US History I 8.1.14 · 2018. 5. 12. · US History I (10th Grade) Introduction: US History I is a requirement for all students in the State of New Jersey and Bloomfield High School

BLOOMFIELD PUBLIC SCHOOLS Bloomfield, New Jersey 07003

Curriculum Guide

US History I Grade 10

Prepared by:

Anthony LaTorre Sean Downey

Salvatore Goncalves, Superintendent of Schools

Jaynellen Behre Jenkins, Assistant Superintendent of Curriculum & Instruction Elizabeth Petrangeli, Supervisor of Foreign Language, Science & Social Science

Board Approved: August 26, 2014

US History I (10th Grade)

Introduction: US History I is a requirement for all students in the State of New Jersey and Bloomfield High School to graduate. The course is typically taught to 10th grade students over the course of one year. The US History I curriculum challenges students with the content, concepts, and skills in history, geography, economics, civics, and government that will help them develop into educated and responsible citizens capable of making informed decisions about local, national, and international challenges. This course covers three centuries of American History beginning with Colonial America and ending with Reconstruction and the settlement of the west. Students will be exposed to major themes in U.S. History and challenged to evaluate the causes and effects of these themes not only on the continued development of America, but also the impact and interaction with other countries. This curriculum is aligned with both the 2009 New Jersey Core Curriculum Content Standards and new Common Core State Standards for English Language Arts & Literacy in History/Social Studies. The document specifically cross-references the four 21st Century themes and primary inter-disciplinary connections. This document is a tool that will provide an overview as to what to teach, when to teach it, and how to assess student progress. As well, with considerations made for altered pacing, modifications, and accommodations; this document is to be utilized for all students enrolled in this course, regardless of ability level, native language, or classification. It is meant to be a dynamic tool that we, as educators, will revise and modify as it is used during the course of the school year. Mapping/Sequence: The curriculum is written following the parameters of Understanding by Design. The document is written as a series of units containing established transfer goals, enduring understandings, essential questions, and the necessary skills and knowledge a student must attain in a school year. Each unit also stipulates both required and suggested activities and assessments. Teachers are expected to design lessons that will meet the requirements within this curriculum; however, there is flexibility is how they choose to meet these demands. Pacing: The US History I curriculum is divided into five units. Each unit provides a time frame that averages 8-10 weeks. Resources: Electronic and text resources are listed in each unit. Teachers will be able to access the curriculum document on the district website.

Textbook: McGraw Hill: American Vision, 2005 Established Goals: New Jersey Core Curriculum Content Standards http://www.state.nj.us/education/cccs/2009/ http://www.corestandards.org/the-standards/english-language-arts-standards/history-social-studies/grades-9-10/ Overarching Understandings:

1. As a vast nation, sectionalism has created a country very unique from other countries, each with its own geography, economy, and culture

2. America has always maintained a spirit of curiosity and motivation to succeed

3. A quest for justness and a sense of fairness has been a driving force in our nation’s history

Title of Unit Unit One: Colonization and Settlement Grade Level 10th Curriculum Area 10th Grade US I History Time Frame 6 - 7 weeks

Developed By 10th Grade US I History Team Desired Results (Stage 1)

Established Goals NJCCCS: 6.1.12.A.1.a - Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government. 6.1.12.A.1.b - Analyze how gender, property ownership, religion, and legal status affected political rights. 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. 6.1.12.C.1.a - Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period. 6.1.12.C.1.b - Determine the extent to which natural resources, labor systems (i.e., the use of indentured servants, African slaves, and immigrant labor), and entrepreneurship contributed to economic development in the American colonies 6.1.12.D.1.a - Explain the consequences to Native American groups of the loss of their land and people.

Primary Interdisciplinary Connections Common Core ELA: RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.9-10.3 Analyze in detail a series of event described in a text; determine whether earlier events caused later ones or simply preceded them. 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. RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. RH9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity bands independently and proficiently. WHST.9-10.1. Writing arguments to support claims in an analysis of substantive topic or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.

WHST.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organizations, and analysis of content. WHST.9-10.4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience. WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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 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. WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively, assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. WHST.9-10.11. Create literary texts that demonstrate knowledge and understanding of a wide variety of text of recognized literary merit. 21st Century Life & Careers: 9.1.12.A.1 - Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12.A.2 - Participate in online strategy and planning sessions for course-based, school-based, or outside projects. 9.1.12.A.3 - Assess how a variety of problem-solving strategies are being used to address solutions to global problems by participating in online discussions with peers from other countries 9.1.12.A.4 - Justify problem-solving strategies used in the development of a particular innovative product or practice in the United States and in another country. Technology: 8.1.12.A.1 - Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs, and interpret the results. 8.1.12.A.2 - Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software. 8.1.12.A.3 - Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning. 8.1.12.A.4 - Create a personalized digital portfolio that contains a résumé, exemplary projects, and activities, which together reflect personal and academic interests, achievements, and career aspirations.

21st Century Interdisciplinary Themes: __x___ Global Awareness _____ Financial, economic, business, and entrepreneurial literacy __x__ Civic Literacy ______ Health Literacy

Transfer

Students will be able to independently use their learning to… T1. Construct logical and effective arguments. T2. Better understand current events by drawing comparisons to other historical events. T3. Participate effectively in a democratic society. T4. Write at an advanced level. T5. Select the most relevant and effective data to support their ideas. T6. Master map skills T7. Use appropriate resources and data sources when researching information

Meaning Understandings Essential Questions

Students will understand that… Students will keep considering… U1: Early European exploration and colonization resulted in the redistribution of the world’s population as millions of people from Europe and Africa voluntarily and involuntarily moved to the New World. U2: Exploration and colonization initiated worldwide commercial expansion as agricultural products were exchanged between the Americas and Europe.

Q1: What makes places unique and different? Q2: Was colonial America a democratic society? Q3: What was the impact of slavery on the development of Colonial America? Q4: How did their motivations influence their settlement patterns and colony structures? Q5: What were the consequences of the interactions of European, African, and American cultures?

Acquisition

Knowledge Students will know…

Skills Students will be able to…

K1. How unit vocabulary leads to an understanding of the unit as a whole. K2. How to identify the main idea of a text. K3. How to summarize a text.

S1: Distinguish between fact and opinion. S2: Recognize propaganda. S3: Read analytically. S4: Read to answer a question. S5: Evaluate sources of information: print, visual, and electronic. S6: Interpret political cartoons S7: Demonstrate understanding of cause-effect relationships in history. S8: Formulate opinions based on critical examination of facts. S9: Propose plans of actions to solve historical problems. S10: Develop a relatively complex thesis with proper reasoning and support. S11: Write in a logical, rational, organized manner. S12: Demonstrate original thinking through writing. S13: Effectively participate in class discussions and lectures. S14: Take effective notes based on class discussions, lectures, and reading.

Evidence (Stage 2) Checks for Alignment Evaluation Criteria

Performance is judged in terms of…

Assessment Evidence

T1-7 U3 Q5 K1-3 S1-4

Teacher-created rubrics Reading Comprehension Reading Analysis Visual Analysis

Transfer Task(s) Formative

- Daily Do-Now - Teacher questions to cue students, gauge comprehension,

evaluate student analysis and synthesis of each lesson - Homework Assignments

Summative

- Tests - Quizzes /Online Quizzes - Written or visual response to essential questions - Unit DBQ - Socratic Seminar

T1-7 U3 Q5 K1-3 S1-4

Critical Thinking Applying Responding Reflection

Other Evidence Formative

- Pre-assessment - Informal Observations - Notebook Checks - Exit Slips

Summative - Writing Across the Curriculum - Interviews - Conferencing with students - Projects - Oral Presentations - Portfolios

Learning Plan (Stage 3)

Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals.

Required Activities Required Resources

Define all relevant vocabulary Debate opposing viewpoints Create a timeline of events Read primary and secondary sources Webb’s Level 1: Make a timeline Develop a concept map showing a process or

describing a topic. Write a list of keywords you know about... Cut out, or draw a picture that illustrates an

event, process, or story. Report or present to the class. Make a cartoon strip showing the sequence

of an event, process, or story. Webb’s Level 2: Write a diary/blog entry Make a scrapbook about the area of study Make a topographic map Make up puzzle or game about the topic Write an explanation about this topic for

others

Unit Vocabulary Graphic Organizers Course Textbook www.njamistadcurriculum.com


Webb’s Level 3: Use a Venn Diagram that shows how two

topics are the same and different Design a questionnaire to gather information Survey classmates/industry members to find

out what they think about a particular topics Make a flow chart to show the critical stages Webb’s Level 4: Sell an idea Write a jingle to advertise a new product Read Primary Sources in expert groups and

then jigsaw out to share information to classmates (Tasks that require perspective taking and collaboration with a group of individuals)

Suggested Activities Suggested Resources Complete a DBQ about the Salem Witch Trial focusing on the question: What Caused the Salem Witch Trial Hysteria 1692?

Textbook: American Nation Primary/Secondary Sources: Exodus 22:18, King James Version of the Bible Salem Witchcraft Hangings 1692 Cotton Mather, Memorable Providences Relating to

Witchcraft and Possessions, Boston, 1689 “Examination of a Witch,” painting by T.H. Matteson John Demos, “Underlying These in the Witchcraft of 17th

Century New England.” Charles W Upham, Salem Withcraft, Boston, 1867 James West Davidson and Mark Hamilton lytle, After the

Fact, 1982


Boyer, The Enduring Vision, 1992 Disposition of Ann Putnam, Jr Desposition of Ann Putnam, Sr., the wife of Thomas Putnam Linda Caporal, “Ergotism: the Satan Loosed in Salem?”

Science, April 2, 1976.

Complete a DBQ about the early colonization focusing on the question: Early Jamestown: Why Did So Many Colonists Die?

Textbook: American Vision Primary/Secondary Sources: Dennis B. Blanton, “ Jamestown’s Enviroment,” Center for

Archaeloligcal Research, College of William and Mary, Williamsburg, Virginia, 2000.

“The Lost Colony and Jamestown Droughts,” Science, April 24, 1998.

Adapted from John Smith, The Generall Historie of Virginia, New England, and the Summer Isles, Book III, 1624.

Ivor Noel Hume, The Virginia Adventure, Alfred A. Knopf, 1994.

Adapted from J. Frederick Fausz, “An Abundance of Blood on Both Sides: England’s First Indian War, 1609-1614,” The Virginia Magazine of History and Biography, January 1990.

Students will complete a Jamestown online

simulation

Online Resources: http://www.historyglobe.com/jamestown/


Thirteen American colonies Map – Students will create a map of the13 colonies:

1. Label the 13 Colonies. 2. Label the date each colony was founded

and label the founders name 3. Draw a symbol on each colony that

depicts one of their main economic activities

4. Color-code the New England, Middle, and Southern Colonies.

5. Construct a key that explains what your symbols and colors mean.

6. Draw a cross on the colonies that were founded on religious reasons

7. On the back of your map answer the following questions:

a) What were the main exports from each region?

b) If you were immigrating to one of the colonies, which one would you choose? Why?

c) What reasons do you think are responsible for the difference in economics inside the colonies?

Textbook: American Vision

Online Resources: http://www.socialstudiesforkids.com/wwww/us/13colonies

def.htm http://www.eduplace.com/ss/maps/pdf/colonies_nl.pdf Thirteen Colonies. (2009). In S. Benson, D. E. Brannen,

Jr., & R. Valentine, UXL Encyclopedia of U.S. History (Vol. 8, pp. 1547-1553). Detroit: UXL. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CCX3048900609&v=2.1&u=bloo21971&it=r&p=GVRL&sw=w&asid=95ec20a3ff6ef9cc966d87b03310e14c

Lockley, T. (2007). Thirteen Colonies, British North America. In T. Benjamin (Ed.), Encyclopedia of Western Colonialism since 1450 (Vol. 3, pp. 1074-1076). Detroit: Macmillan Reference USA. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CCX2587300397&v=2.1&u=bloo21971&it=r&p=GVRL&sw=w&asid=9f7934c75eea80585f838527f6d547ef

Have students create a poster encouraging immigration to 13 colonies. Students create stations for each of the thirteen colonies. Complete a chart on the establishment of the 13 colonies which includes: Seasons for settlement


Significant events Leaders Government of colony

Students will work in groups to research and prepare presentations on various aspects of colonial life (which may include oral, graphic or physical product). While one group is presenting on a particular region the other students are documenting new information that is being learned.


Online Resources: Thirteen Colonies. (2009). In S. Benson, D. E. Brannen,


Lockley, T. (2007). Thirteen Colonies, British North America. In T. Benjamin (Ed.), Encyclopedia of Western Colonialism since 1450 (Vol. 3, pp. 1074-1076). Detroit: Macmillan Reference USA. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CCX2587300397&v=2.1&u=bloo21971&it=r&p=GVRL&sw=w&asid=9f7934c75eea80585f838527f6d547ef

Students will be assigned one Colonial figure and will create a textbook page (ibook, PDF, Pages, Word) to be compiled into an online textbook


Online Resources: Thirteen Colonies. (2009). In S. Benson, D. E. Brannen,


Lockley, T. (2007). Thirteen Colonies, British North America. In T. Benjamin (Ed.), Encyclopedia of Western Colonialism since 1450 (Vol. 3, pp. 1074-1076). Detroit:


Macmillan Reference USA. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CCX2587300397&v=2.1&u=bloo21971&it=r&p=GVRL&sw=w&asid=9f7934c75eea80585f838527f6d547ef

Strategies for Differentiation Students Below Target: Students Meeting or Exceeding Target:

Paired/Group Activity Role Play Guided practice SQ3R

Role Play Cooperative Learning QAR Choice boards

Cooperative Learning Independent Study Choice boards Interest Based Mini Lessons

Tic - Tac - Toe menus Skill-Based Mini Lessons Learning Buddies Tiered Products /Activities

Varied Rubrics Choice Menus Mentorships Advance notice of assignments

Small Group Instruction Review with study skills and strategies training. Visual cues found on worksheets Teach organizational skills

Chunking and grouping of material Test modifications Advance notice of assignments Time extensions

Review with study skills and strategies training. Teach organizational skills

Test modifications/time extensions

Title of Unit Unit Two: The American Revolution Grade Level 10 Curriculum Area 10th Grade US I History Time Frame 6 – 8 weeks

Developed By 10th Grade US History Team Desired Results (Stage 1)

Established Goals NJCCCS: 6.1.12.A.2.a - Analyze the intellectual origins of the major ideas expressed in the Declaration of Independence. 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.D.2.d - Analyze arguments for new women’s roles and rights, and explain why 18th-century society limited women’s aspirations. 6.1.12.D.2.e - Determine the impact of African American leaders and institutions in shaping free Black communities in the North.

Primary Interdisciplinary Connections Common Core ELA: RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.9-10.3 Analyze in detail a series of event described in a text; determine whether earlier events caused later ones or simply preceded them. 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. RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. RH9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity bands independently and proficiently. WHST.9-10.1. Writing arguments to support claims in an analysis of substantive topic or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. WHST.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organizations, and analysis of content. WHST.9-10.4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience. WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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 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. WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively, assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. WHST.9-10.11. Create literary texts that demonstrate knowledge and understanding of a wide variety of text of recognized literary merit. 21st Century Life & Careers: 9.1.8.A.3 Summarize strategies used by various organizations and agencies to solve problems that impact communities, and compare them with strategies used by similar organizations in another state or country 9.1.8.B.1 Use multiple points of view to create alternative solutions 9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects 9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities 9.1.8.D.2 Demonstrate the ability to understand inferences 9.1.8.D.4 Compare and contrast nuances in verbal and nonverbal communication in different cultures that may result in misinterpretation and misunderstanding 9.1.8.D.5 Justify the need for greater cross-cultural understanding due to globalization 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing individual or group work goals within or outside the classroom Technology: 8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program 8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems 8.1.8.D.3 Demonstrate how information may be biased on a controversial issue 21st Century Interdisciplinary Themes: __x___ Global Awareness _____ Financial, economic, business, and entrepreneurial literacy __x__ Civic Literacy ______ Health Literacy

Transfer



Students will understand that… Students will keep considering… U1: When government is destructive of the natural rights of men, the people have the right and duty to overthrow that government. U2: Conflict resolution can involve aggression, compromise, cooperation, and change.

Q1: Were the colonists justified in resisting British policies after the French and Indian War? Q2: What is the purpose of government? Q3: Why do governments and individuals attempt to expand their authority? Q4: When is war justified? Q5: Was the American Revolution a “radical” revolution? Q6: What is the impact of war on society?

Acquisition




S1: Distinguish between fact and opinion. S2: Recognize propaganda. S3: Read analytically. S4: Read to answer a question. S5: Evaluate sources of information: print, visual, and electronic. S6: Interpret political cartoons S7: Demonstrate understanding of cause-effect relationships in history. S8: Formulate opinions based on critical examination of facts. S9: Propose plans of actions to solve historical problems. S10: Develop a relatively complex thesis with proper reasoning and support. S11: Write in a logical, rational, organized manner. S12: Demonstrate original thinking through writing. S13: Effectively participate in class discussions and lectures. S14: Take effective notes based on class discussions, lectures, and reading.



Assessment Evidence

T1-7 U3 Q6 K1-3 S1-4





Summative


T1-7 U3 Q6 K1-3 S1-4








Define all relevant vocabulary Debate opposing viewpoints Read primary and secondary sources Webb’s Level 1: Make a timeline Develop a concept map showing a process or

describing a topic. Write a list of keywords you know about... Cut out, or draw a picture that illustrates an

event, process, or story. Report or present to the class. Make a cartoon strip showing the sequence of

an event, process, or story. Webb’s Level 2: Write a diary/blog entry Make a scrapbook about the area of study Make a topographic map Make up puzzle or game about the topic Write an explanation about this topic for others



Webb’s Level 3: Use a Venn Diagram that shows how two topics

are the same and different Design a questionnaire to gather information Survey classmates/industry members to find



Suggested Activities Suggested Resources

Students will create learning stations on key moments of the American Revolution Prezi or PowerPoint. Students will then participate in a gallery walk and take notes.


Online Resources: http://www.fofweb.com/activelink2.asp?�ItemID=WE52

&iPin=EAW02&SingleRecord=True http://go.galegroup.com/ps/i.do?id=GALE%7CCX30487

00041&v=2.1&u=bloo21971&it=r&p=GVRL&sw=w&asid=bacb0eb02d982fdfaa505e595ae69ee5


Complete a DBQ about the revolution focusing on the question: How Revolutionary Was the American Revolution?

Textbook: American Nation Primary/Secondary Sources: La Destruction de la Statue Royale a Nouvelle Yorck.

Reprinted by permission of Library of Congress. Print by Andre Bassett, 1770s, LC-USZ62-22023

Excerpts from the Declaration of Independence Adapted from Jackson Turner Main, “Government by the

People: The American Revolution and the Democratization of the Legislature.” William and Mary Quartlerly, Vol. 23, 1966.

The Abolition of Slavery 1777-1865 (Map) Andrews, History of the New York African Free-Schools.

Reprinted in Leon Litwack, North of Slavery, 1961. Abigail Adams’ letters Amendment 19 Northwest Ordinance, 1787 Letter from three Seneca Indian Leaders – Big Tree,

Cornplanter, and Half-Town Complete a DBQ focusing on the question: Valley Forge: Would You Have Quit?


Primary/Secondary Sources: Number of Illnesses (Chart) Engraving of a painting by William Henry Powell,

Committee of Congress at Valley Forge, National Achieves Excerpts from the Diary of Dr. Albigence Waldo, a

Connecticut surgeon, 1777. Thomas Paine, The American Crisis, December 23, 1776


Create 2 maps for the French & Indian War. The first is a visual timeline of the events of the war. The second is of the North American continent after the Treaty of Paris of 1763.


Online Resources: http://www.history.org/history/museums/mappingExhibit.

html http://www.loc.gov/rr/program/bib/frenchindian/

Create a story board showing the major events leading up to the American Revolution


Online Resources: http://mrnussbaum.com/history-2-2/revolution/ http://www.pbs.org/ktca/liberty/ http://www.fofweb.com/activelink2.asp?�ItemID=WE52



In groups students will be assigned a question about the Revolution, to research and teach to the class. The presentations must include oral, graphic and physical products. Other students must document key points in the presentation that they are viewing.


Online Resources: http://mrnussbaum.com/history-2-2/revolution/ http://www.pbs.org/ktca/liberty/ http://www.fofweb.com/activelink2.asp?�ItemID=WE52













Title of Unit Unit Three: The New Nation/ Constitution Grade Level 10 Curriculum Area 10th Grade US I History Time Frame 7 weeks


Established Goals 6.1.12.A.2.b - Evaluate the importance of the Declaration of Independence, the Constitution, and the Bill of Rights to the spread of democracy around the world. 6.1.12.A.2.c - Compare and contrast state constitutions, including New Jersey’s 1776 constitution, with the United States Constitution, and determine their impact on the development of American constitutional government. 6.1.12.A.2.d - Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification debates, and assess their continuing relevance. 6.1.12.A.2.e - Explain how judicial review made the Supreme Court an influential branch of government, and assess the continuing impact of the Supreme Court today. 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.B.2.a - Analyze how the United States has attempted to account for regional differences while also striving to create an American identity. 6.1.12.B.2.b - Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and the expansion of slavery. 6.1.12.C.2.a - Analyze the problems of financing the American Revolutionary War and dealing with wartime inflation and profiteering. 6.1.12.D.2.a - Analyze contributions and perspectives of African Americans, Native Americans, and women during the American Revolution. 6.1.12.D.2.b - 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.2.c - Relate events in Europe to the development of American trade and American foreign and domestic policies.

Primary Interdisciplinary Connections Common Core ELA: RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.9-10.3 Analyze in detail a series of event described in a text; determine whether earlier events caused later ones or simply preceded them.

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. RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. RH9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity bands independently and proficiently. WHST.9-10.1. Writing arguments to support claims in an analysis of substantive topic or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. WHST.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organizations, and analysis of content. WHST.9-10.4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience. WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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 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. WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively, assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. WHST.9-10.11. Create literary texts that demonstrate knowledge and understanding of a wide variety of text of recognized literary merit. 21st Century Life & Careers: 9.1.8.A.3 Summarize strategies used by various organizations and agencies to solve problems that impact communities, and compare them with strategies used by similar organizations in another state or country 9.1.8.B.1 Use multiple points of view to create alternative solutions 9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects 9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities 9.1.8.D.2 Demonstrate the ability to understand inferences

9.1.8.D.4 Compare and contrast nuances in verbal and nonverbal communication in different cultures that may result in misinterpretation and misunderstanding 9.1.8.D.5 Justify the need for greater cross-cultural understanding due to globalization 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing individual or group work goals within or outside the classroom Technology: 8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program 8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems 8.1.8.D.3 Demonstrate how information may be biased on a controversial issue. 21st Century Interdisciplinary Themes: __x___ Global Awareness _____ Financial, economic, business, and entrepreneurial literacy __x__ Civic Literacy ______ Health Literacy

Transfer



Students will understand that… Students will keep considering… U1: The US Constitution is a living document. U2: The fundamental principles of the United States Constitution serve as the foundation of the United States government today

Q1: What steps did the United States take to establish a stable and lasting national government? Q2: How are governments created, structured maintained, and changed? Q3: What happens in the absence of government? Q4: How influential were the state constitutions on the development of the U.S. Constitution? Q5: Why are the first three words of the Constitution “We the People?” Q6: What makes an effective leader? Q7: Was George Washington’s leadership indispensable in successfully launching the new federal government?

Acquisition




S1: Distinguish between fact and opinion. S2: Recognize propaganda. S3: Read analytically. S4: Read to answer a question. S5: Evaluate sources of information: print, visual, and electronic. S6: Interpret political cartoons S7: Demonstrate understanding of cause-effect relationships in history.

S8: Formulate opinions based on critical examination of facts. S9: Propose plans of actions to solve historical problems. S10: Develop a relatively complex thesis with proper reasoning and support. S11: Write in a logical, rational, organized manner. S12: Demonstrate original thinking through writing. S13: Effectively participate in class discussions and lectures. S14: Take effective notes based on class discussions, lectures, and reading.



Assessment Evidence

T1-7 U2 Q7 K1-3 S1-4





Summative


T1-7 U2 Q7 K1-3 S1-4








Define all relevant vocabulary Debate opposing viewpoints Create a timeline of events Read primary and secondary sources Webb’s Level 1: Make a timeline Develop a concept map showing a process

or describing a topic. Write a list of keywords you know about... Cut out, or draw a picture that illustrates an



others








Complete a DBQ about the US Constitution focusing on the question: How Did the Constitution Guard Against Tyranny?

Textbook: American Vision Primary/Secondary Sources: James Madison, Federalist Paper #51 Powers Shared Venn Diagram James Madison, Federalist Paper #47 US Constitution Article 1, Section 1 US Constitution Article 2, Section 1, Clause 1 US Constitution Article 3, Section 1 Federalist Paper #51 Separation of Powers Diagram US Constitution Article 1, Section 2, House of

Representatives US Constitution Article 1, Section 3, Senate


Students assume the roles of James Madison, Charles Pinckney, William Patterson, and Alexander Hamilton and hold Constitutional Convention Simulation creating a new constitution based on each man’s plan.


Design a political cartoon depicting the Federalist or Anti-Federalist position on the ratification of the Constitution.


Using a newspaper or news magazine, locate and discuss articles that illustrate principles of the Constitution.

Online Resources: https://www.nytimes.com https://www.bbc.uk/news https://www.usatoday.com

Students must demonstrate or illustrate the process of how a bill becomes a law.

Resources: Youtube – How a Bill Becomes a Law

(Schoolhouse Rock)

Students will collect newspaper or magazine articles that deal with issues regarding rights and responsibilities of U.S. citizens and analyze articles.


Online Resources: https://www.nytimes.com https://www.bbc.uk/news https://www.usatoday.com

Students will participate in a webquest where

they discover who their elected officals are for the State of New Jersey

Resources: www.nj.gov











Title of Unit Unit Four: The First Five Grade Level 10 Curriculum Area 10th Grade US I History Time Frame 7 weeks


Established Goals 6.1.12.A.2.a - Analyze the intellectual origins of the major ideas expressed in the Declaration of Independence. 6.1.12.A.2.b - Evaluate the importance of the Declaration of Independence, the Constitution, and the Bill of Rights to the spread of democracy around the world. 6.1.12.D.2.a - Analyze contributions and perspectives of African Americans, Native Americans, and women during the American Revolutionary War era. 6.1.12.D.2.c - Relate events in Europe to the development of American trade and foreign and domestic policies. 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.

Primary Interdisciplinary Connections Common Core ELA: Common Core ELA: RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.9-10.3 Analyze in detail a series of event described in a text; determine whether earlier events caused later ones or simply preceded them. 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. RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. RH9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity bands independently and proficiently. WHST.9-10.1. Writing arguments to support claims in an analysis of substantive topic or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. WHST.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organizations, and analysis of content. WHST.9-10.4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience.

WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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 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. WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively, assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. WHST.9-10.11. Create literary texts that demonstrate knowledge and understanding of a wide variety of text of recognized literary merit. 21st Century Life & Careers: 9.1.8.A.3 Summarize strategies used by various organizations and agencies to solve problems that impact communities, and compare them with strategies used by similar organizations in another state or country 9.1.8.B.1 Use multiple points of view to create alternative solutions 9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects 9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities 9.1.8.D.2 Demonstrate the ability to understand inferences 9.1.8.D.4 Compare and contrast nuances in verbal and nonverbal communication in different cultures that may result in misinterpretation and misunderstanding 9.1.8.D.5 Justify the need for greater cross-cultural understanding due to globalization 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing individual or group work goals within or outside the classroom Technology: 8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program 8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems 8.1.8.D.3 Demonstrate how information may be biased on a controversial issue.. 21st Century Interdisciplinary Themes: __x___ Global Awareness _____ Financial, economic, business, and entrepreneurial literacy __x__ Civic Literacy ______ Health Literacy

Transfer


Meaning

Understandings Essential Questions Students will understand that… Students will keep considering…

U1: Some fundamental differences existed in the philosophies about how the new nation should be structured and governed, leading to numerous political debates and to the establishment of the party system U2: A good deal of political discussion and effort in the early years of the nation went into defining the office and role of the presidency, as well as the functions of Congress and the Supreme Court

Q1: How did the earliest presidents view their roles, and what actions did they take to help establish the office of the presidency? Q2: How did the new nation’s relations with foreign countries affect its earliest years? Q3: How were different groups of people affected by the events that occurred and the decisions the government made during the early years of the nation? Q4: What characteristics should be found in a President?

Acquisition




S1: Distinguish between fact and opinion. S2: Recognize propaganda. S3: Read analytically. S4: Read to answer a question. S5: Evaluate sources of information: print, visual, and electronic. S6: Interpret political cartoons

S7: Demonstrate understanding of cause-effect relationships in history. S8: Formulate opinions based on critical examination of facts. S9: Propose plans of actions to solve historical problems. S10: Develop a relatively complex thesis with proper reasoning and support. S11: Write in a logical, rational, organized manner. S12: Demonstrate original thinking through writing. S13: Effectively participate in class discussions and lectures. S14: Take effective notes based on class discussions, lectures, and reading.



Assessment Evidence

T1-7 U2 Q7 K1-3 S1-4





Summative




Assessment Evidence

T1-7 U2 Q7 K1-3 S1-4








Define all relevant vocabulary Debate opposing viewpoints Read primary and secondary sources Webb’s Level 1: Make a timeline Develop a concept map showing a process




others





out what they think about a particular topics Make a flow chart to show the critical stages Webb’s Level 4: Sell an idea (create an advertisement.

Bumpersticker) Write a jingle to advertise a new product Read Primary Sources in expert groups and



Students will write a letter of recommendation for George Washington

Textbook: American Vision Resources:

John Adams Political Cartoons – Students create a political cartoon reflecting the presidency of Adams:

a) Alien and sedition acts b) XYZ Affair c) Election of 1800 d) Midnight judges

Textbook: American Vision Resources: http://www.whitehouse.gov/about/presidents/johnadams


Lewis and Clark Expedition Journals – Students assume the role of a member of the expedition and create entries reflecting the hardships and tribulations experienced by the group Lewis and Clark Journals (2 or 3 entries) a page each with drawings and art Page 1: A hand-drawn detailed map,

with locations and dates written on the map

Page 2: In your first journal entry you want to write a farewell letter to friends and family. If you have any last words…this would be a place to record them. Lewis and Clark have also asked you to record ten things you will be bringing along with you on the expedition. You must also draw an image of what you think you might see on your journey.

Page 3: Include 3 more journal entries

Textbook: American Vision Resources: http://www.nationalgeographic.com/lewisandclark/ http://www.pbs.org/lewisandclark/ http://lewis-clark.org http://www.monticello.org/site/jefferson/lewis-and-clark-

expedition

Postcards from the Past – Instructions: Front of the post-card artwork and back a letter home explaining the topic Topics:

1. The election of 1801, Adams and Burr being tied

2. The 12th Amendment 3. Reduction in government 4. Marbury v. Madison 5. The Louisiana Purchase 6. The Embargo Acts

Textbook: American Vision Resources: http://www.monticello.org/site/jefferson "Jefferson, Thomas." UXL Encyclopedia of U.S. History.

Sonia Benson, Daniel E. Brannen, Jr., and Rebecca Valentine. Vol. 4. Detroit: UXL, 2009. 819-824. Gale Virtual Reference Library. Web. 13 July 2014.


Save Our History – Star Spangle Banner – Students view the history channel documentary about the Star Spangle Banner

Textbook: American Vision Resources: History Channel – War of 1812 DVD

Facebook Pages – Students create a facebook page that combines biographical info, major accomplishments, images, posts, and friends

Textbook: American Vision Resources: http://www.educatorstechnology.com/2013/03/3-

awesome-facebook-templates-for-your.html

Students write a presidential resume for one of the first five presidents

Textbook: American Vision Resources: http://office.microsoft.com/en-

us/templates/results.aspx?qu=resumes

Students will write a newspaper editorial on Whisky Rebellion


Locate articles showing domestic and foreign issues.

Textbook: American Vision Resources: https://www.nytimes.com https://www.bbc.uk/news

Title of Unit Unit Five: Expansion and Reform Grade Level 10 Curriculum Area 10th Grade US History Time Frame 7 – 8 weeks


Established Goals 6.1.12.A.3.a-Assess the influence of Manifest Destiny on foreign policy during different time periods in American history. 6.1.12.A.3.b-Determine the extent to which America’s foreign policy (i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national interest. 6.1.12.A.3.c-Assess the role of geopolitics in the development of American foreign relations during this period. 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.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. 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.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.B.3.a-Assess the impact of Western settlement on the expansion of United States political boundaries. 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. 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.3.b-Explain how immigration intensified ethnic and cultural conflicts and complicated the forging of a national identity. 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.d-Analyze the role education played in improving economic opportunities and in the development of responsible citizens. 6.1.12.D.3.e-Determine the impact of religious and social movements on the development of American culture, literature, and art.

Primary Interdisciplinary Connections Common Core ELA: RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.9-10.3 Analyze in detail a series of event described in a text; determine whether earlier events caused later ones or simply preceded them. 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. RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. RH9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity bands independently and proficiently. WHST.9-10.1. Writing arguments to support claims in an analysis of substantive topic or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. WHST.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organizations, and analysis of content. WHST.9-10.4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience. WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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 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. WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively, assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. WHST.9-10.11. Create literary texts that demonstrate knowledge and understanding of a wide variety of text of recognized literary merit. 21st Century Life & Careers: 9.1.8.A.3 Summarize strategies used by various organizations and agencies to solve problems that impact communities, and compare them with strategies used by similar organizations in another state or country 9.1.8.B.1 Use multiple points of view to create alternative solutions 9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities

9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects 9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities 9.1.8.D.2 Demonstrate the ability to understand inferences 9.1.8.D.4 Compare and contrast nuances in verbal and nonverbal communication in different cultures that may result in misinterpretation and misunderstanding 9.1.8.D.5 Justify the need for greater cross-cultural understanding due to globalization 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing individual or group work goals within or outside the classroom Technology: 8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program 8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems 8.1.8.D.3 Demonstrate how information may be biased on a controversial issue 21st Century Interdisciplinary Themes: __x___ Global Awareness _____ Financial, economic, business, and entrepreneurial literacy __x__ Civic Literacy ______ Health Literacy

Transfer



Students will understand that… Students will keep considering… U1: American nationalism led to Manifest Destiny and expansion across the continent. U2: Westward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions.

Q1: What opportunities resulted from the Louisiana Purchase? Q2: How does human migration impact a region? Q3: Was it a good idea for Americans to expand westward? Q4: What was the effect of our westward expansion on the indigenous populations? Q5: How did groups of Americans work together to ensure survival during westward expansion? Q6: What federal actions brought conflict and cooperation among Americans in the North, South, and West? Q7: How did American democracy expand during the early 1800’s?

Acquisition



K1. How unit vocabulary leads to an understanding of the unit as a whole.. K2. How to identify the main idea of a text. K3. How to summarize a text.

S1: Distinguish between fact and opinion. S2: Recognize propaganda. S3: Read analytically. S4: Read to answer a question. S5: Evaluate sources of information: print, visual, and electronic. S6: Interpret political cartoons S7: Demonstrate understanding of cause-effect relationships in history. S8: Formulate opinions based on critical examination of

facts. S9: Propose plans of actions to solve historical problems. S10: Develop a relatively complex thesis with proper reasoning and support. S11: Write in a logical, rational, organized manner. S12: Demonstrate original thinking through writing. S13: Effectively participate in class discussions and lectures. S14: Take effective notes based on class discussions, lectures, and reading.



Assessment Evidence

T1-7 U2 Q7 K1-3 S1-4





Summative


T1-7 U2 Q7 K1-3 S1-4








Define all relevant vocabulary Debate opposing viewpoints Read primary and secondary sources Webb’s Level 1: Make a timeline Develop a concept map showing a process




others








Prepare a travel poster to convince settlers to move westward

Textbook American Vision

Create posters documenting womens’ struggles for equal rights

Textbook American Vision Online Resources http://www.ushistory.org/us/26c.asp

Write an essay based on the DBQ whether Andrew Jackson was a hero or tyrant.

Textbook American Vision Primary/Secondary Source Document A: Jackson’s Inauguration


Document B: Jackson’s Message explaining his veto of the National Bank, July 10, 1832 Document C: King Andrew the First Document D: Jackson’s message to Congress concerning the removal of Native Americans from east of the Appalachian Mountains, December 7, 1835 Document E: Andrew Jackson Quote on South Carolina secession over tariffs

Students will complete a webquest focusing on Andrew Jackson.

Online Resource www.thejanisch.weebly.com

DBQ: Was the United States Justified in Going to War With Mexico?

Textbook American Vision Primary/ Secondary Source Document A: John O’Sullivan and Manifest Destiny Document B: President James Polk’s War Declaration Document C: A Mexican Viewpoint Document D: Charles Sumner: Objections to the Mexican- American War


Paired/Group Activity Role Play Guided practice SQ3R Role Play Cooperative Learning QAR Choice boards Cooperative Learning Independent Study Choice boards Interest Based Mini Lessons Tic - Tac - Toe menus Skill-Based Mini Lessons Learning Buddies Tiered Products /Activities Varied Rubrics Choice Menus Mentorships Advance notice of assignments Small Group Instruction Review with study skills and strategies training. Visual cues found on worksheets Teach organizational skills Chunking and grouping of material Test modifications Advance notice of assignments Time extensions Review with study skills and strategies training. Teach organizational skills Test modifications/time extensions

Title of Unit Unit Six: The Civil War and Reconstruction Grade Level 10 Curriculum Area 10th Grade US I History Time Frame 7 – 8 weeks

Developed By 10th Grade US I History Team Desired Results (Stage 1)

Established Goals NJCCCS: 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.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.c-Evaluate how political and military leadership affected the outcome of the Civil War. 6.1.12.A.4.d-Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans. 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.4.b-Analyze the impact of population shifts and migration patterns during the Reconstruction period. 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.b-Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South. 6.1.12.C.4.c-Explain why the Civil War was more costly to America than previous conflicts were. 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. 6.1.12.D.4.d-Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals and states. 6.1.12.D.4.e-Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship between the national and state governments.

Primary Interdisciplinary Connections Common Core ELA: RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.9-10.3 Analyze in detail a series of event described in a text; determine whether earlier events caused later ones or simply preceded them. 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. RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. RH9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity bands independently and proficiently. WHST.9-10.1. Writing arguments to support claims in an analysis of substantive topic or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. WHST.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organizations, and analysis of content. WHST.9-10.4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience. WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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 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. WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively, assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. WHST.9-10.11. Create literary texts that demonstrate knowledge and understanding of a wide variety of text of recognized literary merit.

21st Century Life & Careers: 9.1.8.A.3 Summarize strategies used by various organizations and agencies to solve problems that impact communities, and compare them with strategies used by similar organizations in another state or country 9.1.8.B.1 Use multiple points of view to create alternative solutions 9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects 9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities 9.1.8.D.2 Demonstrate the ability to understand inferences 9.1.8.D.4 Compare and contrast nuances in verbal and nonverbal communication in different cultures that may result in misinterpretation and misunderstanding 9.1.8.D.5 Justify the need for greater cross-cultural understanding due to globalization 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing individual or group work goals within or outside the classroom Technology: 8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program 8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems 8.1.8.D.3 Demonstrate how information may be biased on a controversial issue. 21st Century Interdisciplinary Themes: __x___ Global Awareness _____ Financial, economic, business, and entrepreneurial literacy __x__ Civic Literacy ______ Health Literacy

Transfer


Meaning

Understandings Essential Questions Students will understand that… Students will keep considering…

U1: The Civil War resulted from complex regional differences involving political, economic, and social issues, as well as different views on slavery. U2: The Civil War and Reconstruction had a lasting impact on the development of the United States.

Q1: What causes major internal divides? Q2: What chain of historical events led to the downfall of the slave system in the United States? Q3: Does Abraham Lincoln deserve to be called the “Great Emancipator”? Q4: How does geography contribute to the rise and spread of different sectional and cultural attitudes within the U.S. historical development? Q5: How is the impact of civil war different than a conflict between two countries? Q6: When is war justified? Q7: How do nations recover from war?

Acquisition




S1: Distinguish between fact and opinion. S2: Recognize propaganda. S3: Read analytically. S4: Read to answer a question. S5: Evaluate sources of information: print, visual, and electronic. S6: Interpret political cartoons S7: Demonstrate understanding of cause-effect relationships in history. S8: Formulate opinions based on critical examination of

facts. S9: Propose plans of actions to solve historical problems. S10: Develop a relatively complex thesis with proper reasoning and support. S11: Write in a logical, rational, organized manner. S12: Demonstrate original thinking through writing. S13: Effectively participate in class discussions and lectures. S14: Take effective notes based on class discussions, lectures, and reading.



Assessment Evidence

T1-7 U2 Q7 K1-3 S1-4





Summative


T1-7 U2 Q7 K1-3 S1-4






Define all relevant vocabulary Debate opposing viewpoints Create a timeline of events Read primary and secondary sources Webb’s Level 1: Make a timeline Develop a concept map showing a process or

describing a topic. Write a list of keywords you know about... Cut out, or draw a picture that illustrates an event,

process, or story. Report or present to the class. Make a cartoon strip showing the sequence of an

event, process, or story. Webb’s Level 2: Write a diary/blog entry Make a scrapbook about the area of study Make a topographic map Make up puzzle or game about the topic Write an explanation about this topic for others Webb’s Level 3: Use a Venn Diagram that shows how two topics

are the same and different Design a questionnaire to gather information Survey classmates/industry members to find out

what they think about a particular topics Make a flow chart to show the critical stages

Unit Vocabulary Graphic Organizers Course Textbook www.njamistadcurriculum.com www.gilderlehrman.org

Webb’s Level 4: Sell an idea Write a jingle to advertise a new product Read Primary Sources in expert groups and then

jigsaw out to share information to classmates (Tasks that require perspective taking and collaboration with a group of individuals)


Create a timeline of events leading to the Civil War. Analyze & explain most significant.

Textbook: American Vision Online Resource: http://www.civil-war.net/pages/timeline.asp

Create a perspective of the nation during the Civil War by using the following resources.

Resources www.the-map-as-history.com United Streaming Video Segment: Emancipation Proclamation (fromAmerican Experience: Ulysses S. Grant: The Warrior: Part 02) http://player.discoveryeducation.com/index.cfm?guidAssetId=C3EDBAB5-3AAE-458E-9C47 2C650A40C639&blnFromSearch=1&productcode=US The Emancipation Proclamation, January 1, 1863. http://www.ourdocuments.gov/doc.php?flash=false&doc=34 Writ of Habeas Corpus Harriet Beecher Stowe’s Uncle Tom’s Cabin The Gettysburg Address

DBQ: The Battle of Gettysburg: Why was it a turning point?

Textbook: American Vision Primary/ Secondary Sources

Group research into the different plans and report findings to class. Class vote on best plan. Possible 4th group to design an alternate plan.

Document A: Main Battles and Campaigns of the Civil War Document B: Casualties Document C: Letters From Robert E. Lee Document D: Gettysburg Address

Textbook American Vision Online Resource http://www.u-s-history.com/pages/h126.html

Discuss Lincoln’s assassination and compare it to other significant assassinations in US History.

Textbook American Vision Online Resource http://www.u-s-history.com/pages/eras.html

DBQ: North or South- Who killed reconstruction? Textbook American Vision Primary/Secondary Sources Document A: Letter on Ku Klux Klan Activities Document B: Abram Colby, Testimony to a Joint House and Senate Committee in 1872 Document C: The Americans, McDougall Littell Document D:The Death of Reconstruction: Race, Labor and Politics in the Post-Civil War North, Heather Cox Richardson Document E: The Black Codes Document F: Sharecroppers’ Cycle of Poverty Document G: Election of 1876 (map)











Documents

US History I 8.1.14 · 2018. 5. 12. · US History I (10th Grade) Introduction: US History I is a requirement for all students in the State of New Jersey and Bloomfield High School