.org/activities/3131/detail?mode=browse&menu=closed&type%5B%5D=show-all&sortBy=title&page=5 BLACK LEADERS DURING RECONSTRUCTION http://www.history.com/topics/american-civil-war/black-leaders-during-reconstruction

ELA: Write a position paper on whether or not Reconstruction was a success or a failure http://www.digitalhistory.uh.edu/exhibits/reconstruction/section4/section4_intro.html How to write a position paper, http://www.sfu.ca/cmns/130d1/WritingaPositionPaper.htm

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 5. Establishment of a New Nation and Independence to Republic (1600-1800)

2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800)

3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)

4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era

10. America Confronts the 20th

Century and the emergent of Modern America (1901-1920)

11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA

of reform. (1946-1970)

13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the

topics covered:

1. Intro 6. Gallery 11. Tools

2. Activities 7. Griot

3. Assessments 8. Library

4. Essentials 9. Links

5. Gallery 10. Rubrics

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

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Essential Vocabulary

Slavery, Compromise of 1850, Popular Sovereignty, Fugitive Slave Act Uncle Tom’s Cabin,, Bleeding Kansas, Republican Party,, Dred Scott v. Sanford (1857), Lincoln-Douglas Debates, John Brown and Harpers Ferry, Election of 1860, Fort Sumter, S.C., Confederacy, Anaconda Plan, Vicksburg, Gettysburg, Gettysburg Address, Sherman’s March, Copperheads, Emancipation Proclamation, Appomattox Courthouse, John Wilkes Booth, Freedman’s Bureau, Radical Reconstruction, Compromise of 1877, Johnson’s Impeachment, Carpetbaggers, Black Codes, Ku Klux Klan, Sharecroppers, Jim Crow Laws, 13th amendment, 14th amendment, 15th amendment

DBQ (Required) North or South, Who Killed Reconstruction?

Choose 1

Unit Project (Suggested) Unit Project (Suggested) Create a presentation on proponents and opponents of slavery. This can be done in the form of a class debate or individual presentations. Resources: http://edsitement.neh.gov/lesson-plan/slaverys-opponents-and-defenders#sect-activities George Fitzhugh, 1806-1881, http://www.pbs.org/wgbh/aia/part4/4h3141.html Arguments and Justifications of Slavery,

Students will create a multimedia project on a current event dealing with an issue that centers on equality and social justice. This can be a Prezi, PowerPoint, Movie, song, etc.. Resources: Teaching with current events, http://www.pbs.org/now/classroom/lessonplan-03.html Ending Modern Day Slavery, http://thecnnfreedomproject.blogs.cnn.com/ List of online multimedia tools,

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http://abolition.e2bn.org/slavery_112.html Frederick Douglass, http://www.pbs.org/wgbh/aia/part4/4p1539.html

http://cooltoolsforschools.wikispaces.com/Presentation+Tools

Suggested Field Trips Schomburg Center for Research in Black Culture, Harlem, NYC The National Civil War Museum, Harrisburg, PA